Nijan

CHAPTER 1
INTRODUCTION
Training is a learning experience in that it seeks a relatively permanent change in an

individual that will improve the activity to perform on the job. It involves the changing of skills,
knowledge, attitudes or behaviour. It may mean changing what employees know, how they work,
their attitudes toward their work, or their interaction with their coworkers or supervisor.
Training increases the knowledge and skills of an employee for doing a particular job.
The main output of training is learning. Training offers & inculcates new habits, refined skills &
useful knowledge during the training that helps him improve performance. Training is a learning
experience that is planned & carried out by the organization to enable more skilled task
behaviour by the trainee. Training provides the ability to detect & correct error. Training
provides skills & abilities that may lie called on the future to satisfy the organization’s human
resource needs.
1.2 The Company Profile
1.2.1 about the company
VK Polymers was established during the year 1983 and has been expanding with a wide area of
10000sq.ft, with various kind of machineries and well built infrastructure. We have eight
different major sections in our area.
Mission:
 To achieve our objectives in an environment of honesty towards our esteemed customers,

suppliers, employees and society at large.
 To create a value for quality with quantity, in the given time frame.
Vision:
 To complete ISO certification by 2014.
 To become a top company to provide a one stop solution for all plastic and moulds
requirement in the market.
 Be a complete Manufacturing plant which will be dedicated to serve the Automobile &
Electrical Industries.
M
KOTHANDAN
(PROPREITOR
)
K NARESH SUDARSHAN
KUMAR SARANGAPANI
(GENERAL (MARKETING /
MANAGER) ACCOUNT )
Producti Packagin
Tool Account
on g&
Engineer ant
Engineer Dispatch
Operators  Operators & Helpers Packers 

5nos  15nos 25nos
Our Products
 Pharmaceutical, Cosmetics and fertilizers containers

 Caps for mineral water bottle ,oil packing and medicines
 All kinds of injection & Blow molded Products
 Plastic Injection moulds for All kind of commercial & Engineering products
CONCEPT
1.1 Evaluating the training effectiveness
Any training implemented in an organization effort must be cost effective. That is,
the benefits gained by such programme must outweigh the costs associated with providing the
learning experience. Only by analyzing such programs can effectiveness be determined. It is not
enough to merely assume that any training an organization offers is effective, develop
substantive data to determine whether our training effort is achieving its goals- that is, if it’s
correcting the deficiencies in skills, knowledge, or attitudes that were assessed as needing
attention.
Training must be evaluated in terms of how much the participation learned, how
well they are using their new skills on the job (did their behaviour charge?), & whether the
training program achieved its desired results.
1.1.2. Performance – based evaluation measures
Post – Training Performance Method:
Evaluating training programs based on how well employed can perform their
jobs after they have received the training.
Pre- Post- Training Performance Method:

Evaluating training programs based the difference in performance before &
after one receives training.
Pre- Post Training Performance with control group Method:
Evaluating training by comparing pre- post training results with individuals who
did not receive the training.
1.1.3 Need for Employee Training
Training is necessary for improving the quality of work of employees. There

are some other factors, giving rise to the need for training.
 Effective performance
 Production of quality goods & services
 Fast changing technique
 To keep pace with the development of technology
 Change of profession.
1.1.4 Importance of Training
Training is the corner – stone of sound management, for its makes employees more
effective & productive.
There is an ever present need for training men so that new & changed techniques
may lie taken advantage & improvements effected in the old methods, which are usefully
inefficient.
Training is a practical & vital necessity because, it enables employees to develop &
rise within the organization, & increase their market value, earning power & job security.
Training is a widely accepted problem solving device.
CHAPTER 2
OBJECTIVES OF THE STUDY
2.1 Objectives of the Study
Primary Objectives
 To analyze the effectiveness of the existing training programmes in the company.

 To find out the opinions & suggestions of the trainees regarding the contents, trainers
& training facilities in the company.
Secondary Objectives
 To identify the extent of participation & alertness of employees during the training
programmes.
 To find out the Improvement in their skills and knowledge after attending the training
programme.
2.2 Limitations of the Study
 Some of the respondents were unwillingness to answer the questions.

