new training need analysis in nex gen (1)
TRANSCRIPT
PROJECT REPORT
ON
“TRAINING NEED & ANALYSIS.”
Submitted To:
COLLEGE OF MANAGEMENT AND COMPUTER APPLICATION, MORADABAD
In Partial Fulfillment of the Requirement of the Degree of BBA
SESSION: 2011-2012
TEERTHANKER MAHAVEER UNIVERSITYDELHI ROAD, MORADABAD
Project Guide:Miss. Kanika JainParitosh Sharma
Project Incharge: Mr. Abhinav Srivastava
& Mr. Avinash Raj Kumar
(Course Coordinator BBA)
Submitted By:Pooja NarangBBA- V Sem.
R0912011249185
ACKNOWLEDGEMENT
It gives me immense pleasure and privilege to acknowledge my deepest sense of
gratitude towards all those who helped me in the successful execution of this
project.
I would like to thanks Chairman Sir, Mr. Suresh Jain, Vice Chairman
Mr. Manish Jain, Executive Director Prof. A.K. Garg for their able guidance.
I also extend my gratitude towards the H.O.D. Mr. M.P. Singh and my course
co-ordinator Mr. Abhinav Srivastava who entrusted me for the completion of
this project. I am highly indebted to my project guide, Mr. Paritosh Sharma
whose constructive counseling and able guidance helped me immensely in
bringing out this project in the present form. And lastly the entire faculty
member & the entire Lab staff for providing me this opportunity and expose me
to industrial culture.
The acknowledgement would be incomplete without thanking my family and
friend who were a big support throughout.
POOJA NARANGBBA V Sem
TABLE OF CONTENTS
1. INTRODUCTION
2. SCOPE OF STUDY
3. OBJECTIVE OF THE RESEARCH
4. COMPANY PROFILE
5. RESEARCH PROBLEM
6. LITERATURE REVIEW
7. ASSUMPTION
8. RESEARCH METHODOLOGY
9. DATA ANALYSIS / INTERPRETATION
10.FINDINGS
11.SUGGESTIONS
12.LIMITATIONS
13.CONCLUSION
14. BIBLIOGRAPHY
15.ANNEXURE( QUESTIONNAIRE)
INTRODUCTION
INTRODUCTION
An explanation of Train the Trainer as a technique for the development
of employees by Derek Stockley. Derek has conducted Train the Trainer
courses in Melbourne, country Victoria, Sydney, other parts of Australia
and overseas.
A public two day course is available, see: Train the Trainer -
Melbourne, Train the Trainer - Brisbane or Train the Trainer - Sydney.
Training development involves developing the skills of individuals so
that they can train others in their areas of expertise, either on-the-job or
in groups.
Trainer Development Skills Essential
Trainer development is essential if the learning needs of organisations
are to be met. Organisation success depends on keeping people up-to-
date and skilled in the latest concepts and techniques. Mastering
knowledge is essential. Using the most effective and efficient processes
is critical.
Organisations can achieve these requirements through a number of
methods, one of the main ones being training and learning programs.
There are many ways for people to learn.
People need the skills to conduct and co-ordinate training and/or learning. Train the
Trainer programs provide these skills. Developing training skills is also one of the
best forms of management development. It is not just for training officers or
consultants. It applies to all levels of staff.
Trainer Course Content
The content and format of these skills training courses is as diverse as the
people and organisations they serve. Each should be based on specific
training needs.
Typical content would cover the assessment of needs, training design,
preparing training material, presentation and assessment/evaluation.
These are just examples of the learning content that may be necessary to
develop trainers.
A more comprehensive explanation is provided at: Trainer Development
Options.
Certificate IV in Training and Assessment or specialist training?
Train the Trainer (TTT) is a generic name that covers a wide range of
programs and courses that teach training techniques.
In Australia, one specific program is the Certificate IV in Training and
Assessment. This nationally recognised training program is often cited as
the minimum qualification required for full-time tutors or training
officers. The certificate’s framework has been reviewed, see:Training
and Assessment (TAA) Training Package..
In partnership with a Registered Training Organisation (RTO), Derek
Stockley offers an online Certificate IV in Training and Assessment.
For others (individuals or organisations), a specifically designed "train
the trainer" program can be an attractive alternative to the formal
certificate course, particularly if the course is specifically designed to
meet the needs of the organisation and the individuals to be trained.
As an additional bonus, Train the Trainer programs provide excellent
management development, as they focus on human communication and
relationships. The ability to pass on knowledge and skills is an essential
feature of managing others.
Training alternatives
In summary, Derek Stockley has been conducting train the trainer
programs for many years. Alternatives available for your trainer
development needs include:
Training Development Options - explains the wide variety of training
options available, including the Cert IV in Training and Assessment.
Inhouse training or corporate training - information about the inhouse or
corporate training service where training is conducted specifically for the
one organisation or group.
On-demand Training - a new training service that caters for organisations
requiring training for one, two or three people - not enough for inhouse
training (even a small group).
Training Consulting - explains the range of consulting services available.
Effective training or development depends on knowing what
INTERPRETATIONs are required--for the individual, the department and the
organisation as a whole. With limited budgets and the need for cost-effective
solutions, all organisations need to feel secure that the resources invested in
training are targeted at areas where training and development is needed and a
positive return on the investment is guaranteed. Effective TNA is particularly
vital in today's changing workplace as new technologies and flexible working
practices are introduced, leading to corresponding changes in the skills and
abilities needed. Analysing what the training needs are is a vital prerequisite for
any effective training programme or event. Simply throwing training at
individuals may miss the priority needs, and even cover areas that are not
essential. Analysing training needs is not a task for specialists alone. Managers
today are responsible for all forms of people management, including the training
and development of their team, and should therefore have an understanding of
training needs analysis and be able to implement it successfully.
NEED FOR TRAINING
To impart to the new entrants the basic knowledge and skills they need for
definite tasks.
To assist employees to function more effectively in their present positions by
exposing them to new concepts.
To build a line of competent people and prepare them to occupy more
responsible positions.
To reduce the supervision time, wastage and spoilage of new material.
To reduce the defects and minimize the industrial accidents.
To ensure the economical output of the required quality.
To prevent obsolescence.
To promote individual and collective morale, responsibility and cooperative
attitudes etc.
PRINCIPLES OF TRAINING
MOTIVATION
Learning is enhanced when the learner is motivated. Learning experience must
be designed so learners can see how it will help in achieving the goals of the
organization. Effectiveness of training depends on motivation.
