This document discusses a study on trainees' perceptions of service quality at TVS Training and Services. The study aimed to identify factors that trainees perceive as affecting the quality of training and their ability to apply what they learned. 182 trainees from engineering and diploma programs participated in the study. The analysis found that trainee characteristics, training design/delivery, and work environment all impacted perceptions of service quality. Trainee motivation, the relevance of training content, trainer quality, and support in the workplace were some of the key factors identified. The study provides insights to help improve the effectiveness of training programs.

1. A STUDY ON TRAINEES PERCEPTION TOWARDS SERVICE QUALITY AT TVS
TRAINING AND SERVICES
Project Report
Submitted in partial fulfilment of the requirement for the award of degree of
Master of Business Administration of Bharathiar University
By
P.AHAMED ABDULLA
(1435FO543)
Under the guidance of
Mr. MANIKANDAN. M.K.M
(Faculty, Department of Management Sciences)
DEPARTMENT OF MANAGEMENT SCIENCES
D.J.ACADEMY FOR MANAGERIAL EXCELLENCE
(Affiliated To Bharathiar University, Coimbatore)
COIMBATORE-641032
OCTOBER 2015

2. DEPARTMENT OF MANAGEMENT SCIENCES
D.J.ACADEMY FOR MANAGERIAL EXCELLENCE
(Affiliated To Bharathiar University Coimbatore)
COIMBATORE- 641032.
Project Report
“A STUDY ON TRAINEES PERCEPTION TOWARDS SERVICE QUALITY AT TVS TRAINING
AND SERVICES.”
Submitted in partial fulfilment of the requirement for the award of the Degree of Master of
Business Administration of Bharathiar University,
By
P.AHAMED ABDULLA
(1435FO543)
____________________ __________________
Mr. MANIKANDAN. M.K.M Dr .N.PREM ANAND
Project Guide Director
The Viva – Voce examination held on _____________
_______________________ ________________________
Internal Examiner External Examiner

3. CERTIFICATE

4. DEPARTMENT OF MANAGEMENT SCIENCES
D.J. ACADEMY FOR MANAGERIAL EXCELLENCE
(Affiliated to Bharathiar University)
COIMBATORE-32
CERTIFICATE
This is to certify that the project entitled “A STUDY ON TRAINEES PERCEPTION TOWARDS
SERVICE QULAITY AT TVS TRAINING AND SERVICES, CHENNAI” is a bonafide record of work
done by P.AHAMED ABDULLA (REG.NO.1435F0543) under the guidance of Mr. MANI
KANDAN.M.K.M, Assistant Professor Department of Management Sciences, submitted in partial fulfilment
of the requirements for the award of the degree of Master of Business Administration of Bharathiar
University.
____________________ __________________
Mr. MANIKANDAN. M.K.M Dr .N.PREM ANAND
Project Guide Director

6. DECLARATION
DECLARATION
I, P.AHAMED ABDULLA, hereby declare that the project entitled “A STUDY ON TRAINEES
PERCEPTION TOWARDS SERVICE QUALITY AT TVS TRAINING AND SERVICES” submitted
to Bharathiar University in partial fulfilment of the requirement for the award of the Degree of Master of
Business Administration, is a record of original work done by me during my period of study in D.J Academy

7. for Managerial Excellence under the guidance of Mr. Manikandan.M.K.M, Assistant Professor,
Department of Management Sciences.
Place: Coimbatore P.AHAMED ABDULLA
Date: (Reg No. 1435F0543)

8. ACKNOWLEDGEMENT
ACKNOWLEDGEMENT
I thank almighty for giving me strength and determination to complete this project successfully.

9. I place my deepest sense of gratitude and convey my sincere thanks to Dr. N. PREM ANAND, BE. M.B.A.,
PGDIB., Ph.D., Director, D.J. Academy for Managerial Excellence, Coimbatore for his excellent support by
providing all resources required.
I wish to thank the head of the department, Dr. J.J. SAVITHIRI Head of the Department for her constant
Co-ordination and support to finish the project.
I take a privilege in thanking my internal guide Mr. M.K.M. Manikandan, Assistant Professor Department
of Management Sciences, D.J. Academy for Managerial Excellence for his inspiring guidance and valuable
suggestions for successful completion of this project report.
I am extremely thanked to all the faculty member of the Department of Management Sciences for their
wishes and encouragements in completion of this project report.
I express my profound thanks to Mr. Krishna Kumar and Mr. Karthikeyan (Business Development
Executives) TVS Training and Services, Chennai for giving me an opportunity to do this project.
More than any one, I would like to thanks MY PARENTS and beloved friends for their helping and
unsolicited assistance at the critical hours of need.

10. TABLE OF CONTENTS
TABLE OF CONTENT
CHAPTER TITLE PAGE NO.
ABSTRACT
1 INTRODUCTION
1.1 INTRODUCTION OF THE STUDY 1

11. 1.2 INTRODUCTION OF INDUSTRY 2
1.3 INTRODUCTION TO THE COMPANY 7
2 REVIEW OF LITERATURE 13
2.1 OBJECTIVE OF THE STUDY 15
2.2 NEED OF THE STUDY 16
2.3 LIMITATIONS OF THE STUDY 17
3 RESEARCH METHODOLOGY
3.1 RESEARCHDESIGN 18
3.2 AREA OF THE STUDY 18
3.3 PERIOD OF STUDY 19
3.4 SAMPLE PLAN 19
3.5 SAMPLE SIZE 19
3.6 SAMPLE ELEMENTS 19
4 DATA ANALYSIS AND INTERPRETATION 22
5 FINDINGS AND SUGGESTIONS
5.1 FINDINGS 35
5.2 SUGGESTIONS 36
5.3 CONCLUSION 37
BIBLIOGRAPHY 38
ANNEXURE 40

12. LIST OF TABLES

13. LIST OF TABLES
4.1 Table showing Respondents based on faculty and staffs are always courteous towards the
trainees
22
4.2 Table showing Respondents Reliability test 24
4.3.1 Table showing Respondents Factor Analysis 25
4.4.1 Table showing the Regression Test 29
4.5 Table showing the Anova Test 30
4.5.1 Table showing the Coefficients of Test 31
4.6 Table showing the Correlation Test 32