 Some of the respondents were afraid to give true information in some cases.
 There may be bias on the part of employees while answering to the questions.
2.3 Scope of the Study
The main aim of the study is to find out the effectiveness of training programme
conducted at VK POLYMERS, focuses on finding out the efficiency of employees after the
programme & also to find out the opinion of the trainees towards the programme, trainer,
contents & organization.
The present study seeks to find out training validity ( whether the trainees have
learnt during training ) & transfer validity ( whether what has been learnt is translated to enhance
performance in the organization)
2.4 Research Methodology
Research methodology is a way to systematically solve the research problem. It

may be understand as a science of studying how research is done scientifically.
2.4.1 Research
Research is an organized, systematic, data based, critical, scientific, inquiry or

investigation into a specific problem, undertaken with the purpose of finding answers or
solutions to it.
2.4.2 Research Design
The research design of this study is descriptive research. The descriptive research
studies are those studies which are concerned with describing the characteristics of a particular
individual, or of a group. The studies concerned with specific predictions, with narration of facts
& characteristics concerning individual, group or situation are all examples of descriptive
research studies.
2.4.3 Sampling Design
The population (universe) of this study is 1330. The sample size is 200 (ie) 15% of the
population. Since the population from which a sample is to be drawn does not constitute a
homogeneous group, stratified sampling technique is applied.
2.4.4 Data Collection Method

Primary Data
The primary data are those which are collected afresh & for the first time, & thus
happen to be original in character. The primary data’s are collected through surveys.
Secondary Data
The secondary data’s are those which have already been collected by someone else
& which have already been passed through the statistical process. The secondary data’s are
collected through the company records, books, journals & magazines.
2.4.5 Research Plan
Data source: Primary Data & Secondary Data.

Research approach: Survey
Research Instrument: Questionnaire
Method of contact: Personal
Sample size: 200 respondents
Type of question: Closed Type
2.4.6 Research Technique
The researcher has used the following items to test the hypothesis
Statistical Tools
1. Simple Percentage Analysis.

2. Chi-Square (2) Analysis.
CHAPTER-3
REVIEW OF LITERATURE
Wexley and Baldwin (1986) Criticized 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
organization; 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 distraction of the workplace on the one hand, and a wasteful expenditure for
the management on the other”.
Mumford (1988) 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 maximized 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.
Girder et. al (1990) 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 finding of the study suggested:
 Integrate T&D into the strategic plan of the firm.
 Provide necessary resources to evaluate the training activity effectiveness.
Bramely (1992) Believes that behavior 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 method of behavior and
testing
.
Sackett and Mullen, (1993) Suggested a broader perspective on a variety of aspects of training
process. The purpose of evaluation is to help organizations 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 organizational decision makers both the strengths and the limitations of
whatever evaluation data is obtained.
Kraiger et. al (1993) 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.
Lawis and Thornhill (1994) examined the relationship between training evaluation,
organizational objectives, and organizational culture. Explicit recognition of organizational
objectives linked to an integrated approach to training evaluation will certainly improve the
effectiveness of evaluation.
Mann and Robertson (1996) 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.
Saxena (1997) 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.
Saxena (1997,a) 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 organization. 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.
Saxena (1997, b.) Undertook a study on the role of evaluation of training in designing training
programmes in institutions of government, private, public and banking sectors. A total of 100
training and development programme participants were selected randomly by the investigator.
They represented the four clusters: (1) Government training institutions, (2) HRD centers of
private sectors, (3) HRD centers of public sectors, and (4) Training institution of banks. Data
were collected by administering the questionnaires. In addition, structured and unstructured
interviews were conducted by the investigator with both the top managers of training institution
and the trainees. It was found that:
1. The institution and HRD centers defined the scope of training evaluation from trainee’s
development level to the organizational effectiveness level;
2. The training institution were very clear about the purpose of evaluating the training
programs;
3. ‘lack of adequate evaluation methodology’; ‘lack of expertise’ and ‘fear of exposure to
weaknesses’ were cited as the constraints for obtaining and collecting evaluation data;
4. ‘overall impact on the performance of organisations’; ‘change in skills and attitudes of
trainees’; and ‘quality of subject matter in courses’ were cited as the most important
indicators of course effectiveness;
5. Training institutions concentrated their evaluation efforts mostly on reaction and learning
levels; and training institutions and HRD centers were found to have plans to improve the
courses by effective evaluation procedures.
Campbell (1998) 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,
evaluations are necessary to assure optimum training relevance, effectiveness, and cost
efficiency.
Mayfield,(2011) suggested that training effectiveness is a good predictor of employee training