FEEDBACK
Training requires feedback. It is required so the trainee can correct his mistakes.
Only getting information about how he is doing to achieve goals, he can correct
the deviations.
REINFORCEMENT
The principle of reinforcement tells the behaviours that are positively reinforced
are encouraged and sustained. It increases the likelihood that a learned behavior
well be repeated.
PRACTICE
Practice increases a trainee’s performance. When the trainees practice actually,
they gain confidence and are less likely to make errors or to forget what they
have learned.
INDIVIDUAL DIFFERENCES
Individual training is costly. Group training is advantageous to the organization.
Individuals vary in intelligence and aptitude from person to person. Training
must be geared to the intelligence and aptitude of individual trainee.
SCOPE OF STUDY
SCOPE OF STUDY
Technology - Multi skilling programs
Organisation - continuous improvement programs
People - changing attitudes & behaviours
Festo Didactic is in a position to support clients in all three areas.
Our Consultants are on hand to help you decide which route best meets your needs. Whether it's selecting training places from our Open Course Program, designing tailored or in-company training programs to meet your needs or working closely with you to define and implement business improvement projects.
The success of any learning intervention or business improvement program is ultimately reflected in the day to day habits of the people in the organisation and the processes by which the business runs.
Our experience has taught us that to make improvements that stick and have a real impact organistations must focus on the three key dimensions of:
OBJECTIVES OF TRAINING
TO INCREASE PRODUCTIVITY
An instructor can help employees increase their level of performance on their
assignment. Increase in human performance leads to increase in the operational
productivity and also the increase in the profit of the company.
TO IMPROVE QUALITY
Better-trained workers are less likely to make operational mistakes. It can be in
relationship to the company or in reference to the intangible organizational
employment atmosphere.
TO HELP A COMPANY FULFILL ITS FUTURE PERSONNEL
NEEDS
The organizations having good internal training and development programmes
will have to make less changes and adjustments. When the need arises, vacancies
can be easily staffed.
TO IMPROVE ORGANIZATIONAL CLIMATE
An endless chain of positive reactions INTERPRETATION from a well planned
training programme.
TO IMPROVE HEALTH AND SAFETY
Proper training can prevent industrial accidents. A safer atmosphere leads to
more stable attitudes on part of the employees.
PERSONAL GROWTH
Employees on a personal basis gain individually from their exposure to
educational expressions. Training programmes give them wider awareness and
skills.
TYPES OF TRAINING
Training is required for several purposes. Accordingly training programmes may
be of the following types:
Orientation training: Induction or orientation training seeks to adjust newly
appointed employees to the work environment. Every new employee needs to
be made fully familiar with his job, his superiors and subordinates and with
the rules and regulations of the organization. Induction training creates self-
confidence in the employees. It is also knows as pre-job training. It is brief
and informative.
Job training: It refers to the training provided with a view to increase the
knowledge and skills of an employee for performance on the job. Employees
may be taught the correct methods of handling equipment and machines used
in a job. Such training helps to reduce accidents, waste and inefficiency in the
performance of the job.
Safety training: Training provided to minimize accidents and damage to
machinery is known as safety training. It involves instruction in the use of
safety devices and in safety consciousness.
Promotional training: It involves training of existing employees to enable
them to perform higher-level jobs. Employees with potential are selected and
they are given training before their promotion, so that they do not find it
difficult to shoulder the higher responsibilities of the new positions to which
they are promoted.
Refresher training: When existing techniques become obsolete due to the
development of better techniques, employees have to be trained in the use of
new methods and techniques. With the passage of time employee may forget
some of the methods of doing work. Refresher training is designed to revive
and refresh the knowledge and to update the skills of the existing employees.
Short-term refresher courses have become popular on account of rapid
changes in technology and work methods. Refresher or re-training
programmes are conducted to avoid obsolescence of knowledge and skills.
METHODS OF TRAINING
Fig - Methods of Training
ON-THE-JOB TECHNIQUES
On the job techniques enables managers to practice management skills, make
mistakes and learn from their mistakes under the guidance of an experienced,
competent manager. Some of the methods are as:
Job Rotation: It is also referred to as cross straining. It involves placing an
employee on different jobs for periods of time ranging from a few hours to
several weeks. At lower job levels, it normally consumes a short period, such as
few hours or one or two days. At higher job levels, it may consume much larger
periods because staff trainees may be learning complex functions and
responsibilities.
METHODS OF TRAINING
ON- THE- JOB METHODS
OFF- THE- JOB METHODS
Job rotation for managers usually involves temporary assignments that may
range from several months to one or more years in various departments, plants
and offices. Job rotation for trainees involves several short-term assignments,
that touch a variety of skills and gives the trainees a greater understanding of
how various work areas function.
For middle and upper level management, it serves a slightly different function.
At this stage, it involves lateral promotions, which last for one or more years. It
involves a move to different work environment so that manager may develop
competence in general management decision-making skills.
Enlarged and enriched job responsibilities:
By giving an employee added job duties, and increasing the autonomy and
responsibilities associated with the job, the firm allows an employee to learn
a lot about the job, department and organization.
Job instruction training:
It is also known as step-by-step training. Here, the trainer explains the
trainee the way of doing the jobs, job knowledge and skills and allows him to
do the job. The trainer appraises the performance of the trainee, provides
feedback information and corrects the trainee. In simple words, it involves
preparation, presentation, performance, and tryout and follow up.
Coaching:
The trainee is placed under a particular supervisor who functions as a coach
in training the individual. The supervisor provides the feedback to the trainee
on his performance and offers him some suggestions for improvement. Often
the trainee shares some duties and responsibilities of the coach and relives
him of his burden.
A drawback is that the trainee may not have the freedom or opportunity to
express his own ideas.
Committee assignments:
Here in, a group of trainees are given and asked to solve an actual
organizational problem. The trainees solve the problem jointly. This develops
team work and group cohesiveness feelings amongst the trainees.
OFF-THE-JOB TRAINING
It includes anything performed away from the employee’s job area or
immediate work area.
Two broad categories of it are:
IN HOUSE PROGRAMMES
These are conducted within the organizations own training facility; either
by training
specialists from HR department or by external consultant or a
combination of both.
