CHAPTER-I

INTRODUCTION
Human Resource Planning is a vital ingredient for the success of the organization in the long run. There are certain ways that are to be followed by every organization, which ensures that it has right number and kind of people, at the right place and right time, so that organization can achieve its planned objective. The objectives of Human Resource Department are Human Resource Planning, Recruitment and Selection, Training and Development, Career planning, Transfer and Promotion, Risk Management, Performance Appraisal and so on. Each objective needs special attention and proper planning and implementation. Training has been recognized as an integral part of the organization structure of all undertakings and a continuous supply of trained manpower will push up the pace of economic, industrial and business development and bring about appreciably higher standards in business conduct comparable to those of the advanced countries. Training can be introduced simply as a process of assisting a person for enhancing his efficiency and effectiveness to a particular work area by getting more knowledge and practices. Also training is important to establish specific skills, abilities and knowledge to an employee. Training is different form education; particularly formal education. The education is concerned mainly with enhancement of knowledge, but the aims of training are increasing knowledge while changing attitudes and competences in good manner. Basically the education is formulated within the framework and to syllabus, but the training is not formed in to the frame and as well as syllabus. It may differ from one employee to another, one group to another, even within the group in the same class. Even the situation is that, after good training programme, all the different types are skilled as one group of employees and they can also get into similar capacity, i.e. similar skilled group. In the field of Human Resources Management, Training and Development (T&D) is the field concerned with organizational activities which are aimed to bettering individual and group performances in organizational settings. It has been known by many names in the field of HRM, such as employee development, human resources development, learning and
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development etc. Training is really developing employees capacities through learning and practicing. Training and Development is the framework for helping employees to develop their personal and organizational skills, knowledge, and abilities. The focus of all aspects of Human Resource Development is on developing the most superior workforce so that the organization and individual employees can accomplish their work goals in service to customers. All employees want to be valuable and remain competitive in the labor market at all times, because they make some demand for employees in the labor market. This can only be achieved through employee training and development. Hence employees have a chance to negotiate as well as employer has a good opportunity to select most suitable person for his vacancy. Employees will always want to develop career-enhancing skills, which will always lead to employee motivation. There is no doubt that a well trained and developed staff will be a valuable asset to the company and thereby increasing the chances of his efficiency in discharging his or her duties. STATEMENT OF THE PROBLEM: Evaluating the effectiveness of the training continuously is an integral part of the training function itself. The results of training function have to be monitored on a regular basis. Measuring & proving the results are the most tedious task involved in training function (i.e.) without measuring the effectiveness of the training, the training function becomes incomplete. The top management needs to know, not only the utility of the money spent on the training but also desired trainee development has to be identified. There is also a need to know whether the trainees feel that training is an opportunity to learn the work or develop their performance or they feel that is a time to relax. By considering the above significance of measuring the effectiveness of training a study on training impact on V-NET employees has conducted with the following set of objectives

OBJECTIVES OF THE STUDY

PRIMARY OBJECTIVE: To study the effectiveness of the training programmes of V-NET TECHNOLOGY, PUDUCHERRY SECONDARY OBJECTIVE: To study the different types of training programmes offered by V-NET To evaluate the impact of training programme on the employees of V-NET To analyze the satisfaction level of the employees on the training programme by VNET To offer suitable suggestion to improve the training programme of V-NET

RESEARCH METHODOLOGY
Research methodology is considered as the nerve of the project. Without a proper and well organized research plan, it is impossible to complete the project and reach to any conclusion. The project was based on the survey plan. The main objective of survey was to collect appropriate data, which work as a base for drawing conclusion and getting result. Research methodology is the way to systematically solve the research problem. Research methodology not only talks of the methods but also the logic behind the methods used in the context of this research study and it explains why a particular method has been used.

METHODOLOGY
a) Sources of data: The data used for the study are primary in nature, which has been collected from the employees of the V-NET. The data collected from these sources have been compiled & interpreted as per the objectives of the study b) Tools used for data collection: Interview schedule is the tool that is used for data collection. Top and middle employees of the organization are concentrated for the training programme .The interview schedule used for the study is given in Appendix.
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PERIOD OF THE STUDY: The study has been conducted during March 2012 to April 2012. Thus the views of the employees were reflected during this period with the help of the questionnaire. The study was conducted in V-NET TECHNOLOGY (India) Pvt. Ltd , PUDUCHERRY. SAMPLING DESIGN: Since the study was made to know the opinions of the top and middle level employee from various departments of the organization (i.e.) those who have attended the training, the data was collected from all the cadre of the employees through the issue of a questionnaire & interview. SAMPLING SIZE The sample size for the study is 100 which include the employees who gave their response to different questions COLLECTION OF DATA Data used in this report is mainly primary data, which are collected first hand by survey in the field. In some area secondary data may also be taken into consideration. a) Primary Data The primary data was collected with the help of issue of a questionnaire (format furnished in annexure) because of its simplicity & reliability. This method is much helpful in factors such as obtaining choices & helping respondents to understand the significance & answer to their ability. In this method the response rate & reliability is much higher. b) Secondary Data The secondary data was collected from various journals in the field of Personnel, Training & Development, Human Resource Management, Leading books & other related Professional Magazines, Annual Reports, Past Records & files of the organization & Management review journals.

TOOLS USED FOR ANALYSIS: Some of the tools used for the analysis of the study are as follows: 1. DESCRIPTIVE STATISTICS: a) Arithmetic Mean: Mean ( )= N Where, xi = is the Arithmetic Mean
=

xi

is the ith observation

n = is the total number of observations b) Standard Deviation( ):

= Where, X indicates each score indicates the mean or average n indicates the number of values indicates the means which we sum across the values c) Median: L + (N/2) F * C f Where, L is the lower limit of the Median class N is the total of all frequencies f is the frequency of the Median class F is the cumulative frequency of the previous class, with reference to Median class C is the width of class interval d) Variance: of standard deviation is variance
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2. PERCENTAGE ANALYSIS: It is the method to represent raw streams of data as a percentage (a part in 100 - percent) for better understanding of collected data. Percentage is something out of 100. Like 50% is 50/100 or 1/2. Formula: Percentage = Base * Rate 3. T-TEST: t" is the difference between two sample means measured in terms of the standard error of those means, or "t" is a comparison between two groups means which takes into account the differences in group variation and group size of the two groups. The statistical hypothesis for the "t" test is stated as the null hypothesis concerning differences. There is no significant difference in achievement between group 1 and group 2 on the welding test.

4. ANOVA (ANALYSIS OF VARIANCE): The Analysis of variance (or ANOVA) is a powerful and common statistical procedure in the social sciences. It can handle a variety of situations. In statistics, Analysis of variance (ANOVA) is a collection of statistical models, and their associated procedures, in which the observed variance in a particular variable is partitioned into components attributable to different
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sources of variation. In its simplest form ANOVA provides a statistical test of whether or not the means of several groups are all equal, and therefore generalizes t-test to more than two groups.Doing multiple two-sample t-tests would result in an increased chance of committing a type I error. For this reason, ANOVAs are useful in comparing two, three or more means. F test has been used for this analysis. Formula: Variance between the items F= Variance within the items 5. CROSS TABS: Crosstabs is an SPSS procedure that cross-tabulates two variables, thus displaying their relationship in tabular form. In contrast to Frequencies, which summarizes information about one variable, Crosstabs generates information about bivariate relationships. Cross tabulation is the process of creating a contingency table from the multivariate frequency distribution of statistical variables. Heavily used in survey research, cross tabulations (or crosstabs for short) can be produced by a range of statistical packages, including some that are specialized for the task. Survey weights often need to be incorporated. Un-weighted tables can be easily produced by some spreadsheets and other business intelligence tools, where they are commonly known as pivot tables. Crosstabs creates a table that contains a cell for every combination of categories in the two variables.