This association suggests that when employee have been trained in a training program ,the
training effectiveness is likely to be followed by job behavior(Pelham,2009).previous studies
also suggest that demographic variables such as age, degree held, and experience were related to
impact in some studies(Divins, Johnson and Sutherland,2004).The focus of previous work has
been on the relationships between training effectiveness and employees’
CHAPTER 4
DATA ANALYSIS AND INTERPRETATION
3.1 Simple Percentage Analysis
Table 3.1.1
Age Group of the Respondents
Age Group No. of Respondents % of Respondents
< 20 yrs 6 3
21-30 yrs 69 34.5
31-40 yrs 37 18.5
41-50 yrs 52 26
> 50 yrs 36 18
Total 200 100
Source: Primary data
Inference
The above table shows out of 200 respondents, 62.5% of respondents fall under the age
group of above 30 years, 37.5% of respondents fall under the age group of below 30 years.
Chart 3.1.1
Age Group of the Respondents
40
34.5%
35
% of Respondents
30
26%
25
20 18.5% 18%
15
10
5 3%
0
10-20 21-30 31-40 41-50 51-100
Age Group
Table 3.1.2
Gender of the Respondents
Gender No. of Respondents % of Respondents
Female 200 100
Total 200 100
Source: Primary Data
Inference:
The above table shows out of 200 respondents, 100% of respondents are male.
Chart 3.1.2
Gender of the Respondents
Female
100%
Table 3.1.3
Marital Status of the Respondents
Marital status No. of Respondents % of Respondents
Married 156 78
Unmarried 44 22
Total 200 100
Inference:
The above table shows out of 200 respondents,78% of respondents are married and 22%
of respondents are unmarried.
Chart 3.1.3
Marital Status of the Respondents
Un Married
22%
Married
78%
Table 3.1.4
Income of the Respondents
Income No. of Respondents % of Respondents
<5000 25 12.5%
5000-10,000 136 68
10,001-20,000 36 18
> 20,000 3 1.5
Total 200 100
Inference:
The above table shows out of 200 respondents, 19.5% of respondents fall under the
income group of above 10,000 and 80.5% of respondents fall under the income group of below
10,000.
Chart 3.1.4
Income of the respondents
80
68%
70
% of Respondents
60
50
40
30
18%
20 12.5%
10 1.5%
0
0-5000 5000-10000 10001-20000 20001-25000
Income
Table 3.1.5
Service of the Respondents
Service No. of Respondents % of Respondents
< 10 yrs 78 39
10-20 yrs 31 15.5
21-30 yrs 77 38.5
>30 yrs 14 7
Total 200 100
Inference:
The above table shows out of 200 respondents, 45.5% of respondents fall under the
experience of above 20yrs and 54.5% of respondents fall under the experience of below 20 yrs.
Chart 3.1.5
Service of the respondents
45
39% 38.5%
40
% of Respondents
35
30
25
20
15.5%
15
10 7%
5
0
0-10yrs 10-20yrs 21-30yrs 31-40 yrs
Experience
Table 3.1.6
Superior Identifies the Appropriate Training Needs:
Opinion No. of Respondents % of Respondents
Yes 184 92
No 16 8
Total 200 100
Inference:
The above table shows out of 200 respondents, 92% of respondents are agreed that the
superior identifies the appropriate training needs and 8% of respondents are not agreed with the
superior identifies the appropriate training needs of the employees.
Chart 3.1.6
Superior Identifies the Appropriate

