Cd 8-project on effectiveness of training on employees performance

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“A STUDY ON EFFECTIVENESS OF TRAINING ON
EMPLOYEES PERFORMANCE”
A Project report submitted to Jawaharlal Nehru Technological University, Hyderabad,
in partial fulfillment of the requirements for the award of the degree of
MASTER OF BUSINESS ADMINISTRATION
By
CHITRA LOKHANDE
Reg. No. 10241E0025
Under the Guidance of
N LATHA
Associate Professor
Department of Management Studies
Gokaraju Rangaraju Institute of Engineering & Technology
(Affiliated to Jawaharlal Technological University, Hyderabad)
Hyderabad
2010-2012

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CERTIFICATE
This is to certify that the project entitled “ A Study on EEffffeeccttiivveenneessss OOff
TTrraaiinniinngg oonn EEmmppllooyyeeeess PPeerrffoorrmmaannccee” has been submitted by Ms.Chitra Lokhande
(Reg. No. 10241E0025) in partial fulfillment of the requirements for the award of
Master of Business Administration from Jawaharlal Nehru Technological University,
Hyderabad. The results embodied in the project has not been submitted to any
other University or Institution for the award of any Degree or Diploma.
(N Latha) (KVS Raju)
Internal Guide Professor & HOD
Associate Professor DepartmentofManagement tudies
Department of Management Studies GRIET
GRIET
(S. Ravindra Chary)
(Project Coordinator)
Associate Professor
Department of Management Studies
GRIET

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DECLARATION
I hereby declare that the project entitled “A Study on EEffffeeccttiivveenneessss ooff
TTrraaiinniinngg oonn EEmmppllooyyeeeess PPeerrffoorrmmaannccee aatt AAxxiiss IITT&&tt LLttdd” submitted in partial
fulfillment of the requirements for award of the degree of MBA at Gokaraju
Rangaraju Institute of Engineering and Technology, affiliated to Jawaharlal Nehru
Technological University, Hyderabad, is an authentic work and has not been
submitted to any other University/Institute for award of any degree/diploma.
CHITRA LOKHANDE
(10241E0025)
MBA, GRIET
HYDERABAD

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ACKNOWLEDGEMENT
Firstly I would like to express our immense gratitude towards our institution
Gokaraju Rangaraju Institute of Engineering & Technology, which created a great
platform to attain profound technical skills in the field of MBA, thereby fulfilling our most
cherished goal.
I would thank all the HR department of Axis IT&T specially Mrs. Sukanya K-
Manager HR, and the employees in the HR department for guiding me and helping me in
successful completion of the project
I am very much thankful to our N Latha (Internal Guide) Madam for extending his
cooperation in doing this project.
I am also thankful to our project coordinator Mr. S. Ravindra Chary for extending his
cooperation in completion of Project..
I convey my thanks to my beloved parents and my faculty who helped me directly or
indirectly in bringing this project successfully.
CHITRA LOKHANDE
(10241E0025)

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INDEX
Chapte Content Page No.
I Introduction 4
1.1 The Need for Study 5
1.2 Objectives of Study 5
1.3 Scope of Study 6
1.4 Sources of Information 6
1.5 Research Methodology 6
II Literature Review 8
2.1 Definition of Training 9
2.2 Nature of Training 9
2.3 Objectives of Training 9
2.4 Inputs in Training and Development 10
2.5 Benefits of Employee Training 12
2.6 Methods of Training 14
2.7 Types of Training based on Content type 23
2.8 Training Process 24
2.9 Training and Development in Axis IT & T 24
III The Company/ Organisation/ System 32

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3.1 Industry Profile 33
3.2 Company Profile 35
IV Data Analysis and Inferences 43
V 5.1 Findings 62
5.2 Suggestions 63
5.3 Summary 64

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THE NEED FOR STUDY
Good communications and consultation are essential for efficient operation in any
organisation. However, their impact is often diminished by a lack of skill or knowledge on
the part of the participants. It is important, therefore, to provide both managers and
employees with training in the skills and techniques required for communication and
consultation.
Training can help employees better understand the information they are given and can
encourage them to play a fuller part in the way of organisation conducts its affairs. Training
courses in particular can be a useful way of giving employees factual information about their
employment because they necessarily include a substantial element of explanation and
provide opportunities for questions to be answered.
Managers have an important role to play in communicating and consulting and good training
can enable them to:
Become more aware of the importance of good communication and consultation practice
Understand their roles and responsibilities as communicators
Support those who are less outspoken and improve their ability to communicate.
Training is particularly important for supervisors who have important communications
responsibilities but often limited experience. Communication and consultation skills should
have a place in any development programme for them as well as for other managers.
Trade unions should also ensure that they provide adequate training for their representatives
to enable them to take a full part in employee communications and consultation.
Wherever possible training should be participative and trainees should be encouraged to
exchange views, take part in discussions and share ideas and experiences. Such participation
not only makes for more effective training but also helps to foster the idea of employee
involvement which is an underlying principle of consultation and communication.
It is good practice to evaluate periodically the effectiveness of any training undertaken.
OBJECTIVES OF STUDY

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1. To understand the process of training in Axis IT & T.
2. To understand the performance of employees before training and after training.
3. To know about the perception of employees about the training program.
4. To analyse that whether the organisation is providing incentive to trained employees or
not.
SCOPE OF THE STUDY
The scope of study is limited to Axis IT & T and to understand the training need and process
in the organisation.
SOURCE OF INFORMATION
The methodology adopted for this study deserves a special mention. The study includes
various secondary source of information and sample size of the questionnaire. The study is
based on secondary information based on the secondary information from the company’s
website.
RESEARCH METHODOLOGY
DATA COLLECTION:
The methodology adopts for this study deserves a special mention. The research study
includes various secondary source of information. The data collection methods include both
the primary and secondary collection method. The study is mostly based on the secondary
information. Primary data was collected through survey method by distributing
questionnaires to employees. The questionnaires were carefully designed for employees at
different positions.
SAMPLING:

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As this survey is limited to few employees at Axis IT & T, sampling technique selected to
conduct the survey is probability sampling. Research design that is used here is descriptive
and the research method is survey method.
SAMPLE SIZE:
The sample size is 50 and Quota sampling is used to collect the data.
STATISTICAL TECHNIQUES:
The data collected, modified and summarised in the form of tables by using of the percentage
method and are further elicited by the means of chart diagram.

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CHAPTER 2
LITERATURE REVIEW

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DEFINATION OF TRAINING
It is a learning process that involves the acquisition of knowledge, sharpening of skills,
concepts, rules, or changing of attitudes and behaviours to enhance the performance of
employees.
NATURE OF TRAINING
In simple terms, training and development refers to the imparting of specific skills, abilities
and knowledge to an employee. A formal definition of training & development is… it is any
attempt to improve current or future employee performance by increasing an employee’s
ability to perform through learning, usually by changing the employee’s attitude or increasing
his or her skills and knowledge. The need for training & development is determined by the
employee’s performance deficiency, computed as follows:
Training need = Standard performance – Actual performance.
OBJECTIVES OF TRAINING
The fundamental aim of training is to help the organization achieve its purpose by adding
value to its key resource – the people it employs. Training means investing in the people to
enable them to perform better and to empower them to make the best use of their natural
abilities. The particular objectives of training are to:
•Develop the competences of employees and improve their performance
•Help people to grow within the organization in order that, as far as possible, its future needs
for human resource can be met from within
•Reduce the learning time for employees starting in new jobs on appointment, transferor
promotion, and ensure that they become fully competent as quickly and economically as
possible.
INPUTS IN TRAINING AND DEVELOPMENTS