OFF-SITE PROGRAMMES
It is held elsewhere and sponsored by an educational institution, a
professional association, a government agency or an independent training and
development firm.The various off- the- job-training programmes are as
follows:
Vestibule training: Herein, actual work conditions are simulated in a
classroom. Material, files and equipment those are used in actual job
performance are also used in training. This type of training is commonly used
for training personnel for clerical and semiskilled jobs. The duration of this
training ranges from few days to a few weeks. Theory can be related to
practice in this method.
Role-playing: It is defined as a method of human interaction that involves
realistic behaviour in imaginary situations. This method involves action
doing and practice. The participants play the role of certain characters, such
as production manager, HR manager, foreman, workers etc. This method is
mostly used for developing interpersonal interactions and relations.
Lecture method: The lecture is a traditional and direct method of
instruction. The instruction organizes the material and gives it to the group of
trainees in the form of a talk. To be effective, the lecture must motivate and
create interest among the trainees. An advantage of this method is that it is
direct and can be used for a large group of trainees.
Conference or discussion: It is a method in training the clerical,
professional and supervisory personnel. It involves a group of people who
pose ideas, examine and share facts and data, test assumptions and draw
conclusions, all of which contribute to the improvement of job performance.
It has an advantage that it involves two-way communication and hence
feedback is provided. The participants feel free to speak in small groups.
Success depends upon the leadership qualities of the person who leads the
group.
Programmed instruction: This method has become popular in recent years.
The subject matter to be learned is presented in a series of carefully planned
sequential units. These units are arranged from simple to mere complex levels
of instructions. The trainee goes through these units by answering questions
or filling the blanks. This method is expensive and time consuming.
STEPS IN TRAINING NEED ANALYSIS-
1. Plan to integrate the identification of training needs
Training needs that exist in one department are likely to exist in others. It is
pointless for individual managers to throw their own limited resources at each
problem as it arises, duplicating efforts and dissipating energy.
Most organisations have a personnel function which organises training delivery.
You may not be the person who coordinates the system, but you have an
important role to play in collecting the best information you can on the training
needs of the people who work for you and passing it up the line.
At the very least, liaise with other management colleagues to aggregate training
need information, so that a range of appropriate training and development
activities can be planned
2 .Anticipate problems or gaps in your own span of control
Anticipated needs often appear at the organisational or activity level. So a new
machine coming into a workshop or office is almost certainly going to have
training implications for everyone using it.
Alternatively, an organisation that decides to enhance its level of customer
service as part of a corporate strategy knows that a programme of training and
development is an essential contributor to its success.
3. Develop monitoring techniques
Some problems that fall into the category of training needs can go unnoticed
while they creep up on the organisation. Active monitoring systems are essential
to spot these.
Variance analysis is one approach to monitoring. This sounds technical but is a
simple tool used by managers to monitor budgets. It translates neatly to the
identification of training needs. When a budget is agreed, expected monthly
expenditure is detailed. Any major variance from the forecast--upwards or
downwards--triggers an investigation into why it happened and what the
INTERPRETATIONs will be.
In TNA, the budget numbers are replaced by performance standards and
indicators which are as specific as possible. It could be, for instance, that even in
a `soft' issue like customer satisfaction, a standard can be set that says 95% of
customers feel they received excellent service (the 5% allows for the small
number who will always find something wrong, and those who always rate an
experience as less than 100%, on principle). Carrying out customer satisfaction
surveys allows you to measure any deviation.
Asking questions in appraisal interviews is a form of survey, as the same basic
issues are being addressed throughout the organisation. A fundamental purpose
of appraisal is to identify individuals' training needs.
In addition to training needs that emerge as a INTERPRETATION of an
appraisal interview, a worthwhile approach to investigating one-off problems is
to interview staff and customers. Regularly ask a random sample of people for
their views on the same set of questions relating to general performance--for
instance customer satisfaction levels.
4. Keep an open mind on unexpected problems
Monitoring will indicate where gaps and problems exist. However, it is possible
to make the wrong assumption when faced with a particular set of
circumstances. For instance, unusually rapid staff turnover in a small section
may lead to a conclusion that the unsocial hours worked there are the issue.
However, exit interviews with staff may indicate that turnover is a
INTERPRETATION of cramped working conditions and poor ventilation--
something that training cannot resolve, even though the monitoring process has
helped you identify the problem.
On the other hand, it could be that:
* the behaviour and approach of the section head are the root cause
* errors at recruitment stage mean that the wrong people are being taken on.
In either of these cases there is a training need--in the first case with the section
head and in the second with those doing the recruiting. This could include you.
5. Identify the level
It could be that a training need is limited to an individual or an activity but it is
more likely to impact on at least two, and perhaps all three levels.
If the organization trditionally treats customers as a nuisance, it needs to change
its overall approach. Giving one or two people training addresses the training
need at the wrong level; organisation development is needed rather than
individual training sessions.
6. Take appropriate action
If the training needs are within your own span of control, probably at individual
or maybe at activity level, you can plan action to meet the needs.
If the needs appear to be at a wider level than the one you control, you need to
make recommendations and proposals on a wider front.
Advantages of training needs analysis
* Resources are targeted at identified priorities.
* TNA will increase organisational ability to plan for and adapt to changes in the
workplace.
* Individuals and teams are helped to perform better, enhancing their levels of
job satisfaction, morale and motivation.
* Having a TNA process in place enhances the organisation's progress towards
Investors in People, as TNA is one of the key standards.
* It is a natural function of an appraisal system, where discussions take place on
what skills need to be improved, and how.
* It provides a constructive base for improving performance.
Disadvantages of training needs analysis
There are no disadvantages to the process, but it does require:
* time and energy to plan the analysis systematically, and to analyse the
INTERPRETATIONs
* coordination of the INTERPRETATIONs between different managers, to
ensure that an organisational plan reflects the priorities across the whole
company, allowing for economies of scale and avoiding duplication in different
departments
* the full involvement of, and discussion with, potential trainees, rather than the
subjective evaluation of their managers.
EVALUATING THE EFFECTIVENESS OF TRAINING
An Investor in People evaluates the investment in training and development to
assess achievement and improve future effectiveness. Kearns (1994) suggests
that there are four groups of ‘measures’ of training effectiveness, which are used
by organization.
The groups are as follows:
- No Measurement
- Subjective Measures
- Qualitative Measures
- Objective Measures
The first group, in which no real measurement occurs, includes activities
undertaken as an “Act of Faith”, where no form of measurement is attempted,
such as initiatives to improve communications in organization, which seem to
make people feel good and appear to have worked in some intangible manner.