Training Needs
Not Agreed
8%
Agreed
92%
Table 3.1.7
Trainers Interaction with the Trainees
Highly Satisfied 53 26.5%
Satisfied 137 68.5%
Neutral 8 4
Dissatisfied 1 0.5%
Highly Dissatisfied 1 0.5%
Total 200 100
Inference:
The above table shows out of 200 respondents,68.5% of respondents are satisfied with
the trainers interaction with the trainees and 26.5% of respondents are highly satisfied with the
trainers interaction with the trainees.
Chart 3.1.7
Trainers Interaction with the trainees
80
68.5%
70
% of Respondents
60
50
40
30 26.5%
20
10 4%
0.5% 0.5%
0
HS S N D HD
Opinion
Table 3.1.8
Trainers way of Delivery
HS 39 19.5
S 140 70
N 19 9.5
D 2 1
HD 0 0
Total 200 100
Inference:
The above table shows out of 200 respondents, 70% of respondents are satisfied with the
trainers way of delivery and 19.5% of respondents are highly satisfied with the trainers way of
delivery.
Chart 3.1.8
Trainers way of Delivery
80
70%
70
% of Respondents
60
50
40
30
19.5%
20
9.5%
10
1% 0
0
HS S N D HD
Opinion
Table 3.1.9
Relationship between trainers and trainees
HS 72 36
S 104 52
N 21 10.5
D 2 1
HD 1 0.5
Total 200 100
Inference:
relationship between trainers and trainees and 36% of respondents are highly satisfied with the
relationship between trainers and trainees.
Chart 3.1.9
Relationship between Trainers & Trainees
60
52%
50
% of Respondents
40 36%
30
20
10.5%
10
1% 0%
0
HS S N D HD
Opinion
Table 3.1.10
Duration of Training Programme
HS 30 15
S 142 71
N 19 9.5
D 6 3
HD 3 1.5
Total 200 100
Inference:
duration of training programme and 15% of respondents are highly satisfied with the duration of
the training programme.
Chart 3.1.10
Duration of Training Programme
80
71%
70
60
% of Respondents
50
40
30
20 15%
9.5%
10
3% 1.5%
0
HS S N D HD
Opinion
Table 3.1.11
Training centre Infrastructure
HS 82 41
S 100 50
N 17 8.5
D 1 0.5
HD 0 0
Total 200 100
Inference:
training centre infrastructure and 41% of respondents are highly satisfied with the training centre
infrastructure.
Chart 3.1.11
Training Centre Infrastructure
60
50%
50
% of Respondents
40
30
20
8.5%
10
41%
0.5% 0%
0
HS S N D HD
Opinion
Table 3.1.12
Organization of the Training programme
HS 49 24.5
S 132 66
N 17 8.5
D 2 1
HD 0 0
Total 200 100
Inference:
organization of the training programme and 24.5% of respondents are highly satisfied with the
organization of the training programme.
Chart 3.1.12
Oraganization of the training programme
70 66%
60
% of Respondents
50
40
30 24.5%
20
8.5%
10
1% 0%
0
HS S N D HD
Opinion
Table 3.1.13
Sequence of the Training programme
HS 39 19.5
S 134 67
N 26 13
D 1 0.5
HD 0 0
Total 200 100
Inference:
sequence of the training programme and 19.5% of respondents are highly satisfied with the
sequence of the training programme.
Chart 3.1.13
Sequence of the training programme
80
70 67%
% of Respondents
60
50
40
30
19.5%
20
13%
10
0.5% 0%
0
HS S N D HD
Opinion
Table 3.1.14
Improvement of Self-Confidence
113
HS 56.5
80
S 40
6
N 3
0
D 0
1
HD 0.5
Total 200 100
Inference:
The above table shows out of 200 respondents, 56.5% of respondents are satisfied with
the improvement of self-confidence and 40% of respondents are highly satisfied with the
improvement of self-confidence.
Chart 3.1.14
Improvement of self-confidence
60 56.5%
50
% of Respondents
40%
40
30
20
10
3%
0% 0.5%
0
HS S N D HD
Opinion
Table 3.1.15
Development of Communication Skill
111
HS 55.5
82
S 41
6
N 3
0
D 0
1
HD 0.5
Total 200 100
Inference:
the development of communication skill and 41% of respondents are highly satisfied with the
development of communication skill.
Chart 3.1.15
Development of communication skill
60 55.5%
50
% of Respondents
41%
40
30
20
10
3%
0% 0.5%
0
HS S N D HD
Opinion
Table 3.1.16
Commitment of Training Programme Towards Expectation
HS 24 12
S 140 70
N 30 15
D 3 1.5
HD 3 1.5
Total 200 100
Inference:
commitment of training programme towards expectation and 12% of respondents are highly
satisfied with the commitment of training programme towards expectation of employees
Chart 3.1.16
Commitment of training programme Towards