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Any training and development programme must contain inputs which enable the participants
to gain skills, learn theoretical concepts and help acquire vision to look into distant future. In
addition to these, there is a need to impart ethical orientation, emphasize on attitudinal
changes and stress upon decision-making and problem-solving abilities.
Skills
Training, as was stated earlier, is imparting skills to employees. A worker needs skills to
operate machines, and use other equipments with least damage or scrap. This is a basic skill
without which the operator will not be able to function. There is also the need for motor
skills. Motor skills refer to performance of specific physical activities. These skills involve
training to move various parts of one’s body in response to certain external and internal
stimuli. Common motor skills include walking, riding a bicycle, tying a shoelace, throwing a
ball and driving a car. Motor skills are needed for all employees – from the clerk to the
general manager. Employees, particularly supervisors and executives, need interpersonal
skills popular known as the people skills. Interpersonal skills are needed to understand one
self and others better, and act accordingly. Examples of interpersonal skills include listening,
persuading, and showing an understanding of others’ feelings.
Education
The purpose of education is to teach theoretical concepts and develop a sense of reasoning
and judgement. That any training and development programme must contain an element of
education is well understood by HR specialist. Any such programme has university
professors as resource persons to enlighten participants about theoretical knowledge of the
topic proposed to be discussed. In fact organizations depute or encourage employees to do
courses on a part time basis. Chief Executive Officers (CEO’s) are known to attend refresher
courses conducted by business schools. Education is important for managers and executives
than for lower-cadre workers.
Development

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Another component of a training and development is development which is less skill oriented
but stressed on knowledge. Knowledge about business environment, management principles
and techniques, human relations, specific industry analysis and the like is useful for better
management of the company.
Ethics
There is need for imparting greater ethical orientation to a training and development
programme. There is no denial of the fact that ethics are largely ignored in businesses.
Unethical practices abound in marketing, finance and production function in an organization.
They are less see and talked about in the personnel function. If the production, finance and
marketing personnel indulge in unethical practices the fault rests on the HR manager. It is
his/her duty to enlighten all the employees in the organization about the need of ethical
behaviour.
Attitudinal Change
Attitudes represent feeling and beliefs of individuals towards others. Attitude affects
motivation, satisfaction and job commitment. Negative attitudes need to be converted into
positive attitudes. Changing negative attitudes is difficult because –
1.Employees refuse to changes
2.They have prior commitments
3.And information needed to change attitudes may not be sufficient Nevertheless, attitude
must be changed so that employees feel committed to the organization, are motivated for
better performance, and derive satisfaction from there jobs and the work environment
Decisions Making and Problem Solving Skills
Decision making skill and problem solving skills focus on method and techniques for making
organizational decisions and solving work-related problems. Learning related to decision-
making and problem-solving skills seeks to improve trainees’ abilities to define structure
problems, collect and analysis information, generate alternative solution and make an optimal
decision among alternatives. Training of this type is typically provided to potential managers,
supervisors and professionals.

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BENIFIT OF EMPLOYEE TRAINING
How Training Benefits the Organization:
•Leads to improved profitability and/or more positive attitudes towards profit orientation.
Improves the job knowledge and skills at all levels of the organization
•Improves the morale of the workforce
•Helps people identify with organizational goals
•Helps create a better corporate image
•Fosters authenticity, openness and trust
•Improves relationship between boss and subordinate
•Aids in organizational development
•learns from the trainee
•Helps prepare guidelines for work
•Aids in understanding and carrying out organizational policies.
•Provides information for future needs in all areas of the organization
•Organization gets more effective decision-making and problem-solving skills
•Aids in development for promotion from within
•Aids in developing leadership skills, motivation, loyalty, better attitudes, and other aspects
that successful workers and managers usually display
•Aids in increasing productivity and/or quality of work
•Helps keep costs down in many areas, e.g. production, personnel, administration, etc.
•Develops a sense of responsibility to the organization for being competent and
knowledgeable
•Improves Labour-management relations
•Reduces outside consulting costs by utilizing competent internal consultation
•Stimulates preventive management as opposed to putting out fires

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•Eliminates suboptimal behaviour (such as hiding tools)
•Creates an appropriate climate for growth, communication
•Aids in improving organizational communication
METHODS OF TRAINING
1. ON THE JOB TRAINING
2. OFF JOB TRAING
i. CLASSROOM TRAINING
Ii.VESTIBULE TRAINING
iii. MENTORING
iv. PROGRAMMED INSTRUCTIONS
v. COMPUTER ASSISED INSTUCTION
Vi.AUDIO VISUAL TECHNIQUE
vii. SIMULATIONS
viii. BUSINESS GAMES
ON THE JOB TRAINING
Managers have two powerful ways of improving the performance and productivity of their
subordinates, which are counselling and on the job training.
Counselling is the process of helping a subordinate define and resolve personal problems that
effect performance or in order to develop a good attitude to work.
On the job training is the process of explaining, demonstrating and the structured supervision
of specific skills or particular tasks. It is similar to the teaching process. On the job training is
often referred to as OJT.
These are highly effective in three situations, which are:
A. Resolving people problems

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All managers are faced with problem people from time to time. Counselling and training are
always the first considerations in these cases but they do not always result in success and
sometimes more radical action is required. This is covered in the Problem People and
Positive Discipline modules.
B. Maintaining group standards
The management of people both as individuals and groups is a dynamic process as nothing
remains static ? problems are always arising. A good manager must be aware of this and be
constantly ready to use counselling and training to maintain standards.
C. To achieve continuous improvement
The best way to avoid problems is to keep ahead of them by being proactive. You must have
a plan for each individual in your group and for the group as a whole. In particular new and
inexperienced group members need special treatment so that they can meet required levels of
performance.
The main methods of one-the-job training include:
• Demonstration / instruction - showing the trainee how to do the job
• Coaching - a more intensive method of training that involves a close working
relationship between an experienced employee and the trainee
• Job rotation - where the trainee is given several jobs in succession, to gain experience
of a wide range of activities (e.g. a graduate management trainee might spend periods
in several different departments)
• Projects - employees join a project team - which gives them exposure to other parts of
the business and allow them to take part in new activities. Most successful project
teams are "multi-disciplinary"
Steps included in On-the-job training:

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Step 1
• Prepare the worker
• Put the worker at ease
• State the job and find out what the worker already knows about it
• Stimulate the worker's interest in learning the job
• Place the worker in the correct position
Step 2
• Present the operations
• Tell, show and illustrate one important point at a time
• Stress each key point
• Instruct clearly, completely and patiently, but teach no more than the worker can
master
Step 3
• Try out the worker's performance
• Have the worker do the job, and correct errors
• Have the worker explain each key point to you as he or she does the job again
Step 4
• Follow up
• Put the worker on his or her own
• Designate to whom he or she should go for help
• Check frequently
• Encourage questions
• Taper off extra coaching and reduce follow-up

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The advantages and disadvantages of this form of training can be summarised as follows:
Advantages
1.Generally most cost-effective
2.Employees are actually productive
3.Opportunity to learn whilst doing
4.Training alongside real colleagues
Disadvantages
1.Quality depends on ability of trainer and time available
2.Bad habits might be passed on
3.Learning environment may not be conducive
4.Potential disruption to production
OFF THE JOB TRAINING
This occurs when employees are taken away from their place of work to be trained.
Common methods of off-the-job training include:
• Day release (employee takes time off work to attend a local college or training centre)
• Distance learning / evening classes
• Block release courses - which may involve several weeks at a local college
• Sandwich courses - where the employee spends a longer period of time at college (e.g.
six months) before returning to work
• Sponsored courses in higher education
• Self-study, computer-based training
The employee is sent to another location outside the business to learn a skill or acquire
important knowledge. Off-the-job training may include
(1) lectures and demonstrations;
(2) simulations, role-plays and games;
(3) self-study