14. LIST OF CHARTS

15. LIST OF CHARTS
1 Chart showing Respondents based on age group 23

16. ABSTRACT

17. ABSTRACT
With increasing concentrated of the value of human capital, companies worldwide have invested
large amounts of expenditures in training. There is no exception, especially for big corporates in most
popular industries. However, training results have turned out to be not effective or have not reached the
expectation by many companies. Thus, service quality of training (i.e. whether trainee has applied what he or
she has learnt in the training back to the workplace) has become the key of training effectiveness. In contrast
to studies which took an organizational perspective, this study has taken the trainee’s perspective to examine
what factors including how they affect trainees’ service quality of training.
The study aims to explore trainees’ perception of service quality of training in the TVS Training and
Services. The research question is: what factors do trainees perceive affect their Service quality of training in
the workplace and how do those factors affect their expectations in practice. The question is answered 182
trainees who have undergoing training programs offered by the corporates of various corporations in some of
the most popular industries in India. The data collected from the trainees were displayed, compared and
contrasted, and then categorized into groups by using data management method.
The analysis found that findings from this study based on the trainee characteristics, training design
and delivery, and work environment. The study found that factors of trainee characteristics such as training
motivation, perceived job, and career utility are related to service quality of training. There are several
motivation sources that drive trainees to be motivated. Personal learning style and trainees’ perceptions of
training are relevant factors as well. In the category of training design and delivery, trainees hold different
views towards hard skill training and soft skill training as they have different level of content relevance.
Factors such as option for attendance, trainer quality, pre-training determinants and post-training
determinants were found to be related to service quality of training in different levels. In the final section,
factors of work environment have strong influence to service quality of training to most participants in the
research. There are also some divergent views from individual trainees that work environment do not have
influence on them.

18. CHAPTER 1
CHAPTER 1
1.1 INTRODUCTION OF THE STUDY

19. Today, training has become a common activity in all enterprises in order to enrich four important
components of their business environment such as technology, quality improvement, product development
and customer satisfaction. The most important goal of the training is to inculcate the essential skills, which
are required for trainees’ to improve the productivity and thereby enhancing the awareness levels. At the end,
the entire program is being measured in terms of the responses from the trainees who underwent the training.
The responses from the trainees have to be measured in relation to their expectations and perceptions. The
present paper discusses to measure the trainees’ perceptions towards various dimensions of the training. The
questionnaire method was administered and the collected data were analysed with the help of appropriate
statistical tools. The purpose of the paper is to assess the trainees’ perceptions. It examines trainees’
perceptions before the training and their perceptions after the transfer of knowledge. Transfer of knowledge
means the interactions among the trainer and the trainees and the content and method, during the training
process. Perception means what the trainees basically feel or perceive about the training contents,
methodology, and trainers’ competencies. Perceptions of trainees are formed based on the above said
training activities. The responses from the trainees are related to the various trainees’ of Engineering and
Diploma courses. The main goal of this work was to measure the trainees’ perceptions towards dimensions
of the training.
Development of an organization is necessarily based on innovative labour force, technology, quality
management, and customer satisfaction. Among the above factors, innovative labour force can be created
only by the activities of training and development in the organization. Therefore, training program is the
most powerful activity of HRD for Trainees empowerment and improving overall effectiveness of an
organization. Among many organizational interventions, training program is most powerful activity .Today
the HRD is being properly aligned with processes, strategies and overall organizational system. Training is
one of the important roles of HRD. In the recent trends, the training has phenomenal growth and used for
many purposes such as creating professional relations among individuals, profit maximization through loss
minimization, rectifying deficiencies of the employees etc. There is a wide ranging and largely unresolved
debate regarding precise contribution of formal and informal training activities to the overall performance of
the organization.
1.2 INDUSTRY PROFILE
Training:

20. The intensification of global competition, the changing marketplace and rapid Technological
advances demand a more flexible and competent workforce. Thus, the Importance of organizational training
has been recognized as a strategic force in the Effort to raise competitiveness. The main goal of training is to
provide, obtain and improve the necessary skills in order to help organizations achieve their goals and create
Competitive advantage by adding value to their key resources – i.e. employees.
With high investments in and allocation of resources to training, the need for Justifying training
effectiveness and documenting that employees can transfer and use The skills learnt to their work
environment have accelerated. Therefore, what counts in every training program is whether the participants
are able to transfer and apply the skills they learn to their work.
The aim of this study is to present an empirical study based on trainee perceptions of service quality
at training and to determine the factors that trainees perceive as important in affecting the service quality. In
the following, I briefly present a literature review supporting the training transfer variables under
investigation in our study. The methodological concerns and the results of the present study are then
discussed. Final remarks, limitations and suggestions for future research are presented in the concluding
section.
Define the training Transfer in terms of two factors:
(1) Maintenance of new knowledge and skills in time and
(2) Generalization of new knowledge and skills.
Background and research framework:
There is a variety of theoretical and empirical approaches that examine the issue of
Service quality these studies distinguish three categories of factors affecting
Service Qulaity at work:
(1) Factors concerning the trainee
(2) Factors concerning the training and the planning of the training program
(3) Organizational factors affecting the transfer as well as the training and the Trainees.
Training inefficiency
The effective training has the potential to increase knowledge, skills and abilities (KSAs) and to
enable employees to leverage their KSAs for improving the individual performance, thus enhancing the
organization profits In the US, companies spent more than $50 billion annually on formal training In
addition, corporate training expenditure is expanding worldwide. However, there is always disparity between
the ideal theory and the reality. Trainees perceived that training could directly lead to the performance
improvement, but the results did not really coincide with what trainees have expected. Large amounts of
expenditure have been invested in training programs in either corporate or public areas, but the true yield of