Expectation
80
70%
70
% of Respondents
60
50
40
30
20 15%
12%
10
1.5% 1.5%
0
HS S N D HD
Opinion
Table 3.1.17
Development of Skill in the Particular Area
HS 33 16.5
S 128 64
N 34 17
D 5 2.5
HD 0 0
Total 200 100
Inference:
development of skill in the particular area and 16.5% of respondents are highly satisfied with the
development of skill in the particular area.
Chart 3.1.17
Development of skill in the particular area
70 64%
60
% of Respondents
50
40
30
20 16.5% 17%
10
2.5%
0%
0
HS S N D HD
Opinion
Table 3.1.18
Evaluation of the Training Programme
HS 39 19.5
S 123 61.5
N 36 18
D 2 1
HD 0 0
Total 200 100
Inference:
the evaluation of the training programme and 19.5% of respondents are highly satisfied with the
evaluation of the training programme.
Chart 3.1.18
Evaluation of the training programme
70
61.5%
60
% of Respondents
50
40
30
19.5% 18%
20
10
1% 0%
0
HS S N D HD
Opinion
Table 3.1.19
Co-operation of the Superiors, Peers and Sub-Ordinates
HS 102 51
S 82 41
N 12 6
D 2 1
HD 2 1
Total 200 100
Inference:
The above table shows out of 200 respondents, 51% of respondents are highly satisfied
with co-operation of the superiors, peers and sub-ordinates and 41% of respondents are satisfied
with co-operation of the superiors, peers and sub-ordinates.
Chart 3.1.19
Co-operation of the superiors, peers & sub-ordinates
60
51%
50
% of Respondents
41%
40
30
20
10 6%
1% 1%
0
HS S N D HD
Opinion
3.2 Chi-Square Analysis
3.2.1 Age Vs Relationship between the trainers and trainees
Age Relationship between the trainers and trainees
HS S N D HD Total
< 20 5 0 0 1 0 6
21 - 30 27 34 7 1 0 69
31 - 40 11 22 4 0 0 37
41 - 50 19 26 6 0 1 52
> 50 10 22 4 0 0 36
Total 72 104 21 2 1 200
Step 1: Statement of Hypothesis
H0: Age & Relationship between the trainers & trainees are
independent.
H1: Age & Relationship between the trainers & trainees are dependent.
Step 2: Find Expected Frequency
Expected Frequency = RTxCT
n
Step 3: Calculate 2 statistics
2=((fo-fe)2)
fe
2=28.91
Step 4: Degrees of freedom = (r-1) (c- 1)
= 4x4=16
Fix 10% level of significance
Step 5: Table value = 23.5
Inference: Since the calculated value (28.91) is greater than the table value (23.5), H0 is
rejected. H1 is accepted (ie) Age & Relationship between the trainers and trainees are
dependent.
3.2.2 Age Vs Service
Service
Age
< 10 10-20 21-30 > 30 Total
< 20 6 0 0 0 6
21-30 57 7 4 1 69
31-40 14 17 6 0 37
41-50 0 6 44 2 52
> 50 1 1 23 11 36
Total 78 31 77 14 200
H0: Age and service are independent.
H1: Age and service are dependent,
2 = (fo-fe) 2)
fe
2 = 196.70
Degrees of freedom = 4x3= 12
Table value= 18.5