Inside each cell is the number of cases that fit that particular combination of responses. SPSS can also report the row, column, and total percentages for each cell of the table.

Because Crosstabs creates a row for each value in one variable and a column for each value in the other, the procedure is not suitable for continuous variables that assume many values. Crosstabs is designed for discrete variables--usually those measured on nominal or ordinal scales.
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HYPOTHESIS FRAMED
TEST 1: Anova test for difference in improvement needed among different disciplines H0: There is no difference in improvement needed among employees of various disciplines. H1: There is difference in improvement needed among employees of various disciplines.

TEST 2: Anova test for difference in satisfaction among different disciplines. H0: There is no difference in the level of satisfaction among employees of various disciplines. H2: There is difference in the level of satisfaction among employees of various disciplines

TEST 3: Anova test for difference in perception among disciplines H0: There is no difference in perception among employees of various disciplines H1: There is difference in perception among employees of various disciplines.

TEST 4: Anova test for difference in effectiveness among disciplines. H0: There is no difference in effectiveness among employees of various disciplines. H1: There is difference in effectiveness among employees of various disciplines.

T-test for difference in 4 variables between male and female employee. H0 5: There is no difference in awareness between male and female employees. H0 6: There is no difference in satisfaction between male and female employees. H0 7: There is no difference in perception between male and female employees. H0 8: There is no difference in effectiveness between male and female employees.

LIMITATIONS OF THE STUDY:

This study is confined only to V-NET Technology (India) Pvt. Ltd. Pondicherry. Only a very short time period was given to conduct an exhaustive survey. The study is time based in nature, so the findings and suggestions may or may not be applicable for a long period. The study is based on employees opinion which is based on their attitude. The attitude may change from time to time. Only Top and Middle level of employees are concentrated for the study, thinking that the Training & development programme would be given more importance under this level The improper opinion may also affect the nature of the results. Some employees felt reluctant in answering some of the questions as they felt that the opinion would reflect against them.

CHAPTERIZATION:
Chapter One deals with the Introduction & Design of the study. Chapter Two deals with the Profile of -NET Technology Pvt. Ltd. Pondicherry. Chapter Three deals with the Review of Literature. Chapter Four deals with the Analysis & Interpretation of the study. Chapter Five deals with the Findings, Suggestions & Conclusion of the study.

CHAPTER-II
COMPANY PROFILE

V-NET TECHNOLOGY
VISION V-Net Technology was created to provide the finest engineering resources to companies with little or no electronic design capability, regardless of size or location. AIM / MISSION V-Net Technology is a cost-effective, single site solution for all your electronic design and production needs. Working in partnership with you, our engineers will evaluate your design for manufacturability and recommend necessary changes to improve product quality and reduce product cost. V-Net Technology leverages purchasing and established supplier relationships to optimize the quality, availability and price of your critical components

HISTORY V-Net Technology was founded in 1997 by Mr. Suresh Mouttou. Mouttou wanted to provide world-class electronic manufacturing and engineering technology to companies of all sizes, not just large corporations. Today, V-Net Technology consists of proven industry experts who work with its customers as equal partners. V-Net Technology is committed to the success of their programs:

Engineering Manufacturing Material Logistics Quality

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VALUE V-Net Technology is a cost-effective, single site solution for all your electronic design and production needs. Working in partnership with you, our engineers will evaluate your design for manufacturability and recommend necessary changes to improve product quality and reduce product cost. V-Net Technology leverages purchasing and established supplier relationships to optimize the quality, availability and price of your critical components. RESPONSIVENESS Your customer support team includes a dedicated program manager and individuals from each discipline involved in your products. Every V-Net Technology employee is committed to providing shorter cycle times, flexible scheduling and engineering changes, quote and delivery responsiveness. When hours can make a difference, you can count on V-Net Technology to produce superior quality products in the shortest possible time. V-Net Technology will deliver to your expectations. Advanced Technology V-Net Technology delivers world class Electronic Manufacturing Service (EMS) through a complete menu of value added solutions. V-Net Technology has committed significant resources in new technology to support your changing requirements. With state of the art equipment and experienced personnel, V-Net Technology can ensure fast, cost effective, high quality manufacturing and engineering services. V-Net Technology will continue to invest in technology and training to outpace the industry's demand for emerging technology. V-Net Technology is staffed and equipped to support high and low-mix PCB assembly for volumes that range from just a few prototypes, to pre-production, to low and mid volume production. V-Net Technology compliments assembly services with a complete electronics design company (V-Net Technology Engineering) which includes consulting services for Free scale, Microchip and Texas Instruments. V-Net Technologys quality is fundamental in all operations with six sigma and data tracking practices and principles.

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Executive Management Team V-Net Technology's core strength and success come from its employees. V-Net Technology has experience not normally found in a company our size. Staff is knowledgeable in the following areas:

Supply chain management process Quality and cycle time reduction Six Sigma Black Belt and Lean initiatives Electronic product development Successful transitions from product development to manufacturing Development, prototyping and durability testing Warehouse productivity improvement program Bar-code labor tracking system

Management team has experience in the following markets:

Automotive

Chrysler Corporation integration Support of PPAP process for automotive customers

Defense/Aerospace

Development and certification of AS9100 aerospace quality system ITAR security system met USA Department of Defense contract requirements

Industrial Controls

Quality system to support industrial controls Development of ISO 9001 registered design control procedures and industrial safety products, especially safety light curtains

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Medical

Development of FDA Class II and Class III medical products Product development procedures met FDA quality system regulation on design controls, as well as ISO 13485 (European standard for medical development)

Transition of products from design to serial production

Networking / Telecommunications

Quality system development for networking and telecommunication customers, including Higher Level Assembly telecommunication equipment

Networking equipment product development

Electronic Product Development

Providing complete engineering and manufacturing services to our customers. V-Net Technology offers complete electronic product development, including an array of hardware, software, PCB and mechanical design services. We provide complete or limited project involvement, spanning the schedule from conception to production. With our design philosophy of simplicity and attention to detail, V-Net Technology can help achieve your goals of:

Quality Price Performance

Developing Concepts

Many companies have outstanding concepts for electronic applications but do not know how to make them a reality, V-Net Technology is here to help bring those concepts to market.
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Our staff can assist with any or all portions of a design. All customers retain full design ownership, and all work includes complete documentation in electronic formats.

Quality Policy / Processes

V-Net Technology standards- combined with customer and industry specifications are used to create unique quality plans for each assembly. V-Net Technology's advanced knowledge in SPC, CPK and DPMO create tight controls for processes bringing customers consistent and repeatable world-class quality products.

Services

Our embedded product development specialists provide spec-to-production or a la carte services for companies needing expertise in an established electronic design department.

Our technical staff members have an average experience of 15 years. V-Net Technology has years of experience designing, evaluating, and testing products for EMC and electrical safety compliance.