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(4) attending external courses, for example, on day-release;
(5) secondment, which means that the employee is temporary taken away from his/her routine
job in order to gain further experience elsewhere.
ADVANTAGES
(1)specialists can be used to instruct the employees;
(2) training can be more concentrated;
(3) it is more suitable for theoretical instruction;
(4) it can be less stressful.
(5) A wider range of skills or qualifications can be obtained and Can learn from outside
specialists or experts
(6) Employees can be more confident when starting job
DISADVANTAGES
(1) there may be no direct link between the training and the job;
(2) it can be artificial;
(3) trainers may not know the specific conditions of the employment;
(4) it is usually more expensive;
(5) employees cannot work whilst they are being trained.
(6) More expensive – e.g. transport and accommodation
(7) Lost working time and potential output from employee
(8) New employees may still need some induction training
(9) Employees now have new skills/qualifications and may leave for better jobs
Classroom training –

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The traditional type of training with lecture as the chief method of imparting learning.
Vestibule training –
Training in a simulated setting which lets the trainee acquire the skills and knowledge with a
allowance for making mistakes. Also called laboratory training. A vestibule is a large
entrance or reception room or area. Vestibule Training is a term for near-the-job training, as it
offers access to something new (learning). There are many advantages of vestibule training.
The workers are trained as if on the job, but it does not interfere with the more vital task of
production. Transfer of skills and knowledge to the workplace is not required since the
classroom is a model of the working environment. Classes are small so that the learners
received immediate feedback and ask questions more easily than in a large classroom. Its
main disadvantage is that it is quite expensive as it duplicates the production line and has a
small learner to trainer ratio. A procedure used in operator training in which the training
location is separate from the main productive areas of the plant; includes student carrels,
lecture rooms, and in many instances the same type of equipment that the trainee will use in
the work station.
Mentoring –
"Mentoring is to support and encourage people to manage their own learning in order that
they may maximise their potential, develop their skills, improve their performance and
become the person they want to be."
Its an in-house coaching method where no trainer is employed but a successful and competent
employee is appointed as a mentor to the mentee, who coaches the mentee over a period of
time to become successful. Mentoring is an informal relationship between 2 people who are
not related as a boss and subordinate.
Mentoring is a powerful personal development and empowerment tool. It is an effective way
of helping people to progress in their careers and is becoming increasing popular as its
potential is realised. It is a partnership between two people (mentor and mentee) normally
working in a similar field or sharing similar experiences. It is a helpful relationship based
upon mutual trust and respect.
Programmed Instruction (PI)

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These devices systematically present information to the learner and elicit a response; they use
reinforcement principles to promote appropriate responses. When PI was originally
developed in the 1950s, it was thought to be useful only for basic subjects. Today the method
is used for skills as diverse as air traffic control, blueprint reading, and the analysis of tax
returns.
Although Skinners initial programmed instruction format has undergone many
transformations, most adaptations retain three essential features:
(1) an ordered sequence of items, either questions or statements to which the student is asked
to respond;
(2) the student's response, which may be in the form of filling in a blank, recalling the answer
to a question, selecting from among a series of answers, or solving a problem;
(3) provision for immediate response confirmation, sometimes within the program frame
itself but usually in a different location, as on the next page in a programmed textbook or in a
separate window in the teaching machine.
Programmed instruction is a method of presenting new subject matters to students in a graded
sequence of controlled steps. Students work through the programmed material by themselves
at their own speed and after each step test their comprehension by answering an examination
question or filling in a diagram. They are then immediately shown the correct answer or
given additional information. Computers and other types of teaching machines are often used
to present the material, although books may also be used.
Programmed instruction consists of a network of statements and tests, which direct the
student to new statements depending on his pattern of errors. It is based on a particular tool
which is called teaching machine
Computer-Assisted Instruction (CAI)
With CAI, students can learn at their own pace, as with PI. Because the student interacts with
the computer, it is believed by many to be a more dynamic learning device. Educational
alternatives can be quickly selected to suit the student's capabilities, and performance can be
monitored continuously. As instruction proceeds, data are gathered for monitoring and
improving performance.

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A self-learning technique, usually offline/online, involving interaction of the student
with programmed instructional materials. Computer-assisted instruction (CAI) is an
interactive instructional technique whereby a computer is used to present the instructional
material and monitor the learning that takes place.
CAI uses a combination of text, graphics, sound and video in enhancing the learning process.
The computer has many purposes in the classroom, and it can be utilized to help a student in
all areas of the curriculum.
CAI refers to the use of the computer as a tool to facilitate and improve instruction. CAI
programs use tutorials, drill and practice, simulation, and problem solving approaches to
present topics, and they test the student's understanding.
Types of Computer Assisted Instruction
1. Drill-and-practice Drill and practice provide opportunities or students to repeatedly
practice the skills that have previously been presented and that further practice is necessary
for mastery.
2. Tutorial activity includes both the presentation of information and its extension into
different forms of work, including drill and practice, games and simulation.
3. Games Game software often creates a contest to achieve the highest score and either beat
others or beat the computer.
4. Simulation software can provide an approximation of reality that does not require the
expense of real life or its risks.
5. Discovery approach provides a large database of information specific to a course or
content area and challenges the learner to analyze, compare, infer and evaluate based on their
explorations of the data.
6. Problem Solving- This approach helps children develop specific problem solving skills and
strategies.
Advantages of CAI
• one-to-one interaction
• great motivator
• freedom to experiment with different options

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• instantaneous response/immediate feedback to the answers elicited
• Self pacing - allow students to proceed at their own pace
• Helps teacher can devote more time to individual students
• Privacy helps the shy and slow learner to learns
• Individual attention
• learn more and more rapidly
• multimedia helps to understand difficult concepts through multi sensory approach
• self directed learning – students can decide when, where, and what to learn
Limitations of CAI
• may feel overwhelmed by the information and resources available
• over use of multimedia may divert the attention from the content
• learning becomes too mechanical
• non availability of good CAI packages
• lack of infrastructure
Audiovisual Techniques
Both television and film extend the range of skills that can be taught and the way information
may be presented. Many systems have electronic blackboards and slide projection equipment.
The use of techniques that combine audiovisual systems such as closed circuit television and
telephones has spawned a new term for this type of training, teletraining. The feature on "
Sesame Street " illustrates the design and evaluation of one of television's favorite children's
program as a training device.
Audiovisual education or multimedia-based education (MBE) is instruction where particular
attention is paid to the audio and visual presentation of the material with the goal of
improving comprehension and retention.

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After the use of training films and other visual aids during World War II, audiovisual
technology gradually developed in sophistication and its use became more widespread in
educational establishments such as schools, colleges, universities, museums and galleries, as
well as at tourist destinations, such as the purpose-built circular cinema.
Equipment used for audiovisual presentations
Dioramas
Magic lanterns
Planetarium
Film projectors
Slide projectors
Opaque projectors (episcopes and epidiascopes)
Overhead projectors
Tape recorders
Television
Video
Camcorders
Video projectors
Interactive whiteboards
Digital video clips
Simulations
Training simulations replicate the essential characteristics of the real world that are necessary
to produce both learning and the transfer of new knowledge and skills to application settings.
Both machine and other forms of simulators exist. Machine simulators often have substantial
degrees of. physical fidelity; that is, they represent the real world's operational equipment.
The main purpose of simulation, however, is to produce psychological fidelity, that is, to

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reproduce in the training those processes that will be required on the job. We simulate for a
number of reasons, including to control the training environment, for safety, to introduce
feedback and other learning principles, and to reduce cost.
The greatest constraint for many organizations is the ability to attract, retain, engage and
develop talent. At the same time, the practical impact of near continuous change and
complexity in business environments has meant that people in organizations must constantly
adapt.
On order to adapt quickly, organisations their workforces and leaders must develop the
capacity to learn continuously. Many organizations are finding it increasingly difficult to
produce the necessary meaningful learning using traditional training methods.
Simulation learning offers huge advantages over traditional training methods such as lectures,
handbooks and assessments. It engages participants interactively helping them to practice,
retain and apply what they have learned.
Benefits of Simulation Learning:
Accelerates knowledge transfer through learning by doing in a risk-free environment
Provides participants with realistic and relevant contexts in which to test and develop their
understanding, knowledge and competence
Practice inherent in simulations, enhances transfer of knowledge to on-the-job performance
Enables participants to develop and internalize knowledge by applying new skills in a risk-
free environment
Provides real time feedback allowing participants to assess their current situation, analyse
options for moving forward and measure results of past decisions and actions
Interactive, dynamic, engaging and fun through design elements such as graphics, video,
audio, storytelling, grounded learning and recognizable environments
Provides a flexible user driven experience that lifts motivation