The second group includes subjective responses from trainees/course delegates,
as exemplified by the “Happy Sheet”. The main question asked is about how
individuals feel after the training. Organizations often make the assumption that
positive responses indicate training success and therefore value to the
organization. However, course delegates may well give strong positive response
scores for a number of reasons, including the presentational skills of the trainer,
the quality of the venue, and the “feel good” factor of indulging in a creative
work group, and so on. Quality measures appear to be more objective than the
previous group, but are often flawed by subjectivity as well. They are typified by
questionnaires asking delegates to “put a value on” the likely benefits of a
training programme objective measures are the only really meaningful ones.
However, they challenge the provider of training to demonstrate how their
training activities feed through to the “bottom line”: in terms of return on
investment and return on the capital employed. There has often been an
assumption, in times past, that training somehow “justifies itself”, because it is
all about developing people.
However, it is incumbent on organizations to look critically at the ways in which
they evaluate their training activities, lest they fall prey to the subject approach
and are badly caught out when a rigorous analysis of all the functions of the
organization’s business is called for. A desirable, if not essential, characteristic
of all training programmes is a built-in provision for evaluation. The four main
dimensions of evaluation are:
EVALUATION OF TRAINING INPUTS
This involves the evaluation of the training curriculum and its sequencing.
EVALUATION OF THE TRAINING PROCESS
The climate of the training organization, the relationship between participants
and trainers, the general attitude, and approaches of the trainers, training
methods, etc are some of the important elements of the training process which
also needs to be evaluated.
EVALUATION OF TRAINING OUTCOMES
Measuring the carry-home value of a training programme in terms of what has
been achieved and how much is the main task of evaluation. This, however, is a
complex technical and professional task. Benefits of a training programme are
not obvious and they are not readily measurable. Payoffs from training are
intangible and rather slow to become apparent.
In job-related training, the objective is to train people for specific job skills so
that their productivity may increase. Evaluation can be done either to the direct
criterion of increase in output or to the indirect criteria of decrease in cost,
breakage or rejects. Even more indirect are measures that point out changes in
absenteeism or turnover. The most difficult problems of evaluation lie in the area
of human relations skill training, which is given to the supervisors and middle-
level managers. Supervisory and managerial training programmes are, for this
reason, less amenable to objective review procedures. Much subjectivity enters
into evaluations of these programmes, since exact standards and criteria are hard
to devise.
THE EVALUATION MODELS
The process of evaluating the training effectiveness involves the consideration of
various constraints. Many researchers have developed various methods and
models in order to facilitate this process. Some of the models are described as
below: -
CIRO MODEL OF EVALUATION
Developed originally by WARR (1978), this theoretical model is based on
evaluation being carried out at four different levels:
Context Evaluation: Obtaining and using information about the current
operational context i.e. about individual difficulties, organizational deficiencies
etc. in practice, this mainly implies the assessment of training needs as a basis
for decision. This involves:
Examining the expectations and perceptions of the people.
Examining whether the training needs were accurately identified.
Putting the specific training event in the wider context of other training
activities.
Establishing whether the trainers enjoyed the confidence of the trainees and
whether the latter are comfortable with the level and focus of the training.
Input Evaluation: Determine using factor and opinion about the available
human and material training resources in order to choose between alternative
training methods.
This involves:
Establishing the adequacy of the resource base and its cost.
Considering the choice and effectiveness of the training methods and
techniques.
Identifying the numbers who successfully completed the program compared
with those who started and draw appropriate inferences.
Establishing whether the trainers were perceived to be credible as far as the
trainees are concerned.
Establishing whether the psychological and emotional climate of learning
was appropriate.
Reaction Evaluation: Monitoring the training as it is in progress. This involves
continuous examination of administrative arrangements and feedback from
trainees. This involves:
Looking at the reactions of trainees to the content and method of training.
Establishing the reaction of other people, particularly line managers to the
early INTERPRETATIONs of the training program.
Discussing the views and observations of the trainers.
Outcomes: It implies the measuring of the consequences of training. This
involves:
Establishing whether expectations of INTERPRETATIONs were met.
Identifying whether all or some of the learning objectives were met.
Finding out what were the end course views about the training.
The three levels of outcome evaluation may be distinguished:
Immediate Outcomes: The changes in the trainee’s knowledge, skills and
attitude that can be identified immediately after the completion of training. The
aim here is to find out the extent to which positive transfer of learning has taken
place from the training to the workplace. This type of evaluation may be done in
several ways such as behaviourally anchored rating scales or self repots
supplemented by reports of subordinates, peers and supervisors or critical
incidents etc.
Intermediate Outcomes: These are the changes in trainee’s actual work
behaviour, which INTERPRETATION from training. The assumption here is
that effective training should be reflected in the trainee’s increased job-
proficiency.
Ultimate Outcomes: These are the changes in the functioning of part or the
entire organization, which have INTERPRETATIONed from changes in work
behaviour. For this purpose, indexes of productivity, labour turnover etc, studies
of organizational climate and human resource accounting are taken as the
ultimate INTERPRETATIONs achieved by the trainee.
HAMBLIN’S MODEL
Hamblin (1974) said, “The purpose of evaluation is control”. A well controlled
training program is one in which the weakness and failures are identified and
corrected by means of the negative feedback and strengths and successes and
corrected by means of the positive feedback. The processes, which occur as a
INTERPRETATION of a successful training programme, can be divided into 4
levels. The evaluation can be carried out at any of the following levels:
Reaction Level: It measures the reactions of the trainees to the content and
methods of the training, not the trainer, and to any other factors perceived as
relevant. It determines what the trainee thought about the training.
Learning Level: It measures the learning attitude of the trainees during the
learning period. It collects information that did the trainees learn what was
intended.
Job Behavior Level: The job behavior of the trainees in the work
environment at the end of the training period i.e. did the training got
transferred to the job?
Effect on the Department: Has the training helped the trainees in improving
the department’s performance?
The Ultimate Level: It measures that has the training affected the ultimate
well being of the organization in terms of the business objectives.