21. the expenditure has been questioned by organizations, Research has shown that training does not result in
change of behaviour or improvement of job performance unless the newly acquired the skills and
competencies are transferred into the workplace. Thus, it is important to discuss and explore the antecedents
and consequence of transfer of training process. In the early 1980s, it was estimated that only 10 percent of
training results in behavioural change. Moreover, a survey has shown that about 40 per cent of trainees fail to
transfer the knowledge and skills immediately after the training and only around 50 per cent of training
investment have yield in performance improvement. The problem of training inefficiencies and difficulties in
transfer of the training program has bothered the Human Resource Development (HRD) and companies'
practitioners for long time. The bad performance in return on investment make the companies start to focus
their attention on evaluation of transfer of training and to find out what the factors are that lead to effective
transfer.
Pre-training activities
1. Pre-training needs analysis and assessment
The appropriate pre-training needs analysis can be useful for transfer of training. However, they
claimed that there is a shortage of empirical studies linking pre-training needs assessment to transfer
outcome. There are some studies in the past demonstrating the importance of pre-training needs assessment
and some studies providing the conceptual support. However, there are not many studies that have examined
the relationship between pre-training needs assessment and transfer of training. The low percentage of
studies in this area cannot show the corporates are using needs analysis as a predictor for transfer of training.
However, trainees seem to value the importance of pre-training needs analysis more than the corporates. The
certain pre-training conditions are relevant to the training outcomes, based on their research focusing trainee
attitudes towards training. They indicate that trainees are more inclined to transfer when they are informed of
the content and relevant information of the training program in the pre-training period, have supported this
view with their empirical studies from which the data collected from 182 trainees in an engineering and
diploma group. From trainee’s perspective, those who receive the realistic and relevant training preview are
more likely to believe that the training is appropriate for them to take. Thus, they showed more commitment
to the training program.
2. Pre-training planning and goal setting
Pre-training planning is very important for the training success and for effective transfer suggested
that “explicated communicated objectives can inform learners of the desired performance, the conditions
under which the performance will be expected to occur on the job, and the criterion of acceptable

22. performance to maximize transfer. Setting goals can regulate the trainee’s behaviour and attitudes and lead
his or her action to achieve the goals. It can also motivate the individual to develop relevant strategies to for
goal attainment. There are a certain number of studies supporting the positive relationship between pre-
training goal setting and training transfer. The trainees who assigned goals after a management development
program achieved better application results and learning results and also supported this point that a trainee
who set goals in the pre-training period has higher level of motivation when actually entered training and
found significant relationships between the importance of training goals and perceived transfer of training
and found that transfer turns out to be more effective if the trainee have set goals in the pre-training period.
Trainee characteristics:
Research has shown that the characteristics of the trainee’s personality directly affect the training
process and training transfer The ability of the person to learn, synthesize, and connect what he has learnt to
practice and transfer the skills and knowledge to work is the second factor for training transfer. Previous
studies have identified the following trainee.
Characteristics as affecting trainees:
 The motivation of the person to learn and transfer the skills to his work
 His/hers perception of opportunities to apply the new skills
 His/hers personal career goals
 The perception of the trainee regarding the management of his career goals
 Through training (career utility), as well as the goals directly connected to his Work (job utility) and
 Organizational commitment.
Trainees’ Expectations and Trainees’ Perceptions:
The purpose of the paper is to assess the trainees’ expectations and their perceptions. It examines
trainees’ expectations before the training and their perceptions after the transfer of knowledge. Transfer of
knowledge means the interactions among the trainer and the trainees and the content and method, during the
training process.
Perception means what the trainees basically feel/perceive about the training contents, methodology,
and trainers’ competencies. Perceptions of trainees are formed based on the above said training activities.
The responses from the trainees are related to the various factors of four parameters - Personality, Business,
Managerial Skills and Entrepreneurial Competencies. The main goal of this work was to measure the
trainees’ expectations and their perceptions towards dimensions of the training.
Role of Trainer

23. Trainer is the key of training program since it is the trainer who delivers the information to the
trainees. Corporates pay large amounts of expenditure on hiring qualified and skilled trainers to convey
training program. Qualified trainer should possess certain characteristics, that qualified trainer should
possess two essential characteristics, which are reliability and effectiveness. The trainer himself must be
reliable to build trustful relationship with trainees and he has to be effective in conducting the program and
in delivering the information. Role of trainer quality has been under researched since trainer has been seen as
a part of the training design and delivery rather than an important stakeholder of the transfer of training
process.
Training Motivation
Motivation is a very crucial factor that drives people’s decision and behaviour. It is a psychological
process that gives human behaviour a purpose or direction. As a key factor in the research area of transfer of
training, training motivation was under-researched in the 80s, but there was an uprising of research in the
training motivation area starting in the early 90s and has still been a very popular factor. The definitions of
motivation vary depending on the contextual situations. For the purpose of this dissertation, the term
motivation is defined as a desire or purpose that drives individuals to accomplish a personal or organizational
goal. Based on the study of training motivation is defined as “the direction, intensity, and persistence of
learning-directed behaviour in training contexts” define training motivation in the same way, emphasizing
the intensity and persistence of efforts.
Other Training Centres:
Many companies are there which cover the above 4 sectors, few of the top companies which have been
consistently training students for industrial training programs are listed down below:
 DRDO
 TATA MOTORS
 MTNL
 SAIL
 NTPC
 Jindal
 BHEL
 State Electricity Board
 L&T
 Siemens
 MAHINDRA
 Spice
 AT & T
 Maruti
 Indian Oil
 HPCL
 NAL (National Aerospace Lab)

24.  ITC
1.3. COMPANY PROFILE
TVS TRAINING & SERVICES LTD
TVS Training and services Ltd is a TVS group company that was instituted in 2010 in Chennai. TVS
TS provides training in a variety of domains from automotive and engineering fields to Communication and
personal development.