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Business games
They are the direct progeny of war games that have been used to train officers in combat
techniques for hundreds of years. Almost all early business games were designed to teach
basic business skills, but more recent games also include interpersonal skills. Monopoly
might be considered the quintessential business game for young capitalists. It is probably the
first place youngsters learned the words mortgage, taxes, and go to jail.
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Types of training based on content type :
Knowledge (Cognitive learning) -
Training with knowledge as its content base, is usually a lecture type of training where facts
and methodology are discussed. These trainings can be reinforced with quizzes, flow charts,
diagrams, discussions etc. For eg. bank training programs for old bankers, who have been
working with paper files and cabinets,” Introduction to Computers” will be a knowledge
training, where the trainer will have to take them through the history of computers, parts of a
computer, benefits of using computers over paper files etc.
Skills (Psycho-motor learning)-
In skills training, emphasis is given to application of the acquired knowledge, either in a real
or simulated setting, also called hands on experience. This type of training usually results in
improvement in speed or quality of tasks performed. To take the above example further, bank
training programs to coach on how to start a computer, create files and folders etc. on a
computer is an example of Skills training.

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Attitude (Affective learning)-
This type of training aims to bring about a change in values, attitudes, interests, opinions and
emotions. It is the most difficult training of all, specially as it is difficult to determine its
effectiveness. So while its relatively easy to explain facts of computing to the bankers and
teach them how to operate the machine, it is a humongous task to motivate them to rely on
computers. It takes time and enormous amount of reinforcement. Ask any 90′s trainer who
was instrumental in Computer trainings for companies.
TRINING PROCESS
As we have already discussed the concept of training and development in detail, let us now
go through the six steps in the training process. All those involved in training need to be
aware of the key stages in the training process often referred to as the training cycle:
HRM
TRAINING & DEVELOPMENT
ANALYSIS OF
DELIVERY OF
ORGANISATION
MONITOR &

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Steps in the Training Process
1. Organizational objectives
2. Assessment of Training needs
3. Establishment of Training goals
4. Devising training programme
5. Implementation of training programme
6. Evaluation of results
Let us go through the steps in training process in detail:
1. Organizational Objectives and Strategies:
The first step in the training process in an organization is the assessment of its objectives and
strategies. What business are we in? At what level of quality do we wish to provide this
product or service? Where do we want to be in the future? It is only after answering these
related questions that the organization must assess the strengths and weaknesses of its human
resources.
2. Needs Assessment:
Needs assessment diagnosis present problems and future challenges to be met through
training and development? Organizations spend vast sums of money(usually as a percentage
on turnover) on training and development. Before committing such huge resources,
organizations that implement training programs without conducting needs assessment may be
making errors. Needs assessment occurs at two levels- group and individual. An individual
obviously needs training when his or her performance falls short of standards, that is, when
there is performance deficiency. Inadequacy in performance may be due to lack of skill or
knowledge or any other problem. The problem of performance deficiency caused by absence
of skills or knowledge can be remedied by training. Faulty selection, poor job design,
improving quality of supervision, or discharge will solve the problem. Assessment of training
needs must also focus on anticipated skills of an employee. Technology changes fast and new
technology demands new skills. It is necessary that the employee be trained to acquire new

31
skills. This will help him/her to progress in his or her career path. Training and development
is essential to prepare the employee to handle more challenging tasks. Individuals may also
require new skills because of possible job transfers. Although job transfers are common as
organizational personnel demands vary,
they do not necessarily require elaborate training efforts. Employees commonly require only
an orientation to new facilities and jobs. Jobs have disappeared as technology, foreign
competition, and the forces of supply and demand are changing the face of our industry.
Assessment of training needs occurs at the group level too. Any change in the organization’s
strategy necessitates training of groups of employees. Needs Assessment Methods: How are
training needs assessed? Several methods are available for the purpose. As shown below
some are useful for organizational-level need assessment and others for individual need
assessment.
Methods used in Training Needs assessment:
Group or organizational analysis Individuals Analysis
•Organizational goals and objectives.
•Personnel /skills inventories
•Organizational climate indices
•Efficiency indices
•Exit interview
•MBO or work planning systems
•Quality circles
•Customer survey/satisfaction data
•Consideration of current and projected changes
•Performance appraisal
•Work sampling
•Interviews
•Questionnaires

32
•Attitude survey
•Training progress
•Rating scales.
Benefits of Needs assessment:
As pointed above, needs assessment helps diagnose the causes of performance deficiency in
employees. Causes require remedial actions. This being a generalized statement there are
certain specific benefits of needs assessment. They are:
Trainers may be informed about the broader needs of the training group and their sponsoring
organizations
The sponsoring organizations are able to reduce the perception gap between the participant
and his or her boss about their needs and expectations from the training programmes.
Trainers are able to pitch their course inputs course inputs closer to the specific needs of the
participants.
3. Training and Development objectives
Once training needs are assessed, training and development goals must be established.
Without clearly set goals, it is not possible to design a training and development programme
and, after it has been implemented there will be no way of measuring its effectiveness. Goals
must be tangible, verifiable, and measurable. This is easy where skills’ training is involved.
For example, the successful trainee will be expected to type 55 words per minute with two or
three errors per page. Nevertheless, clear behavioural standards of expected results are
necessary so that the programme can be effectively designed and results can be evaluated.
4. Designing Training and Development Programme
Every training and development programme must address certain vital issues
1. Who participates in the programme?

33
2. Who are the trainers?
3. What methods and techniques are to be used for training?
4. What should be the level of training?
5. What learning principles are needed?
6. Where is the program conducted?
Who are the trainers:
Trainers should be selected on the basis of self-nomination, recommendations of supervisors
or by the HR department itself. Whatever is the basis, it is advisable to have two or more
target audience. For example, rank-and-file employees and their supervisors or by the HR
department itself.
Several people, including the following may conduct training and Development programes:
1. Immediate supervisors
2. Co-workers, as in buddy systems,
3. Members of the personnel staff,
4. Specialists in other parts of the company,
5. Outside consultants,
6. Industry associations, and faculty members at universities.
5. Methods and Techniques of training
A multitude of methods of training is used to train employees. Training methods are
categorized into two groups
(i) on the job training and
(ii) off-the job methods
On the job training refers to methods that are applied in the workplace, while the employees
is actually working.

34
On-job training
“Training that is planned and structured that takes place mainly at the normal workstation of
the trainee- although some instruction may be provided in a special training area on site - and
where a manager, supervisor, trainer or peer colleague spends significant time with a trainee
to teach a set of skills that have been specified in advance.”
Advantages
• Tailor-made course content with use of REAL company situations/examples.
• It is usually less expensive than off-job training
• Learning will take place using the equipment which will be actually used
• Trainees acclimatize more rapidly
Disadvantages
• Possibility of poor instruction and insufficient time.
• Trainee may be exposed to bad work practices.
• A large amount of spoiled work and scrap material may be produced.
• Valuable equipment may be damaged.
• Training takes place under production conditions that are stressful,i.e. noisy, busy,
confusing and exposing the trainee to comments by other workers.
Off-job training
Advantages
• A specialist instructor enables delivery of high quality training.
• Wider range of facilities and equipment are available.
• The trainee can learn the job in planned stages.