Fig - Flowchart of Hamblin’s Model
Training
O1ReactionsObjectives
O2Learning
Objectives
E2LearningEffects
O3Job Behaviour
Objectives
E3Job Behavior
Effects
O4OrganizationObjectives
E4Organization
Effects
O5Ultimate Value
Objectives
E5Ultimate Value
Effects
E1ReactionEffects
Measuring Techniques atEach Level
Reaction NotebooksObserver’s RecordReaction Forms
Written ExamMultiple choice TestLearning Portfolios
Activity SamplingInterviewsQuestionnaires
Indices of ProductivityOrganisation Culture
Cost Benefit AnalysisHuman Resource
Accounting
MODEL USED IN THIS REPORT FOR EVALUATION AND
RECOMMENDATIONS
The Kirkpatrick Model establishes the effectiveness in terms of assessing the
extent to which the objectives are met. Combining the four levels of this model
and an optimum cost benefit strategy would enable the management to ascertain
the extent to which a programme is contributing to the effectiveness of the
organization. Therefore, this technique is used to identify and recommend
certain measures in order to improve the training effectiveness at BSNL. The
details of Kirkpatrick Model are explained in the succeeding paragraph.
THE KIRKPATRICK MODEL
Perhaps the most influential approach to training evaluation was developed by
D.L. KIRKPATRICK (1975) which, according to Bornbrauer (1987), despite its
age and common sense approach to the subject, remains valid: “because of its
comprehensiveness, simplicity, and applicability to a variety of training
situations.”
LEVEL ONE-REACTION
This level in the Kirkpatrick model is seen to offer some useful insights into the
early experiences of trainees, but precisely because it is concerned with
“feelings” and first reactions, the INTERPRETATIONs need to be viewed with
some caution.
Measurement can be done through:
Reaction sheets: Reaction sheets (often refereed to as ‘happy sheets’) should
ask questions about the achievement of the course objectives, about the course
material, the presentation, the activities used, the venue and the pre-course
material.
Group discussion: Build in time at the end of the course for how they will take
the learning forward. Have them record the main points of the discussion for you
to take away.
Thumbs up, thumb down: This is much focused on reaction. Ask closed
questions about the training course directed to the whole group. If participants
feel the answer to the question is ‘Yes’ they give a thumbs-up sign, if the answer
is ‘No’, it’s a thumbs down. You need to record the number of responses,
positive or negative, to each question.
Level Two- Learning
This is the level at which “new learning” is generated and which requires
evaluators to try to establish individual’s progress towards the learning of
specified skills and competencies.
Measurements can be done through:
Reaction sheets: Questions about what participants feel they have learnt during
the course can be included on the reaction sheets.
Post-courses review: Delegates should meet with their lime manager soon after
the course to discuss what learning has taken place and how this will be applied.
They should then meet at agreed intervals to review how much progress is being
made.
Action plans: By requiring delegates to complete action plans at the end of
course, we imply that we are expecting them to implement some learning from
the course and make some changes in the way they work.
LEVEL THREE- EFFECTS ON INDIVIDUAL PERFORMANCE
Recognizing that the purpose of training is to create new job capabilities means
that evaluation must be extended to the working environment. Above all, this
level of evaluation draws attention to the fact that training does not end at the
completion of the training programme, but has to embrace issues such as the
transfer of training, support for the use of new skills and competences and the
support provided by line managers.
Measurement can be done through:
Post- course review with line manager: Delegates should meet with their lime
manager soon after the course to discuss what learning has taken place and how
this will be applied. They should then meet at agreed intervals to review how
much progress is being made.
Follow-up questionnaire: The trainer circulates a questionnaire to all delegates
and their managers asking questions about how the learning from the course is
being applied.
Follow-up calls: The trainer, or a nominated person, chooses a random sample
of delegates from a course and then contacts them and their line managers to ask
a series of questions about the application of learning from the course.
Re-testing: If the training is very skills- based and has culminated with a test, it
is possible (although time-consuming) to re-test delegates on regular basis and
then to retrain if necessary.
LEVEL FOUR- EFFECTS ON ORGANIZATIONAL PERFORMANCE
The ultimate level and one that represents an attempt to establish what is often
described as the impact of training on the “bottom line” must be measured.
As with level three evaluations, in order to assess the effects of training on an
organization, measures need to be taken prior to the training being carried out.
Examples of such measures are:
Staff attitude surveys
Profit levels
Wastage
Levels of consumables used’
Accidents and damage rates
Customer complaints
Working rates
Error rates
Work outstanding
Task completed per hour/day/week
Self-assessment of performance by team members
OBJECTIVE OF THE RESEARCH
OBJECTIVE OF THE RESEARCH
To determine whether there is a gap between what is required for effective
performance and present level of performance.
To determine whether resources for conducting training are available or
not.
To know the areas where training is required.
To assess the various training options available to the organization.
COMPANY PROFILE
COMPANY PROFILE
NexGen Edusolutions Pvt. Ltd. offers specialist education solutions and software
solutions. The company has created customized solutions for clients like
Reliance, HCL, NSIC, and Delhi Police. NexGen Edusolutions Pvt. Ltd. was
formerly known as Centenary Software. The company was founded in 1989 and
is based in New Delhi, India.
About ICFe:
ICFe is the flagship brand of Nexgen Edusolutions Private Limited, a
Delhi based twelve years old educational company.
The Company is headed by Mr. Santosh Mangal backed by strong
professional team.
One of the founding promoters of ICFe, Mr. Mayank Gupta, has been
heading the operations since inception and is responsible for business
development & support.
The company has taken many steps which are path breaking for the
education sector in India.
It is an ISO 9001:2008 certified company, established since 2004.
It operates in the growing Financial Sector and imparts employment
oriented training in the fields of computerized Accounting, Banking,
Insurance, Investment, Capital Market, and Spoken English & Personality
Development with 100% placement assistance.
It has established 63+ centres across Delhi & NCR, Haryana, Himachal
Pradesh, Punjab, Uttar Pradesh, Bihar, Madhya Pradesh & Rajasthan.
It has so far trained & placed more than 12,000 students.
It has strong industry linkages and has successfully placed students in
leading companies like HCL, ICICI Bank, Axis Bank, Standard Chartered,
Citi Financial, ABN Amro, HLL, Grasim, Nestle, Hitachi etc.
Board of Directors:
Mr. Santosh Mangal- Chairman & Managing Director
Nexgen Edusolutions Private Limited is headed by Mr. Santosh Mangal,
Managing Director, who has nearly two decades of experience in various fields.
He has been associated with illustrious names like NIIT, Compucom, Intel,
Novel Onward and HCL in various capacities. He brings to the table, a clear
focus and understanding of the education sector and a single minded effort to
expand and make ICFe into a force to reckon with in the country’s financial
sector education space.