25. Industry and business in India have undergone dramatic changes in recent years in the methods of
production, adaptation of new technologies, expectations of a new work culture and Especially in the
demand for a qualitative and competent work force.
There is a huge need in India for a training skilled personnel in various skill sectors. It is this Need
for competent trained personnel at all levels across all domains that has inspired the TVS Training and
Services to offer custom designed programs to fit the needs of the customer.
Industrial training programs
TVS TS training programs, besides improving on the trainees’ domain knowledge, strives to make
them multi-skilled, laying emphasis also on
 Error Prevention
 Development of multi-skills
 A hands-on basic understanding of quality on the production floor
 An attitude of diligence and discipline
TVS TS will also draw the experience of the TVS companies who have long provided an internal training
program for their workers and managers.
In order to incrementally expand its training capacity and its presence in the vocational fields at all levels
and across all sectors, TVS TS is now in Partnership with NSDC.
Training Programs
TVS TS trains a variety of industrial personnel from entry level workers to operators and supervisors
and managers. The training enhances their competencies and skills leading to better performance and
efficiency in their jobs ensuring a higher productivity.
The programs are open to individuals who have completed 10 years of schooling and to various
industrial personnel. These individuals are trained in a wide range of skills and competencies in various
processes and systems according to the needs of their sectors.
Quality of TVS TS Training
The best credentials for the quality of the TVS TS programs can be gauged by the fact that we serve
the top industrial establishments in the country, such as, Ashok Leyland, Rane -- TRW, Hyundai Motors,
IOCL, Sanmar--Engineering, Smithkline-Glaxo-Beacham, Kone Elevators, Wipro, Noveon--Diamalt and the
TVS Group of Companies. The superior quality of the training offered is further evidenced by the excellent
testimonials from all our clients.

26. FACULTY
Training programs at TVS TS are delivered by a highly proficient and committed faculty who keep
themselves continuously updated in subject knowledge as well as exploring new methods of training.
FACILITIES
TVS TS is equipped with state of the art training facilities. The workshops and laboratories offer
trainees the best possible learning environments that closely approximate the work place.
VISION
To create technically competent and proficient individuals who meet global standards of excellence
in a wide range of processes and systems across multiple sectors and domains.
“Our vision is to create technically proficient individuals who meet global standards of excellence across
multiple sectors/domains”
Over the last decade we have worked with over 200 enterprises and have successfully enabled
numerous personnel who vouch for our quality by staying and training with us. TVS Training & Services is
now working with educational institutions which apart from providing industry exposure, also enables them
bridge the gap between academics and the industry by providing them industry appropriate training. TVS
Training and Services also offers finishing school programs and consultancy services to reputed educational
institutions with an excellent track record.
Objective
 Exclusively for students who are technically inclined and are interested in learning beyond academia.
 To expose students to a work environment, common practices, employment opportunities and work
ethics in their relevant field.

27.  To transform fresh engineers to multi skilled professionals to meet global standards of industrial
excellence.
 To train a high caliber technical force
 To engender meaningful values and attitudes
 To ensure continuous update of knowledge and skills
Programs offered by TVS TS:
B2E – ACADEMIC TRAINING
ATP - The Advanced Training Program (ATP) is a transitional step for engineering graduates to bridge the
gap between acquired theoretical knowledge and practicality as required by the industry.
CTP - Certification Training Programs (CTP) are intense short term technical programs intended to improve
specific competencies for students studying at professional institutions.
FDP - The Faculty Development Programs (FDP) are intended to improve faculty competencies in
professional institutions such as Engineering Colleges, ITI’s and Polytechnic colleges.
Certification Training Program (CTP):
 Vehicle Assembly Techniques for Automobile
 IC Engines for Automobile
 CNC (Milling & Turning) for Mechanical
 Geometric Dimensioning & Tolerance for Mechanical
 PLC Industrial Applications for EEE
 Applications of Embedded Systems for ECE
 Industrial Automation
 Industrial Electrical & Electronics
B.E/ B. Tech Pre-
Final Year
students
(Mechanical,
EEE)
ATP (75 Days)&
Industry
Exposure
Gainful
Employment for
the candidate &
Trained
Candidates for
the Industry

28.  Manufacturing Systems
 Lean Manufacturing
 Production Management
 Project Management
 Cutting Tools
Faculty Development Program (FDP):
 Industrial Pneumatics and Hydraulics
 Industrial PLC
 CNC Programming & Machining
 Manufacturing Systems
 Supervisory Development program
 Lean Manufacturing
 Project Management
 Production Management
 Cutting Tools
Soft Skills Training:
 Quality of life
 Achievement & Motivation
 Effective communication
 Effective body language
 Positive attitude – Self empowerment
 Team building & Team work
 Personality development
 Stress management
TVS Training and Services Divisions:
B2B
B2ESHIPBUILDING

29. SHIPBUILDING:
Shipbuilding is the construction of ships and other floating vessels. It normally takes place in a specialized
facility known as a shipyard. Shipbuilders, also called shipwrights, follow a specialized occupation that
traces its roots to before recorded history.
STAFFING SOLUTIONS:
Staffing solutions come in a variety of forms to meet specific client needs, from short assignments to full-
time hires. Here are definitions of the basic types of staffing services, as well as the occupational categories
typically served by staffing firms.
BFSI TRAINING:
Banking, Financial services and Insurance (BFSI) is an industry term for companies that provide a range of
such financial products/services such as universal banks. BFSI usually comprises commercial banks,
insurance companies, non-banking financial companies, cooperatives, pension’s funds, mutual funds and
other smaller financial entities.
B2G:
Business-to-government (B2G) is a derivative of B2B marketing and often referred to as a market definition
of "public sector marketing" which encompasses marketing products and services to various government
levels - including federal, state and local - through integrated marketing communications techniques such as
strategic public relations, branding, marcom, advertising, and web-based communications.
B2B:
B2B Business-to-business, commerce transactions between businesses, such as between a manufacturer and
a wholesaler, or between a wholesaler and a retailer.

