subha project pdf

A STUDY ON EMPLOYEE ATTITUDE TOWARDS

TRAINING PROGRAMS –with special reference to Thiruvalluvaar

Textiles Pvt Ltd, Rasipuram

PROJECT REPORT

Submitted by

S.SUBHA

Register No: 098001131043

in partial fulfillment for the award of the degree

of

MASTER OF BUSINESS ADMINISTRATION

In

DEPARTMENT OF MANAGEMENT STUDIES

ADITHYA INSTITUTE OF TECHNOLOGY

COIMBATORE - 641 107

JUNE 2011

1

BONAFIDE2

BONAFIDE CERTIFICATE

ADITHYA INSTITUTE OF TECHNOLOGY

COIMBATORE -641 107

DEPARTMENT OF MANAGEMENT STUDIES

PROJECT WORK

JUNE 2011

This is to certify that the project entitled

A STUDY ON EMPLOYEE ATTITUDE TOWARDS TRAINING

PROGRAMS –with special reference to Thiruvalluvaar Textiles Pvt

Ltd, Rasipuram

is the bonafide record of project work done by

S.SUBHA

Register No: 098001131043

of MBA during the year 2010-2011.

______________________________ _________________________

Project Guide Head of the Department

Submitted for the Project Viva-Voce examination held on___________________

3

____________________ ____________________

Internal Examiner External Examiner

4

CERTIFICATE

5

DECLARATION

DECLARATION

I affirm that the project work titled “A STUDY ON EMPLOYEE ATTITUDE TOWARDS

TRAINING PROGRAM – with special reference to Thiruvalluvaar Textiles Pvt Ltd,

Rasipuram” being submitted in partial fulfillment for the award of MBA is the original work

carried out by me. It has not formed the part of any other project work submitted for award of

any degree or diploma, either in this or any other University.

(Signature of the candidate)

S.SUBHA

Reg No: 098001131043

I certify that the declaration made above by the candidate is true

(Signature of the guide)

Mrs. K.VIDYA KALA

Head of the department

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ACKNOWLEDGEMENT

ACKNOWLEDGEMENT

I express my sincere thanks and gratitude to Mr. C.Sugumaran BE, Chairman, Adithya

Institute of Technology for his support in all our endeavors.

I extent my heartfelt thanks to the Dr. N.Kathiravan, M.E.,Ph.D., Principal Adithya

Institute of Technology, for his effective guidance and contribution in terms of professional

expertise and academic knowledge.

I express a deep sense of gratitude and sincere thanks to Mrs.K.Vidyakala,

MBA, M.Phil, Head of the Department and my project guide for her continuous infallible

guidance, motivation and support during my project period.

I sincerely thank my department staff members for their valuable guidance and

suggestions which enabled me to complete this project.

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I am grateful to Mr. R.DURAISAMY, M.D, THIRUVALLUVAAR TEXTILES PVT

LTD, RASIPURAM, for granting me permission to undergo this project in the organization and

staff members and workers of Thiruvalluvaar Textiles Pvt Ltd, for providing me all the

information and co-operation in carrying out the research successfully.

I would like to express my sincere thanks for my father Mr.K.SUBBARAYAN, my

mother Mrs.R.INDIRANI and friends for their unbounded support to make this project a reality.

I praise the lord for his grace and favor that led me through the greener pastures during

my project work and finish this in a successful way.

S.SUBHA

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LIST OF TABLES

TABLE OF CONTENTS

Chapter No DESCRIPTION PAGE NO

CONTENTS

LIST OF TABLES i

LIST OF GRAPHS v

ABSTRACT vi

1 INTRODUCTION

1.1 INTRODUCTION ABOUT THE TEXTILE INDUSTRY

1.2 INTRODUCTION ABOUT THIRUVALLUVAAR TEXTILES

1.3 INTRODUCTION ABOUT THE EMPLOYEE ATTITUDE

TOWARDS TRAINING PROGRAMS

1.4 OBJECTIVES OF THE STUDY

1.5 SCOPE OF THE STUDY

1

3

4

13

14

11

1.6 LIMITATIONS OF THE STUDY 15

2 REVIEW OF LITERATURE 16

3 RESEARCH METHODOLOGY

3.1 RESEARCH DESIGN

3.2 POPULATION

3.3 SAMPLE SIZE

3.4 SAMPLING METHOD

3.5 DATA COLLECTION METHOD AND INSTRUMENT

3.6 STATISTICAL ANALYSIS

18

18

18

18

18

19

4 DATA ANALYSIS AND INTERPRETATION

4.1 PERCENTAGE METHOD

4.2 CHI-SQUARE METHOD

20

25

5 FINDINGS 71

6 SUGGESTIONS 75

6 CONCLUSION 76

APPENDIX

BIBLIOGRAPHY

12

LIST OF TABLES

LIST OF TABLES

Table No Description Page No

1.1 GROWTH RATE OF TEXTILE SECTOR IN INDIA 2

PERSONAL PROFILE OF THE RESPONDENTS

4.1.1.1 GENDER OF THE RESPONDENTS 20

4.1.2.1 AGE OF THE RESPONDENTS 21

4.1.3.1 EDUCATIONAL QUALIFICATION OF THE RESPONDENTS 22

4.1.4.1 EXPERIENCE OF THE RESPONDENTS 23

4.1.5.1 CURRENT SALARY OF THE RESPONDENTS 24

PRE-TRAINING ACTIVITIES

13

4.2.1.1 -

4.2.1.2

RELATIONSHIP BETWEEN GENDER & DETERMINATION

OF EMPLOYEES TRAINING NEEDS

26

4.2.2.1 –

4.2.2.2

RELATIONSHIP BETWEEN GENDER & TRAINING

METHOD & CONTENT

27

4.2.3.1 –

4.2.3.2

RELATIONSHIP BETWEEN GENDER & PRE-COURSE

BRIEFING OF EMPLOYEES WITH SUPERIORS

28

4.2.4.1 –

4.2.4.2

RELATIONSHIP BETWEEN GENDER & OBJECTIVE OF

PERFOMANCE IMPROVEMENT SETUP BY THE SUPERIOR

29

DURING THE TRAINING

4.2.5.1 –

4.2.5.2

RELATIONSHIP BETWEEN GENDER & OBJECTIVE OF THE

TRAINING PROGRAM

30

4.2.6.1 –

4.2.6.2


IMPARTED RELEVANT TO THE JOB REQUIREMENT

31

PLANNING OF THE TRAINING

4.2.7.1 –

4.2.7.2

RELATIONSHIP BETWEEN GENDER & DESIGN &

SCHEDULE OF THE TRAINING

32

4.2.8.1 –

4.2.8.2

RELATIONSHIP BETWEEN GENDER & EMPLOYEES

SELECTION FOR TRAINING BASED ON THEIR

PERFOMANCE

33

4.2.9.1 –

4.2.9.2

RELATIONSHIP BETWEEN GENDER & JOB

REQUIREMENT & RESPONSIBILITIES

34

4.2.10.1 –

4.2.10.2

RELATIONSHIP BETWEEN GENDER & REGULATIONS IN

THE TRAINING

35

POST-TRAINING ACTIVITIES

4.2.11.1 –

4.2.11.2

RELATIONSHIP BETWEEN GENDER & FOLLOW-UP

MEETING WITH THE SUPERIOR

36

4.2.12.1 –

4.2.12.2

RELATIONSHIP BETWEEN GENDER & OPPORTUNITY TO

APPLY THE SKILLS LEARNT

37

4.2.13.1 –

4.2.13.2

RELATIONSHIP BETWEEN GENDER & ACQUIRED SKILLS

& KNOWLEDGE

38

4.2.14.1 –

3.2.14.2


FEEDBACK

39

TRAINING ATMOSPHERE

14

4.2.15.1 –

4.2.15.2

RELATIONSHIP BETWEEN GENDER & CONVENIENCE OF

THE TIMING & VENUE OF TRAINING PROGRAM

40

4.2.16.1 –

4.2.16.2


ATMOSPHERE

41

4.2.17.1 –

4.2.17.2

RELATIONSHIP BETWEEN GENDER & METHODS USED

TO LEARN TRAINING PROGRAM

42

4.2.18.1 –

4.2.18.2

RELATIONSHIP BETWEEN GENDER & MATERIAL AND

MODULE OF THE TRAINING COURSE

43

EVALUATION OF TRAINER’S RESPONSE

4.2.19.1 –

4.2.19.2

RELATIONSHIP BETWEEN GENDER & INTERACTION

WITH INDIVIDUALS

44

4.2.20.1 –

4.2.20.2

RELATIONSHIP BETWEEN GENDER & TRAINERS

SUPPORT

45

4.2.21.1 –

4.2.21.2

RELATIONSHIP BETWEEN GENDER & IMPARTIALITY OF

TRAINERS

46

PERCEIVED BENEFITS OF TRAINING

4.2.22.1 –

4.2.22.2

RELATIONSHIP BETWEEN GENDER & EMPLOYEES

MOTIVATION LEVEL AFTER TRAINING

47

4.2.23.1 –

4.2.23.2

RELATIONSHIP BETWEEN GENDER & JOB BETTERMENT 48

4.2.24.1 –

4.2.24.2


ENABLES EMPLOYEES TO BE FELT VALUED BY THE

COMPANY

49

4.2.25.1 –

4.2.25.2


ENABLES CAREER PROGRESS

50

4.2.26.1 –

4.2.26.2

RELATIONSHIP BETWEEN GENDER & TRAINING HELPS

EMPLOYEE TO GROW

51

4.2.27.1 –

4.2.27.2


IMPROVED EMPLOYEES SKILL, KNOWLEDGE &

PERFOMANCE

52

4.2.28.1 –

4.2.28.2


FOSTERED TEAMWORK, PARTICIPATION & CO-

OPERATION

53

15

4.2.29.1 –

4.2.29.2

RELATIONSHIP BETWEEN GENDER & ATTAINMENT OF

OBJCTIVE OF THE TRAINING

54

4.2.30.1 –

4.2.30.2

RELATIONSHIP BETWEEN GENDER & IMPROVEMENT IS

CONSIDERED AND RECOGNIZED

55

PERCEIVED IMPACT OF TRAINING

4.2.31.1 –

4.2.31.2

RELATIONSHIP BETWEEN GENDER & PERCEIVED

IMPACT OF TRAINING ON PAY

56

4.2.32.1 –

4.2.32.2


IMPACT OF TRAINING ON PROMOTION

57

4.2.33.1 –

4.2.33.2


IMPACT OF TRAINING ON JOB ABILITY

58

4.2.34.1 –

4.2.34.2


IMPACT OF TRAINING ON JOB SECURITY

59

4.2.35.1 –

4.2.35.2


IMPACT OF TRAINING ON FUTURE EMPLOYMENT

PROSPECTS

60

4.2.36.1 –

4.2.36.2


IMPACT OF TRAINING ON JOB SATISFACTION

61

4.2.37.1 –

4.2.37.2


IMPACT OF TRAINING ON MOTIVATION

62

TIME MANAGEMENT

4.2.38.1 –

4.2.38.2

RELATIONSHIP BETWEEN GENDER & OVERALL

DURATION OF THE TRAINING

63

4.2.39.1 –

4.2.39.2

RELATIONSHIP BETWEEN GENDER & TIME GIVEN TO

GET FEEDBACK THE EMPLOYEES

64

EMPLOYEES SUGGESTION TOWARDS TRAINING

4.2.40.1 –

4.2.40.2

RELATIONSHIP BETWEEN GENDER &

RECOMMENDATION OF THE TRAINING FOR OTHERS

65

4.2.41.1 –

4.2.41.2

RELATIONSHIP BETWEEN GENDER & PERFOMANCE OF

THE TRAINING

66

OPINION OF EMPLOYEES FOR FURTHER

IMPROVEMENT

4.2.42.1 – RELATIONSHIP BETWEEN GENDER & REQUIREMENT OF 67

16

4.2.42.2 CROSS TRAINING

4.2.43.1 –

4.2.43.2

RELATIONSHIP BETWEEN GENDER & COMPANY

STRATEGY

68

4.2.44.1 –

4.2.44.2

RELATIONSHIP BETWEEN GENDER & CONSISTENCY OF

TRAINING FORMAT & PROCESS

69

4.2.45.1 –

4.2.45.2

RELATIONSHIP BETWEEN GENDER & NEW HIRE

TRAINING PERIOD

70

17

LIST OF GRAPHS

18

LIST OF GRAPHS

TABLE

NO

DESCRIPTION PAGE

NO

PERSONAL PROFILE OF THE RESPONDENTS

4.1.1.2 AGE OF THE RESPONDENTS 20

4.1.2.2 EDUCATIONAL QUALIFICATION OF THE RESPONDENTS 21

4.1.3.2 EXPERIENCE OF THE RESPONDENTS 22

4.1.4.2 CURRENT SALARY OF THE RESPONDENTS 23

4.1.5.2 GENDER OF THE RESPONDENTS 24

19

ABSTRACT

The project work entitled “A study on employees’ attitude towards the training

program” with special reference to THIRUVALLUVAR TEXTILES PVT LTD, RASIPURAM,

contains different variables that are concerned with the attitude of the employees towards

training program.