Compliance Testing V-Net Technology has years of experience designing, evaluating, and testing products for EMC and electrical safety compliance. V-Net Technology uses a mix of on-sight pre-compliance testing and troubleshooting and outside certified lab partnerships to ensure compliance to industry requirements: FCC and CE pre-compliance testing and troubleshooting for EMC. Radiated and conducted emissions Radiated and conducted field susceptibility ESD, EFT, and Surge Certified lab partnerships for final EMC compliance testing. Certified lab partnerships for managing UL, CSA, and CE requirements for electrical safety throughout the product lifecycle.
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V-Net Technology has the expertise to design your product to meet all compliance requirements, or to help fix compliance issues with your design. Test Development Strategies An effective manufacturing test strategy is critical to the quality and efficiency of producing any electronic product. V-Net Technology will recommend the best mix of board-level and product level testing to provide the best coverage at the lowest cost. V-Net Technology uses a mix of test methodologies: In-circuit Test Automated Optical Inspection Board-Level and Product Level Automated Functional Test Stand-alone, microprocessor based custom automated functional test PC-based automated functional test with USB instrumentation V-Net Technology will recommend the best strategy based on your unique requirements.

Electronic Manufacturing Solutions

V-Net Technology tailors quality, service and flexibility to meet each customer's requirements. V-Net Technology (V-Net Technology) tailors flexibility, quality and service to meet each customer's unique requirements V-Net Technology provides integrated services and solutions to improve product time to market. Knowledge and expertise in manufacturing, material logistics and customer relations make outsourcing to V-Net Technology a success. V-Net Technology delivers high quality value added services with outstanding commitment to customer service.

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Rapid Prototyping
Rapid Prototyping Solutions "RPS" delivers assembled boards anytime, anywhere. Open 24 hours per day, RPS will (if required and possible) deliver within 24 hours. RPS is a separate business unit which allows for faster turns and immediate customer satisfaction. Prototypes will ship with: Manufacturing Readiness Report "MRR" summarizing any corrections found during assembly. Design for Manufacturing "DFM" identifying any cost saving and/or quality improvements Design for Procurement "DFP" suggesting cost saving, lead time and/or single sourced alternate improvement solutions

PCB Assembly - Domestic

V-Net Technology provides complete product development and manufacturing services to expedite customer's time to market. V-Net Technology customers can utilize services at any level and at any time during the product life cycle. From start to finish, V-Net Technology "Product Life Cycle Services" allow quickly and steam less solutions for customers. V-Net Technology Customer Specific Solutions: Rapid prototyping Material procurement Supply chain management Manufacturing Higher Level Assembly

V-Net Technology offers Tier 1 and Tier 2 EMS services to customers who don't currently have volume or potential fit to attract "Top Tier" contract manufacturers.

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V-Net Technology Manufacturing Service Solutions: Surface mount assembly PTH and V-Net Technology PCB assembly Conventional PCB assemblies Turnkey or consignment DFM, DFP, DFT assistance Global distribution management & logistics HLA/Box builds

Capabilities:
BGA and flip chip assembly X-ray Potting and conformal coating 0201 components Flex circuit boards In-circuit and functional testing System level testing

V-Net Technology provides off shore manufacturing in Malaysia and China. Serving low volume, high mix and high volume production runs. Products Manufactured include computer peripherals, telecommunications, medical, automotive, industrial, consumer and multimedia industries. V-Net Technology Program Management handles all product life cycle services from design, documentation, prototyping, production, quality to global delivery logistics.

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Higher Level Assembly Solutions

V-Net Technology will help you finalize your product. V-Net Technology Corp. can take your product to the next level with higher level assembly (HLA). Our staff has extensive experience in support system integration, or box build. In today's business environment, final assembly is best viewed not as a manufacturing process, but as part of a global supply web that includes:

Component sources Product assembly Rapid delivery Support services

Higher level assembly services can help you finish your product:

System validation Industrial design support Enclosures Final system test RF testing Product labeling Custom packaging Order management/logistics Distribution/Direct fulfillment Low cost alternative Customized distribution Configuration to order programs System level testing Finished goods stocking

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Flexible and Efficient We have a 36,000 sq. ft. state of the art production facility designed for low cost manufacturing- with an additional 6,000 sq. ft. facility dedicated to HLA. We run three shifts, 24 hours a day, five days a week- giving our customers the most flexible scheduling available. High Manufacturing Standards Guarantee Quality and Customer Service

V-Net Technology is ISO 9001-2000 certified.

V-Net Technology standards- combined with customer and industry specifications are used to create unique quality plans for each assembly. V-Net Technology's advanced knowledge in SPC, CPK and DPMO create tight controls for processes bringing customers consistent and repeatable world-class quality products. ISO 9001:2000 Certificate of Registration Continuous improvement programs include these certifications

ISO 9001-2000 Registered J-STD 001.D IPC 2221 IPC 610.1, 610.2 and 610.3 UL, CSA, TUL Recognized

Lean Manufacturing

Continuous Improvement Program Quality at the source initiative 5S system Provide yield/quality reports Plant layout material flow Eliminate non-value added waste Visual workplace

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Process Controls

In-process data collection system Weekly quality review meetings with use of SPC carts and defect data Receiving inspection - verify incoming product meets customer and/or manufacturer specifications

ESD controls, internal and external audits Final electrical test to verify components and/or assembly function as designed (ICT and functional)

Internal and external corrective and preventative action system Non-conforming material review (MRB)

Pre-production Quality and Process Control

New Product Introduction (NPI)/Design for Manufacturability (DFM) review process PCB penalization optimization for process quality results Custom tooling for selective wave, carriers, critical dimensions Quality assurance strategy by standard and automated inspection and test Manufacturing readiness review Oven and wave profiling for all new products

V-Net Technology Provides Customer Fulfillment Services V-Net Technology can accommodate each customer with a unique model that fits specific requirements.

Analyze and manage end-of-life product solutions

Life expectancy Production stability Part replenishment pipeline Customer expectations Response time
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Capabilities
24 hour presence Decrease downtime with experienced service personnel Maintain higher level of customer satisfaction Technical problem solving Global logistics coordination

Markets Served
Providing Design and Electronic Manufacturing Solutions to Automotive,

Defence/Aerospace, Industrial Controls, Medical and Networking. V-Net Technology understands the unique requirements of each our markets. Our extensive experience in product development coupled with state of the art manufacturing and comprehensive material logistics result in faster time to market. V-Net Technology's resources enable customers to launch projects rapidly, on-time and within set budgets. Relying on V-Net Technology's complete electronic outsourcing solutions, our customers continue to successfully surpass their competition with leading edge technology. Quality Policy V-NET Technology is committed to provide products and services that exceed customers requirements and expectations through continual improvement in processes. Environmental Policy V-net technology is committed to follow the environmental rules, pollution control orders and to preserve it continuously as a fundamental part of our processes

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PRODUCTS OF V-NET

SCREEN PRINTER (YAMAHA)

SCREEN PRINTER

PICK AND PLACE MOUNTER (YAMAHA)

WAVE SOLDERING MACHINE

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RE-FLOW OVEN (SPEEDLINE TECHNOLOGIES)

PCB CLEANER

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CHAPTER-III
REVIEW OF LITERATURE
Eugen Rotarescu in the year (2010) has reviewed on the topic ALTERNATIVE SELECTION
UNDER RISK CONDITIONS IN HUMAN RESOURCES TRAINING AND DEVELOPMENT THROUGH THE APPLICATION OF THE ESTIMATED MONETARY VALUE AND DECISION TREE ANALYSIS.