35
• It is free from the pressures and distractions of company life.
• It is easier to calculate the cost of off-job training because it is more self-contained
• Cross-fertilisation of ideas between different companies.
Disadvantages
• Can result in transfer of learning difficulties when a trainee changes from training
equipment to production equipment.
• No training can be entirely off-job as some aspects of the task can only be learned by
doing them in the normal production setting, with its own customs and network of
personal relationships.
• Can be more expensive.
• Carrying out the training
Everyone involved in the training should be informed well in advance of the training
session(s). It is equally important that the person(s) delivering the training – whether in-job or
off-job training - are well versed in what
has to be achieved and the most suitable techniques to adopt.
6. Points in Planning Training Evaluation
Why Evaluate?
• To monitor the quality of training
• Provide feedback
• To appraise the overall effectiveness of the investment in training
• To assist the development of new methods of training
• To aid the individual evaluate his or her own learning experience

36
.John Dopyera and Louise Pitone identified eight decision points in planning training
evaluation. They are:
1. Should an evaluation be done? Who should evaluate?
2. What is the purpose of evaluation? There are mainly two purposes of doing evaluation.
They are justification evaluation and determination evaluation. Justification evaluations are
undertaken as reactions to mandates. Other purposes that will make evaluation efforts more
fruitful. These purposes include training needs assessment, programme improvements and
impact evaluation.
3. What will be measured? The focus of the evaluation will be on training and delivery,
programme content, materials, impact of training on individuals through learning, behavior or
performance change. Learning can be measured through pre-test and post-test. Evaluate the
effects of training after the trainee returns to the work place using changes in between or the
work results as indicators.
4. How comprehensive will the evaluation be? The scope or the duration and
comprehensiveness of the evaluation is influenced by available support, communication and
evaluation purpose.
5. Who has the authority and responsibility? Who has the authority and responsibility at
different stages of evaluation will be determined by the factors like personnel, credibility of
internal staff, communication, objectivity of internal staff to do an evaluation regardless of
results.
6. What are the sources of data? The most common sources of evaluation data are reactions,
opinions and/ or test results of the participants, managers, supervisors, production records,
quality control, financial records, personnel records, safety records, etc.
7. How will the data be collected and compiled? Data can be collected before training for
needs analysis or pre-testing purpose, during training programme to make improvements
along the way and after training for evaluation. Next step is selection of treatment or control
groups and determination of nature of samples. Data can be complied either manually or by
computers.
How will the data be analysed and reported? First reporting issue is concerned with audiences
like participants or trainees, training staff, managers, customers etc. Second and third issues
are concerned with analysis and results and accuracy, policies and format respectively.

37
CHAPTER 3
THE
COMPANY/ORGANIZATION/
SYSTEM

38
INDUSTRY PROFILE
Engineering industry primarily deals with the design, manufacture and operation of
structures, machines or devices. Engineering industry primarily comprise of sectors like civil,
industrial, mechanical and chemical.
Engineering industries are some of the most important industries of India after Cotton
Textiles and Iron and Steel Industry. India has taken a considerable leap in the manufacture
of a variety of machinery and equipment since the independence of the country. Engineering
industries produces the basic raw materials like foundry-grade iron special steels and alloys
for further fabrication into a wide range of machine tools, equipment and machinery. Like for
instance, special alloy steels for forging industry are made at Kolkata, Durgapur and
Bhadravati. Interestingly, most of the engineering goods, industrial equipment and machinery
are being manufactured in India in collaboration with reputed foreign firms and consortiums.
At a certain point India was wholly dependent on other countries for all kinds of refined
goods. Then the country started manufacturing articles in its own land. Even for this India
had to import the total machinery from overseas. But now, the situation has altered
extensively. The country now manufactures the entire machinery for textile, sugar, paper, tea,
cement, mining and petrochemical plants. The heavy engineering plant at Ranchi has been
designing and manufacturing enormous machines required for iron and steel industry.
Reasonably vast ranges of engineering goods are produced not only for domestic but for
international market also. The industry earns the hard-needed foreign exchange. Hindustan
Machine Tools (HMT) produces an extensive variety of machines and precision tools,
preserving extremely lofty international standards. It has umpteen production centres in the
country. In light engineering, the country tops the developing world. It has set up `Industrial
Estates` in several Afro-Asian countries too.
Goods manufactured by the engineering industries of India are exported by other countries.
The major production of this industry includes machine tools that form the basis for the
manufacture of industrial machinery, automobiles, defence equipment, railway engines and
electrical machinery. In India, the modern machine tool manufacturing factories started after
independence. First large scale modern industry was established by the Government of India
at Bengaluru. However, to some extent, India is not yet self sufficient in machine tools.
Bengaluru is the leading machine tools manufacturing centres in the country followed by
other centres like Kolkata, Mumbai, Ludhiana and Ranchi.

39
Heavy plates and vessel equipment are manufactured at Vishakhapatnam. Heavy plates are
used in the construction of distillation columns, tanks and various other types of vessels. The
general mechanical engineering industries include the production of diesel engines, pumps,
nuts, bolts, nails, razor blades, bicycles, lifts, metallic capsules, sewing machines, razor
blades, etc. It also comprises the manufacture of industrial machinery and heavy electrical
equipment. Further, manufacturing of transformers, switchgear and motor control gear
equipment, household electrical machines and appliances, winding wires, cables, electric
motors and more is a part of the engineering industries.

40
COMPANY PROFILE
Welcome to Axis
Axis IT&T Limited is a pure play Engineering Design Services (“EDS”) Company that
delivers design based solutions to global engineering majors. Axis IT&T Limited is
organized into two divisions – EDS and Software Development Services, with development
centres in North America, Europe and Asia. The company’s clients include several Fortune
50 companies in the Aerospace, Aviation, Automotive, Manufacturing, Military,
Semiconductor and Medical industries.
Axis IT&T EDS unit offers such services as product design, design support and design
validation. The Software Development Services comprise of providing interactive voice
response applications. Axis IT&T Limited provides its clients with cost-efficient, cutting-
edge solutions and quality without compromise.
All the engineering centres of Axis-IT&T Limited in India are ISO 9001:2008 certified.
Axis IT&T Limited is listed on the two premier stock exchanges of India – The National
Stock Exchange of India and The Bombay Stock Exchange. (Symbol: AXIS-IT&T).
VISION
Axis' global presence and comprehensive Engineering Services with a strong force of more
than 1000 engineers enables it to meet or exceed customer expectations.
MISSION
Efficient, responsive cost-effective services that are innovative and tailored to clients’
requirements - On-site and offshore teams that are highly experienced and skilled – A global
presence that facilitates quick solutions, and their rapid application, for clients worldwide –
Prompt, pertinent and proactive service.

41
ABOUT US
Axis IT&T Limited has grown stronger, extending its services beyond Mechanical and
Manufacturing Engineering to include Electrical and Electronics, Aviation, Media, and
Entertainment.
Axis has a strong force of more than 450 Engineers located over the globe, serving diverse
industries, with specialized teams that work on-site or offshore to cater to the specific
requirements of clients.
Autonomous teams are delegated and dedicated to each customer in each case, able to run
operations and empowered to take strategic decisions to ensure smooth coordination.
1987 Incorporation of Axis Inc., Mechanical Engineering
and services provider
2003 IT&T Ltd, India acquires Axis Inc, USA
2005 IT&T Ltd became Axis-IT& T Ltd. on change of its
name
2005 IT&T Learning Solutions Ltd and Axis Computers
(Inida) Pvt. Ltd got merged with Axis-IT&T Ltd.
2008 Tayana Software Solutions Pvt. Ltd. acquires majority
holding and control in Axis IT&T Ltd. by virtue of
which Axis-IT& T Ltd. became subsidiary of Tayana
Software Solutions Pvt. Ltd.
2009 Axis IT&T Ltd. acquires majority holding in CADES,
a specialists in product design and engineering
services