Inference: Since the calculated value (196.70) is greater than the table value (18.5). H0 is
rejected. H1 is accepted (ie) Age and service are dependent.
3.2.3 Designation Vs Expectation level
Expectation Level
Designation
HS S N D HD Total
Staff 9 46 8 0 0 63
Worker 12 77 20 3 3 115
Executive 3 17 2 0 0 22
Total 22 140 30 3 3 200
H0: Designation and Expectation level are independent.
H1: Designation and Expectation level are dependent.
Expected frequency fe = RT X CT
2 = (fo-fe) 2)
fe
2 = 5.86
Degrees of freedom = (r-1)(c-1)
=2x4=8
Table value = 13.4

Inference: Since the calculated value (5.86) is less than the table value (13.4). H0 is accepted.
(i.e) Designation and expectation level are independent.
3.2.4 This table shows that the Relation between the Trainer and Level of Satisfaction
Level of Satisfaction
Trainer
HS S N D HD Total
1.Interaction with the trainees 53 137 8 1 1 200
2.Trainers way of delivery 39 140 19 2 0 200
3.Subject knowledge of the trainers 54 121 24 1 0 200
4.Relationship between the trainers & 72 104 21 2 1 200

trainees
5. Ability to clear doubts & queries 86 94 16 3 1 200
Total 304 596 88 9 3 1000
H0: There is no relationship between the trainer and level of satisfaction.
H1: There is relationship between the trainer and level of satisfaction.

n
2 = (fo-fe) 2)
fe
2 = 47.73
Degrees of freedom = (r-1) (c-1)
= 4 x 4 = 16
Table value = 23.5
Inference: Since the calculated value (47.3) is greater than the table value(23.5). H0 is rejected.
H1 is accepted (ie) There is relationship between the trainer and level of satisfaction.
.
3.2.5 This table shows that the relation between the Training Process & Level of
Satisfaction.
Training process
HS S N D HD Total
30 142 19 6 3 200
1.Duration of training programme
32 126 36 4 2 200
2.Training given before
implementing any change
3.Training centre Infrastructure 82 100 17 1 0 200
4.Organization of the training 49 132 17 2 0 200

Programme
5.Sequence of the training 39 134 26 1 0 200

programme
6.Freedom to ask questions or doubts

108 77 12 0 2 200
Total 340 711 127 15 7 1200
H0 There is no relationship between the training process & level of satisfaction.
H1: There is relationship between the training process & level of satisfaction.
2 = (fo-fe) 2)
fe
2 = 147.24
Degrees of freedom = 5 x 4 = 20
Fix 10% level of significance.
Table value = 28.4
Inference: Since the calculated value(147.24) is greater than the table value (28.4). H0 is
rejected, H1 is accepted. (ie) There is relationship between the training process & level of
satisfaction.
3.2.6 This table shows that the relation between the Training Effectiveness & Level of
Satisfaction.
Training Effectiveness
HS S N D HD Total
113 80 6 0 1 200
1.Improvement of self-confidence
111 82 6 0 1 200
2.Development of communication skill
24 140 30 3 3 200
3.Commitment of training programme
24 111 52 13 0 200
4.Availability of course material
33 128 34 5 0 200
5.Development of skill in the particular area
6.Evaluation of the training programme

39 123 36 2 0 200
7.Co-operation of the superiors, peers &

102 82 12 2 2 200
sub-ordinates
8.Field visit during training programme

35 71 63 21 10 200
Total 481 817 239 46 17 1600
H0: There is no relationship between the training effectiveness & level of satisfaction
H1: There is relationship between the training effectiveness & level of satisfaction.
2 = (fo-fe) 2)
fe
2 = 448.39
Degrees of freedom = (r-1) (c-1) =7 x4 =28
Fix 10 % level of significance
Table value = 37.9
Inference: Since the calculated value (448.39) is greater than the table value (37.9). H0 is
rejected. H1 is accepted. (ie) There is relationship between the training effectiveness & level of
satisfaction.
CHAPTER-5
FINDINGS
Among 200 employees,
 62.5% of employees are above the age of 30 years.