The analysis has been made mainly based on the primary data collected through opinion

survey method. The researcher has taken a sample size of 100 and has used the simple random

sampling method to select the samples from the total population. The study gives the attitude of

employees’ about the training program conducted in THIRUVALLUVAR TEXTILES.

The analysis has been done through percentage analysis and Chi-square test, and the

results of the study reveals that there is no relationship between gender and the training activities,

except determining the training needs of employees. The study has also revealed that most of the

respondents have a positive attitude towards the training activities.

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CHAPTER – I

21

INTRODUCTIONCHAPTER- 1

INTRODUCTION

1.1. INTRODUCTION ABOUT THE TEXTILE INDUSTRY:

The textile sector in India ranks next to agriculture. Textile is one of India’s oldest industries and

has a formidable presence in the national economy. It accounts for around one-third of gross

export earnings and provides gainful employment to millions of people in India. The textile

industry occupies a unique place, one of the earliest to come into existence in India, it accounts

for 14% of the total industrial production, contributes to nearly 30% of the total exports and is

the second largest employment generator after agriculture. Textile industry provides one of the

most basic needs of people. It maintains sustained growth for improving quality of life. It has a

unique position as self-reliant industry, from the production of raw materials to the delivery of

finished products, with substantial value-addition at each stage of processing.

Indian economy is largely dependent on the textile manufacturing & trade in addition to other

major industries. About 27% of the foreign exchange earnings accounts for export of textiles and

clothing alone. Around 8% of the total excise revenue collection is contributed by the textile

industry. The textile industry accounts for as large as 21% of the total employment generated in

the economy. Around 35 million people are directly employed in the textile manufacturing

activities. Indirect employment including the manpower engaged in agricultural based raw-

material production like cotton & related trade and handling is stated to be around another 60

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million.

The textiles and clothing sector is the largest employer after agriculture and its importance in

India’s economy is recognized for its contribution to industrial production and export earnings.

The textile industry holds significant status in India. However, the industry was predominantly

unorganized industry even a few years back, but the scenario started changing

after the economic liberalization of Indian economy in 1991. The opening up of economy gave

the much-needed thrust to the Indian textile industry, which has now successfully

become one of the largest in the world. Textile industry provides one of the most fundamental

necessities of the people. It is an independent industry, from the basic requirement of raw

materials to the final products, with huge value-addition at every s t age o f

p roce s s in g .

Growth Trend of Textile Sector in India:

Role of textile industry in India GDP has been quite beneficial in the economic life of the

country. The worldwide trade of textiles and clothing has boosted up the GDP of India largely as

this sector has brought in a huge amount of revenue in the country. In the past one year, there has

been a massive upsurge in the textile industry of India. At present, Indian textile industry

holds 3.5 to 4 percent share in the total textile production across the globe and 3 percent

share in the export production of clothing. The growth in textile production touched

USD 22.1 billion during 2007-08.USA is known to be the largest purchaser of Indian textiles.

Table: 1.1 GROWTH RATE OF TEXTILE INDUSTRY IN INDIA

YEAR GROWTH RATE OF TEXTILES (%)

2003-04 -1.1

2004-05 9.3

2005-06 8.2

2006-07 10.9

2007-08 5.8

2008-09 -1.2

23

2009-10 (April-November) 5.8

India Spinning Industry has gone from strength to strength since a very long time now as it was

the hub of cotton manufacturing. Cotton is not only consumed to the highest extent in India but it

has also become one of the most profitable textiles in the export industry.

Spinning in India can be classified into 2 categories: medium and long staple. But there was a

shortfall in the 'extra-long' category that continued for many years.

1.2. INTRODUCTION ABOUT THIRUVALLUVAR TEXTILES PRIVATE LIMITED:

Thiruvalluvar Textile Private Limited (TTPL) was incorporated as a private limited company on

8 Dec'93. The company was promoted by Mr. R.Duraisamy. The company set up a spinning unit

to manufacture cotton yarn by open-end spinning methods and also by ring spinning with an

installed capacity of 1008 rotors and 3120 spindles. The unit is located at Senthamangalam,

Namakkal District-Tamilnadu. With a focus on the future, the mill grew steadily over the next

decade producing world-class yarn, accumulating reserves and expanding its customer base to

cover almost all parts of the World. Thiruvalluvar Textile (India) Pvt Ltd is formed by well

qualified, professional and experienced directors on board who have a massive exposure and

experience in the textile industry. The management team is supported by an experienced &

technically qualified team. Led by a team of promoters with more than twenty years of

experience in the textile arena, they have been successful in fulfilling all the major requirements

of their clients for quality yarn in the shortest possible time. Customer satisfaction, consistency

in quality and timely delivery had always been on the highest priorities of Thiruvalluvar Textiles.

The company has installed the latest textile machineries including blow room, carding machines,

draw frames, simplex frames and ring frames. In 1996-97 the installed capacity was increased by

6016 spindles to 18992 spindles. Modernization programme was availed by the company to the

tune of Rs. 34.00 lakh under the Technology Up-gradation Fund Scheme. During 2008-2009 the

company had gone for expansion of Spindles to the extent of 4752 spindles.

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Products:

Manufacturers and Exporters of Cotton Yarn, viscose yarn, cotton / viscose blended yarn, open

ended yarns and wider width gray fabrics.

1.3. EMPLOYEE ATTITUDE TOWARDS TRAINING PROGRAM:

Role of HRD in Textile Industry:

The advent of technological advancement in industrial set-ups has altered the working conditions

and requirements on the part of employees and employers. In addition, the changes in

government policies have also been taken place since the last decade. Different work patterns

like night shift, part time work, overtime, etc, are being experienced. The situation is same in

textile sector also. Now a day the recruitment of the workforce has become a specialized field.

The main motive is skill development as technical jobs are becoming more complex and demand

more skill that is professional. At managerial and marketing level, skills and knowledge demand

have increased in importance. Therefore, before imparting training with respect to textile or

garment industry the training program should be so designed that it covers the skills that will be

required in long term and short-term basis. Many countries of the world have understood the

importance of human resource development, thus encourages the business organizations to take

active part in designing and execution. The changing face of business organizations in national

and international markets demands a new breed of skills that are non-technical in nature.

Generally, when some new skills are to be taught to upgrade the ongoing work profile, on the job

training and special course classes could be arranged to upgrade the employee's skills and

knowledge.

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Present status of human resource in textile sector:

The advent of HR practices in textile sector was rather slow in comparison to other industrial

sectors. However, due to globalization there is increase in competition as a result development of

human resource has become essential. However, an organized HR practice is being adopted

mostly by the mill sector. In last decade we have seen not so good performance by textile sector,

this was because of lack of HRD department in many mills. However, the scenario has changed

as HRD departments have taken up their role in textile sectors. Various training programmes

pertaining to training of workforce, textile related topics have helped in enhancing the overall

performance of the textile companies. In order to get increased productivity from workforce it is

essential to have a well-framed HRD system in the organization. If the principles of HRD are

adopted it could result in decrease in non-attendance by 20% and increase in productivity by

30%. Therefore, to cope up with the market competition HRD is very essential element for the

textile industry. HRD department is responsible for developing the feeling of motivation in the

employees; this motivation in other words is the commitment of the employees towards the job

and the organization. When the work of HRD has done effectively it would result into co-

operation among team members, demolition of centralized system of decision-making, creates

homely environment, feeling of ownership and positive working atmosphere.

Trainees’ attitudes may affect the effectiveness of training. Attitudes are likely to be influenced

by participants’ experience of training and in turn affect trainees’ perspectives about the

evaluation of training. As Noe (1986) argues, ‘the attitudes, interests, values, and expectations of

trainees may attenuate or enhance the effectiveness of training’

There may be a link between positive attitude of employees and training effectiveness. Primary

focus is to evaluate the reaction, learning environment, behavior change and the impact of

training perceived by employees. Training is a learning process that involves the acquisition of

knowledge, sharpening of skills, concepts, rules, or changing of attitudes and behaviors to

enhance the performance of employees.

26

Training is about knowing where you stand (no matter how good or bad the current situation

looks) at present, and where you will be after some point of time. Training is about the

acquisition of knowledge, skills, and abilities (KSA) through professional development.

According to Gerard Seijts and Dan Crim (2006), “An employee’s attitude toward the job & the

company had the greatest impact on loyalty and customer service then all other employee factors

combined”.

Training Programmes offered in Textile Industries:

Textile industry continues to be labor-intensive even in the present scenario. Technological

developments have resulted in the automation of many processes in the textile industry. With it

comes the need for operatives’ skills‚ knowledge and ability to operate these

machinery/instruments. It also requires workers to produce results by the practice of better work

habits at the work place and ultimately‚ improve the quality of products and enhance

productivity.

Training programmes for operatives have designed with the objective of:

Imparting skill at the work place

Reduce learning period

Instill good habits of work

Maintain discipline

It is envisaged that an improved work culture, brought about through the training, will bring in

the following direct benefits to the mills:

Improved quality of output

Good housekeeping

Less spoilage of materials

Proper material handling

Less incidence of waste

Higher rates of production

Fewer accidents

27

List of soft skill Training Programs offered in textile Industries:

For Human Resource Department

Interviewing Skills

Advanced Recruitment and Selection Skills.

HR for Non-HR managers

For Administration Department

Vendor Relationship

Supervisory Skills

Finance for non finance

For Finance Department

Effective Book Keeping

Budgeting Skills

Resource Management

For Floor Staff and Supervisors

Attitude Re-engineering

Time Management

Vendor Management

For Managers

Stress Management

Presentation Skills

Leadership Skills

Conflict Management, Team Building & Change Management

For Operators

Attitude Building

Commitment Management

Expressing with Ownership

28

List of Performance & Process oriented Training offered in textile industry:

Quality Appraisal of Woven Fabrics

Testing of Dyes, Chemicals and Textiles

HS Classification of Textiles

Rules of Origin & GSP

Orientation on ISO 9001-2000 QMS

Orientation on ISO 14000 Environmental Management Standards

Social Accountability Standards in Manufacturing

Orientation on ISO 17025 Laboratory Quality Management Systems

Inventory Management and SPC for decentralized units

Project formulation for modernization of textile machinery

Skill development for presentation and communication in Fairs (Visual

Merchandising)

Environmental Compliances and eco labelling

Improved Dyeing techniques for better quality

Skill development for Merchandisers

Fashion/Colour forecast in product development

Apparel Manufacturing

Quality Control in Cotton Ginning

Packaging - A marketing tool

ERP solutions for Garment Industry

Waste minimization

Customer Relationship Management (CRM)

Executive Development Programme

Industrial Engineering, Quality and Production

Advanced Merchandising and Marketing

Advanced Design and Product Development

Applied Apparel Merchandising

Develop Apparel Patterns and Sew Bottoms

Create and Manage Fashion Brand

29

Develop Design Collection

Compute Standard Allowed Minutes

Grade Pattern

Modify CAD Pattern

Interpret Textile Product Knowledge & Provide Advice on Fabric Care for Textile

& Fashion Industry

Conduct Fit Evaluation & Pattern Alteration

Altered Apparel Patterns and Designs through Draping

Altered Cut Order Planning and Marker Layout

Manage Product Safety

Support Apparel Product Development

Draw Digital Images

Analyze Garment Construction

Identify and Analyse Textiles and Process

Perform Fashion Retail Merchandise Buying for Textile and Fashion Industry

Immerse and Prepare to Work in the Global Textile and Fashion Industry

Interpret Pattern Draft and Sewing Sequence of Apparel

Interpret and Draw Production Sketches

Follow-Up Order from Design to Production for Textile and Fashion Industry

Calculate Cost of Material and Apparel for Textile and Fashion Industry

Source for Supplies and Production for Textile and Fashion Industry

Apply Lean Manufacturing Concepts

Identify Waste through Value Stream Mapping and Process Razing

Basic Industrial Engineering

Intermediate Industrial Engineering

Conduct Material and Product Testing and Evaluation

Manage Social Accountability Compliance

Supervise Quality Procedure

Supervise Work Improvement Process

Supervise WHS Practice

30

Importance of Training to Management/Company

Training is important because it sets the tone for how the employee views the company, it

helps ease the transition during the new hire process, and it builds a foundation for employees.