Mr. Mayank Gupta- Director( Business Development & Operations)
Mr. Mayank Gupta, Director, ICFe, has been instrumental in setting up ICFe and
is one of its founders. He is responsible for the day to day functioning of ICFe.
As a strong operations person, he has an in-depth knowledge of the environment
in which ICFe operates and has strong industry linkages.
As a bachelor of Commerce from Delhi University, he started his career in 1996
and has been associated with the education sector ever since. Being an
entrepreneur he has always seen this business from the customer's perspective
and firmly believes that customer satisfaction is the key to success.
Our Strategic Consultants:
Indian Institute of Management (IIM), Lucknow: IIM, Lucknow has redesigned the course content of ICFe after extensive discussions with the industry. IIML has done a demand-gap analysis and has structured the course according to the immediate and future needs of the Industry. The motive behind this is that the students of ICFe, when they qualify, should be able to meet the requirements of the industry. The course content will be reviewed periodically and will incorporate the necessary changes as and when required.
National Institute of Financial Management (NIFM), Faridabad: NIFM is an autonomous institution under the aegis of the Ministry of Finance, Government of India. It trains Civil Servants and Public Sector Corporate Executives in the nuances of Finance. With its experience in training and teaching IAS officers and the corporate world NIFM has established itself as one of the foremost players in the field of education and training in the finance sector. ICFe in its commitment to deliver quality education, has tied up with NIFM to train its faculty and equip them with the latest teaching methodologies.
BBC Active: ICFe has partnered with BBC Active through its Indian partner Liqvid to help impart communication and soft skills to its students. English Edge is a programme that helps students communicate in English and is a part of the curriculum.
ICFe’s – Strengths:
We prepare the students in becoming:
• PRACTICAL in approach
• EXPERTS in a specific field
• PRESENTABLE in their skills
• STREET-SMART in their work
• STABLE in their career
MOST EFFECTIVE TRAINING METHODOLOGY TO GUIDE
STUDENTS
The unique teaching methodology followed at ICFe, focuses not only on making
a student thoroughly knowledgeable but also on the execution of manual &
computerized concepts. Students practice assignments through guided practice
on live projects.
HCL Infosystems: To create a robust network of centres across the country a reliable IT infrastructure is essential. HCL Infosystems is the partner for providing the IT backbone at ICFe. They not only provide the hardware, software and networking support but also offer services like ERP and virtual classrooms to link all the centres seamlessly together so that the quality of education and training is uniform across centres.
HIGHLY QUALIFIED AND EXPERIENCED FACULTY
ICFe has the best team of highly experienced faculty members. ICFe’s faculty
members posses outstanding academic credentials, valuable subject knowledge
and true dedication to teaching.
R&D TEAM
Keeping in mind the frequent developments, the R&D team is always involved
in updating the study material in all respects to ensure that it remains relevant.
ICFe has an educational research & development team. The team members are
continuously studying the latest amendments, guidelines provided by the ICAI
and other concerned departments of Govt. and accordingly incorporate the
changes in study material.
TRACK RECORD OF EXCELLENT INTERPRETATIONS
ICFe has been showing a remarkable performance in the field of employment by
developing such skills in candidates that enable them to get a JOB. 100% job
guarantee and a life time placement support are the salient features of ICFe
placement portal.
Learning methodology:
ICFe Instructing Methodology
The instructor proceeds with a demonstration and imparts practical knowledge.
He will then explain problem solving techniques with real life case studies &
data. Students will learn concepts by observing professionals performing various
tasks in a methodical manner.
Guided Practice
Students are asked to practice assignments, live projects of similar or higher
complexity based on the knowledge they acquire during the demonstrations.
This INTERPRETATIONs in immediate application of concepts learnt and
therefore higher retention.
Placement Assistance:
Our placement cell is responsible for all the placement related activities in our
Institute. We have tie ups with various companies and this database is updated
from time to time. At first, students, after proper training are screened at our
centres to identify their strong areas. Then, the students are short listed according
to the Company’s specific requirements.
Accordingly, the companies visit our institute and conduct campus interviews or
we depute candidates with the desired profile for an interview. So, it is after a
suitable filtration process that the candidates are made available for a specific
job opportunity.
RESEARCH PROBLEM
RESEARCH PROBLEM
In this project I am going to look at the need of training in the organization.
Firstly, different company attitudes to training need, and
LITERATURE REVIEW
LITERATURE REVIEW
In this project I am going to look at the need of training in the organization.
Firstly, different company attitudes to training need, and cost and benefits
associated with it are going to be discussed.
Secondly, the stages in training process are going to be identified with a specific
focus on different training methods and consideration of its advantages and
disadvantages.
Finally, the literature on Training Need Analysis use as a motivation and
retention tool is going to be reviewed, moreover, training and development on
international scale and its possible issues are going to be discussed. To sum up, a
conclusion summarising all findings is going to be drawn.
According to Casse and Banahan (2007), the different approaches to
training need analysis required to be explored. It has come to their
attention by their own preferred model and through experience with large
Organizations. 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. Usually
the managers have the choice to select the best training and development
programme for their staff but they always have to bear in mind that to
increase their chances of achieve the target they must follow the five
points highlighted by Miller and Desmarais (2007).
According to Davenport (2006), mentioned in his recent studies that it’s
easy to implement strategy with the internet supported software. Someof
the Training theories can be effective immediately on the future of the
skill and developments. The “content” and the “access” are the actual
factors for the process. It is a representation itself by the Access on main
aspect what is effective to the adopted practice in training development.
As per the recent theories to access the knowledge is changing from
substantial in the traditional to deliver the knowledge for the virtual forms
to use the new meaning of information with electronic learning use. There
is a survey confirmation for using classroom to deliver the training would
drop dramatically,(Meister,2001).A manager is that what the other
members of the organization wants them to be because it is a very popular
trend of development training for the managers in the training for the
management (Andersson, 2008, Luo, 2002).
R. Wayne Mondy, Robert M. Noe, ShaneR. Premeaux, (2002) .
Training is the heart of a continuous effort deigned to improve employee
competency and organizational performance.”
R. Wayne Mondy, Robert M. Noe, Shane R. Premeaux, 2002).
Training and development obviously has its cost such as course material,
facilitator fees and facilities rental, for instance.