 100% of employees are male.
 78% of employees are married.
 18.5% of employees are graduate.
 68% of employees are between the monthly income of
5000-10,000
 39% of employees are under the service of less than 10 years.
 36.5% of employees are attending the training programmes between 5-10 times.
 92% of employees are satisfied that the superior identifies the appropriate training
needs.
 70% of employees were satisfied with the following factors.
 Trainer’s way of delivery
 Duration of training programme
 Commitment of training programme towards expectation.
 More than 60% of employees were satisfied with the following factors.
 Trainers interaction with the trainees.
 Subject knowledge of the trainers.
 Training given before implementing any change.
 Organization of the training programme
 Sequence of the training programme
 Development of skill in the particular area.
 Evaluation of the training programme
 More than 50% of employees were satisfied with the following factors.
 Relationship between the trainers& trainees.
 Training centre Infrastructure.
 Availability of course material
 More than 50% of employees were highly satisfied with the following factors
 Freedom to ask questions & doubts.
 Improvement of self-confidence.
 Development of communication skill.
 Co-operation of the superiors, peers, &sub-ordinates.
Chi-Square Results:
 Age & Relationship between the trainers & trainees are dependents.
 Age& Improvements of self-confidence after attending the training programme are
independent.
 Age & service are dependent
 Designation & Expectation level are independent.
 There is relationship between the trainers & level of satisfaction.
 There is relationship between the training process & level of satisfaction.
 There is relationship between the training effectiveness & level of satisfaction.
SUGGESTIONS
Only 35.5% of employees have been satisfied with the field visit, so the
organization can provide more field visits during the training programme.
Improvement need in the availability of training materials.
More training programmes can be conducted. The organization has to verify

whether all employees are attending all the training programmes conducted.
The organization can also give more importance to the good relationship prevailing
between trainers & trainees.
For the respondents who are not having any improvements in their job, special
coaching & understudy can be given for them.
The training programmes conducted can be more practical.

CONCLUSION
In order to improve the efficiency of employees in his present job & prepare
himself for a higher level job, the effective training programmes are necessary. It is also needed
to learn the company’s policies, new technologies, changing environments.
This study reveals the employees opinions regarding the training programmes in
VK Polymers, Chennai. From the findings drawn from this study, we clearly came to k now
“92% of respondent’s get satisfied that the superior identifies the appropriate training needs”.
The commitment of training programme towards expectation of respondents are excellent.
The improvements are needed in some cases such as field visits, availability of
training materials, good relationship between the trainers & trainees.
Some suggestions are given based on the findings. It is sure if the management
implements the given suggestions, the performance of the employees will be gained.
BIBLIOGRAPHY
1. Aswathappa k., Second edition (1999), Human Resource and personnel Management, Tata
McGraw – Hill publiship company Limited, New Delhi, pp.215.
2. Biswajeet Pattanayak (2002), Human Resource Management, Prentice - Hall of India private
Limited, New Delhi, pp. 156 – 157
3. David A. Decenzo and Stephen P. Robbins., Seventh Edition (2003), Human Resource
Management, John wiley & Sons, New Delhi,
pp.215-219.
4. Kevin Ford J.(1997), Improving Training Effectivenees in work Organizations, Mahwah,
NJ.Publication,pp. 364-365
5. Kothari C.R., Second Edition (2003), Research Methodology, Wishwa Prakashan (New age
International (p) Limited, Publishers), pp.74-78,
104-107.
6. Kurt Kraiger(1991), Measuring knowledge organization for assessing learning during
training, pp.3.
7. Richard I.Levin and David S.Rubin., Seventh Edition (2002), Statistics for Management,
Prentice-Hall of India private Limited, New Delhi,
pp.568 -580.
APPENDIX
A STUDY ON EFFECTIVENESS OF TRAINING AND DEVELOPMENT

PROGRAMME IN VK POLYMERS,
CHENNAI
QUESTIONNAIRE
I. Personal Information
1. Name :
2. Age : < 30 years□ , 30 to 40 years □,
41 to 50 years □, > 50 years□.
3. Gender : Male □, Female □
4. Marital Status : Married □, Unmarried □
II. Educational Qualification

5. Technical : X □, XII □, ITI □, Diploma □, Engineering Graduate
□, Post Graduate □.
6. Non – technical : Under Graduate □, Graduate □,
Post Graduate□.
7. Designation : Staff □, Worker □, Executive □.
8. Income : < 5000□, 5000 – 10,000 □,
10,001–20,000 □, > 20,000 □.
9. Year of Service : < 5 years □, 5 – 10 years □,
11 – 20 years □, > 20 years □.
10. How many Training Programmes are you attended in this