A newly hired employee who has poor training and orientation to the company is bad business

for an organization. Research has shown that it takes nearly ninety days to get a clear picture of

how an employee will succeed in their job. However, the first thirty days of employment are the

most important in developing the employee. Research has also shown that new hires will decide

within the first two weeks whether their new workplace is what they want or they decide to stay

on until they find a better job (Anderson, 2007). Five tips for an effective training process which

are key to training and retaining employees are:

Highly structured first day and orientation

Develop and deliver training objectives for the next thirty days-the employee should

know what to expect

Establish product and technical goals for the next 30 days

Assign a mentor – to help employee with the learning objectives

Manager should take an active role in training process-meet with the employee on a

weekly basis to answer questions and assist in the training process

Many corporations are reluctant to invest in the training process as they fear it will not be

cost effective. Companies are aware that finding and training employees can be a daunting task.

Many companies today worry about the amount of money spent on training and the time it takes

away from the workday and the cost benefit. For a training program to be truly effective,

reliable and effective training strategies and goals must be in place. A company that has a pool

of well trained and qualified employees will find that hiring from within can be a successful

process. Well trained employees are a valuable and desired human resource tool at any

corporation.

Companies which invest in training programs have found that their employees are better

workers, happier and better qualified candidates for promotions. There are many different types

31

of training which can be offered. Skills set training will deal with the skills needed to get the job

done. These skills can be technical or expertise knowledge. Soft skills can assist in customer

service development and programs that instruct people how to interact with each other in the

workplace. Training can consist of a multitude of courses from customer service, computer

basics, time management skills, and increase up to more professional levels which allow for

certification.

Training can occur on site if your corporation has a functional training department.

However, for smaller companies and those companies which choose to out-source training, there

are many other ways to deliver training. Companies often pay a training and development

company to come on-site and deliver the required training or the employees can be sent to an off-

site location. Technology advances today allow training to be delivered via computer, CD-Rom,

or disc. Many companies opt for the computer based training as this allows the learner to learn

at their own pace. There are many options available to companies who wish to incorporate

training into their office practices; however, the company must find the method that is most

effective for the corporation as well as the employees

Maintaining a Positive Attitude Training for Employees:

Most employees will respond to a positive attitude by being more positive and will

become easier to work with.

Maintaining a positive attitude increases employee job satisfaction, since employee

service representatives with a positive attitude find their work more enjoyable and

rewarding. Higher job satisfaction also translates to a lower employee turnover rate.

Employee service, employee care, and call center representatives who have a positive

attitude about their jobs are also more cooperative, get along better with their co-workers,

and are better team players.

Having a positive attitude at work can reduce stress, which can lead to an increase in

productivity and a decrease in sick days or absenteeism.

Maintaining a positive attitude is critical to success in your job.

32

Measuring Employee Attitude:

Organizations are increasingly interested in retaining right talents while targeting for new talents;

measuring employees attitude provides an indication of how successful the organization is in

fostering a conducive environment which nurtures great attitude among employee’s towards their

job and company . Because attitude is basically a psychological state, care should be taken in the

effort of quantitative measurement, although a large quantity of research in this area has recently

been developed. The usual measures of employee attitude involve an employee attitude survey

with a set of statements using a Likert technique or scale. The employee is asked to evaluate each

statement in term of their perception on the performance of the organization being measured.

Participant's willingness to invest in the program is directly proportional to the benefits of the

learning that the trainee could expect. Each participant forms their own perception towards

training. Some perceptions remain the same during the program, while some faded depending

upon the assessment of a program by the participant.

Employee Attitude Survey:

An essential component of organizational training and development, employee attitude

surveys provide a picture of the organization's needs. These surveys can be used to solicit

employee opinions on a variety of issues such as the company's success in communicating its

mission to employees, or local issues such as quality of the working environment.

Uses for Employee Attitude Surveys include:

Focusing of Employee Development Programs

Enhancing Management/Employee Relations

Training Needs Assessment

Evaluation of Training

Organizational Climate Survey

33

1.4. OBJECTIVES OF THE STUDY:

The study was undertaken to achieve the following objectives:

To analyze the impact of gender on attitude of employees towards the training programs

conducted in the organization.

To analyze the perceived benefits of training to the employees.

To evaluate the perceived impact of the training program on the employees.

To analyze the training activities conducted in the organization.

34

1.5. SCOPE OF THE STUDY:

The study is helpful to analyze the attitude of employees towards the training program

conducted in the organization.

The training process also assists in identifying skills in which employees are weak and

assist the management in developing a beneficial training strategy.

Implementation of quality training program in the organization goes a long way in

assisting with the development of employees.

This research explores the proposed link between the employee outcome and the training

program. Training program has emerged as one of the most important areas of

organization practice.

35

1.6. LIMITATIONS OF THE STUDY:

Due to the time constraint the sample size is minimized to 100.

The research is been done in only one organization, so it cannot resemble the entire

population working in the whole industry.

36

CHAPTER – 2

37

REVIEW OF LITERATURE

CHAPTER - 2

REVIEW OF LITERATURE

According to Gordon (1983), companies make training a stand-alone function, separate from

HR. He points out a twenty percent increase in training expenditure since it has not kept pace

with the twenty-four percent increase in workers in the same period. He suggests Training

Managers use Return on Investment (ROI) to demonstrate that the training function is a profit

center, not just a cost center.

According to Noe and Schmitt (1986), participants were more motivated to learn and transfer

skills to the work environment when they were highly involved in their jobs.

38

According to Baldwin and Ford (1988), empirical investigations of personality, motivational

and environmental factors impact on training effectiveness.

According to Keep (1989), at the individual level, investment in training provides a powerful

signaling mechanism to increase employee motivation and commitment to the organization.

According to Kelly (1991), ‘new industrial relations’ practices of employee involvement may

affect employee attitudes positively; there is no priori reason to assume that positive attitudes

will translate into feelings of commitment or mutual interest.

According to Wexley and Latham (1991), training is unlikely to be effective unless it is related

to high level of motivation, better ability to perform their job, and hopefully also makes them

feel positive toward their work.

According to Green (1992), training effectiveness can be mediated by social and political

process.

According to American Society for Training and Development (ASTD), less than $1500 per

employee was spent for training in 1996. The largest part of that (49 percent) was spent for

technical and professional training. Only two percent was spent for New Employee Orientation

and three percent on quality, competition and business practices training.

According to Heyes and Stuart (1996), training provision has a positive impact on employees’

attitudes such as motivation and job satisfaction where employers adopt structured, formalized

approaches to training which link skill formation to job security, future employment prospects,

recognition and rewards.

According to Bramley (1997), ‘Effective training’ indicates ‘not only finding out whether the

training was well done but also asking what it achieved and whether it was worthwhile for the

organization to be sponsoring it’.

39

According to Santos and Stuart’s (2003), employee will transfer skills and knowledge to the

workplace if training is associated with rewards

According to Casse and Banahan (2007), the current traditional training continuously facing

the challenges in the selection of the employees, in maintaining the uncertainty related to the

purpose and in introducing new tactics for the environment of work and by recognizing this, they

advising on all the problems, which reiterates the requirement for flexible approach.

According to Miller and Desmarais (2007), usually the managers have the choice to select the

best training and development programmed for their staff but they always have to bear in mind

that to increase their chances of achieves the target.

CHAPTER – 3

40

RESEARCH METHODOLOGY

CHAPTER- 3

RESEARCH METHODOLOGY

41

3.1. RESEARCH DESIGN

This study adopts descriptive research method. The major purpose of descriptive

research is description of the state of employee attitude towards training program as it exists at

present. The information collected is analyzed to make an evaluation of employee attitude.

3.2. POPULATION:

The population of the study comprises of 199 employees working in grade III in

Thiruvalluvar Textiles Private Limited.

Grade No of employeesIII 199

3.3. SAMPLE SIZE:

Out of 199 grade III employees working in Thiruvalluvar Textiles, 100 employees are

selected as sample for the study.

3.4. SAMPLING METHOD:

Simple random sampling method is employed for the selection of 100 respondents from

the total population of 199.

3.5. DATA COLLECTION METHOD:

Primary data collection was done through structured questionnaire. Questionnaire has

been distributed to the employees directly and explanation was provided to the required

variables. The questionnaire consists of 50 questions.

Variables used in the study:

Pre-training activities

During the training

Planning of the training

42

Post-training activities

Training atmosphere

Training methods

Evaluation of trainers response

Perceived benefits of training

Perceived impact of training

Time management

Employees suggestion towards training

Opinion of employees for the further improvement of training

A five point Likert-style rating scale (Strongly Agree = 1, Agree = 2, Neutral = 3, Disagree = 4,

strongly Disagree = 5) was used to assess employees’ attitude towards training programs.

3.6. STATISTICAL ANALYSIS:

The following statistical tools & techniques are used in this study to arrive specific

results.

1. Percentage method.

2. Chi-square method.

CHAPTER – 4

43

DATA ANALYSIS & INTERPRETATION

44

CHAPTER- 4

ANALYSIS AND INTERPRETATION

4.1. PERCENTAGE ANALYSIS:

4.1.1. GENDER OF THE RESPONDENTS

The following table shows the gender of the respondents.

TABLE: 4.1.1.1

S.No Gender No. of the Respondents Percentage1 MALE 41 41 2 FEMALE 59 59

Total 100 100

Source: Primary Data

INFERENCE:

From the above table it is inferred that 41% of the respondents are male and 51% of the

respondents are female.

It is concluded that majority of the respondents are female.

GRAPH: 4.1.1.2

GENDER OF THE RESPONDENTS

41

59

0

10

20

30

40

50

60

70

MALE FEMALE

GENDER

PE

RC

EN

TA

GE

45

4.1.2. AGE OF THE RESPONDENTS

The following table shows the age of the respondents used for study.

TABLE: 4.1.2.1

S.No Age No. of Respondents Percentage1 <20 yrs 18 18 2 21-30 yrs 23 23 3 31-40 yrs 27 27 4 41-50 yrs 20 20 5 > 50 yrs 12 12

Total 100 100


INFERENCE:

From the above table it is inferred that 27% of the respondents belongs to the age group

of 31- 40 years, 23% of the respondents belong to the age group of 21-30 years, 20% of the

respondents belong to the age group of 41-50 years, 18% of the respondents belong to the age

group of less than 20 years and 12% of the respondents belong to the age group of more than 50

years.

It is concluded that majority of the respondents belong to the age group of 31- 40 years.

GRAPH-4.1.2.2

AGE OF THE RESPONDENTS

18

23

27

20

12

0

5

10

15

20

25

30

<20 yrs 21-30 yrs 31-40 yrs 41-50 yrs >50 yrs

AGE

PE

RC

EN

TA

GE

4.1.3 EDUCATIONAL QUALIFICATION OF THE RESPONDENTS

46

The following table shows the educational qualification of the respondents

TABLE: 4.1.3.1

S.No Educational Qualification No. of Respondents Percentage1 Degree 2 2 2 Diploma 1 15 3 ITI 1 1 4 School 81 81 5 Others 15 1

Total 100 100


INFERENCE:

From the above table inferred that 81 % of the respondents have done school education,

15% of the respondents have done diploma, 2 % of the respondents have done degree, 1% of the

respondents have done ITI and 2% of the respondents have come under other category.

It is concluded that majority of the respondents have done only school education.

GRAPH: 4.1.3.2

EDUCATIONAL QUALIFICATION OF THE RESPONDENTS

0

10

20

30

40

50

60

70

80

90

Degree Diploma ITI School Others

EDUCATIONAL QUALIFICATION

PE

RC

EN

TA

GE

4.1.4. EXPERIENCE OF THE RESPONDENTS

47

The following table shows the experience of the respondents

TABLE: 4.1.4.1S.No Experience No. of Respondents Percentage1 <2 yrs 19 19 2 2-5 yrs 23 23 3 5-8 yrs 18 18 4 8-11 yrs 33 33 5 >11 yrs 7 7

Total 100 100


INFERENCE:

From the above table it is inferred that 33% of the respondents have experience of 8-11

years, 23% of the respondents have experience of 2-5 years, 19% of the respondents have

experience of less than 2 years, 18% of the respondents have experience of 5-8 years and 7% of

the respondents have experience of more than 11 years.

It is concluded that majority of respondents have experience of 8-11 years.