31. CHAPTER 2

32. 2. Review of Literature:
The researcher has reviewed some of the empirical studies which are directly or indirectly related to the
present study.
(I) Kirkpatrick (1959) provided four levels of criteria for evaluating a training program. They are:
reaction, learning, behaviour and results. Russell ET. Al (1985) examined the relationship between the use of
a corporate designed training program in basic sales procedures and corresponding store level results criteria
(i.e. sales volume per employee and store image as evaluated by employees).
(II) Wagner and Roland (1992) used the third level of Kirkpatrick model to measure behavioural
changes among the employees. Three approaches were used for measurement of behavioural changes (i)
Questionnaire completion by the participants before and after the training (ii) Supervisory reports completed
on the functioning of work groups before and after the training and (iii) Interview with managers. The result
of the measurement was that there were no significant changes in the behaviour among the employees.
(III) Grenough and Dixon (1982) suggested that measurement should identify what results the
training should provide, what results have occurred, how present results are worthwhile, and how results will
be used.
(IV) Barrett and Connell (1998) had conducted a research to estimate the returns from in-company
training. They have differentiated between general and specific training. In their final results, they had found
that the general training has increased productivity but the specific training has no such effects. They had
concluded that there might be a problem of matching new skills with old processes.
(V) Meyer and Raich (1983) compared the sales performance of behavioural-modelling-trained
versus non-behavioural-modelling-non-trained groups. They compated sales commissions per hour (before
training and after training) of seven stores incorporating a new behaviour modelling training approach to that
of seven control group stores that received on - going and non-behavioural modelling training programs.
(VI) Mathieu, Tannenbaum, and salas (1992) found that the best performance was produced when
trainees were motivated to learn and reacted positively to the training.

33. (VII) Miller and Friesen (1980) suggest that training employees in skills related to adaptation may
help in making the changes functional. (VIII) Mathieu et al (1992) found that if the reaction was positive
then the trainees’ were highly motivated.
(IX) Gist (1988) found that older trainees (over 45 years) had significantly lower performance than
younger trainees.
(X) Marticocchio (1992) looked at the impact of the context of training had on trainees’ performance.
(XI) Gist (1988) found that participants trained by behavioural modelling method significantly
outperformed trainees in the training condition.
(XII) Bretz and Thompsell (1992) found that participants showed positive reaction for learning based
training (LT) than lecture-based training (IL).
(XIII) Ganster, Williams, and Poppler (1991) focused on training to improve an individual’s effective
use of task knowledge.
(XIV) Burke and Day (1986) found that lecture/discussion/role play was very likely to generalize
across situations using objective learning criteria.
(XV)Russell et al (1984) compared a behavioural modeling trained group to a group trained without
modelling films. They found that the behaviour modelling trained group had more positive reactions to
training and superior cognitive learning, but found no significant difference in on the job behavior. Moon-
Hariton conducted a study at the engineering section of GE Company. Two years after the adoption of the
training program, it was measured. The questionnaire was prepared and circulated among employees for
their feedback.
2.1 OBJECTIVE OF THE STUDY
PRIMARY OBJECTIVE

34.  To study the perception of trainees towards Service Quality of TVS Training and services.
SECONDARY OBJECTIVE
 To find out the dimension of service quality that needs attention at TVS Training
And Services.
2.2 NEED FOR THE STUDY

35. The need that this research is trying to achieve. The research aims to explore trainees’ perceptions of
training program and what factors they think affect their transfer of training and it aims to examine the
consistencies between what has been studied in the past research and the findings of this dissertation. The
research aims to explore the relevant factors considered as important factors by trainees, which leads to the
future research opportunities. The research question developed in order to achieve the research aim is:
To find out the factors that the trainees perceive affect they complete their training in the workplace
and to study the way in which these factors affect their completion in practice.
The factors are as follows:
 Faculty Competence
 Pedagogy
 Efficiency Training Program
 Effectiveness Training Program
 Clarity Training Program
 Overall Satisfaction
2.3 LIMITATIONS OF THE STUDY
 The geographical scope of the study is limited to, training centre alone.

36.  The trainee attitude on service quality may change with educational qualification and
exposure.

37. CHAPTER 3
CHAPTER 3
RESEARCH METHODOLOGY
This chapter describes the research methodology, research design, description of participants, data
collection procedures, and data coding and analysis. To begin with, a test is presented to guide and to clarify

38. the procedures of the research. Since the research purpose is to find out the trainees’ perception of what
factors affecting service quality of training and the relevant relationships between variables, qualitative
research method is used to conduct this research. It is because qualitative research method could get in-depth
understanding and views from the participants.
3.1 RESEARCH DESIGN
The primary aim of this study was to examine the impact of training in terms of analysing trainees’
expectations and their perceptions. The researcher had employed descriptive research design to find the
association between the variables. The trainees who taking training was considered for the analysis. The total
population of the study was about 182. The responses were classified based on the trainees’ fields such as
Group I: DME-51 respondents, Group II: DECE – 24 respondents, Group III: DEEE – 32 respondents,
Group IV: DCE – 16 respondents, Group V: DAE –21, Group VI: DCSE –2, Group VII: ITI –10, Group
VIII: DR&AC–2 and Group IX: BE–24.
These respondents who had already undergone the training program and responded after a day i.e. the
delayed questionnaire method (One day after the training) was administered to collect the data from all
participants. The comprehensive questionnaire has got both direct and indirect types of questions. The
questionnaire was administered after inclusion of all possible questions and were tested them thoroughly.
The open-ended questions were used in order to test the trainees on their expectations and perceptions.
3.2 AREA OF THE STUDY
Area of the study was content to TVS Training and Service centre, Chennai.
3.3 PERIOD OF STUDY
The present study has been conducted from May 2015 to July 2015.
3.4 SAMPLING PLAN
The sampling procedure using here is Convenient sampling.
3.5 SAMPLE SIZE
A sample of 182 trainees is taken in order to carry the study.
3.6 SAMPLE ELEMENTS
The sample elements will consist of trainees who are undergoing training during the time of data collection.