Organization?
A. < 5 □, B. 5 – 10 □, C. 11 – 15 □, D. 16 – 20 □, E. > 20 □.
11. Whether the superior identifies the Training needs within the
appropriate time?
A. Yes □, B. No □.
Abbreviations :
HS - Highly Satisfied
S - Satisfied
N - Neutral
D - Dissatisfied
HD - Highly Dissatisfied
III. Trainer HS S N D HD
12. Interaction with the trainees □ □ □ □ □
13. Trainers way of delivery □ □ □ □ □
14. Subject knowledge of the □ □ □ □ □
trainers
15. Relationship between the □ □ □ □ □
trainers and trainees.
16. Ability to clear □ □ □ □ □
doubts and queries.
IV. Training Process

17. Duration of training □ □ □ □ □
programme
18. Training given before □ □ □ □ □
implementing any change
19. Training centre Infrastructure □ □ □ □ □
20. Organization of the training □ □ □ □ □
programme
21. Sequence of the training □ □ □ □ □
programme
22. Freedom to ask □ □ □ □ □
questions & doubts
V. Effectiveness of Training Programme

23. Improvement of □ □ □ □ □
self - confidence
24. Development of □ □ □ □ □
communication skill
25. Commitment of training □ □ □ □ □
programme towards expectation
26. Availability of course material □ □ □ □ □
27. Development of skill □ □ □ □ □
in the particular area
28. Evaluation of the □ □ □ □ □
training programme.
29. Co - operation of the □ □ □ □ □
superiors, peers and

sub-ordinates
30. Field visit during □ □ □ □ □
training programme
31. Give your suggestions, if any

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CHAPTER 1

Training is a learning experience in that it seeks a relatively permanent change in an

1.2 The Company Profile

1.2.1 about the company

 To achieve our objectives in an environment of honesty towards our esteemed customers,

 To complete ISO certification by 2014.

Operators  Operators & Helpers Packers 

 Pharmaceutical, Cosmetics and fertilizers containers

1.1 Evaluating the training effectiveness

1.1.2. Performance – based evaluation measures

Post – Training Performance Method:

Pre- Post- Training Performance Method:

Pre- Post Training Performance with control group Method:

1.1.3 Need for Employee Training

Training is necessary for improving the quality of work of employees. There

1.1.4 Importance of Training

OBJECTIVES OF THE STUDY

2.1 Objectives of the Study

 To analyze the effectiveness of the existing training programmes in the company.

2.2 Limitations of the Study

 Some of the respondents were unwillingness to answer the questions.

2.3 Scope of the Study

2.4 Research Methodology

Research methodology is a way to systematically solve the research problem. It

Research is an organized, systematic, data based, critical, scientific, inquiry or

2.4.2 Research Design

2.4.4 Data Collection Method

2.4.5 Research Plan

Data source: Primary Data & Secondary Data.

1. Simple Percentage Analysis.

Mayfield,(2011) suggested that training effectiveness is a good predictor of employee training

DATA ANALYSIS AND INTERPRETATION

3.1 Simple Percentage Analysis

Age Group of the Respondents

Age Group No. of Respondents % of Respondents

21-30 yrs 69 34.5

31-40 yrs 37 18.5

Total 200 100

Source: Primary data

Age Group of the Respondents

Gender of the Respondents

Gender No. of Respondents % of Respondents

Female 200 100

Total 200 100

Source: Primary Data

Gender of the Respondents

Marital Status of the Respondents

Marital status No. of Respondents % of Respondents

Total 200 100

Source: Primary Data

Marital Status of the Respondents

Income of the Respondents

Income No. of Respondents % of Respondents

> 20,000 3 1.5

Total 200 100

Source: Primary Data

Income of the respondents

Service of the Respondents

Service No. of Respondents % of Respondents

10-20 yrs 31 15.5

21-30 yrs 77 38.5

Total 200 100

Source: Primary Data

Service of the respondents