GRAPH: 4.1.4.2

EXPERIENCE OF THE RESPONDENTS

19

23

18

33

7

0

5

10

15

20

25

30

35

<2 yrs 2-5 yrs 5-8 yrs 8-11 yrs >11 yrs

EXPERIENCE

PE

RC

EN

TA

GE

4.1.5. CURRENT SALARY OF THE RESPONDENTS

The following table shows the current salary of the respondents

48

TABLE: 4.1.5.1. CURRENT SALARY OF THE RESPONDENTS

S.No Current Salary No. of Respondents Percentage1 < Rs.2000 60 60 2 Rs.2001 – Rs.5000 21 21 3 Rs.5001 – Rs.8000 15 15 4 Rs.8001 – Rs.11000 2 2 5 > Rs.11000 2 2

Total 100 100


INFERENCE:

From the above table it is inferred that 60% of the respondents earn below Rs.2000, 21%

of the respondents earn between Rs.2001 - Rs.5000, 15% of the respondents earn between

Rs.5001 - Rs.8000, 2% of the respondents earn between Rs.8001 - 11000 and 1% of the

respondents earn above Rs.11000.

It is concluded that majority of the respondents earn below Rs.2000.

GRAPH: 4.1.5.2.CURRENT SALARY OF THE RESPONDENTS

CURRENT SALARY OF THE RESPONDENTS

60

2115

2 20

10

20

30

40

50

60

70

< Rs.2000 Rs.2001 - Rs.5000 Rs.5001 - Rs.8000 Rs.8001 -Rs.11000

>Rs.11000

SALARY

PE

RC

EN

TA

GE

4.2. CHI-SQUARE TEST

49

The chi-square test is one of the widely used non-parametric tests in statistical analysis. The chi-

square distribution has many applications in situations that involves testing of hypothesis

concerning discrete of qualitative data. The quality ² describes the magnitude of discrepancy

between theory and observation. With the help of ² test, we are in a position to know whether a

given discrepancy between theory and observation may be attributed to chance or whether it

results from the inadequacy of the theory, to fit the observed facts. If ² is zero it means that the

observed and expected frequencies are completely coincide. The greater the discrepancy between

the observed and expected frequencies the greater is the value of ².

The quantity ² is defined as:

² = ∑ (Oi - Ei) ²

Ei

Oi – Observed frequency

Ei – Expected frequency

4.2.1. RELATIONSHIP BETWEEN GENDER & DETERMINATION OF EMPLOYEES

TRAINING NEEDS

HYPOTHESIS:

50

Null Hypothesis, Ho: There is a significant relationship between gender and determination of

employees training needs.

Alternative Hypothesis, H1: There is a no significant relationship between gender and

determination of employees training needs.

TABLE: 4.2.1.1

DETERMINATION OF EMPLOYEES TRAINING NEEDSGENDER STRONGLY

AGREE AGREE NEUTRAL DISAGREESTRONGLY DISAGREE

Total

MALE 16 13 19 0 1 49FEMALE 28 11 7 4 1 51Total 44 24 26 4 2 100

TABLE: 4.2.1.2

Oi Ei (Oi - Ei) (Oi - Ei) ² (Oi - Ei) ² / Ei16 22 -6 36 213 12 1 1 0.119 13 6 36 30 2 -2 4 21 1 0 0 028 22 6 36 211 12 -1 1 0.17 13 -6 36 34 2 2 4 21 1 0 0 0

(Oi - Ei) ² / Ei = 14.2

Degrees of freedom = (r-1) (c-1) = (2-1) (5-1)= (1 x 4) = 4

Level of significance = 5% Calculated value = 14.42 Table value = 9.49

INFERENCE:

The calculated value is more than the table value at 5% level of significance, so the null

hypothesis is accepted. There is a significant relationship between gender and determination of

employee training needs. Majority (44%) of the respondents strongly agree that their superior

analyzed their strength & weakness to determine the training needs.

4.2.2. RELATIONSHIP BETWEEN GENDER & TRAINING METHOD AND CONTENT

HYPOTHESIS:

51

Null Hypothesis, Ho: There is a significant relationship between gender and training method

and content.

Alternative Hypothesis, H1: There is no significant relationship between gender and training

method and content.

TABLE: 4.2.2.1

TRAINING METHODS AND CONTENTSGENDER STRONGLY


Total


TABLE: 4.2.2.2Oi Ei (Oi - Ei) (Oi - Ei) ² (Oi - Ei) ² / Ei26 27 -1 1 0.0319 15 4 16 13 6 -3 9 1.50 0.5 -0.5 0.25 0.51 0.5 0.5 0.25 0.529 28 1 1 0.0312 16 -4 16 19 6 3 9 1.51 0.5 0.5 0.25 0.50 0.5 -0.5 0.25 0.5

Σ (Oi - Ei) ² / Ei = 7.06



INFERENCE:

The calculated value is less than the table value at 5% level of significance, so the null

hypothesis is rejected. There is no significant relationship between gender and training method &

content. Majority (55%) of the respondents strongly agree that they had an opportunity to decide

about contents and materials of training program

4.2.3. RELATIONSHIP BETWEEN GENDER AND PRE-COURSE BRIEFING OF

EMPLOYEES WITH THEIR SUPERIORS

52

HYPOTHESIS:

Null Hypothesis, Ho: There is a significant relationship between gender and pre-course briefing

of employees with their superiors.

Alternative Hypothesis, H1: There is no significant relationship between gender and pre-course

briefing of employees with their superiors.

TABLE: 4.2.3.1

PRE-COURSE BRIEFING WITH SUPERIORGENDER STRONGLY


Total


TABLE: 4.2.3.2

Oi Ei (Oi - Ei) (Oi - Ei) ² (Oi - Ei) ² / Ei29 28 1 1 0.0316 18 -2 4 0.23 1.5 1.5 2.25 1.50 0.5 -0.5 0.25 0.51 0.5 0.5 0.25 0.529 30 -1 1 0.0321 19 2 4 0.20 1.5 -1.5 2.25 1.51 0.5 0.5 0.25 0.50 0.5 -0.5 0.25 0.5

Σ(Oi - Ei) ² / Ei= 5.46



INFERENCE:


hypothesis is rejected. There is no significant relationship between gender and pre-course

briefing of employees with their superiors. Majority (58%) of the respondents strongly agree that

they had pre-course briefing with their superior.

4.2.4. RELATIONSHIP BETWEEN GENDER AND OBJECTIVE OF PERFOMANCE

IMPROVEMENT SETUP BY THE SUPERIOR

53

HYPOTHESIS:

Null Hypothesis, Ho: There is a significant relationship between gender and objective of

performance improvement setup by the superior.

Alternative Hypothesis, H1: There is no significant relationship between gender and objective

of performance improvement setup by the superior.

TABLE: 4.2.4.1

OBJECTIVE OF PERFOMANCE IMPROVEMENT SETUP BY THE SUPERIOR

GENDER STRONGLY AGREE AGREE NEUTRAL DISAGREE

STRONGLY DISAGREE

Total


TABLE: 4.2.4.2

Oi Ei (Oi - Ei) (Oi - Ei) ² (Oi - Ei) ² / Ei28 30 -2 4 0.1315 15 0 0 04 2 2 4 21 1.5 -0.5 0.25 0.51 0.5 0.5 0.25 0.533 31 2 4 0.1316 16 0 0 00 2 -2 4 22 1.5 0.5 0.25 0.50 0.5 -0.5 0.25 0.5

Σ(Oi - Ei) ² / Ei= 6.26



INFERENCE:


hypothesis is rejected. There is no significant relationship between gender and objective of

performance improvement setup by the superior. Majority (61%) of the respondents strongly

agree that their superior setup objective for the performance improvement in advance.

4.2.5. RELATIONSHIP BETWEEN GENDER & OBJECTIVE OF THE

TRAINING PROGRAM

54

HYPOTHESIS:

Null Hypothesis, Ho: There is a significant relationship between gender and objective of the

training program.

Alternative Hypothesis, H1: There is no significant relationship between gender and objective

of the training program.

TABLE: 4.2.5.1

OBJECTIVE OF THE TRAINING PROGRAM

TotalGENDER STRONGLY



TABLE: 4.2.5.2

Oi Ei (Oi - Ei) (Oi - Ei) ² (Oi - Ei) ² / Ei26 27 -1 1 0.0319 15 4 16 13 6 -3 9 1.50 0.5 -0.5 0.25 0.51 0.5 0.5 0.25 0.529 28 1 1 0.0312 16 -4 16 19 6 3 9 1.51 0.5 0.5 0.25 0.50 0.5 -0.5 0.25 0.5

Σ (Oi - Ei) ² / Ei = 7.06



INFERENCE:


hypothesis is rejected. There is no significant relationship between gender and objective of the

training program. Majority (56%) of the respondents strongly agree that the objective of the

training program is made clear in the beginning of the training.

4.2.6. RELATIONSHIP BETWEEN GENDER AND TRAINING IMPARTED

RELEVANT TO THE JOB REQUIREMENT

55

HYPOTHESIS:

Null Hypothesis, Ho: There is a significant relationship between gender and training imparted

relevant to the job requirement.


imparted relevant to the job requirement.

TABLE: 4.2.6.1

TRAINING IMPARTED IS ACTUALLY RELEVANT TO THE JOBGENDER STRONGLY


Total


TABLE: 4.2.6.2

Oi Ei (Oi - Ei) (Oi - Ei) ² (Oi - Ei) ² / Ei29 27 2 4 0.1517 18 -1 1 0.051 3 -2 4 1.30 0.5 -0.5 0.25 0.52 1 1 1 126 28 -2 4 0.1419 18 1 1 0.065 3 2 4 1.31 0.5 0.5 0.25 0.50 1 -1 1 1

Σ (Oi - Ei) ² / Ei= 6


Level of significance = 5% Calculated value = 6 Table value = 9.49

INFERENCE:


hypothesis is rejected. There is no significant relationship between gender and training imparted

relevant to the job requirement. Majority (55%) of the respondents strongly agree that the

training imparted is relevant to the job requirement.

4.2.7. RELATIONSHIP BETWEEN GENDER AND DESIGN & SCHEDULE OF THE

TRAINING PROGRAM

56

HYPOTHESIS:

Null Hypothesis, Ho: There is a significant relationship between gender and design and

schedule of the training program.

Alternative Hypothesis, H1: There is no significant relationship between gender and design and

schedule of the training program.

TABLE: 4.2.7.1

TRIANING PROGRAM WAS PROPERLY DESIGNEDGENDER STRONGLY


Total


TABLE: 4.2.7.2

Oi Ei (Oi - Ei) (Oi - Ei) ² (Oi - Ei) ² / Ei31 27 4 16 0.718 19 -1 1 0.050 2 -2 4 20 0.5 -0.5 0.25 0.50 0 0 0 025 29 -4 16 0.621 20 1 1 0.054 2 2 4 21 0.5 0.5 0.25 0.50 0 0 0 0

Σ (Oi - Ei) ² / Ei= 6.4



INFERENCE:


hypothesis is rejected. There is no significant relationship between gender and design and

schedule of the training program. Majority (56%) of the respondents strongly agree that the

training program was properly designed and scheduled.

4.2.8. RELATIONSHIP BETWEEN GENDER AND EMPLOYEE SELECTION FOR

TRAINING BASED ON THEIR PERFOMANCE

57

HYPOTHESIS:

Null Hypothesis, Ho: There is a significant relationship between gender and employee selection

for training based on their performance.

Alternative Hypothesis, H1: There is no significant relationship between gender and employee

selection for training based on their performance.

TABLE: 4.2.8.1.

EMPLOYEE SELECTION FOR TRAINING BASED ON THEIR PERFORMANCEGENDER STRONGLY


Total


TABLE: 4.2.8.2

Oi Ei (Oi - Ei) (Oi - Ei) ² (Oi - Ei) ² / Ei24 26 -2 4 0.220 19 1 1 0.054 2 2 4 21 1 0 0 00 1 -1 1 129 27 2 4 0.219 20 -1 1 0.050 2 -2 4 21 1 0 0 02 1 1 1 1

Σ (Oi - Ei) ² / Ei=6.5



INFERENCE:


hypothesis is rejected. There is no significant relationship between gender and employees

selected for training based on their performance. Majority (53%) of the respondents strongly

agree that their superior selected them for the training based on their performance.

4.2.9. RELATIONSHIP BETWEEN GENDER AND JOB REQUIREMENT &

RESPONSIBILITIES

58

HYPOTHESIS:

Null Hypothesis, Ho: There is a significant relationship between gender and job requirement

and responsibilities.

Alternative Hypothesis, H1: There is no significant relationship between gender and job

requirement and responsibilities.