The topic in this article is the presentation in a succinct and applicative manner of several decision making process and the methods applied to human resources training and development in environments with risk factors. The decisions have been optimized by the human resources training and development, the decision makers have readily available with two methods of analysis they are: (1) the decision matrix and (2) the decision tree method. Both methods compute the alternatives based on the estimated monetary value (EMV). Finally the decision matrix and the decision tree analyses represent two viable, scalable and easily applicable framework analyses for selecting the optimum course of action regarding the training and development of human resources. Both analyses generate the same solution and rely on the accuracy of the expected monetary value (EMV) method calculated for each course alternative action. Of these two methods, the selected decision method depends on the circumstances, complexity of the situation and preference of the decision makers. Pilar Pineda in the year (2010) has done his research in this topic EVALUATION OF
TRAINING IN ORGANIZATIONS: A PROPOSAL FOR AN INTEGRATED MODEL

The authors purpose of this paper is to present an evaluation model that has been successfully applied in the Spanish context that integrates all training dimensions and effects, to act as a global tool for organizations. This model analyses satisfaction, learning, pedagogical aspects, transfer, impact and profitability of training and is therefore a global model. The author says that training is a key strategy for human resources development and in achieving organizational objectives. The papers approach is theoretical, and the methodology used involves a review of previous evaluation models and their improvement by comparing their application in practice. An analysis of pedagogical aspects enables training professionals to
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improve training quality, as they are able to identify any weaknesses in elements, such as training design, needs analysis and training implementation, and improve on them. In fact, the quality of these elements depends entirely on the training professional. The improvement of pedagogical aspects, as a result of their evaluation, increase training quality and the results of training in organizations that can be identified by evaluating the other levels of the model, particularly the aspects of learning, transfer and impact. The author has also applied the model successfully in several public and private organizations, in industry and in the services sector, which demonstrates its usefulness and viability in evaluating the results of training. Therefore, this evaluation model has interesting and practical implications, as a useful tool for training managers for evaluating training results, as well as providing a global simplified approach to the complex evaluation function. Cary Cherniss et. al. in the year (2010) has done their research in the topic PROCESS
DESIGNED TRAINING: A NEW APPROACH FOR HELPING LEADERS DEVELOP EMOTIONAL AND SOCIAL COMPETENCE

They have evaluated the effectiveness of a leadership development program based on International Organization for Standardization (ISO) principles. The program utilized processdesigned training groups to help participants develop emotional and social competence. The study involved 162 mangers from nine different companies in a random assignment control group design. There were nine different groups with nine managers in each group. Each group was required to follow the identical process. Trained moderators led the groups during year 1, but during year 2 a group member served as moderator, with all new moderators committing to following the process. The outcome measure was the emotional competence inventory (ECI), a multi-rater measure of social and emotional competencies associated with effective leadership. Outcome data were collected before the program started, one year later, and two year later. His results indicated that after two years the intervention group had improved more than the controls on all ECI variables. The paper offers recommendations for future research on the mechanisms underlying the process-designed group strategy and contextual factors that optimize results. This paper describes a leadership development strategy that appears to be more economical and consistent in its delivery than traditional approaches such as workshops or
25

executive coaching. Although ISO principles are utilized widely in the business world, this is the first study that has used this approach in the design and delivery of management development. Also, few evaluations of management development efforts utilize a random assignment control group design with pre- and post-measures or examine the impact on emotional and social competence, as demonstrated in the workplace over such a long period of time. Thomas Andersson in the year (2010) has done his research in the topic STRUGGLES OF
MANAGERIAL BEING AND BECOMING

(Experiences from managers personal

development training) The author has reviewed this paper to investigate the struggles of managerial identity in relation to the process of becoming/being a manager, and the personal conflicts involved within this process. Management training tends to be based on the idea that management concerns the acquisition of competencies, techniques and personal awareness, while managerial practice is more fluid and contextually based. There is a challenge for organizers of all types of management training to bridge gap between a fixed idea of what is to be a manger and how management is actually practiced. The methodology used in this paper is a qualitative longitudinal project. Five managers were studied for two years using interviews and observations. This was undertaken before, during, and after their participation in personal development training. The longitudinal and in-depth qualitative approach facilities an important contribution to understanding issues in developing a managerial ability. On the whole 62 interviews and eight half-day observations were conducted. The study focuses on only five managers in two organizations. This small sample limits the generalisability of the research. Finally the study puts emphasis on the role of management training in providing templates for how to be a manger, but it also illustrates the double-edged and complex role played by context in managerial being and becoming. On the one hand, the context shapes the managerial identity and on the other hand, the context operates to dilute the identity as how an individual manager wishes to assume.

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David Mc Guire and Mammed Bagher in the year (2010) has done their research in the topic DIVERSITY TRAINING IN ORGANIZATIONS: AN INTRODUCTION The author has reviewed the literature on diversity training and examines the effect of power, privilege and politics on diversity in organizations. This is a conceptual paper examining the arguments in favor and against diversity training in organizations. It identifies the presence of dominant groups in society leading to the marginalization and oppression of minority diverse groups. Diversity training has a significant role to play in fostering greater equality, inclusion and fairness in the workplace. Critically, it can help diverse individuals and communities recoup important aspects of their identity and enjoy productive fulfilling careers in the workplace. Diversity fosters a new outlook in organizations through capitalizing on the perspectives of all employees and giving voice to silenced minorities. It promotes greater understanding, communication and the integration of different worldviews in decision making and problem solving. To embed diversity effectively in organizations requires both leadership by senior management and a realization that diversity will improve performance metrics, rather than simply being a socially desirable ideal. It involves recognizing that promoting diversity and an inclusive culture is a shared responsibility and is not solely the preserve of diversity advocates or HR departments. Franco Gandolfi in the year (2009) has done his research in the topic TRAINING AND
DEVELOPMENT IN AN ERA OF DOWNSIZING

The author has analyzed that downsizing as a restructuring strategy which has been actively implemented for the last three decades. While employee reductions were utilized mainly in response to crises prior to the mid 1980s, downsizing developed into a fully-fledged managerial strategy for tens of thousands of companies in the mid to late 1980s. Since then, downsizing has transformed the international corporate landscape and affected the lives of hundreds of millions of individuals around the world. While the overall effects of downsizing have been widely reported, many misconceptions surrounding the concept of downsizing have remained. This conceptual paper focuses on the role of training and development (T&D) during the downsizing process. In particular, the research depicts the current body of literature associated with the function of HR and its plans, programs, and policies that firms adopting
27

downsizing must provide to their surviving workforces. Finally, this paper offers concluding comments regarding effective downsizing practices that have emerged in the literature. Cody Cox. B in the year (2009) has done his research in the topic THE MODERATING
EFFECT OF INDIVIDUAL DIFFERENCES ON THE RELATIONSHIP BETWEEN THE FRAMING OF TRAINING AND INTEREST IN TRAINING

The author has reviewed that the moderating effect of individual differences on the relationship between framing training was examined for technical and nontechnical content areas. Participants were 109 working age adults (Mean age 38.14 years, SD 12.20 years). Selfefficacy and goal orientation were examined as moderators. Results showed a three-way interaction between performance orientation (a dimension of goal orientation reflecting the desire to demonstrate competence in an achievement setting), age, and frame for technical training and a three-way interaction between performance orientation, self-efficacy, and frame for nontechnical training. Implications for future research as well as framing training to enhance interest are discussed. David Pollitt in the year (2009) has done his research in the topic TRAINING TEAM SHINES
AT AXA SUN LIFE (Staff development adapts to economic downturn)