42
2011 Tayana Software Solutions Pvt. Ltd. got demerged
and the investment business is transferred to Tayana
Digital Pvt. Ltd. consequently Axis-IT&T Ltd.
became subdiary of Tayana Digital Pvt. Ltd.
Axis has 6 development centers in the USA, Europe and Asia. Axis incorporates the onsite-
offshore model to provide effective cost saving to customers across diverse industries.
SERVICE OVERVIEW
Axis is working with several Fortune 50 clients around the globe, assisting them in their
strategies for improving products, reducing their costs, and getting products to market faster.
As a technology partner, Axis assists clients in the Mechanical, Manufacturing, Electrical and
Electronics Engineering sectors. As an end-to-end service provider, from concept to
manufacturing, Axis has delivered over 5000 man-years of service in various engineering
fields.
Axis implements the lean-service principle and offers services that are cost-effective with no
compromise on quality. This is borne out by the repeat business Axis has been receiving from
existing clients.
The core engineering services from Axis include (list not exhaustive):
• Mechanical
o Product Design
o Design Support
o Design Validation
o Reverse Engineering
o Engineering Customization & PLM

43
• Manufacturing
o Virtual Manufacturing
o Supply Chain Management
o Quality Documentation
• Electrical & Electronics
o Hardware Engineering
o Digital Signal Processing
o Software Engineering
o Modelling & Simulation
o Verification & Validation
• Software Engineering
o IVR Development
o Java Development
o Testing & Quality Assurance

44
SERVICES
Mechanical Engineering
Axis provides premium engineering and product development solutions to our clients in the
Manufacturing, Industrial, Automotive, Aerospace and Defense sectors. Axis' high-quality,
cost-effective and business-focused approach to engineering services has helped our clients
reap significant year-on-year benefits.
The Axis offer includes (list not exhaustive):
• Product Design
o Component Design
o Tool Design
o Jigs & Fixture Design
o Concept Generation
o Hydraulic / Harness Routing
o Tolerance Analysis
o DFSS-FMEA
o Value Engineering
o Re-Engineering
• Design Support
o 3D Modeling
o Large Assembly Management
o Manufacturing Drawing
o Legacy Mylar Conversion
o Technical Writing / illustrations

45
• Design Validation
o Static Analysis
o Dynamic Analysis
o Thermal Analysis
o Thermo Mechanical Analysis
o NVH Analysis
o Fatigue Evaluation
o CFD
o Correlation (Test vs. FEA)
• Engineering Customization & Product Life-Cycle Management
o Engineering Tools Customization
o Engineering Application Development, Maintenance & Support
o PLM
Manufacturing Engineering
Axis has extensive knowledge in lean manufacturing implementation and services. Apart
from lean implementation in supply chain management of production lines, Axis has
capabilities in Virtual (Digital) Manufacturing Quality Support and Manufacturing support.
Brief list of Manufacturing / Production Engineering services offered:
• Virtual / Digital Manufacturing
o Virtual Build
o Facility Design
o Assembly Validation
o Ergonomic & Safety Analysis
o Simulation: Throughput

46
• Supply Chain Management
o Standard Calculation
o Line Balancing
o Capacity Management
o Should Costing
o Cost Estimation
o Value Stream Mapping
o Pull Implementation
• Quality Support
o APQP
o PPAP
o PFMEA
o Control Plans
o Quality Data Analysis
o Quality Certification Support
• Manufacturing Support
o NC/CNC/CMM Programming (online and offline)
o Tool Path Generation
o Jigs & Fixture Design
o Tool Design and 3D Modeling & Detailing
o Robotics Programming

47
Electrical & Electronics
Axis has been providing Electrical and Electronics Engineering services to clients since 1984.
Commencing with the development of Automated Test Equipment, Axis rose to a Tier-1
aerospace electronics services provider to major aerospace and defense organizations. Below
is a brief list of services that Axis offers in Electrical and Electronics Engineering.
• Hardware Engineering
o Library Management
o Schematic Capture
o Circuit Simulation
o FMEA
o Reliability Analysis
o PCB Layout Designing
o Prototype Manufacturing
o Silicon Design (ASIC, FPGA, SOC etc.)
• Digital Signal Processing
o Audio / Video Compression
o Domain-Specific DSP Applications
o Modulation & De-modulation Algorithms
o Speech Processing
o Image Processing
o Device Driver Development
o Firmware Development
o HM/IDE Development
o RTOS Based Application Development

48
• Modeling and Simulation
o HIM Simulation
o Co-Simulation
o Algorithm Development
o Mathematical Modeling
• Verification and Validation
o Black-box Testing
o Code Coverage Analysis
o Conformance Testing
o GUI Based Test Solutions
o Run-time Analysis
o Stack-Analysis
o Software FMEA
o Tool-based Testing
o Environmental Testing

49
Software Service Overview
Axis is working with several Fortune 50 clients around the globe, assisting them in their
strategies for improving products, reducing their costs, and getting products to market faster.
As a technology partner, Axis assists clients in the Mechanical, Manufacturing, Electrical and
Electronics Engineering sectors. As an end-to-end service provider, from concept to
manufacturing, Axis has delivered over 5000 man-years of service in various engineering
fields.
Axis implements the lean-service principle and offers services that are cost-effective with no
compromise on quality. This is borne out by the repeat business Axis has been receiving from
existing clients.
The core engineering services from Axis include (list not exhaustive):
• Mechanical
• Product Design
• Design Support
• Design Validation
• Reverse Engineering
• Engineering Customization & PLM
• Manufacturing
• Virtual Manufacturing
• Supply Chain Management
• Quality Documentation
• Electrical & Electronics
• Hardware Engineering
• Digital Signal Processing
• Modelling & Simulation
• Verification & Validation
• IVR Development
• Java Development
• Testing & Quality Assurance

50
Axis Provides:
• Requirements gathering service, system design and documentation
• IVR application development services
• Web services development (.Net)
• Web Application development (Java or .Net with Ajax)
• Advanced Java Development
• Testing and Quality Assurance
HR Policies at Axis IT&T
(A) Personal Benefits
• Leaves
• Onsite return leave policy
• Loans for house rental deposit
• Telephone at residence
• Compensatory off
• Personal leave off
• Home PC
(B) Travel Related
• International Travelling
• Domestic Travelling
• Conveyance reimbursement
• Car Hire
• Relocation policy
• Relocation allowance

51
(C)Work place Basis
• Working Hours
• Dress code
• Identity card
• Business card
• Late/Holliday working
• Work ethics
• Shift allowance
(D) Other policies
• Reward and Reorganisation
• Staff welfare allowances
• Associate referral
• Work ethics
• Shift allowances
Designation Matrix
Technical Non-Technical
1.Trainee 1.Coordinator/Trainee Officer
2.Asst. Designer/Analyst 2.Executive
3.Designer/Analyst 3.Sr. Executive
4.Sr. Designer/Sr. Analyst 4.Asst. Manager
5.Specialist/Lead Engineer 5.Ddeputy Manager
6.Sr.Specialist/Sr. Lead Engineer 6.Manager

52
7.Asst. Project Manager 7.Sr. Manager
8.Project Manager 8.Deputy General Manager
9.Sr. Project Manager 9.General Manager
10.Principal Consultant 10.Asst. Vice President
11.Asst. Vice President 11.Vice President
12.Vice President 12.Sr. Vice President
13.Sr. Vice President
TRAINING AND DEVELOPMENT IN AXIS IT & T
Training plays a vital role in every organisation whether it is a manufacturing or a service
sector. It has a comprehensive place in the activities of the organisation. Training helps in
improving the skills to higher levels and leads to the important in the performance of the job
by the individual. Training is a learning process and it enhance the individuals to perform the
job better.
PURPOSE
The purpose of training in AXIS IT & T is to plan and execute the training programmes as
per Axis IT & T Engineering services requirement.
SCOPE - This procedure covers all the training program delivered to other department in
Axis IT & T in India.
IDENTIFICATION OF TRAINING NEEDS
The training needs are based on-
• Performance appraisal
• Individual training needs