39. 3.7 TOOLS AND ANALYSIS
Tools used for collecting data & data analysis and interpretation are
• Simple percentage Analysis
• Factor analysis
• Regression
• Correlation
• Reliability Test
• ANOVA
SIMPLE PERCENTAGE ANALYSIS
Percentage analysis is the method to represent raw streams of data as a percentage ( a part in 100-
percent) for better understanding of collected data.
FACTOR ANAYSIS
Factor analysis is a statistical method used to describe variability among observed, correlated
variables in terms of a potentially lower number of unobserved variables called factors. Factor analysis is
about data reduction. It can also be used to generate hypotheses regarding the composition of factors.
Furthermore, factor analysis is often used to screen variables for subsequent analysis.
CORRELATION
Correlation is a statistical measure that indicates the extent to which two or more variables fluctuate
together. A positive correlation indicates the extent to which those variables increase or decrease in parallel;
a negative correlation indicates the extent to which one variable increases as the other decreases. When the
fluctuation of one variable reliably predicts a similar fluctuation in another variable, there’s often a tendency
to think that means that the change in one causes the change in the other. However, correlation does not
imply causation. There may be, for example, an unknown factor that influences both variables similarly.
RELIABILITY TEST
Reliability is the degree to which an assessment tool produces stable and consistent results. Test-
retest reliability is a measure of reliability obtained by administering the same test twice over a period of
time to a group of individuals.
REGRESSION

40. Regression analysis is one of the most frequently used tools in market research. In its simplest form,
regression analysis allows market researchers to analyze relationships between one independent and one
dependent variable. In marketing applications, the dependent variable is usually the outcome we care about
(e.g., sales), while the independent variables are the instruments we have to achieve those outcomes with
(e.g., pricing or advertising). Regression analysis can provide insights that few other techniques can. The key
benefits of using regression analysis are that it can:
1. Indicate if independent variables have a significant relationship with a dependent variable.
2. Indicate the relative strength of different independent variables’ effects on a dependent variable.
Make predictions Knowing about the effects of independent variables on dependent variables can
help market researchers in many different ways. For example, it can help direct spending if we know
promotional activities significantly increases sales.
Knowing about the relative strength of effects is useful for marketers because it may help answer
questions such as whether sales depend more on price or on promotions. Regression analysis also allows us
to compare the effects of variables measured on different scales such as the effect of price changes (e.g.,
measured in $) and the number of promotional activities.
Regression analysis can also help to make predictions. For example, if we have estimated a
regression model using data on sales, prices, and promotional activities, the results from this regression
analysis could provide a precise answer to what would happen to sales if prices were to increase by 5% and
promotional activities were to increase by 10%. Such precise answers can help (marketing) managers make
sound decisions. Furthermore, by providing various scenarios, such as calculating the sales effects of price
increases of 5%, 10%, and 15%, managers can evaluate marketing plans and create marketing strategies.
ANOVA TEST
A statistical analysis tool that separates the total variability found within a data set into two
components: random and systematic factors. The random factors do not have any statistical influence on the
given data set, while the systematic factors do. The ANOVA test is used to determine the impact independent
variables have on the dependent variable in a regression analysis.

42. CHAPTER 4
CHAPTER 4
DATA ANALYSIS AND INTERPRETATION
4.1 SIMPLE PERCENTAGE ANALYSIS
Table 4.1.1 Table Representing Faculty and Staffs are always courteous towards the trainees.
PARTICULARS RESPONDENTS PERCENTAGE
STRONGLY
DISAGREE
0 0
DISAGREE 2 1.1

43. NEUTRAL 7 3.84
AGREE 86 47.25
STRONGLY
AGREE
87 47.81
TOTAL 182 100
INTERPRETATION
The above table shows that 47.81% of the respondents Strongly agree , 47.25% of the respondents agree
,3.84% of the respondents Neutral and 1.1% of the respondents Disagree and 0% of the respondents strongly
disagree towards Faculty and Staffs are always courteous about the trainees.
0
1.1
3.84
47.25 47.81
0
10
20
30
40
50
60
STRONGLY
DISAGREE
DISAGREE NEUTRAL AGREE STRONGLY
AGREE
Series 1
Series 1

44. 4.2 RELIABILITY TEST
Case Processing Summary
N %
Cases
Valid 182 100.0
Excluded 0 .0
Total 182 100.0
a. List wise deletion based on all
variables in the procedure.
Reliability Statistics
Cronbach's
Alpha
N of
Items
.865 22

45. INTERPRETATION:
Cronbach’s alpha value is .865 and it is close to 1. A reliable questionnaire variable will have a
Cronbach’s alpha value of 1. This table shows a value of 0.865, which shows that the variables in the
questionnaire are reliable.
4.3 FACTOR ANALYSIS
Component
Initial Eigenvalues Extraction Sums of Squared
Loadings
Rotation Sums of Squared Loadings
Total % of
Varianc
e
Cumulative
%
Total % of
Variance
Cumulative
%
Total % of
Variance
Cumulative %
1 5.875 26.704 26.704 5.875 26.704 26.704 2.828 12.856 12.856
2 1.602 7.282 33.985 1.602 7.282 33.985 2.394 10.883 23.740
3 1.439 6.542 40.527 1.439 6.542 40.527 2.080 9.452 33.192
4 1.344 6.109 46.637 1.344 6.109 46.637 2.011 9.141 42.333
5 1.221 5.550 52.187 1.221 5.550 52.187 1.723 7.833 50.166

46. 4.3.1Total Variance Explained
4.3.3Rotated Component Matrix
Component
1 2 3 4 5 6
q1 .186 .069 .209 .729 .051 .105
6 1.024 4.653 56.841 1.024 4.653 56.841 1.468 6.675 56.841
7 .960 4.364 61.205
8 .886 4.028 65.233
9 .874 3.971 69.204
10 .803 3.648 72.852
11 .729 3.315 76.167
12 .709 3.224 79.390
13 .627 2.851 82.241
14 .537 2.443 84.684
15 .518 2.352 87.036
16 .495 2.252 89.288
17 .489 2.224 91.511
18 .448 2.038 93.549
19 .377 1.714 95.263
20 .363 1.649 96.912
21 .358 1.629 98.541
22 .321 1.459 100.000
4.3.2KMO and Bartlett's Test
Kaiser-Meyer-Olkin Measure of Sampling
Adequacy.
.846
Bartlett's Test of
Sphericity
Approx. Chi-Square 1066.190
Df 231
Sig. .000