The author has reviewed that in the fiercely competitive, tightly regulated financialservices sector, customer-facing staff must be trained to sell the right product at the right time in a way that is fair to all. AXA sun life provides pension and investment advice and products to millions of individuals and businesses through two UK building societies Britannia and Brimingham Midshires. Ensuring that its 200 employees have up-to-date skills and knowledge falls to regulated-sales training manager Paul Ingleby and his team of four, who operate from AXAs conventry head office. We have robust testing and assessment processes for every program and every delegate. This extends to the trainers, who also go through an annual process to ensure that they have the product knowledge themselves, as well as the skills to deliver it. A huge amount of experience resides within the team, both as trainers and, formerly as advisors. This is a crucial factor in the quality of the training experience for the delegates, because they want to know the trainer has a thorough understanding of their role and the products they are selling.
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David Pollitt in the year (2009) has done his research in the topic THOMSON REUTERS
MAPS NEW RELATIONSHIPS IN LEARNING AND COLLABORATION (Software helps

company to keep track of various threads and aspects of training) The author says that information is the lifeblood of business, the economy and most aspects of society, from health care to legal affairs and scientific investigation to the chat by the coffee machine. We all need, at some level, to know what is happening, what new developments there are and what trends are being set. Thomson Reuters is an important source of information and news for businesses and other organizations around the globe. Created earlier this year by the merger of Thomson Corporation and Reuters Group, it has more than 50,000 employees, based in 43 countries Charles Jennings, global head of learning, keeps track of the different threads and aspects of their training through the use of mind maps. Mind mapping is a graphical technique for visualizing processes and projects using a structure that places an objective as a central image. Mind mapping plays a central role in every aspect of our learning and development work, from the needs analysis to brainstorming around course development and delivery, through data capture and performance charting. Hence with such heavy use of mind maps across the organization, one of the training requirements that Charles Jennings has to meet is the demand for training on the use of Mindjet products. This is largely met by access to the companys own web-based tutorials, training centers or courses provided by authorized training partners, often specializing in particular areas of application. These are supplemented by occasional master classes at Thomson Reuters offices.

David Pollitt in the year (2009) has done his research in the topic SOUTHERN COACHES
MANAGERS IN A BETTER WAY OF WORKING (Training and development help Rail

Company to improve organizational culture and performance) The author has said that managers at a UK train operator have become role models for their employees, who now have more power to take direct responsibility and reach their full potential. The change has taken place following a management-development program at train
29

operator Southern, working with coaching and training company Buonacorsi Consulting. The program has so far reached 300 managers, including the managing director Chris Burchell. Some 20 managers, from different areas of the business, take part in each annual program. This comprises a mixture of group-learning days, 360-degree feedback, personal development, coaching techniques and written assignments. It has evolved through feedback from a crossfunctional steering group and other input from the business. The 360-degree feedback provides evidence of progress in coaching skills. Hence, the written assignments take the form of implementation plans for coaching in each managers own area of work. D.A. Olaniyan and Lucas. B. Ojo in the year (2008) has done their research in the topic
STAFF TRAINING AND DEVELOPMENT: A VITAL TOOL FOR ORGANIZATIONAL EFFECTIVENESS

The author has reviewed that this paper is based on staff training and development. This paper is basically a conceptual paper. The author says that the need for improved productivity has become universally accepted and that it depends on efficient and effective training is not less apparent. It has further become necessary in view of advancement in modern world to invest in training. Thus the role played by staff training and development can no longer be overemphasized. Staff training and development are based on the premise that staff skills need to be improved for organizations to grow. Training is a systematic development of knowledge, skills and attitudes required by employees to perform adequately on a given task or job. New entrants into organizations have various skills, though not all are relevant to organizational needs. Training and development are required for staff to enable them work towards taking the organization to its expected destination. Training reduces the work of the manager in terms of close supervision it also improves the drive, initiative and quality of work of the employees thus assist them to be more committed to achieving the goals and objectives of the organization and this has the tendency of enhancing effectiveness among workers within the organization. Finally this paper addresses that it is against the backdrop of the relative importance of staff training and development in relation to organization effectiveness.

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CHAPTER-IV
DATA ANALYSIS AND INTERPRETATION
For the comparative analysis percentage analysis is used. After completion of the entire analysis, interpretation was made on the basis of Tables, Charts, and Bar graphs for representation of data. STATISTICAL TOOLS USED 1. Descriptive Statistics Arithmetic mean Standard Deviation Median Variance

2. Percentage analysis 3. T-test 4. Anova 5. Crosstabs 1. DESCRIPTIVE STATISTICS: a) Arithmetic Mean: Mean ( )= xi

N Where, xi = is the Arithmetic Mean

=

is the ith observation

n = is the total number of observations

31

b) Standard Deviation( ):

= Where, X indicates each score Indicates the mean or average n indicates the number of values indicates the means which we sum across the values c) Median: L + (N/2) F * C f Where, L is the lower limit of the Median class N is the total of all frequencies f is the frequency of the Median class F is the cumulative frequency of the previous class, with reference to the Median class C is the width of class interval d) Variance: of standard deviation is variance

2. PERCENTAGE ANALYSIS: It is the method to represent raw streams of data as a percentage (a part in 100 - percent) for better understanding of collected data. Percentage is something out of 100. Like 50% is 50/100 or 1/2. Formula: Percentage = Base * Rate

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3. T-TEST:

4. ANOVA (ANALYSIS OF VARIANCE): Formula: Variance between the items F= Variance within the items . 5. CROSS TABS: Crosstabs is an SPSS procedure that cross-tabulates two variables, thus displaying their relationship in tabular form. In contrast to Frequencies, which summarizes information about one variable, Crosstabs generates information about bivariate relationships. Cross tabulation is the process of creating a contingency table from the multivariate frequency distribution of statistical variables.

33

Table 4.1 Employees Age and Gender classification:

Age Gender Male Female 18-25 30 20 26-35 11 14 36 & Above 20 5

Chart 4.1 Employees Age and Gender classification:

35 30 30 25 20 20 15 10 5 5 0 18-25 male 26-35 female 36 & above 14 11 20

INFERENCE: The above Table and Graph shows that 30% of male and 20% of female are in the age group of 18-25, 11% of male and 14% of female are in the age group of 26-35 and 20% of male and 5% of female are in the age group of 36 and above

34

Table 4.2 Employees Marital Status and Gender classification:

Marital Status Gender Married Male Female 30 20 Unmarried 31 19

Table 4.2 Employees Marital Status and Gender classification:

30 35 30 25 20 15 10 5 0 married male 20

31

19

unmarried female

INFERENCE: The above Table and Graph shows that 30% of male and 20% of female are married and 31% of male and 19% of female are unmarried.

35

Table 4.3 Employees Discipline classification:

Options Production Finance Materials HR Marketing

No of Employees 48 10 14 10 18

Percentage 48% 10% 14% 10% 18%

Chart 4.3 Employees Discipline classification:

60% 50% 48%

40%
30% 20% 10% 10% 0% Production INFERENCE: The above Table and Graph shows that 48% of the Employees are in Production sector, 10% of the Employees in Finance sector, 14% of the Employees in Materials sector, 10% of the Employees in HR sector and 18% of the Employees in Marketing sector Finance Materials HR Marketing 18% 14% 10%

36

Table 4.4 Employees Educational Qualification:

Options Hsc and Below Diploma UG Degree PG Degree

No of Employees 17 17 49 17

Percentage 17% 17% 49% 17%

Chart 4.4 Employees Educational Qualification:

17%

17% Hsc Diploma 17% UG Degree PG Degree

49%

INFERENCE: The above Table and Graph shows that 17% of the Employees belong to H.Sc and below, 17% of the Employees belong to Diploma, 49 % of the Employees hold UG Degree, and 17% of the Employees hold PG Degree.