53
• Organisational need and initiatives
• Project need
• Customer requirement
• Skill gaps identified through associates skill/competency mapping
STEPS IN TRAINING
• Training needs are identified by the HR department based on the performance
appraisal report.
• Prepare the Annual training calendar/monthly training calendar based on the
identified training need as per budget.
• In case of need base training or client requirements training requirement from to be
obtained from the concerned Head of Department.
• Training calendar (TC) should plan the schedule and identified faculty.
• Organisation of resources to support program.
• Ensure that program do not get cancelled because of lack of proper infrastructure by
leasing with corporate services.
• Receive nominations from other departments for all training programs.
• Consolidate nominations and send confirmation mail to all participants.
• Collect, organise and distribute the training material to the participants.
• Maintain attendance sheet.
• Collect, consolidate and forward feedback to all concerned.
• Prepare and fill all program related documents
• Act as a one point contract.
• Update database and intimate to HOD(HR)

54
• Arrange for infrastructure as per specifications given by HR training coordinator.
• Organise for copies of training material as per the requirement.
• Book the venue and arrange for training aids like seminar halls etc.
• Organise accommodation and transportation to the external faculty.
• Organise the transportation to the participations on need base.
Process of HRD in Training and Development
1. Assessment
This is the first stage of process. The need of the training efforts needs to identify by a
training needs assessment done scientifically, when the assessment is being carried there
would arise a list of need for many things. The HRD department needs to do a thorough
analysis of the need. The analysis would provide data for prioritizing those needs. The
prioritizing would be based on increase in the immediate productivity levels of the
employees, increase in the level of motivation, cost involved in that particular training based
on these criteria, the need have to be prioritized.
2. Design
(a) Development of objectives of the training program.
(b) Development of the lesson plan for training program.
(c) Design of the program.
(d) Selection of trainer.
(e) Method of training
(f) Choice of the techniques of training
(g) Schedule the program.
The schedule so developed will be calculated inside the organisation for people to go
thorough and make work assignments in case of outbound training programs. The selection of
the trainer, content and preparation of the schedule forms the primary work during this phase.

55
The design has to be done with proper care because it forms the primary data for the
implementation of the same.
3. Implementation
Delivering HRD program has numerous challenges such as the delivering the program
according to the schedule, creating an environment of learning, work adjustment and
resolving the issues in implementation.
4.Evaluation
Evaluation is the stage where the HRD department is giving an opportunity to assess the
effectiveness of training. There can be numerous criteria based on which one can evaluate an
HRD effort. The professionals need to make choice of the criteria and implement the same.
Interpretation on the effectiveness of the HRD activity would provide data for deciding on
the:
(a) Continuance on the usage of the same technique.
(b) Deciding on the quality of the program.
(c) The value for the effort and cost.
(d) Offering the particular program in the future.

56
CHAPTER 4
DATA ANALYSIS AND
INFERENCES

57
1. Frequency of Training programs
Criteria Respondents % of respondents
Frequently 29 58
Twice in a year 10 20
Rarely 11 22
Not at all 00 00
Total 50 100
Table 4.1
0
10
20
30
40
50
60
70
frequency twice in a year rarely not at all
Column1
Column1
Diagram 4.A
Interpretation
Training helps employees to increase their knowledge, skills or attribute. Hence organisation
should provide minimum training programs to their employees in every year.
From the above table, It was found that 58% of respondents are happy with frequency of
training programs followed by 20% of respondents felt that training programs are held twice
in an year and remaining respondents may felt that training programs are not sufficient and
in their opinion training programs will be conducted rarely.

58
2. Importance of training program in the organisation
Criteria Respondents % of Respondents
Very Important 25 50
Important 16 32
Neutral 09 18
Not much Important 00 00
Total 50 100
Table4.2
Diagram 4.B
Interpretation
Training improves efficiency of employees and tunes the skills of new interns thus resulted in
higher productivity. From the above table it was found that 82% of feel that training is need
for organisation, 18% of respondents were neutral about the training programs.

59
3. By whom the training needs are identified?
Technical 32 64
Non Technical 00 00
Head of Department 15 30
HR 03 06
Total 50 100
Table 4.3
Diagram 4.C
Interpretation
The success of training, helps in identifying right participants and effective training. From
the above table, most of the respondents found that training needs were identified by
technical people and some of felt that by Head of Department and 06% of respondents felt
from HR.

60
4. How the training needs are identified?
Criteria Respondents Angles
Self Appraisal 09 64.8
Previous Appraisal
Method
07 50.4
Feedback Form 07 50.4
Feedback from Trainees 27 194.4
Total 50 360
Table 4.4
Response Rate
Self Appraisal
Previous Appraisal Method
Feedback Form
Feedback from Trainees
Figure 4.D
Interpretation
Training consumes lot of time and money, and it is very challenging task for HR Manager to
identify the training needs. In this connection this question was posed to all respondents to
know how the company will identified the training needs. From the above table, 28% of
respondents felt that training needs are identified by appraisal method and feedback form,
where as 18% of respondents said as self appraisal and 51% of respondents as feedback form
trainees.

61
5.Satisfaction with existing training program
Fully Satisfied 02 04
Satisfied 35 70
No Opinion 04 08
Partially Satisfied 07 14
Dissatisfied 02 04
Total 50 100
Table4.5
Diagram4.E
Interpretation
The above Table states that 74% of the respondents were satisfied with existing training
programs and 18% of respondents showed dissatisfaction towards training programs and 7%
of respondents have no poinion on this.

62
6. Is infrastructure facilities sufficient for training program
Strongly Agree 04 08
Agree 35 70
Neutral 07 14
Disagree 04 08
Strongly Disagree 00 00
Total 50 100
Table 4.6
Diagram4.F
Interpretation
Infrastructure facility plays an important role in any training program. Above table shows
that ,positive response is given to the adequate infrastructure(i.e.78%) facility during training
programs and 14% of respondents were neutral about it, 8% showed disagreeness towards
the infrastructure facilities.

63
7. Training Program increases the performance level.
Strongly Agree 08 16
Agree 34 68
Neutral 06 12
Disagree 01 02
Strongly Disagree 01 02
Total 50 100
Table4.7
Figure 4.G
Interpretation
Training aims at improving skills or knowledge are changing attitude for the benefit of the
organisation changing attitude for benefit of the organisation. In the survey the 84% of
respondents who are in the opinion that training will improve the work efficiency and only
4% of them express that there is no value addition with training program.

64
8. Post training Feedback.
Continuously 07 14
Frequently 27 54
Sometimes 11 22
Rarely 03 06
Never 02 04
Total 50 100
Table 4.8
Continuous
Frequently
Sometimes
Rarely
Never
14
54
22
6
4
% of respondents
% of respondents
Figure 4.H
Interpretation
Post training feedback will help the organisation to overcome the bottlenecks of the post
training programs and can make the future training programs more effective.
Above chart shows that 14% of employees felt that continuously management is taking
feedback after attending training and 54% of employees felt that frequently and 22% of
employees said as sometimes management is taking feedback and 6% as rarely ,4% of
respondents expressed that the organisation never looks any feedback on the effectiveness of
training program.

65
9. Training help self as well as organisation.
Yes 37 74
To Some extent 11 22
Neutral 02 04
No 00 00
Total 50 100
Table 4.9
Figure 4.I
Interpretation
Individual betterment leads to organisation effectiveness. Here 96% of respondents felt happy
that training programs help the individual as well as organisation to achieve its goal where as
4% of respondents were neutral about it.

66
10. Evaluation of training effect on Individual.
Criteria Respondent % of Respondents
Continuously 05 10
Frequently 12 24
Sometime 18 36
Rarely 06 12
Never 09 18
Total 50 100
Table 4.10
Figure 4.J
Interpretation
Management should evaluate the benefits from organizing training program.
From the above table ,10% of employees felt that training effect on individual performance,
24% as the frequently and 36% of respondents felt that sometimes training effect on
individual performance,12% as rare and 18% has given negative response to it.