TABLE: 4.2.9.1

JOB REQUIRMENT AND RESPONSIBILITYGENDER STRONGLY


Total


TABLE: 4.2.9.2

Oi Ei (Oi - Ei) (Oi - Ei) ² (Oi - Ei) ² / Ei27 28 -1 1 0.0416 16 0 0 02 2.5 -0.5 0.25 0.12 1 1 1 12 1 1 1 131 30 1 1 0.0317 17 0 0 03 2.6 0.4 0.16 0.10 1 -1 1 10 1 -1 1 1

Σ(Oi - Ei) ² / Ei= 4.27



INFERENCE:


hypothesis is rejected. There is no significant relationship between gender and job requirement

and responsibilities. Majority (58%) of the respondents strongly agree that training program gave

adequate knowledge about the job requirement and responsibilities.

4.2.10. RELATIONSHIP BETWEEN GENDER AND REGULATIONS IN THE

TRAINING PROGRAM

59

HYPOTHESIS:

Null Hypothesis, Ho: There is a significant relationship between gender and regulations in the

training.

Alternative Hypothesis, H1: There is no significant relationship between gender and

regulations in the training.

TABLE: 4.2.10.1

REGULATIONS IN THE TRAINING PROGRAMGENDER STRONGLY


Total


TABLE: 4.2.10.2

Oi Ei (Oi - Ei) (Oi - Ei) ² (Oi - Ei) ² / Ei34 32 2 4 0.1312 14 -2 4 0.31 1.5 -0.5 0.25 0.21 0.5 0.5 0.25 0.51 0.5 0.5 0.25 0.532 34 -2 4 0.1217 15 2 4 0.32 1.5 0.5 0.25 0.20 0.5 -0.5 0.25 0.50 0.5 -0.5 0.25 0.5

Σ(Oi - Ei) ² / Ei= 3.25



INFERENCE:


hypothesis is rejected. There is no significant relationship between gender and regulations of the

training program. Majority (66%) of the respondents strongly agree that the rules and regulations

of the training were clearly defined.

4.2.11. RELATIONSHIP BETWEEN GENDER AND FOLLOWUP MEETING WITH

THE SUPERIOR

60

HYPOTHESIS:

Null Hypothesis, Ho: There is a significant relationship between gender and follow-up meeting

with the superior.

Alternative Hypothesis, H1: There is no significant relationship between gender and follow-up

meeting with the superior.

TABLE: 4.2.11.1

FOLLOW-UP MEETING WITH THE SUPERIORGENDER STRONGLY


Total


TABLE: 4.2.11.2

Oi Ei (Oi - Ei) (Oi - Ei) ² (Oi - Ei) ² / Ei31 27 4 16 0.618 19 -1 1 0.050 2.5 -2.5 6.25 2.50 0.5 -0.5 0.25 0.50 0 0 0 024 28 -4 16 0.621 20 1 1 0.055 2.5 2.5 6.25 2.51 0.5 0.5 0.25 0.50 0 0 0 0

Σ (Oi - Ei) ² / Ei= 7.3



INFERENCE:


hypothesis is rejected. There is no significant relationship between gender and follow-up meeting

conducted after training. Majority (55%) of the respondents strongly agree that follow-up

meeting after the training was conducted with the superior.

4.2.12. RELATIONSHIP BETWEEN GENDER AND OPPORTUNITY PROVIDED TO

APPLY THE SKILLS LEARNT

61

HYPOTHESIS:

Null Hypothesis, Ho: There is a significant relationship between gender and opportunity

provided to apply the skills learnt.


opportunity provided to apply the skills learnt.

TABLE: 4.2.12.1

OPPORTUNITIES PROVIDED TO APPLY THE LEARNT SKILLS




TABLE: 4.2.12.2

Oi Ei (Oi - Ei) (Oi - Ei) ² (Oi - Ei) ² / Ei24 25 -1 1 0.0420 20 0 0 04 2 2 4 21 1 0 0 00 1 -1 1 128 27 1 1 0.0420 20 0 0 00 2 -2 4 21 1 0 0 02 1 1 1 1

Σ(Oi - Ei) ² / Ei= 6.08



INFERENCE:


hypothesis is rejected. There is no significant relationship between gender and opportunity

provided to apply skills learnt. Majority (52%) of the respondents strongly agree that

opportunities are provided to apply the skill/knowledge learnt from the training.

4.2.13. RELATIONSHIP BETWEEN GENDER AND ACQUIRED SKILLS AND

KNOWLEDGE

62

HYPOTHESIS:

Null Hypothesis, Ho: There is a significant relationship between gender and acquired skills and

knowledge.

Alternative Hypothesis, H1: There is no significant relationship between gender and acquired

skills and knowledge.

TABLE: 4.2.13.1

ACQUIRED NEW SKILLS/KNOWLEDGEGENDER STRONGLY

AGREE AGREE NEUTRAL DISAGREESTRONGLY DISAGREE Total

MALEFEMALE

29 16 3 1 0 4924 23 2 1 1 51

Total 53 39 5 2 1 100

TABLE: 4.2.13.2

Oi Ei (Oi - Ei) (Oi - Ei) ² (Oi - Ei) ² / Ei29 26 3 9 0.3516 19 -3 9 0.53 2.5 0.5 0.25 0.11 1 0 0 00 0.5 -0.5 0.25 0.524 27 -3 9 0.323 20 3 9 0.52 2.5 -0.5 0.25 0.11 1 0 0 01 0.5 0.5 0.25 0.5

Σ(Oi - Ei) ² / Ei= 2.85



INFERENCE:


hypothesis is rejected. There is no significant relationship between gender and acquired skills

and knowledge. Majority (53%) of the respondents strongly agree that they had necessary

resources to apply their acquired skills and knowledge from the training.

4.2.14. RELATIONSHIP BETWEEN GENDER AND TRAINING FEEDBACK

63

HYPOTHESIS:

Null Hypothesis, Ho: There is a significant relationship between gender and training feedback.


feedback.

TABLE: 4.2.14.1

SUPERIOR SUPPORTS THROUGH COACHING &FEEDBACKGENDER STRONGLY



TABLE: 4.2.14.2

Oi Ei (Oi - Ei) (Oi - Ei) ² (Oi - Ei) ² / Ei30 29 1 1 0.0314 16 -2 4 0.255 3.4 1.6 2.56 0.80 0.5 -0.5 0.25 0.50 0.5 -0.5 0.25 0.529 30 -1 1 0.0318 16 2 4 0.252 3.6 -1.6 2.56 0.71 0.5 0.5 0.25 0.51 0.5 0.5 0.25 0.5

Σ (Oi - Ei) ² / Ei= 4.06



INFERENCE:


hypothesis is rejected. There is no significant relationship between gender and superior’s support

through coaching and feedback. Majority (59%) of the respondents strongly agree that their

superior support them through coaching and feedback.

4.2.15. RELATIONSHIP BETWEEN GENDER AND CONVENIENCE OF THE

TRAINING PROGRAM

64

HYPOTHESIS:

Null Hypothesis, Ho: There is a significant relationship between gender and convenience of the

training program.


convenience of the training.

TABLE: 4.2.15.1

CONVENIENCE OF THE TRAININGGENDER STRONGLY



TABLE: 4.2.15.2

Oi Ei (Oi - Ei) (Oi - Ei) ² (Oi - Ei) ² / Ei27 28 -1 1 0.0419 18 1 1 0.052 1.5 0.5 0.25 0.20 0.5 -0.5 0.25 0.51 0.5 0.5 0.25 0.531 30 1 1 0.0318 19 -1 1 0.051 1.5 -0.5 0.25 0.21 0.5 0.5 0.25 0.50 0.5 -0.5 0.25 0.5

Σ(Oi - Ei) ² / Ei= 2.57



INFERENCE:


hypothesis is rejected. There is no significant relationship between gender and timing & venue of

the training was convenient. Majority (58%) of the respondents strongly agree that the timing

and venue of the training session was convenient.

4.2.16. RELATIONSHIP BETWEEN GENDER AND TRAINING ATMOSPHERE

HYPOTHESIS:

65

Null Hypothesis, Ho: There is a significant relationship between gender and training

atmosphere.


atmosphere.

TABLE: 4.2.16.1

TRAINING ATMOSPHERE




TABLE: 4.2.16.2

Oi Ei (Oi - Ei) (Oi - Ei) ² (Oi - Ei) ² / Ei29 31 -2 4 0.1319 15 4 16 10 1 -1 1 10 1 -1 1 11 0.5 0.5 0.25 0.535 33 2 4 0.1212 16 -4 16 12 1 1 1 12 1 1 1 10 0.5 -0.5 0.25 0.5

Σ (Oi - Ei) ² / Ei= 7.25


Level of significance = 5% Calculated value= 7.25 Table value= 9.49

INFERENCE:


hypothesis is rejected. There is no significant relationship between gender and training

atmosphere. Majority (64%) of the respondents strongly agree that the training atmosphere was

well organized and it enhanced the learning process.

4.2.17. RELATIONSHIP BETWEEN GENDER AND METHODS USED TO LEARN

TRAINING PROGRAM

66

HYPOTHESIS:

Null Hypothesis, Ho: There is a significant relationship between gender and methods used to

learn training program.

Alternative Hypothesis, H1: There is no significant relationship between gender and methods

used to learn training program.

TABLE: 4.2.17.1

METHODS USED TO LEARN TRAINING PROGRAMGENDER STRONGLY



TABLE: 4.2.17.2

Oi Ei (Oi - Ei) (Oi - Ei) ² (Oi - Ei) ² / Ei24 26 -2 4 0.1520 19 1 1 0.054 2 2 4 21 1 0 0 00 1 -1 1 129 27 2 4 0.1519 20 -1 1 0.050 2 -2 4 21 1 0 0 02 1 1 1 1

Σ (Oi - Ei) ² / Ei= 6.4



INFERENCE:


hypothesis is rejected. There is no significant relationship between gender and methods used to

learn training program. Majority (53%) of the respondents strongly agree that different methods

of learning were used in the training session.

4.2.18. RELATIONSHIP BETWEEN GENDER AND MATERIAL & MODULE OF THE

TRAINING COURSE

67

HYPOTHESIS:

Null Hypothesis, Ho: There is a significant relationship between gender and methods & module

of the training course.

Alternative Hypothesis, H1: There is no significant relationship between gender and methods

& module of the training course.

TABLE: 4.2.18.1

MATERIAL AND MODULE OF THE TRAINING COURSEGENDER STRONGLY



TABLE: 4.2.18.2

Oi Ei (Oi - Ei) (Oi - Ei) ² (Oi - Ei) ² / Ei27 27 0 0 019 18 1 1 0.12 3 -1 1 0.31 0.5 0.5 0.25 0.50 0.5 -0.5 0.25 0.528 28 0 0 018 19 -1 1 0.14 3 1 1 0.30 0.5 -0.5 0.25 0.51 0.5 0.5 0.25 0.5

Σ (Oi - Ei) ² / Ei= 2.8



INFERENCE:


hypothesis is rejected. There is no significant relationship between gender and methods &

module of the training. Majority (55%) of the respondents strongly agree that the course material

and the module covered in the training program were sufficient.

4.2.19. RELATIONSHIP BETWEEN GENDER AND INTERACTION WITH

INDIVIDUALS

68

HYPOTHESIS:

Null Hypothesis, Ho: There is a significant relationship between gender and interaction with

individuals.

Alternative Hypothesis, H1: There is no significant relationship between gender and interaction

with individuals.

TABLE: 4.2.19.1

INTERACTING WITH INDIVIDUALS




TABLE: 4.2.19.2

Oi Ei (Oi - Ei) (Oi - Ei) ² (Oi - Ei) ² / Ei31 32 -1 1 0.0313 13 0 0 05 2.5 2.5 6.25 2.50 1 -1 1 10 0 0 0 035 34 1 1 0.0314 14 0 0 00 2.5 -2.5 6.25 2.52 1 1 1 10 0 0 0 0

Σ(Oi - Ei) ² / Ei= 7.06



INFERENCE:


hypothesis is rejected. There is no significant relationship between gender and successful

communication and interaction with each individual. Majority (66%) of the respondents strongly

agree that trainer was successful in communicating and interacting with each individuals.

4.2.20. RELATIONSHIP BETWEEN GENDER AND TRAINERS SUPPORT

69

HYPOTHESIS:

Null Hypothesis, Ho: There is a significant relationship between gender and trainer’s support.

Alternative Hypothesis, H1: There is no significant relationship between gender and trainer’s

support.

TABLE: 4.2.20.1

TRAINERS SUPPORTGENDER STRONGLY


Total


TABLE: 4.2.20.2

Oi Ei (Oi - Ei) (Oi - Ei) ² (Oi - Ei) ² / Ei30 25 5 25 118 20 -2 4 0.21 3 -2 4 1.30 0.5 -0.5 0.25 0.50 0.5 -0.5 0.25 0.522 27 -5 25 122 20 2 4 0.25 3 2 4 1.31 0.5 0.5 0.25 0.51 0.5 0.5 0.25 0.5

Σ (Oi - Ei) ² / Ei= 7


Level of significance = 5% Calculated value= 7 Table value= 9.49

INFERENCE:


hypothesis is rejected. There is no significant relationship between gender and trainer’s support

& patient when employees approached for doubts & clarification. Majority (52%) of the

respondents strongly agree that their trainer was patient and supportive when they were

approached for doubts and clarifications about the training program.