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Table 4.5 Employees Experience in the organization:

Experience 2-5 Yrs 5-8 yrs 6-10 yrs

No of Employees 25 58 17

Percentage 25% 58% 17%

Chart 4.5 Employees Experience in the organization:

17%

25% 2-5 Yrs 5-8 yrs

58%

6-10 yrs

INFERENCE: The above Table and Graph shows that 25% of the Employees have 2-5 years of Experience in the organization, 58% of the Employees have 5-8 years of Experience in the organization and 17% of the Employees have 6-10 years of Experience in the organization. ..

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Table 4.6 Employees Level of Employment:

Options Higher level Middle level Lower level

No of Employees 52 48 0

Percentage 52% 48% 0%

Chart 4.6 Employees Level of Employment:

Lower level

0%

Middle level

48%

Higher level

52%

0%

10%

20%

30%

40%

50%

60%

INFERENCE: The above Table and Graph shows that 52% of the Employees are from higher level, 48% of the Employees are from middle level.

39

Table 4.7 Training Programme is essential in the organization:

Options Yes No Neutral

No of Employees 95 1 4

Percentage 95% 1% 4%

Chart 4.7 Training Programme is essential in the organization:

100% 80% 60% 40% 20% 1% Yes No 4% Neutral 95%

0%

INFERENCE: The above Table and Graph shows that 95% of the Employees prefer Training Programme in the organization for better performance and growth in career and 4% of the Employees are neutral.

40

Table 4.8: Types of Training Programme provided at V-NET

Options Lectures Practical Job Rotation Role Play Coaching

No of Employees 24 40 14 12 10

Percentage 24% 40% 14% 12% 10%

Chart 4.8: Types of Training Programme provided at V-NET

40% 40% 35% 30% 25% 20% 15% 10% 5% 0%

24% 14%

12%

10%

Lectures Practical

Job Role Play Coaching Rotation

INFERENCE: The above Table and Graph shows that 24% of the Employees prefer lecture, 40% the Employees prefer practical, 14% of the Employees prefer job rotation, 12 % of the Employees prefer role play and 10% of the Employees prefer coaching.

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Table 4.9 Reason for conducting Training Programme: Options Personal Performance Career Performance Organizational Development General Awareness To achieve goals & objectives of T&D Chart 4.9 Reason for conducting Training Programme: No of Employees 30 8 52 4 6 Percentage 30% 8% 52% 4% 6%

60% 50% 40% 30% 20% 10% 0%

52%

30%
8%

4%

6%

INFERENCE: The above Table and Graph shows that 30% of the Employees prefer Training Programme for personal performance, 8% of the Employees prefer Training Programme for career performance, 52% of the Employees prefer Training Programme for organizational development, 4% of the Employees prefer Training Programme for general awareness, 6% of the Employees prefer Training Programme to achieve goals and objectives of the Training Programme
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Table 4.10 Preferred type of Training Programme by the Employees of V-NET

Options Workshops Classes Briefings Discussion Other Format

No of Employees 34 26 22 12 6

Percentage 34% 26% 22% 12% 6%

Chart 4.10 Preferred type of Training Programme by the Employees of V-NET

Workshops

Classes

Briefings

Discussion

Other Format

6% 12% 34% 22% 26%

INFERENCE: The above Table and Graph shows that 34% of the Employees prefer workshops for the Training Programme, 26% of the Employees prefer classes for the Training Programme, 22% of the Employees prefer briefings for the Training Programme, 12% of the Employees prefer discussion for the Training Programme, 6% of the Employees prefer other format to be followed in the Training Programme
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Table 4.11 No of times the Employees attended the Training Programme.

No of Times Attended 1-3 Times 3-5 Times > 5 Times

No of Employees 25 58 17

Percentage 25% 58% 17%

Chart 4.11 No of times the Employees attended the Training Programme.

58%

25% 17%

1-3 Times

3-5 Times

> 5 Times

INFERENCE: The above Table and Graph shows that 25% of the Employees have attended the Training Programme 1-3 times, 58% of the Employees have attended the Training Programme 3-5 times, 17% of the Employees have attended the Training Programme more than 5 times in the organization.

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Table 4.12: The Effectiveness of the Training Programme: Effectiveness Strongly disagree Disagree Neutral Agree Strongly agree No of Employees 12 24 90 246 28 Percentage 3% 6% 22% 62% 7%

Chart 4.12: The Effectiveness of the Training Programme:

70% 60% 50% 40% 30% 20% 10% 0%

62%

22% 3% 6% 7%

Strongly disagree

Disagree

Neutral

Agree

Strongly agree

INFERENCE: The above Table and Graph shows that 7% of the Employees strongly agree that the Training Programme is effective, 62% of the Employees agree that the Training Programme is effective, 22% of the Employees are neutral, 6% of the Employees disagree that the Training Programme is effective, 3% of the Employees strongly disagree that the Training Programme is effective. The variables considered for measuring effectiveness are Design of the Training Programme, Management support, Difference between the post and prior training and Evaluation of the Training Programme

45

Table 4.13 Employees Satisfaction of the Training Programme. Satisfaction Strongly disagree Disagree Neutral Agree Strongly agree No of Employees 4 48 112 222 14 Percentage 1% 12% 28% 55% 4%

Chart 4.13 Employees Satisfaction of the Training Programme.

60% 50% 40% 30% 20% 10% 0% Strongly disagree Disagree Neutral 1% 12% 28%

55%

4% Agree Strongly agree

INFERENCE: The above Table and Graph shows that 4% of the Employees strongly agree that the Training Programme is satisfied, 55% of the Employees agree that the Training Programme is satisfied, 28% of the Employees are neutral, 12% of the Employees disagree that the Training Programme is satisfied, 1% of the Employees strongly disagree that the Training Programme is satisfied. The variables considered for measuring Satisfaction are Growth of Career goals, Facilities of the Training Programme, Procedure of the Training Programme and duration of the Training Programme.
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Table 4.14 Employees Perception about the Training Programme Perception Strongly disagree Disagree Neutral Agree Strongly agree No of Employees 6 44 82 220 48 Percentage 2% 11% 20% 55% 12%

Chart 4.14 Employees Perception about the Training Programme

1% 12% 11% Strongly disagree 21% 55% Disagree Neutral Agree Strongly agree

INFERENCE: The above Table and Graph shows that 12% of the Employees strongly agree that the Perception of Training Programme are fulfilled, 55% of the Employees agree that the Perception Training Programme are fulfilled, 21% of the Employees are neutral, 11% of the Employees disagree that the Perception Training Programme are fulfilled, 1% of the Employees strongly disagree that the Training Programme Perception are fulfilled. The variables considered for measuring Perception are Enhancement of potential, up gradation of skills, Productivity and Innovative techniques in Training.