47. q2 .066 .359 -.269 .541 .094 .398
q3 .308 .076 .302 .463 .177 -.233
q4 .256 .556 .196 .241 .047 -.382
q5 .389 .059 -.010 .482 .137 .064
q6 -.005 .364 .377 .083 .426 .125
q7 .094 .635 .200 .192 .045 .157
q8 .195 .632 .249 .216 .098 -.007
q9 -.157 .329 .190 .507 -.052 .229
q10 .031 .049 .534 .315 .063 .143
q11 .213 .021 .167 .228 .093 .609
q12 .301 .253 .286 -.022 -.289 .279
q13 .239 .708 -.170 -.087 .208 .152
q14 .682 .254 .196 .035 .207 -.125
q15 .665 .325 .029 .062 .045 .133
q16 .185 .135 .730 .105 .028 .164
q17 .793 .071 .047 .122 -.057 .117
q18 .715 .013 .207 .198 .126 .158
q19 .139 -.010 -.013 .285 .796 -.019
q20 .064 .275 .181 -.070 .654 .169
q21 .120 .213 .403 .109 .115 .617
q22 .307 .131 .564 -.079 .429 -.006
Extraction Method: Principal Component Analysis.
Rotation Method: Varimax with Kaiser Normalization.
a. Rotation converged in 11 iterations.
INTERPRETATION:
From the above table and below factors it is interpreted that the value taken that the entire
factor is above 0.5 and near to 0.5. It divided into six factors and component
THE FACTORS ARE AS FOLLOWS:
Faculty Competence
1. TVS Training and Services provides individual attention
2. Faculty and staffs of TVS Training and Services are well trained to provide individual attention
3. Faculty and staff of TVS Training and Services understands my specific requirements
4. The operating time at TVS Training and Services is very convenient

48. Pedagogy
1. TVS Training and Services knows when a new topic needs to be discussed or started
2. Faculty at TVS Training and Services are giving excellent inputs
3. Faculty are always for our development
4. Faculty and staffs are able to clear all the queries on the subject and non-subject related areas.
Efficiency Training Program
1. The behaviour of people at TVS Training and Services makes me more confident about myself.
2. Whatever I require to skill myself, I can get it from TVS Training and Services.
3. Materials associated and supporting the learning process are visually appealing at TVS
Training and Services.
Effectiveness Training Program
 TVS Training and Services completes the courses as they promise.
 If something not understood, TVS Training and Services, really cares to make it clear.
 For TVS Training and Services, top priority is the result of skill addition.
 TVS Training and Services operations are error free.
 Faculty and staff’s priority is to develop the skills.
Clarity Training Program
1. TVS Training and Services keeps the trainees well informed on the program dimensions.
2. The equipment’s at TVS Training and Services are modern looking.
3. The physical facilities at TVS Training and Services are visually appealing.
Overall Satisfaction
1. I feel quite safe for having taken up this training program.
2. The employees are well dressed and appear neat.

49. 4.4 REGRESSION:
4.4.1 Model Summary
Mode
l
R R Square Adjusted R
Square
Std. Error of the Estimate
1 .505a
.255 .234 .84521
a. Predictors: (Constant), Clarity TP, Faculty Competence, Effectiveness TP, Efficiency
TP, Pedagogy
INTERPRETATION:
The above table shows that R=.225 The R square, which is measure of how much
of the variability in the outcome is accounted by the predictor’s. In this model the R
square value is .234. This means the factor amounts for 2.34% of the variation. It can
be found from the above table that the predictors are constant.
From the above table, we can conclude that the factors of the trainees are
influencing his perception about the service quality of the training.

50. 4.5 ANOVA
Model Sum of
Squares
Df Mean
Square
F Sig.
1
Regression 43.001 5 8.600 12.039 .000b
Residual 125.730 176 .714
Total 168.731 181
A)Dependent Variable: Overall Satisfaction
B)Predictors: (Constant), Clarity TP, Faculty Competence, Effectiveness TP,
Efficiency TP, Pedagogy
Ho: There is no Significant difference in the dependent variable and predictors based on the
factors.
H1: There is a significant difference in the dependent variable and predictors based on the factors.
Interpretation:
From the above table it is evident that there is a significant difference in the dependent
variable and Predictors based on the factors. We can find that the significant value as .00 which
is less than 0.05. Thus Ho is rejected and H1 is accepted.

51. 4.5.1 Coefficients
Model Unstandardized
Coefficients
Standardized
Coefficients
t Sig.
B Std. Error Beta
1
(Constant) 2.731 .828 3.299 .001
Faculty
Competence
.025 .031 .065 .811 .418
Pedagogy .046 .042 .088 1.096 .275
Efficiency TP .180 .059 .245 3.075 .002
Effectiveness TP .107 .038 .226 2.843 .005
Clarity TP .025 .050 .039 .505 .614

52. 4.6 CORRELATION

53. Age graduate Training
program
F1 F2 F3 F4 F5 F6
Age
Pearson
Correlation
1 .182*
-.021 -.114 -.058 -.084 -.119 -.123
-
.148*
Sig. (2-
tailed)
.014 .782 .126 .433 .259 .109 .099 .046
F1
Pearson
Correlation
-.114 -.029 .096 1 .465**
.454**
.447**
.305**
.330*
*
Sig. (2-
tailed)
.126 .695 .196 .000 .000 .000 .000 .000
F2
Pearson
Correlation
-.058 .025 .075 .465**
1 .382**
.476**
.404**
.335*
*
Sig. (2-
tailed)
.433 .736 .311 .000 .000 .000 .000 .000
F3
Pearson
Correlation
-.084 -.021 .097 .454**
.382**
1 .385**
.449**
.412*
*
Sig. (2-
tailed)
.259 .780 .195 .000 .000 .000 .000 .000
F4
Pearson
Correlation
-.119 .054 .095 .447**
.476**
.385**
1 .382**
.406*
*
Sig. (2-
tailed)
.109 .468 .202 .000 .000 .000 .000 .000
F5
Pearson
Correlation
-.123 -.089 .023 .305**
.404**
.449**
.382**
1
.291*
*
Sig. (2-
tailed)
.099 .232 .758 .000 .000 .000 .000 .000
N=182

54. INTERPRETATION
The correlation value between Faculty competence,Pedagogy,Efficiency TP, Effectiveness TP,
Clarity TP and Overall Satisfaction of TVS Training and services is above 0.5 which is significant at 0.05
percent thus null hypothesis is accepted.
It is inferred that there is a relationship between Factors.