4.2.21. RELATIONSHIP BETWEEN GENDER AND IMPARTIALITY OF TRAINERS

70

HYPOTHESIS:

Null Hypothesis, Ho: There is a significant relationship between gender and impartiality of

trainers.


impartiality of trainers.

TABLE: 4.2.21.1

IMPARTIALITY OF TRAINERSGENDER STRONGLY


Total


TABLE: 4.2.21.2

Oi Ei (Oi - Ei) (Oi - Ei) ² (Oi - Ei) ² / Ei27 27 0 0 019 18 1 1 0.051 2 -1 1 0.51 1 0 0 01 0.5 0.5 0.25 0.529 29 0 0 018 19 -1 1 0.053 2 1 1 0.51 1 0 0 00 0.5 -0.5 0.25 0.5

Σ (Oi - Ei) ² / Ei= 2.1



INFERENCE:


hypothesis is rejected. There is no significant relationship between gender and trainer’s

impartiality in giving feedback to the respondents. Majority (56%) of the respondents strongly

agree that trainer was impartial in giving feedback to them.

4.2.22. RELATIONSHIP BETWEEN GENDER & EMPLOYEES MOTIVATION LEVEL

71

HYPOTHESIS:

Null Hypothesis, Ho: There is a significant relationship between gender and employees

motivation level.

Alternative Hypothesis, H1: There is no significant relationship between gender and employees

motivation level.

TABLE: 4.2.22.1

EMPLOYEES MOTIVATION LEVEL




TABLE: 4.2.22.2

Oi Ei (Oi - Ei) (Oi - Ei) ² (Oi - Ei) ² / Ei25 28 -3 9 0.3223 19 4 16 10 2 -2 4 20 0 0 0 01 0.5 0.5 0.25 0.532 29 3 9 0.3115 19 -4 16 14 2 2 4 20 0 0 0 00 0.5 -0.5 0.25 0.5

Σ (Oi - Ei) ² / Ei= 7.63



INFERENCE:


hypothesis is rejected. There is no significant relationship between gender and employees

motivation level. Majority (57%) of the respondents strongly agree that they are motivated at

their work after training.

4.2.23. RELATIONSHIP BETWEEN GENDER AND JOB BETTERMENT

72

HYPOTHESIS:

Null Hypothesis, Ho: There is a significant relationship between gender and training help

employees to do their job better.


help employees to do their job better.

TABLE: 4.2.23.1

TRAINING HELPS EMPLOYEES TO DO THEIR JOB BETTER




TABLE: 4.2.23.2

Oi Ei (Oi - Ei) (Oi - Ei) ² (Oi - Ei) ² / Ei24 20 4 16 0.824 27 -3 9 0.330 1 -1 1 11 1 0 0 00 0.5 -0.5 0.25 0.516 20 -4 16 0.831 28 3 9 0.322 1 1 1 11 1 0 0 01 0.5 0.5 0.25 0.5

Σ (Oi - Ei) ² / Ei= 5.25



INFERENCE:


hypothesis is rejected. There is no significant relationship between gender and training help

employees to do their job better. Majority (55%) of the respondents agree that training helps

them to do their job better after training.

4.2.24. RELATIONSHIP BETWEEN GENDER AND TRAINING ENABLES

EMPLOYEES TO BE FELT VALUED BY THE COMPANY

73

HYPOTHESIS:

Null Hypothesis, Ho: There is a significant relationship between gender and training enables

employees to be felt valued by the company.

Alternative Hypothesis, H1: There is no significant relationship between gender and after

training employees felt valued by the company.

TABLE: 4.2.24.1

TRAINING ENABLES EMPLOYEES TO BE FELT VALUED BY THE COMPANYGENDER STRONGLY


Total


TABLE: 4.2.24.2

Oi Ei (Oi - Ei) (Oi - Ei) ² (Oi - Ei) ² / Ei25 24 1 1 0.0415 16 -1 1 0.067 8 -1 1 0.121 1 0 0 01 0.5 0.5 0.25 0.523 24 -1 1 0.0418 17 1 1 0.069 8 1 1 0.121 1 0 0 00 0.5 -0.5 0.25 0.5

Σ (Oi - Ei) ² / Ei= 1.44



INFERENCE:


hypothesis is rejected. There is no significant relationship between gender and after training

employees felt valued by the company. Majority (48%) of the respondents strongly agree that

they are valued by the company.

4.2.25. RELATIONSHIP BETWEEN GENDER AND TRAINING ENABLES CAREER

PROGRESS

74

HYPOTHESIS:

Null Hypothesis, Ho: There is a significant relationship between gender and training enables

career progress.


enables career progress.

TABLE: 4.2.25.1

TRAINING ENABLES CAREER PROGRESSGENDER STRONGLY


Total


TABLE: 4.2.25.2

Oi Ei (Oi - Ei) (Oi - Ei) ² (Oi - Ei) ² / Ei22 22 0 0 025 25 0 0 01 0.5 0.5 0.25 0.50 0.5 -0.5 0.25 0.51 0.5 0.5 0.25 0.523 23 0 0 027 27 0 0 00 0.5 -0.5 0.25 0.51 0.5 0.5 0.25 0.50 0.5 -0.5 0.25 0.5

Σ (Oi - Ei) ² / Ei= 3



INFERENCE:


hypothesis is rejected. There is no significant relationship between gender and training enables

career progress. Majority (45%) of the respondents strongly agree that the training enables career

progress for them.

4.2.26. RELATIONSHIP BETWEEN GENDER AND TRAINING HELPS EMPLOYEES

GROW

75

HYPOTHESIS:

Null Hypothesis, Ho: There is a significant relationship between gender and training helps

employees grow.


helps employees grow.

TABLE: 4.2.26.1

TRAINING HELPS EMPLOYEE TO GROW AS A PERSON




TABLE: 4.2.26.2

Oi Ei (Oi - Ei) (Oi - Ei) ² (Oi - Ei) ² / Ei22 26 -4 16 0.6224 21 3 9 0.431 1 0 0 01 1 0 0 01 0.5 0.5 0.25 0.531 27 4 16 0.618 21 -3 9 0.431 1 0 0 01 1 0 0 00 0.5 -0.5 0.25 0.5

Σ (Oi - Ei) ² / Ei= 3.08



INFERENCE:


hypothesis is rejected. There is no significant relationship between gender and training helps

employees to grow. Majority (53%) of the respondents strongly agree that the training helps

them to grow.

4.2.27. RELATIONSHIP BETWEEN GENDER AND TRAINING IMPROVED SKILLS,

KNOWLEDGE AND PERFOMANCE

76

HYPOTHESIS:

Null Hypothesis, Ho: There is a significant relationship between gender and training improved

skills, knowledge and performance.


improved skills, knowledge and performance.

TABLE: 4.2.27.1

TRAINING IMPROVED SKILLS, KNOWLEDGE AND PERFORMANCEGENDER STRONGLY


Total


TABLE: 4.2.27.2

Oi Ei (Oi - Ei) (Oi - Ei) ² (Oi - Ei) ² / Ei25 22 3 9 0.422 23 -1 1 0.042 2 0 0 00 1.5 -1.5 2.25 1.50 0.5 -0.5 0.25 0.520 23 -3 9 0.425 24 1 1 0.042 2 0 0 03 1.5 1.5 2.25 1.51 0.5 0.5 0.25 0.5

Σ (Oi - Ei) ² / Ei= 4.88



INFERENCE:


hypothesis is rejected. There is no significant relationship between gender and training improved

skills, knowledge and performance. Majority (47%) of the respondents agree that the training

program improved their skills, knowledge and performance.

4.2.28. RELATIONSHIP BETWEEN GENDER AND TRAINING FOSTERED

TEAMWORK, PARTICIPATION & CO-OPERATION

77

HYPOTHESIS:

Null Hypothesis, Ho: There is a significant relationship between gender and training fostered

teamwork, participation & co-operation.


fostered teamwork, participation & co-operation.

TABLE: 4.2.28.1

TRAINING FOSTERED TEAMWORK, PARTICIPATION AND CO-OPERATIONGENDER STRONGLY



TABLE: 4.2.28.2

Oi Ei (Oi - Ei) (Oi - Ei) ² (Oi - Ei) ² / Ei18 19 -1 1 0.0529 27 2 4 0.151 1 0 0 00 1 -1 1 11 0.5 0.5 0.25 0.521 20 1 1 0.0527 29 -2 4 0.141 1 0 0 02 1 1 1 10 0.5 -0.5 0.25 0.5

Σ(Oi - Ei) ² / Ei= 3.39



INFERENCE:


hypothesis is rejected. There is no significant relationship between gender and training fostered

teamwork, participation and co-operation. Majority (56%) of the respondents agree that training

fostered team work, participation, and co-operation amongst them.

4.2.29. RELATIONSHIP BETWEEN GENDER AND ATTAINMENT OF OBJECTIVE

OF THE TRAINING

78

HYPOTHESIS:

Null Hypothesis, Ho: There is a significant relationship between gender and employees able to

attainment of objective of the training.

Alternative Hypothesis, H1: There is no significant relationship between gender and attainment

of objective of the training.

TABLE: 4.2.29.1

ATTAIN OF OBJECTIVES OF THE TRAININGGENDER STRONGLY


Total


TABLE: 4.2.29.2

Oi Ei (Oi - Ei) (Oi - Ei) ² (Oi - Ei) ² / Ei28 32 -4 16 0.518 14 4 16 11 2.5 -1.5 2.25 11 0.5 0.5 0.25 0.51 0.5 0.5 0.25 0.537 33 4 16 0.510 14 -4 16 14 2.5 1.5 2.25 10 0.5 -0.5 0.25 0.50 0.5 -0.5 0.25 0.5

Σ (Oi - Ei) ² / Ei= 7



INFERENCE:


hypothesis is rejected. There is no significant relationship between gender and employees able to

attain objective of the training. Majority (65%) of the respondents strongly agree that they are

able to attain the objectives of the training.

4.2.30. RELATIONSHIP BETWEEN GENDER AND RECOGNITION OF EMPLOYEES

IMPROVEMENT

79

HYPOTHESIS:

Null Hypothesis, Ho: There is a significant relationship between gender and recognition of

employee’s improvement


recognition of employee’s improvement.

TABLE: 4.2.30.1

RECOGNITION OF EMPLOYEES IMPROVEMENT GENDER STRONGLY



TABLE: 4.2.30.2

Oi Ei (Oi - Ei) (Oi - Ei) ² (Oi - Ei) ² / Ei21 23 -2 4 0.227 25 2 4 0.20 0.5 -0.5 0.25 0.51 0.5 0.5 0.25 0.50 0 0 0 026 24 2 4 0.224 26 -2 4 0.21 0.5 0.5 0.25 0.50 0.5 -0.5 0.25 0.50 0 0 0 0

Σ (Oi - Ei) ² / Ei= 2.8



INFERENCE:


hypothesis is rejected. There is no significant relationship between gender and employee’s

improvement was considered and recognized in the training. Majority (51%) of the respondents

agree that their improvement after the training was considered and recognized by the company.

4.2.31. RELATIONSHIP BETWEEN GENDER AND PERCIEVED IMPACT OF

TRAINING ON PAY

80

HYPOTHESIS:

Null Hypothesis, Ho: There is a significant relationship between gender and perceived impact of

training on pay.

Alternative Hypothesis, H1: There is no significant relationship between gender and perceived

impact of training on pay.

TABLE: 4.2.31.1

TRAINING HAS AN IMPACT ON PAY GENDER STRONGLY


Total


TABLE: 4.2.31.2

Oi Ei (Oi - Ei) (Oi - Ei) ² (Oi - Ei) ² / Ei28 29 -1 1 0.0319 18 1 1 0.11 1 0 0 00 0.5 -0.5 0.25 0.51 0.5 0.5 0.25 0.532 31 1 1 0.0317 18 -1 1 0.11 1 0 0 01 0.5 0.5 0.25 0.50 0.5 -0.5 0.25 0.5

Σ(Oi - Ei) ² / Ei= 2.26



INFERENCE:


hypothesis is rejected. There is no significant relationship between gender and perceived impact

of training on pay. Majority (60%) of the respondents strongly agree that there is an impact of

training on the pay structure.