Companies have different approach towards analyzing the needs of training.
Some companies tend to minimise the training of its employees as they see it as
an unnecessary budgeted cost. On the other hand, we have companies, which see
training of employees more as a strategic investment and a very important
attribute, which may increase employees productivity and reduce human error;
such companies can be called a learning organizations Training is planned to
give trainees information and skills, they need for their job, while development
involves learning that goes beyond the knowledge needed just for current job. It
is more long-term focused as it enables employees to keep up with the
organization and its changes and growth.
ASSUMPTION
ASSUMPTION
We define a type I error as the event of rejecting the null hypothesis when the
null hypothesis was true. The probability of a type I error () is called the
significance level.
We define a type II error (with probability ) as the event of failing to reject the
null hypothesis when the null hypothesis was false.
RESEARCH METHODOLOGY
RESEARCH METHODOLOGY
Research is search for knowledge by systematic efforts methods or in other
words the search for knowledge through objective & systematic methods of
finding solution to a problem is research. In order to accomplish the objectives
of the study, it is essential to articulate in which it is to be conducted, i.e., the
research process is to be carried-out in a certain framework. Research
Methodology is a way to systematically solve the problem. It may be understand
as a science of studying how research is done scientifically.
RESEARCH OBJECTIVES
To determine whether there is a gap between what is required for effective
performance and present level of performance.
To determine whether resources for conducting training are available or
not.
To know the areas where training is required.
To assess the various training options available to the organization.
Research Design
Plan outlining how information is to be gathered for an assessment or
evaluation that includes identifying the data gathering method(s), the instruments
to be used/created, how the instruments will be administered, and how the
information will be organized and analyzed.
Types of Research Design:
Research design is simply the framework or plan for a study, used as a guide in
collecting and analyzing data. There are three types of Research Design:-
1. Exploratory Research Design:- The major emphasis in exploratory
Research design is on discovery of ideas and insights. The objective of
this research is the development of hypothesis rather than testing. The
aim is to gain familiarity with the phenomenon.
2. Descriptive Research Design:- The Descriptive Research Design
Study is typically concerned with determining the frequency with which
something occurs or the relationship between two variables. This research
aims at findings facts with description behind the study.
STATISTICAL TOOLS
1. Percentage analysis
2. Correlation
3. The square test
4. Factor Analysis.
DATA COLLECTION SOURCES
Research work was done from two sources:-
(1) Primary data
(2) Secondary data
Primary data: It was collected by questionnaire and interview in the
organizations. The questionnaire comprised of closed and attitude
questions. The opinion on existing Training need analysis practices and
their affectivity were collected through QUESTIONNAIRE which
was circulated to all the employees at all levels and the
INTERPRETATIONs have been analysed on the basis of agree and
disagree. The methodology for collection of data also included interviews
and discussion with the top management of the organization.
Questionnaire Construction:Questionnaire Construction:
Here, a discussion is sort out about the proper questions, and its formatting
pattern was carried out by the guide and the group members. For the purpose of
data collection, following of these things have taken into consideration while
developing questionnaire-
Firstly, it was decided what sort of information is required. Questionnaire type is
mainly based on personal interview to use .It was decided that what should be
the contents of an individual question.
The type of question was also decided i.e. whether it should be open, multiple
choice or dichotomous to be used. The words of questions was also then .
decided. A preliminary draft was prepared, at last, questions were revised and
final questionnaire was prepared.
Secondary data: It was collected by reviewing different literatures, from
published books, management journals, articles published by the other
researchers on Training Need Analysis.
Sampling:
The total sample size for this project was 30employees at NexGen Edusolutions
Pvt. Ltd.
The information collected through above methods has been tabulated, analysed
and interpreted. Finally an overall assessment of the contribution of top
management, supervisory staff has been made towards improving the
effectiveness of the organization.
Sampling Technique:
Sampling methods fall under two broad categories.
1. Probability sampling.
2. Non-probability sampling.
1. Probability sampling :
It is the one in which each element has got an equal chance of being
chosen. Types of probability sampling are:
1. Sample Random sampling
2. Systemic Random sampling.
3. Stratified Random sampling.
4. Area Sampling
2. Non-probability sampling:
It is one in which all the elements of the universe are not known and chance of
choosing a particular element is also unknown.
Types of non-probability sampling are:
1. Convenience Sampling.
2. Quota Sampling.
3. Judgments Sampling.
4. Panel Sampling.
. SAMPLING PLAN:
Sample Unit – 112 employees.
Sample Size – 30 employees.
Sample Area – Laxminagar branch, New Delhi.
Duration = 45 Days
DATA PRESENTATION AND ANALYSIS:
1. Bar graphs
2. Pie Diagrams
DATA ANALYSIS / INTERPRETATION
DATA ANALYSIS / INTERPRETATION
1. Do you find the need of training for doing a particular job assigned to you?
(a) Yes (b) No
YES NO
39 11
1.In the above pie chart out of 50 employees 39 employee think that they need
training for better performance but 11 employee think that they are expert
enough to do their work
2. In what area, according to you training is essentially required?
(a) Academic Area (b) Official Area (c) Any other
ACADEMIC AREA OFFICIAL AREA ANY OTHER
19 19 11
2.In the above pie chart out of 50 employees 19employee suggest that training
should be given during the academic area 19 employee suggest that it should be
given in official area and 11 employee think that it should be given in other
areas.
3. Do you feel there are certain areas you need to improve upon or develop?
(a) Yes (b) No
YES NO
34 16
3.In the above pie chart about 34 employees think that there are certain areas
that they need to improve or develop while 16 employee think that they are
satisfied with their job.
4. Is there any training system brings out the training needs of the employees?
(a) Yes (b) No
YES NO
29 21
4.In the above chart 29 employees there are some training system which brings
out the training needs of the employees while 21 think that there is no training
system which brings out the training needs of the employees
5. Did you experience any gap between your present performance and standard
performance set by the organization?
(a) Yes (b) No
YES NO
21 29
5. 20 employees think that there are some gaps between the standard
performance and present performance while 30 employees think that there is no
gap between the present and standard performance.
6. If Yes, Do you think training will help in removing the deviation?
(a) Yes (b) No
YES NO
28 22
6.35 employees think that if training will be provided to them then it help in
removing the deviation.