47

Table 4.15 Employees response on strengthing the Training Programme

Improvement Strongly disagree Disagree Neutral Agree Strongly agree

No of Employees 4 46 80 166 4

Percentage 1% 15% 27% 56% 1%

Chart 4.15 Employees response on strengthing the Training Programme

Strongly agree Agree Neutral Disagree Strongly disagree 0% INFERENCE:

1%

56%
27% 15% 1% 10% 20% 30% 40% 50% 60%

The above Table and Graph shows that 1% of the Employees strongly agree that the Training Programme is to be Improved, 56% of the Employees agree that the Training Programme is to be Improved, 27% of the Employees are neutral, 15% of the Employees disagree that the Training Programme is to be Improved and 1% of the Employees strongly disagree that the Training Programme is to be Improved. The variables considered for measuring Improvement are competency of the experts, facilities and effective if Field visits and GD are to be included.
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Preference Gender Gender male

What type of Training Programmes do you prefer to be followed at V-NET? Work Shops Count % within Gender % of Total 21 34.4% 21.0% 13 33.3% 13.0% 34 34.0% 34.0% Classes 17 27.9% 17.0% 9 23.1% 9.0% 26 26.0% 26.0% Briefings Discussion 14 23.0% 14.0% 8 20.5% 8.0% 22 22.0% 22.0% 7 11.5% 7.0% 5 12.8% 5.0% 12 12.0% 12.0% Others 2 3.3% 2.0% 4 10.3% 4.0% 6 6.0% 6.0%

female

Count % within Gender % of Total

Total

Count % within Gender % of Total

Table 4.16: Employees preference in Training Programme and Gender classification

INFERRNCE: From the above table it is seen that around 35% of the male respondents and 34% of the female respondents prefer workshops to be conducted in the organization, considerably 30% of male and 23% of the female respondents prefer classes to be followed in the organization

49

ANOVA Independent Variables Are : Dependent Variables Are : Production, Finance, Hr, Materials and Marketing. Improvement, Satisfaction, Perception And Effectiveness.

Table 4.17: Anova test for difference in improvement needed among different disciplines TEST 1 H0: There is no difference in improvement needed among employees of various disciplines. H1: There is difference in improvement needed among employees of various disciplines.
Descriptive Improvement N Mean Std. Deviation Std. Error 95% Confidence Interval for Mean Lower Upper Bound Bound 9.88 7.74 8.49 8.49 9.90 9.83 11.00 10.66 10.94 11.31 11.66 10.61 Minimum Maximum

Production Finance Materials Hr Marketing Total

48 10 14 10 18 100

10.44 9.20 9.71 9.90 10.78 10.22

1.934 2.044 2.128 1.969 1.768 1.967

.279 .646 .569 .623 .417 .197

6 7 7 6 7 6

14 12 12 12 12 14

ANOVA IMPROVEMENT Sum of Squares Between Groups Within Groups Total

22.879 360.281 383.160

df
4 95 99

Mean Square
5.720 3.792

F
1.508

Sig.
.206

INTERPRETATION Improvement needed is high for marketing discipline. The difference is not statistically significant (.206>.05). H0 is accepted. No difference in the level of needed improvement among different disciplines.

50

Table 4.18: Anova test for difference in satisfaction among different disciplines. TEST 2 H0: There is no difference in the level of satisfaction among employees of various disciplines. H2: There is difference in the level of satisfaction among employees of various disciplines.

Descriptive Satisfaction N Mean Std. Deviation Std. Error 95% Confidence Minimum Maximum Interval for Mean Lower Upper Bound Bound
13.49 11.98 12.47 12.34 13.60 13.56 14.68 15.02 13.82 15.46 15.28 14.32 9 10 11 9 10 9 20 16 15 16 16 20

Production. Finance Materials Hr Marketing Total

48 10 14 10 18 100

14.08 13.50 13.14 13.90 14.44 13.94

2.040 2.121 1.167 2.183 1.688 1.911

.295 .671 .312 .690 .398 .191

ANOVA SATISFACTION Sum of Squares Between Groups Within Groups Total

16.415 345.225 361.640

df
4 95 99

Mean Square
4.104 3.634

F
1.129

Sig.
.347

INTERPRETATION Satisfaction is highest for HR discipline. But this difference is statistically significant (.347>.05). Hence, H0 is accepted. There is no difference in the level of satisfaction among various disciplines.
51

Table 4.19: Anova test for difference in perception among disciplines TEST 3 H0: There is no difference in perception among employees of various disciplines H3: There is difference in perception among employees of various disciplines. Descriptive Perception N Mean Std. Deviation Std. Error 95% Confidence Interval for Mean Lower Bound Production Finance Materials Hr Marketing Total 48 10 14 10 18 100
14.60 14.50 13.93 14.70 15.11 14.60 1.876 1.900 1.269 .823 1.875 1.729 .271 .601 .339 .260 .442 .173 14.06 13.14 13.20 14.11 14.18 14.26

Minimum

Maximum

Upper Bound
15.15 15.86 14.66 15.29 16.04 14.94 11 12 12 13 11 11 20 18 16 16 18 20

ANOVA PERCEPTION Sum of Squares Between Groups Within Groups Total

11.214 284.786 296.000

df
4 95 99

Mean Square
2.804 2.998

F
.935

Sig.
.447

INTERPRETATION Favorable perception is highest for marketing. But this difference is not statistically significant, (.447>.05) hence H0 is accepted. No difference in perception among different disciplines.
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Table 4.20: Anova test for difference in effectiveness among disciplines. TEST 4 H0: There is no difference in effectiveness among employees of various disciplines. H4: There is difference in effectiveness among employees of various disciplines. Descriptive Effectiveness N Mean Std. Deviation Std. Error 95% Confidence Interval for Mean Lower Upper Bound Bound
14.31 10.68 13.59 12.99 14.19 14.17 15.23 15.12 15.70 15.61 15.59 14.91

Minimum

Maximum

48

Production Finance Material Hr marketing Total

14.77 12.90 14.64 14.30 14.89 14.54

1.588 3.107 1.823 1.829 1.410 1.866

.229 .983 .487 .578 .332 .187

10 8 12 10 13 8

18 17 18 16 17 18

10 14 10 18 100

ANOVA EFFECTIVENESS Sum of Squares Between Groups Within Groups Total 32.369 312.471 344.840 df 4 95 99 Mean Square 8.092 3.289 F 2.460 Sig. .051

INTERPRETATION Mean is highest for marketing, but the difference is statistically insignificant (.051>.05), hence H0 is accepted. No difference regarding effectiveness in employees of various disciplines.

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T- TESTS Independent variable: Dependent variables : Gender Satisfaction, Perception and Effectiveness.

Table 4.21: T-test for difference in 4 variables between male and female employee. H0 5: There is no difference in awareness between male and female employees. H0 6: There is no difference in satisfaction between male and female employees. H0 7: There is no difference in perception between male and female employees. H0 8: There is no difference in effectiveness between male and female employees. INDEPENDENT SAMPLES TEST Group Statistics Gender Effectiveness male female Satisfaction male female Perception male female Improvement male female N 61 39 61 39 61 39 61 39 Mean 14.52 14.56 13.89 14.03 14.57 14.64 10.11 10.38 Std. Deviation 1.988 1.683 1.539 2.401 1.477 2.084 1.863 2.135 Std. Error Mean .255 .269 .197 .384 .189 .334 .239 .342

54

VARIABLES

Sig.

df

Std. Sig. (2- Mean Error tailed) Differenc Differenc Lower

95% Confidence Interval of the Difference Upper

Effectiveness

Equal variances assumed Equal variances not assumed

.656

.420 -.103

98

.918

-.040

.385

-.803

.724

-.107 90.469

.915

-.040

.371

-.776

.697

Satisfaction Equal variances assumed Equal variances not assumed Perception Equal variances assumed Equal variances not assumed Improvemnt Equal variances assumed Equal variances not assumed

5.586 .020 -.357

98

.722

-.140

.394

-.921

.641

-.325 58.068

.746

-.140

.432

-1.005

.724

3.570 .062 -.189

98

.851

-.067

.356

-.774

.640

-.175 62.272

.861

-.067

.384

-.834

.699

1.241 .268 -.667

98

.506

-.270

.404

-1.073

.533

-.647 73.031

.519

-.270

.417

-1.101

.561

INTERPRETATION Though there are mean differences between the two genders in all four variables, they are not statistically significant, Improvement (.5>.05), Satisfaction (.7>.05), Perception (.6>.05) Effectiveness (.6>.05). Hence H0 accepted for all four variables.