55. CHAPTER 5
CHAPTER 5
5.1 FINDINGS

56. 1. Most of the trainees are attending training program for the Company requirements.
2. 47.81% Trainees are agreeing that Faculty and Staffs are always courteous towards the trainees.
3. Majority of the trainees are Diploma in Mechanical Engineering students.
4. It is find there is a relationship between Graduate and Training program.
5. There is an relationship between the overall Satisfaction and Faculty Competence, Pedagogy,
Efficiency Training Program, Effectiveness Training Program and Clarity Training Program.
6. The effectiveness and efficiency training program are more reliable.
7. Six factors are to findings they are Faculty Competence, Pedagogy, Efficiency Training Program,
Effectiveness Training Program, Clarity Training Program, Overall Satisfaction.
8. Hence all the six factors are correlate with Graduate, Age and Training Program.
5.2 SUGGESTIONS
1. Trainees are thinking that TVS Training and services Trainers are only for trainees’ development.
2. Most of the trainees are only neutral to operating time.

57. 3. Trainees thinks that TVS TS materials associated with centre is somewhat good and physical
facilities are also.
4. The Overall Satisfaction of the Training is somewhat good.
CONCLUSION
This chapter has summarized the findings from the previous chapter according to the three basic
categories. Meanwhile, the findings are generally compared to the previous literature and similarities and

58. contrasts were re-stated. Limitations were discussed as the sample was too small to generalize. But the
sample of trainees from various institutions who attended different training has shown the rich findings from
trainees’ perspective. Implications and future research opportunities were explored and discussed according
to the findings from this study. Theoretically, deeper sources of training service quality from trainee
perspectives, post-training and pre-training activities, and contextual situations of how work environment
can assist service quality of training are future research opportunities to be explored. To align with these
theoretical implications, managerial implications are also explored and discussed. The research area of
transfer quality of training dates back to which has a research history of over thirty year. Though various
studies have explored diverse factors including how they affect expectations and perceptions of training,
there is still a long way to go to and many research gaps to fill for improving training effectiveness and work
performance.

59. BIBILOGRAPHY

60. BIBLIOGRAPHY
References:
Kirkpatrick, D.L. (1959, 1960). Techniques for evaluating training programs. Journal of the American
Society of Training Directors 13: 3-32.
Russell.J et. Al. (1985). Organizational Performance and Organizational Level Training and Support
Personnel Psychology 38: 849-863.
Wagner R J and CC Roland. (1992). “How effective is Outdoor Training”, Training and Development,
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Grenough J and R Dixon. (1982). “Using Utilization to Measure Training Results”, Training, 19,2, pp.40-42.
Barrett A and P O’Connell. (1998). “Does Training Generally Work? The Returns To In Company
Training”, ESRI Seminar Papar.
Meyer, H H & Raich S R. (1983). “An Objective Evaluation of a Behaviour Modeling Training Program.”
Personnel Psychology 36: 755-762.
Mathieu, J.D., Tannenbaum, S.I., and Sales, E. (1992). “Influences of Individual and Situational
Characteristics on Measures of Training Effectiveness.” Academy of Management Journal 35: 828-847.
Miller D., and Friemen, P.H. (1980). “Momentum and Revolution in Organizational Adaption.” Academy of
Management Journal 23: 591-614.
Ruby C. (1998). Assessing Satisfaction with Selected Student Services Using SERVQUAL, a Market-
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Lin, C., Sheng Wu. (2002). Exploring the Impact of on line Service Quality on Portal Site Usage.
Proceedings of the 35th Hawaii International Conference on System Sciences.
BOOKS:
Kothari CR Research Methodology, New Age International(P) Ltd, New Delhi, India.
Second Edition
Kotler Philip, “Marketing management”, Pearson Prentice hall Pvt Ltd, New Delhi, India
Third edition
WEBSITES:

61.  www.tvsts.com
 En.wikipedia.org/wiki/preference
 www.google.com

62. ANNEXURE

63. A STUDY ON TRAINEES PERCEPTION TOWARDS SERVICE QUALITY AT TVS
TRAINING AND SERVICES, CHENNAI
Name: Graduate in:
Age: Attending this Training Program for:
a. Company Requirement
b. Skill Development for better Prospects
The following statements require your honest views. Please tick the appropriate box whichever is relevant.
There is no commercial aspect or hidden purpose in this study. This is purely meant for academic research.
No Statement
Strongly
Disagree
Disagree
Neither
Disagree
Nor Agree
Agree
Strongly
Agree
1 TVS Training and Services completes the courses as they
promise
2 If something not understood, TVS Training and Services,
really cares to make it clear
3 For TVS Training and Services, top priority is the result of
skill addition
4 TVS Training and Services knows when a new topic needs to
be discussed or started
5 TVS Training and Services operations are error free
6 TVS Training and Services keeps the trainees well informed
on the program dimensions.
7 Faculty at TVS Training and Services are giving excellent
inputs
8 Faculty are always for our development
9 Faculty and staff’s priority is to develop the skills
10 The behaviour of peoples at TVS Training and Services makes
me more confident about myself
11 I feel quite safe for having taken up this training program
12 Faculty and staffs are always courteous towards the trainees
13 Faculty and staffs are able to clear all the queries on the
subject and non-subject related areas.
14 TVS Training and Services provides individual attention
15 Faculty and staffs of TVS Training and Services are well
trained to provide individual attention
16 Whatever I require to skill myself, I can get it from TVS
Training and Services

64. 17 Faculty and staff of TVS Training and Services understands
my specific requirements
18 The operating time at TVS Training and Services is very
convenient
19 The equipment at TVS Training and Services are modern
looking
20 The physical facilities at TVS Training and Services are
visually appealing
21 The employees are well dressed and appear neat
22 Materials associated and supporting the learning process are
visually appealing at TVS Training and Services