7. Which training method is most convenient for you?
(a) On the job (b) Off the job (c) Both
ON THE JOB OFF THE JOB BOTH
21 15 14
7. Most of the employees think that training either to be given on the job on both
on the job and off the job So 21employees suggest on the job 15 employees
suggest off the job and 14 employees suggest both
8. Do you think training provided to you helps in your present role and to take
on a higher role?
(a) Yes (b) No
YES NO
40 10
8.45 employees think that training will obviously help in performing the present
role on to take the higher role
9. Is their any need of training for the job provided to you?
(a) Yes (b) No
YES NO
37 13
9. In the above chart out of 50 employees 37 employees think that there is need
of training for the job provided to them and 13 employees think that there is no
need of training.
10. Are you satisfied with the training program?
(a) Yes (b) No
YES NO
37 13
10.About 37 employees are satisfied with the training programs while 13
employees think that they need certain changes .
11. Does the training program provided to you helps in improving your
performance?
(a) Yes (b) No
YES NO
35 15
11.Out of 50 ,35 employees think that the training program helps in improving
the performance while 15 employees think that training is not necessary .
12. What is the worst thing that will happen if the company will not provide you
training?
(a) accidents (b)inefficient productivity
ACCIDENTS INEFFICIENT PRODUCTIVITY
NOTHING
22 20 8
12.22 employees think that if training will not provided to them number of
accidents will increase and 20 employees think that if training will not provide
efficiency of the workers will not increase and 8 employees are saying that there
will be no effect .
FINDINGS
FINDINGS
1. The most of the employees i.e. 65% employees work with Icfe because of
good salary, good working condition and better opportunity for growth.
2. About 70% employees feels that there is the need of training for doing a
particular job assigned to them.
3. Most of the employees i.e. 65% found that training is essentially required
for academic areas and rest of 35% required training for other official
work.
4. About 70% employees feels that there are certain areas like academic and
official where they need to improve upon or develop.
5. About 70% employees says that there is a training system WK fulfills the
training need of the employees.
6. About 75% employees experience gap between what is required for
effective performance present level of performance.
7. 80% employees are agreed that resources for conducting training are
properly available in the organization.
8. The employee that feels on the job method is more convenient for them
are 75% and rest of 25% are comfortable with 'off the job method'.
9. About 70% employees found that training and development provided to
them helps in their present role to take on a higher role.
10.The employees that feel, training procedure allow the trainees to express
their developmental needs are 60% and rest of 40% not feel so.
11.Most of the employees i.e. 75% are agreed that the training system
provided for a frank discussion between trainer and trainee.
12.About 60% employees says that job-rotation is practiced widely to help
people develop their potential in new areas.
13.75% employees feels that their trainer given honest feedback to them.
14.The most of the employees i.e. 75% employees feels that lack of interest
in acquiring training programme is the key factor to make a training
programme ineffective.
15.Most of the employees i.e. 65% employees says that training is provided
to them by their supervisor and rest of 35% employees get training
through other sources.
RECOMMENDATIONS
RECOMMENDATIONS
The organization may utilize both subjective and objective approach for the
training programmes.
The organization may consider deputing each employee to attend at least one
training programmes each year.
The In-house training programmes will be beneficial to the organization as
well as employees since it will help employees to attend their official work
while undergoing the training.
The organization can also arrange part time training programmes in the office
premises for short durations, spanning over a few days, in order to avoid any
interruption in the routine work.
The organization can arrange the training programmes department wise in
order to give focused attention towards the departmental requirements.
LIMITATIONS
LIMITATIONS
The following are the limitations of the study:
Some of the documents of the companies were not accessible due to
confidentiality.
Many employees did not have time to give information.
Some of the employees were not very forthcoming in the responses and
reluctant to answer the questionnaire.
Due to lack of time, I have covered only one branch of the organization.
Responses of few of the employees were biased due to privacy.
CONCLUSION
CONCLUSION
1. There is a gap between what is required for effective performance and
present level of performance.
For this purpose, various methods are used by the organization to
enhance the capabilities and skills of the employees.
2. Resources which are required for conducting training are properly
available with the organization that helps in conducting the training
programme effectively and smoothly.
3. Training is basically required for doing academic work such as for
accounting, finance etc.
4. The organization has a sound knowledge of what processes need to be
used in order to achieve efficiency in the training of the employees.
5. Various training options are available to the organization which include
on the job training, time-management training, leadership training, team-
training, motivational training and so on.
6. The training system provide frank discussion between trainer and trainees
that helps trainees in understanding the things more clearly.
BIBLIOGRAPHY
BIBLIOGRAPHY
Bibliography:-
Aswathappa K... Human Resource and Personnel Management, Fifth Edition
Dale S. Beach, the Management of People at Work,, Macmillan, Personnel,
Fourth Edition.,New York, 1980.
Kothari C. R., Research Methodology Methods & Techniques ,Third Edition.
Randall S. Schuler, Personnel and Human Resource Management, West
Publishing, New York, 1981.
Webliography:-
http://www.ICFe.co.in
http://www.hrm.co.in
http://www.pearsoned.co.in/garydessler
http:/www. en.wikipedia.org/wiki/Training.need_analysis
ANNEXURE: QUESTIONNAIRE
QUESTIONNAIRE
A Study on Training Need & Analysis
Respected Sir/ Mam
I am student of Bachelor of Business Administration (BBA). As a part of
our summer training I am conducting a study. I would request you to please
spare some of your time in answering these question :-
Personal details:
Name: Date:
Designation: Age:
1. Do you find the need of training for doing a particular job assigned to you?
(a) Yes (b) No
2. In what area, according to you training is essentially required?
(a) Academic Area (b) Official Area (c) Any other
3. Do you feel there are certain areas you need to improve upon or develop?
(a) Yes (b) No
4. Is there any training system brings out the training needs of the employees?
(a) Yes (b) No
5. Did you experience any gap between your present performance and standard
performance set by the organization?
(a) Yes (b) No
6. If Yes, Do you think training will help in removing the deviation?
(a) Yes (b) No
7. Which training method is most convenient for you?
(a) On the job (b) Off the job (c) Both
8. Do you think training provided to you helps in your present role and to take
on a higher role?
(a) Yes (b) No
9. Is their any need of training for the job provided to you?
(a) Yes (b) No
10. Are you satisfied with the training program?
(a) Yes (b) No
11. Does the training program provided to you helps in improving your
performance?
(a) Yes (b) No
12. What is the worst thing that will happen if the company will not provide you
training?
(a) accidents (b)inefficient productivity