55

CHAPTER-V
FINDINGS, SUGGESTIONS & CONCLUSION 5.1FINDINGS

Majority of the respondents belongs to the age group of 18-25 years [Ref Chart 4.1]. The respondents are from various departments which include HR, Marketing, Materials, Finance, and Production [Ref Chart 4.3]. It can be observed that there is a strong awareness in employees about the importance of training. (96%) [Ref Chart 4.7]. Majority of the respondents accepted that Lectures and Practical sessions are followed in their organization and very few said that Job rotation and Role-play is followed [Ref Chart 4.8]. The Training programmes given to the employees were very useful for the employees to improve their organizational development [Ref Chart 4.9]. 34% of the respondents prefer Workshops to be followed in their organization, 26% prefer Classes, 22% prefer Briefings and 12% prefer Discussion [Ref Chart 4.10]. The organizations training system is effective to a greater extend. There is awareness about the needs and importance of training, most of the people are satisfied; employees usually have a favorable perception towards training and also improvement is needed in the Training Programme irrespective of the discipline [Ref Chart 4.12]. Employees feedback should be regularly obtained in order to understand the effectiveness of the training programme. In this study, 13% of the employees are not satisfied with the training programme. It is important to understand why these employees are not satisfied and what can be done to satisfy these employees [Ref Chart 4.13]. 35% of the male respondents and 34% of the female respondents prefer workshops to be conducted in the organization, considerably 30% of male and 23% of the female respondents prefer classes to be followed in the organization [Ref Table 4.16] There is no significant difference in Improvement Needed, Perception and Effectiveness among employees of various disciplines [Ref Table 4.17, 4.18, 4.19, 4.20]. There is no significant difference in Improvement Needed, Satisfaction, Perception and Effectiveness of the employees among the Gender [Ref Table 4.21]

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5.2 SUGGESTIONS

Organization should give more attention regarding the analysis of training needs knowing where exactly the employees lack the right skill set. The training department can consider restructuring of the training programs for better effectiveness. Organization should bring in more innovative training programs which really respond to the workplace changes. Steps should be taken to create a favorable perception towards training among top and middle level employees. The methods such as Workshops, Classes and Briefings are to be implemented for the training to be more effective. The competency of experts utilized in imparting training should be improved Group discussion of the training programme given in the organization has to be strengthened. A Field visit relevant to the training programme has to be adopted to the employees for refreshment and to mingle with the group members equally. Practical programs should be more than theoretical programs. Encouraging participants by giving small gifts those who perform well during the training program will create interest on training programs for employees.

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5.3. CONCLUSION
Evaluation of training can be effective if the training itself is effective and appropriate. Testing the wrong things in the wrong way will give you unhelpful data, and could be even more unhelpful for learners. Evaluating retention of knowledge only, is a very limited form of assessment. It will not indicate how well people apply their learning and development in practice. It's widely accepted that training and evaluating training are necessary components for organizational development and success. The demographic variable among the sample of V-NET TECHNOLOGY shows that there is a good contribution of young & experienced people. By & large this study shows the training & development programme conducted in V-NET TECHNOLOGY to the middle level employees are beneficial both to the employees and to the organization. The trained manpower is the most valuable asset. Training is the uppermost important to any organization to change the mindset of employees and get more doubts from their mind. Relevant training is equally important because the spreading knowledge from learned to unlearned is happening only in training programmes. Training imparted in many institutions are only to cater the obligations but it is not the real intentions of government sector. The In-house and deputation training conducted in V-NET TECHNOLOGY was well planned & due importance was given to it. Employees update their knowledge & use the modern gadgets for training effectively. The training programme has helped to understand the organization better and also helped to improve the interpersonal & superior subordinate relations, team building etc. By & large all the parameters have been used for measuring the The Impact of Training Programme on employees of V-NET TECHNOLOGY, Pondicherry have been titled and to balance the favor of suggesting it as effective in developing the human resources within each & every employee.

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BIBLIOGRAPHY
Books Referred:
1. Aswathappa, K. (2008). Human resource management. 9th Edition, Tata McGraw Hill Education Private Limited, New Delhi. 2. Chandan Kumar Mustafi. (2000). Statistical Methods in Managerial Decisions. 1st Edition, Macmillan Publishers, India. 3. Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs: the four levels. 3rd Edition, San Francisco, US: Berrett-Koehler. 4. Laird, D. (2003). Approaches to training and development. 3rd Edition, US: Perseus. 5. Nicola Brace & Richard kemp, et.al. (2003). Spss for psychologists. 2nd Edition, Palgrave Macmillan Limited, New York. 6. Tripathi, P. C. (2005). Personnel management and industrial relations. 8th Edition, Sultan Chand and Sons, New Delhi.

Journals Referred:
1. Cary Cherniss, et.al, (2010). Process-designed training: A new approach for helping leaders develops emotional and social competence. Journal of Management development 29(5): 413-31. 2. Cody B. Cox and Margaret E. Beier, (2009). The Moderating effect of individual differences on the relationship between the framing of training and interest in training. The International Journal Training and Development 13(4): 247-60. 3. David McGuire and Mammed Bagher, (2010). Diversity training in organisations: an introduction. Journal of European Industrial Training 34 (6): 493-505. 4. David pollitt, (2009). Thomson reuters maps new relationships in learning and collaboration. Journal of human resource management international digest 17(4): 24-6. 5. David pollitt, (2009). Training team shines at AXA sun life. Journal of human resource management international digest 17(5): 23-24. 6. David pollitt, (2009). Southern coaches managers in a better way of working. Journal of human resource management international digest 17(5): 17-19.
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7. David pollitt, (2008). A-plant makes the grade through targeted training. Journal of human resource management international digest 16(1): 20-23. 8. Eugen Rotarescu, (2010). Alternative selection under risk conditions in Human Resource Training and Development through the application of the estimated monetary value and decision tree analysis. Journal of Management and Economics 4(60): 468-75. 9. Franco Gandolfi, (2009). Training and Development in an Era of Downsizing. Journal of management research 9(1): 3-14. 10. Greenberg, D. H., (1968). Employers and manpower training programs: data collection and analysis. Journal of training and development 69 (10): 34. 11. Olaniyan, D. A. and Lucas. B. Ojo, (2008). Staff Training and Development: A vital tool for Organizational Effectiveness. European journal of Scientific Research 24(3): 326-31. 12. Pilar Pineda, (2010). Evaluation of training in organizations: a proposal for an integrated model. Journal of European Industrial Training 34(7): 673-93. 13. Thomas Andersson, (2010). Struggles of managerial being and becoming: Experiences from managers personal development training. Journal of Management development 29(2): 167-76.

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