4.2.32. RELATIONSHIP BETWEEN GENDER AND PERCEIVED IMPACT OF

TRAINING ON PROMOTION

81

HYPOTHESIS:


training on promotion.


impact of training on promotion.

TABLE: 4.2.32.1

TRAINING HAS AN IMPACT ON PROMOTIONGENDER STRONGLY


Total


TABLE: 4.2.32.2

Oi Ei (Oi - Ei) (Oi - Ei) ² (Oi - Ei) ² / Ei22 25 -3 9 0.425 21 4 16 0.82 1.5 0.5 0.25 0.20 0.5 -0.5 0.25 0.50 0.5 -0.5 0.25 0.530 27 3 9 0.318 22 -4 16 0.71 1.5 -0.5 0.25 0.21 0.5 0.5 0.25 0.51 0.5 0.5 0.25 0.5

Σ (Oi - Ei) ² / Ei= 4.6



INFERENCE:



of training on promotion. Majority (52%) of the respondents strongly agree that there is an

impact of training on their promotion.


TRAINING ON JOB ABILITY

82

HYPOTHESIS:


training on job ability.


impact of training on job ability.

TABLE: 4.2.33.1

TRAINING HAS AN IMPACT ON EMPLOYEES JOB ABILITYGENDER STRONGLY



TABLE: 4.2.33.2

Oi Ei (Oi - Ei) (Oi - Ei) ² (Oi - Ei) ² / Ei32 27 5 25 114 20 -6 36 1.82 1.5 0.5 0.25 0.21 0.5 0.5 0.25 0.50 0 0 0 024 29 -5 25 126 20 6 36 1.81 1.5 -0.5 0.25 0.20 0.5 -0.5 0.25 0.50 0 0 0 0

Σ (Oi - Ei) ² / Ei= 7



INFERENCE:



of training on job ability. Majority (56%) of the respondents strongly agree that there is an

impact of training on their job ability.


TRAINING ON JOB SECURITY

83

HYPOTHESIS:


training on job security.


impact of training on job security.

TABLE: 4.2.34.1

TRAINING HAS AN IMPACT ON MY JOB SECURITY




TABLE: 4.2.34.2

Oi Ei (Oi - Ei) (Oi - Ei) ² (Oi - Ei) ² / Ei21 24 -3 9 0.425 23 2 4 0.22 2 0 0 00 0 0 0 01 0.5 0.5 0.25 0.528 25 3 9 0.421 23 -2 4 0.22 2 0 0 00 0 0 0 00 0.5 -0.5 0.25 0.5

Σ (Oi - Ei) ² / Ei= 2.2



INFERENCE:



of training on job security. Majority (49%) of the respondents strongly agree that there is an

impact of training on their job security.

84


TRAINING ON FUTURE EMPLOYMENT PROSPECTS

HYPOTHESIS:


training on future employment prospects.


impact of training on future employment prospects.

TABLE: 4.2.35.1

TRAINING HAS AN IMPACT ON FUTURE EMPLOYMENT PROSPECTSGENDER STRONGLY


Total


TABLE: 4.2.35.2

Oi Ei (Oi - Ei) (Oi - Ei) ² (Oi - Ei) ² / Ei24 20 4 16 0.824 27 -3 9 0.30 1 -1 1 11 1 0 0 00 0.5 -0.5 0.25 0.516 20 -4 16 0.831 28 3 9 0.32 1 1 1 11 1 0 0 01 0.5 0.5 0.25 0.5

Σ (Oi - Ei) ² / Ei= 5.2



INFERENCE:



of training on future employment prospects. Majority (55%) of the respondents agree that there

is an impact of training on future employment prospects.

85


TRAINING ON JOB SATISFACTION

HYPOTHESIS:


training on job satisfaction.


impact of training on job satisfaction.

TABLE: 4.2.36.1

TRAINING HAS AN IMPACT ON JOB SATISFCATIONGENDER STRONGLY


Total


TABLE: 4.2.36.2

Oi Ei (Oi - Ei) (Oi - Ei) ² (Oi - Ei) ² / Ei31 33 -2 4 0.115 13 2 4 0.31 1 0 0 02 1 1 1 10 0.5 -0.5 0.25 0.537 35 2 4 0.112 14 -2 4 0.31 1 0 0 00 1 -1 1 11 0.5 0.5 0.25 0.5

Σ(Oi - Ei) ² / Ei= 3.8



INFERENCE:



of training on job satisfaction. Majority (68%) of the respondents strongly agree that there is an

impact of training on job satisfaction.

86


TRAINING ON MOTIVATION

HYPOTHESIS:


training on motivation.


impact of training on motivation.

TABLE: 4.2.37.1

TRAINING HAS AN IMPACT ON MOTIVATIONGENDER STRONGLY


Total


TABLE: 4.2.37.2

Oi Ei (Oi - Ei) (Oi - Ei) ² (Oi - Ei) ² / Ei27 28 -1 1 0.0418 17 1 1 0.063 2 1 1 0.50 0.5 -0.5 0.25 0.51 1 0 0 031 30 1 1 0.0317 18 -1 1 0.061 2 -1 1 0.51 0.5 0.5 0.25 0.51 1 0 0 0

Σ(Oi - Ei) ² / Ei= 2.19



INFERENCE:



of training on motivation. Majority (58%) of the respondents strongly agree that there is an

impact of training on motivation.

87

4.2.38. RELATIONSHIP BETWEEN GENDER AND OVERALL DURATION OF THE

TRAINING

HYPOTHESIS:

Null Hypothesis, Ho: There is a significant relationship between gender and overall duration of

the training.

Alternative Hypothesis, H1: There is no significant relationship between gender and overall

duration of the training.

TABLE: 4.2.38.1

OVERALL DURATION OF THE TRAINING WAS SUFFICIENTGENDER STRONGLY


Total


TABLE: 4.2.38.2

Oi Ei (Oi - Ei) (Oi - Ei) ² (Oi - Ei) ² / Ei34 34 0 0 012 13 -1 1 0.12 1.5 0.5 0.25 0.20 0.5 -0.5 0.25 0.51 0.5 0.5 0.25 0.535 35 0 0 014 13 1 1 0.11 1.5 -0.5 0.25 0.21 0.5 0.5 0.25 0.50 0.5 -0.5 0.25 0.5

Σ (Oi - Ei) ² / Ei= 2.6



INFERENCE:


hypothesis is rejected. There is no significant relationship between gender and overall duration of

the training. Majority (69%) of the respondents strongly agree that the duration of the training

was sufficient.

88

4.2.39. RELATIONSHIP BETWEEN GENDER AND TIME GIVEN TO GET

FEEDBACK FROM THE PATICIPANTS

HYPOTHESIS:

Null Hypothesis, Ho: There is a significant relationship between gender and time given to get

feedback from the participants.

Alternative Hypothesis, H1: There is no significant relationship between gender and time given

to get feedback from the participants.

TABLE: 4.2.39.1

ENOUGH TIME WAS GIVEN FOR THE FEEDBACK FROM THE PARTICIPANTSGENDER STRONGLY


Total


TABLE: 4.2.39.2

Oi Ei (Oi - Ei) (Oi - Ei) ² (Oi - Ei) ² / Ei33 34 -1 1 0.0314 12 2 4 0.31 1.5 -0.5 0.25 0.21 0.5 0.5 0.25 0.50 0.5 -0.5 0.25 0.537 36 1 1 0.0311 13 -2 4 0.32 1.5 0.5 0.25 0.20 0.5 -0.5 0.25 0.51 0.5 0.5 0.25 0.5

Σ (Oi - Ei) ² / Ei= 3.06



INFERENCE:


hypothesis is rejected. There is no significant relationship between gender and time given to get

feedback from the participants. Majority (70%) of the respondents strongly agree that enough

time has given to give feedback.

89

4.2.40. RELATIONSHIP BETWEEN GENDER AND RECOMMENDATION OF THE

TRAINING PROGRAM FOR OTHERS

HYPOTHESIS:

Null Hypothesis, Ho: There is a significant relationship between gender and recommendation of

the training program for others.


recommendation of the training program for others.

TABLE: 4.2.40.1

EMPLOYEE RECOMMEND THE EXISTING TRAINING FOR OTHERSGENDER STRONGLY


Total


TABLE: 4.2.40.2

Oi Ei (Oi - Ei) (Oi - Ei) ² (Oi - Ei) ² / Ei30 28 2 4 0.1417 18 -1 1 0.052 2 0 0 00 0 0 0 00 1 -1 1 127 29 -2 4 0.1420 19 1 1 0.052 2 0 0 00 0 0 0 02 1 1 1 1

Σ(Oi - Ei) ² / Ei= 2.38



INFERENCE:


hypothesis is rejected. There is no significant relationship between gender and recommending

the training program for others. Majority (57%) of the respondents strongly agree that they will

recommend the training program for their co-employees.

90

4.2.41. RELATIONSHIP BETWEEN GENDER AND PERFOMANCE OF THE

TRAINING

HYPOTHESIS:

Null Hypothesis, Ho: There is a significant relationship between gender and performance of the

training.


performance of the training.

TABLE: 4.2.41.1

OVERALL PERFOMANCE OF THE TRAINING WAS EXCELLENTGENDER STRONGLY


Total


TABLE: 4.2.41.2

Oi Ei (Oi - Ei) (Oi - Ei) ² (Oi - Ei) ² / Ei28 28 0 0 018 17 1 1 0.062 3 -1 1 0.331 0.5 0.5 0.25 0.50 0.5 -0.5 0.25 0.530 30 0 0 016 17 -1 1 0.064 3 1 1 0.330 0.5 -0.5 0.25 0.51 0.5 0.5 0.25 0.5

Σ (Oi - Ei) ² / Ei= 2.78



INFERENCE:


hypothesis is rejected. There is no significant relationship between gender and performance of

the training. Majority (58%) of the respondents strongly agree that performance of the training

was excellent.

91

4.2.42. RELATIONSHIP BETWEEN GENDER AND REQUIREMENT OF CROSS

TRAINING

HYPOTHESIS:

Null Hypothesis, Ho: There is a significant relationship between gender and employee likes to

be cross-trained.

Alternative Hypothesis, H1: There is no significant relationship between gender and employee

likes to be cross-trained.

TABLE: 4.2.42.1

REQUIREMENT OF CROSS TRAINED




TABLE: 4.2.42.2

Oi Ei (Oi - Ei) (Oi - Ei) ² (Oi - Ei) ² / Ei33 35 -2 4 0.112 10 2 4 0.42 3 -1 1 0.331 0.5 0.5 0.25 0.51 0.5 0.5 0.25 0.538 36 2 4 0.19 11 -2 4 0.44 3 1 1 0.330 0.5 -0.5 0.25 0.50 0.5 -0.5 0.25 0.5

Σ(Oi - Ei) ² / Ei= 3.66



INFERENCE:


hypothesis is rejected. There is no significant relationship between gender and employee likes to

be cross-trained. Majority (71%) of the respondents strongly agree that they would like to be

cross trained.

92

4.2.43. RELATIONSHIP BETWEEN GENDER AND COMPANY STRATEGIES

HYPOTHESIS:

Null Hypothesis, Ho: There is a significant relationship between gender and company strategies.

Alternative Hypothesis, H1: There is no significant relationship between gender and company

strategies.

TABLE: 4.2.43.1

COMPANY STRATEGIESGENDER STRONGLY


Total


TABLE: 4.2.43.2

Oi Ei (Oi - Ei) (Oi - Ei) ² (Oi - Ei) ² / Ei30 30 0 0 013 14 -1 1 0.14 4 0 0 01 0.5 0.5 0.25 0.51 0.5 0.5 0.25 0.531 31 0 0 016 15 1 1 0.14 4 0 0 00 0.5 -0.5 0.25 0.50 0.5 -0.5 0.25 0.5

Σ(Oi - Ei) ² / Ei= 2.2



INFERENCE:


hypothesis is rejected. There is no significant relationship between gender and need to emphasize

company strategy. Majority (61%) of the respondents strongly agree that the company strategies

need to be emphasized.

93

4.2.44. RELATIONSHIP BETWEEN GENDER AND CONSISTENCY OF TRAINING

FORMAT AND PROCESS

HYPOTHESIS:

Null Hypothesis, Ho: There is a significant relationship between gender and consistency of

training format and process.


consistency of training format and process.

TABLE: 4.2.44.1

THERE SHOULD BE MORE CONSISTENCY WITH THE TRAINING FORMAT AND PROCESSGENDER STRONGLY



TABLE: 4.2.44.2

Oi Ei (Oi - Ei) (Oi - Ei) ² (Oi - Ei) ² / Ei28 31 -3 9 0.315 13 2 4 0.33 3 0 0 03 1.5 1.5 2.25 1.50 0.5 -0.5 0.25 0.535 32 3 9 0.312 14 -2 4 0.33 3 0 0 00 1.5 -1.5 2.25 1.51 0.5 0.5 0.5 0.5

Σ (Oi - Ei) ² / Ei= 5.2



INFERENCE:


hypothesis is rejected. There is no significant relationship between gender and consistency of

training format and process. Majority (63%) of the respondents strongly agree that there should

be more consistency in the training format and process.