67
11.Feedback as an input for future training programs.
Criteria Respondents % of respondents
Yes 32 64
To some Extent 10 20
Neutral 06 12
No 02 04
Total 50 100
Table 4.11
Figure 4.K
Interpretation
Trainees feedback on training programme on, decision of training program, Quality of
infrastructure, Effectiveness of trainer and over all process and cons is highly helpful in
organisation future training program effectively, 84% respondents agreed that feedback will
make the training program effective.

68
12. The quality of training provided by the organisation
Very Good 01 02
Good 37 74
Average 06 12
Bad 05 10
Very Bad 01 02
Total 50 100
Table 4.12
Figure 4.L
Interpretation
Training is important for employees and employees plays an important role for making
organisation successful. Here 76% of respondents feel that quality of training provided by the
organisation is good, 12% as a Neutral and 12% of respondents feel bad about quality of
training program.

69
13. Training practices in the organisation needs any modification
Criteria Respondents Angles
Yes 29 208.8
To Some Extent 11 79.2
Neutral 10 72
No 00 00
Total 50 360
Table 4.13
Yes
58%To some Extent
22%
Neutral
20%
NO
0%
Response Rate
Figure 4.M
Interpretation
All organisations performance is depend on the employees so according to the requirement
they need to do modifications in their training practices,58% of respondents said there should
be a chance in training program to make it more effective where as 22% as to some extent
and 20% are Neutral about it.

70
14. Do you agree that training held accordingly to the calendar prepared?
Criteria Respondents Angle
Strongly Agree 04 28.8
Agree 29 208.8
Neutral 08 57.6
Disagree 05 36
Strongly Disagree 04 28.8
Total 50 360
Table 4.14
. Strongly Agree
8%
Agree
58%
Neutral
16%
Disagree
10%
Strongly Disagree
8%
Response Rate
Figure 4.N
Interpretation
Of every thing goes systematically will yield good results. If Training Program are dividing
from organisational standard may dilute its importance 60% are agree with the same and
16% of are natural.

72
APPENDIX
Dear Sir / Madam,
Kindly give your valuable opinion based on the questionnaire. Your view shall be kept
confidential and shall be used for academic purpose only.
Please tick the option for the following questions:
1. How frequent training programs are conducted in the organisation?
a. Frequently b. Twice in a year c. Rarely d. Not at all
2. What is the importance given to the training program in the organisation?
a. Very Important b. Important c. Neutral d. Not much Important
3. By whom the training needs are identified?
a. Technical b. Non Technical c. Head of Department d. HR
4. How the training needs are identified?
a. Self Appraisal b. Previous Appraisal Method c. Feedback Form
d. Feedback from Trainees
5. Are you fully satisfied with existing training program?
a. Fully Satisfied b. Satisfied c. No Opinion d. Partially Satisfied
e. dissatisfied
6. The infrastructure facilities were adequate during training programs?
a. Strongly Agree b. Agree c. Neutral d. Disagree e. Strongly Disagree
7. Do you think your performance level increased after attending the training
program?

73
8. Is management taking any feedback after attending training?
a. Continuously b. Frequently c. Sometimes d. Rarely e. Never
9. Do you think training programs help in achieving your individual as well as
organisational goals?
a. Yes b. To Some extent c. Neutral d. No
10. Any feedback is given on your performance after attending the training
program?
a. Continuously b. Frequently c. Sometime d. Rarely e. Never
11. Do you think the feedback form serves as an input for future training programs in the
Organisation?
a. Yes b. To some extent c. Neutral d. No
12. The quality of training provided by the organisation is sufficient?
13. Do you think training practices in the organisation needs any modification?
a. Yes b. To some extent c. Neutral d. No
14. Do you agree that training held accordingly to the calendar prepared?

74
Findings
1. It was found that 58% of respondents are happy with frequency of training programs
followed by 20% of respondents felt that training programs are held twice in an year and
remaining respondents may felt that training programs are not sufficient and in their opinion
training programs will be conducted rarely.
2. It was found that 82% of feel that training is need for organisation, 18% of respondents
were neutral about the training programs.
3. Most of the respondents found that training needs were identified by technical people and
some of felt that by Head of Department and 06% of respondents felt from HR.
4. It was found that, 28% of respondents felt that training needs are identified by appraisal
method and feedback form, where as 18% of respondents said as self appraisal and 51% of
respondents as feedback form trainees.
5. It was states that most of the respondents were satisfied with existing training programs
and 18% of respondents showed dissatisfaction towards training programs and 7% of
respondents have no poinion on this.
6. Positive response is given to the adequate infrastructure facility during training programs
and 14% of respondents were neutral about it, 8% showed disagreeness towards the
infrastructure facilities.
7. In the survey the 84% of respondents who are in the opinion that training will improve the
work efficiency and only 4% of them express that there is no value addition with training
program.
8. The survey about post training feedback shows that 14% of employees felt that
continuously management is taking feedback after attending training and 54% of employees
felt that frequently and 22% of employees said as sometimes management is taking feedback
and 6% as rarely ,4% of employees showed negative response for feedback system.
9. Here 96% of respondents felt happy that training programs help the individual as well as
organisation to achieve its goal where as 4% of respondents were neutral about it.

75
10. Evaluation of training on individual states that ,10% of employees felt that training effect
on individual performance, 24% as the frequently and 36% of respondents felt that sometimes
training effect on individual performance,12% as rare and 18% has given negative response
to it.
11. 84% respondents agreed that feedback will make the training program effective.
12. 76% of respondents feel that quality of training provided by the organisation is good,
12% as a Neutral and 12% of respondents feel bad about quality of training program
13. 58% of respondents said yes where as 22% as to some extent and 20% are Neutral about
it.
14. If Training Program are dividing from organisational standard may dilute its importance
60% are agree with the same and 16% of are natural.

76
Summary
After studying and analyzing various training programmes with in questionnaire survey of
the employees of Axis IT&T a brief summary is illustrated below.
Axis IT&T limited as a good team of employees under going training and development
programmes with minimum of 30 years age and a minimum work experience of 5 years .
All the employees are graduates with most of them also holding their post graduation and
technically skilled .
Axis IT&T is equipped with very good HRD training team.
The impact of the training on the employees of Axis IT&T is reasonably good and the reason
of that employee have positive attitude .
Different methods and techniques are employed to train the employees like off the job
methods and on the methods
Different objectives were framed basing in the T & D programmes.
Improving and solving specific problems occurring during the working hours.
Majority of the employees who have under gone the T & D programmes felt that the
programmes were fully useful to them.
Also different methods like on-the job and off-the job
On-the job
• Job rotation
• coaching
• job instruction
• through training step by step
• committee assignment

77
off-the job
• vestibule training
• role playing
• lecture methods
• conference
• programmed instructions
Thus very planed and systematic steps are framed to trained the employees to develop their
skills and a healthy relationship is being maintained between the superiors and sub ordinates .

78
Suggestions
1. In Axis IT&T training needs should be identified more by Head of Department so that
more training programs will be conducted.
2. In Axis IT&T most of employees identified training needs by feedback from trainees rather
than self appraisal. Training program will be more effective when it is identified by self
appraisal.
3. In Axis IT&T some employees feel that Training should be held according to the calendar
prepared.
4. Management should conduct training program through which individual as well as
organisation goals will fulfil.

79
BIBLIOGRAPHY
BOOK REFERANCE
Margaret Anne Reid and Harry Barrington- Training Interventions- Managing Employee
Development
K Aswathappa- Human Resource and Personnel Management
WEB REFERANCE
http://www.axisitt.com/
http://www.Six Types of Training and Development Techniques.htm
http://www.scribd.com/doc/17607940/The-Training-Process

Cd 8-project on effectiveness of training on employees performance

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