94

4.2.45. RELATIONSHIP BETWEEN GENDER AND HIRE TRAINING PERIOD

HYPOTHESIS:

Null Hypothesis, Ho: There is a significant relationship between gender and hire training

period.

Alternative Hypothesis, H1: There is no significant relationship between gender and hire

training period.

TABLE: 4.2.45.1.

NEW HIRE TRAINING PERIODGENDER STRONGLY


Total


TABLE: 4.2.45.2

Oi Ei (Oi - Ei) (Oi - Ei) ² (Oi - Ei) ² / Ei29 29 0 0 018 17 1 1 0.061 1.5 -0.5 0.25 0.20 1 -1 1 11 0.5 0.5 0.25 0.531 31 0 0 016 17 -1 1 0.062 1.5 0.5 0.25 0.22 1 1 1 10 0.5 -0.5 0.25 0.5

Σ(Oi - Ei) ² / Ei= 3.52



INFERENCE:


hypothesis is rejected. There is no significant relationship between gender and mandatory new

hire training period. Majority (60%) of the respondents strongly agree that mandatory there

should be training period for employees joining the organization.

95

CHAPTER – 5

96

FINDINGSCHAPTER - 5

FINDINGS

The following are the major findings observed in the study:

I. ANALYSIS OF PERSONAL PROFILE OF THE RESPONDENTS:

Majority (51%) of the respondents are female.

Majority (27%) of the respondents belong to the age group of 31- 40 years.

Majority (81%) of the respondents have done only school education.

Majority (33%) of respondents have work experience of 9-11 years.

Majority (60%) of the respondents earn below Rs.2000 per month.

II. ANALYSIS OF PRE-TRAINING ACTIVITIES:

Majority (44%) of the respondents strongly agree that their superior analyzed their

strength & weakness to determine the training needs.

Majority (55%) of the respondents strongly agree that they had an opportunity to decide

about contents and materials of training program.

Majority (58%) of the respondents strongly agree that they had pre-course briefing with

their superior.

Majority (61%) of the respondents strongly agree that their superior setup objective for

the performance improvement in advance.

III. ANALYSIS OF DURING THE TRAINING:

Majority (56%) of the respondents strongly agree that the objective of the training

program was made clear in the beginning of the training.

Majority (55%) of the respondents strongly agree that the training imparted is actually

relevant to the job requirement.

IV. ANALYSIS OF PLANNING THE TRAINING:

Majority (56%) of the respondents strongly agree that the training program was properly

designed and scheduled.

97

Majority (53%) of the respondents strongly agree that their superior has selected them

based on their performance.

Majority (58%) of the respondents strongly agree that training program gave adequate

knowledge about the job requirement and responsibilities.

Majority (66%) of the respondents strongly agree rules and regulations of the training

were clearly defined.

V. ANALYSIS OF POST-TRAINING ACTIVITIES:

Majority (55%) of the respondents strongly agree that follow-up meeting after the

training conducted with the superior.

Majority (52%) of the respondents strongly agree that opportunities are provided to apply

the skill/knowledge learnt from the training.

Majority (53%) of the respondents strongly agree that they had necessary resources to

apply their acquired skills and knowledge from the training.

Majority (59%) of the respondents strongly agree that their superior support them through

coaching and feedback.

VI. ANALYSIS OF TRAINING ATMOSPHERE:

Majority (58%) of the respondents strongly agree that the timing and venue of the raining

session was convenient.

Majority (64%) of the respondents strongly agree that the training atmosphere was well

organized and it enhanced the learning process.

VII. ANALYSIS OF TRAINING METHODS:

Majority (53%) of the respondents strongly agree that different methods of learning were

used in the training session.

Majority (55%) of the respondents strongly agree that the course material and the module

covered were sufficient.

VIII. ANALYSIS OF EVALUATION OF TRAINERS RESPONSE:

Majority (66%) of the respondents strongly agree that trainer was successful in

communicating and interacting with each individual.

Majority (52%) of the respondents strongly agree that their trainer was patient and

supportive when they were approached for doubts and clarifications.

98

Majority (56%) of the respondents strongly agree that trainer was impartial in giving

feedback to them.

IX. ANALYSIS OF PERCEIVED BENEFITS OF TRAINING:

Majority (57%) of the respondents strongly agree that they are motivated at their work

after training.

Majority (55%) of the respondents agree that training helps them to do their job better

after training.

Majority (48%) of the respondents strongly agree that they are valued by the company.

Majority (45%) of the respondents strongly agree that the training enables career

progress.

Majority (53%) of the respondents strongly agree that the training helps them to grow.

Majority (47%) of the respondents agree that the training program improved their skills,

knowledge and performance.

Majority (56%) of the respondents agree that training fostered team work, participation,

and co-operation among them.

Majority (65%) of the respondents strongly agree that they are able to attain the

objectives of the training.

Majority (51%) of the respondents agree that their improvement after the training was

considered and recognized by the company.

X. ANALYSIS OF PERCEIVED IMPACT OF THE TRAINING:

Majority (60%) of the respondents strongly agree that there is an impact of training on

pay.


promotion.


job ability.


job security.

Majority (55%) of the respondents agree that there is an impact of training on future

employment prospects.

99

Majority (68%) of the respondents strongly agree that there is an impact on job

satisfaction.

Majority (58%) of the respondents strongly agree that there is an impact on training on

motivation.

XI. ANALYSIS OF TIME MANAGEMENT:

Majority (69%) of the respondents strongly agree that the duration of the training was

sufficient.

Majority (70%) of the respondents strongly agree that enough time has given to give

feedback.

XII. ANALYSIS OF EMPLOYEE SUGGESTION TOWARDS TRAINING:

Majority (57%) of the respondents strongly agree that they will recommend this training

program for others.

Majority (58%) of the respondents strongly agree that performance of the training was

excellent.

XIII. ANALYSIS OF OPINION OF EMPLOYEES FOR FURTHER IMPROVEMENT

OF TRAINING PROGRAM:

Majority (71%) of the respondents strongly agree that they would like to be cross trained

Majority (61%) of the respondents strongly agree that the company strategies need to be

emphasized.

Majority (63%) of the respondents strongly agree that there should be more consistency

in the training format and process.

Majority (60%) of the respondents strongly agree that there should be mandatory new

hire training period.

Chi-square analysis results reveal that gender has a significant impact on determining the

training needs of the employees and there is no significant impact of gender on the attitude of the

employees towards training activities.

100

CHAPTER – 6

101

SUGGESTIONSCHAPTER - 6

SUGGESTIONS

In today‘s competitive world, attitude is the factor which divides the line between failure and

success. Thus productivity of the employees improved not only by their skills and knowledge but

also by attitude of the employee. If an employee has a positive attitude then training for him can be

more effective, he has a positive effect on the climate.

The training records must be maintained, preserved properly and updated timely.

Proper care should be taken while selecting the trainers.

Trainers must be given continuous feedback and the training should be performed as a

continuous planned activity.

New and different trainers should be invited so that the maximum impact can be got from the

training programmes.

Coordination and interaction of the employees of all levels must be encouraged to locate new

talents among employees.

102

CHAPTER - 7

103

CONCLUSIONCHAPTER – 7

CONCLUSION

It is concluded that with the analysis of all the facts & figures, the observations during the training

period gives a very positive attitude regarding the training to the employees. The Thiruvalluvar

textile is performing its role up to the mark in the training activities and the trainees enjoy their work

and felt valued after the imparted training.

The training imparted meets the objectives like:

Effectiveness of training.

Assist the employees to acquire skills, knowledge and attitude and also enhance the same.

Helps to motivate employees and helps in avoiding mistakes.

104

It becomes quite clear that there is no other alternative or short cut to the development of human

resources. If we have to meet the challenges of technology, social and economic we have to train the

employees to their category at which they work in the organization.

105

APPENDIXQUESTIONNAIRE: APPENDIX – I

I. PERSONAL DETAILS:

1) Gender

1) Male

2) Female

2) Age:

106

1) below 20 yrs 2) 21-30 yrs

3) 31- 40 yrs 4) 41-50 yrs

5) >50 yrs

3) Educational Qualification

1) Degree 2) ITI

3) Diploma 4) School

5) Others

4) Experience:

1) below 2 yrs 2) 2-5 yrs

3) 5-8 yrs 4) 8-11 yrs

5) >11yrs

5) Current Salary:

1) below Rs.2000 2) Rs.2001- Rs.5000

3) Rs.5001- Rs.8000 4) Rs.8001- Rs.11000

5) > Rs.11000

Tick [✓] to state your level of agreeability towards your attitude about training program

on the likert scale rating from 1 to 5:

1 = "Strongly agree”

2 = “Agree”

3 = "Neither agree nor disagree”

4 = “Disagree”

5 = "Strongly disagree”

107

II. Pre-Training Activities: 1 2 3 4 5

6. My superior analyzed my strength and weakness to

determine the training needs.

7. I had an opportunity to decide about the training

methods & contents.

8. I had pre-course briefing with my superior.

9. My superior setup the objectives for the

performance improvement in advance.

III. During the training: 1 2 3 4 5

10. The objective of the training program is made

clear in the beginning of the training.

11. The training imparted is actually relevant to the

job requirement.

IV. Planning of the training 1 2 3 4 5

12. The training program was properly designed and

scheduled.

13. The superior has selected the employees for

training based on their performance.

14. The training program gave adequate knowledge

about job requirement and job responsibilities.

15. The dos and don’ts, rules and regulations were

clearly explained in the training session.

V. Post-Training Activities 1 2 3 4 5

16. Follow-up meeting after the training program is

conducted with the superior.

17. Opportunities are provided to apply the new

knowledge/skills that were learnt from the training.

108

18. I had necessary resources to apply the acquired

new skills/knowledge.

19. Superior supports through coaching & feedback.

VI. Training atmosphere 1 2 3 4 5

20. The timing of the session and venue of the

training was convenient.

21. The training atmosphere was well organized and

it enhanced the learning process.

VII. Training methods 1 2 3 4 5

22. Different methods of learning like lecture, exercise, group discussions and learning through games were used in the training sessions.23. The course material and the module covered were sufficient.

VIII. Evaluation of Trainers response: 1 2 3 4 5

24. The trainer was successful in communicating and

interacting with each individual.

25. The trainer was patient and supportive when

approached for doubts and clarification.

26. The trainer was impartial in giving feedbacks for

the participants.

IX. Perceived benefits of Training: 1 2 3 4 5

27. After training, I felt more motivated at work

28. Training helps me to do my job better

29. After training, I felt valued by the company

30. Training enables career progress

31. Training helps me to grow as a person

32. The training improved my skill, knowledge and

performance.

109

33. The training fostered teamwork, participation and

co-operation among the participants.

34. I was able to attain the objectives of the training.

35. On account of the training, my improvement was

considered and recognized in the organization.

X. Perceived Impact of Training: 1 2 3 4 5

36. Training has an impact on pay

37. Training has an impact on promotion

38. Training has an impact on job ability

39. Training has an impact on job security

40. Training has an impact on future employment

prospects

41. Training has an impact on job satisfaction

42. Training has an impact on motivation

XI. Time management 1 2 3 4 5

43. The overall duration of the training was

sufficient.

44. Enough time was given for the feedback from the

participants.

XII. Employees suggestion towards Training: 1 2 3 4 5

45. I will recommend this training for others.

46. The overall performance of the training was

excellent.

110

XIII. Opinion of Employees for the further

Improvement of Training:

1 2 3 4 5

47. I would like to be cross trained

48. Company strategy/goals need to emphasized

49. There should be more consistency with the

training format and process

50. There should be a mandatory new hire training

period

111

BIBLIOGRAPHYBIBLIOGRAPHY

Kothari.C.R., ‘Research Methodology’, New Age International Publishers, Second

Edition, ISBN (13): 978-81-224-2488-1

Robinson and Robinson, ‘Training for Impact’, ISBN 1-55542-1539.

Raymond A.Neo, ‘Employee Training and Development’, New Edition, ISBN-13:

9780073530345

John, ‘Hand Book of Training and Development’, Jaico publishing House (1993).

Ramasamy.N, ‘Training and Development’, T.R.Publications (1992).

WWW.GOOGLE.COM

WWW.AMAZON.COM

113

http://WWW.AMAZON.COM/

http://www.google.com/

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