“A STUDY ON TRAINING AND DEVELOPMENT AT

DHARMAMURTHI RAO BHAHADUR CALAVALA CUNNAN

CHETTY’S HINDU COLLEGE”
PROJECT REPORT

A Report submitted in partial fulfillment of the Requirement for the Degree of

Master of Business Administration of Pondicherry University

Submitted By

Mr. ARUN KUMAR P

Enrolment Number: 0216370212

M.B.A-FINANCE

Under the guidance of

JACOB DAVIS.K M.Com., M.Phil., Assistant Professor,

Department of Corporate Secretaryship, Loyola College,
Chennai-600 034

DIRECTORATE OF DISTANCE EDUCATION

PONDICHERRY UNIVERSITY
PUDUCHERRY- 605 014
 CERTIFICATE OF GUIDE

This is to certify that the project work titled “A STUDY ON TRAINING AND
DEVELOPMENT AT DHARMAMURTHI RAO BHAHADUR CALAVALA
CUNNAN CHETTY’S HINDU COLLEGE” is a bonafide work of Mr. ARUN
KUMAR P Enrolment No 0216370212 Carried out in partial fulfilment of the
Requirement for the award of degree of MBA (FINANCE) of Pondicherry
university under my guidance This Project work is original and not submitted
earlier for the award of any degree/diploma/associate ship of any other
university/institution.

Place: Chennai Signature of the Guide

Date:
 DECLARATION

I Mr. ARUN KUMAR P hereby declare that the Project work titled “A STUDY
ON TRAINING AND DEVELOPMENT AT DHARMAMURTHI RAO
BHAHADUR CALAVALA CUNNAN CHETTY’S HINDU COLLEGE “is the
original work done by me and submitted to the Pondicherry University in Partial
fulfillment of the Requirement for the award of degree of Master of Business
Administration in Finance. This is a record of original work done by me and under
the supervision of JACOB DAVIS.K M.Com., M.Phil., Assistant Professor,
Department of Corporate Secretaryship, Loyola College.

Enrolment no: 0216370212

Date: Signature of the

Student
 ACKNOWLEDGEMENT

First, I thank and praise the Pondicherry University for given me the
opportunity to pursue M.B.A course.

I thank the DIRECTOR Of Management Studies Distance Education

Pondicherry University. I must express my thanks to the Co-Ordinator.

I thank this opportunity to express my deep source of gratitude to my project guide

JACOB DAVIS.K M.Com., M.Phil., Assistant Professor, Department of
Corporate Secretaryship, Loyola College and Loyola College for his valuable
guidance and timely help throughout this project work. His continuous support,
encouragement and scholarly suggestions have greatly helped me in completing
this project work. Without his painstaking effort and constant help and support, it
would have become a difficult task of me to complete this project work.

I sincerely thanks for providing me an opportunity to undertake this project in the

organization.
 EXECUTIVE SUMMARY
HRM is the term increasingly used to refer the philosophy, policies, procedures and
practices relating to the management of people with the organization. Since every organization is
made up of people, acquiring their services, developing their skills, motivating them to higher
levels of performance, and ensuring that they continue to maintain the commitment to the
organization are essential in achieving in organizational objectives.
Training is the vital input for imparting knowledge, improving skills and reorienting
attitude for individual growth and organization effectives. In today’s complex work situations,
training has come to be recognized as an integral part of organization development. It is a
planned, systematic and proactive continuous process and not a onetime arbitrary effort.
Successful candidates placed on the jobs need training to perform their duties effectively.
Workers must be trained to operate machines, reduce scrap and avoid accidents.
It is not only the workers who need training supervisors, managers and executives also
need to be trained in order to enable them to grow and acquire maturity of thought and action.
Thus, training and development constitute an on - going process in every organization.
The study was carried out, to understand the Training and Development activities
programmer in the company. The research was done by means of questionnaire. The collected
data were quantified, tabulated and necessary interpretation inferences were givens.
The main outcome of this study reveals, that Training & Development Activities was
found quite Good. However, if the organization should concentrate on new technological training
programmer, the output of the worker performance will be increase.
 TABLE OF CONTENTS

CHAPTE
PARTICULAR PAGE NO
R
  LIST OF TABLES i
  LIST OF CHARTS  ii
INTRODUCTION  1
1.1 MEANING  1
1.2 TYPES OF TRAINING  1
1.3 CONCLUSION  6
1.4 OBJECTIVES OF THE STUDY  7
I 1.5 NEED OF THE STUDY  7
1.6 SCOPE OF THE STUDY  7
1.7 LIMITATIONS OF THE STUDY  7
1.8 SAMPLING TECHNIQYE  8
1.9 TYPES OF DATA COLLECTION  8
1.10 REVIEW LITERATURE  9
INDUSTRY PROFILE 34
2.1 INTRODUCTION 35
II
2.2 SWOC 37
2.3 CRITERIA WISE SUMMARY 39
DATA ANALYSIS AND INTREPETAION 44
III
3.1 TOOLS USED FOR STATISTICAL ANALYSIS 45
ANALYSIS RELATING TO OBJECT 65
IV
4.1 CHI – SQUARE TEST 66
FINDINGS, RECOMMONDATIONS & CONCLUSION  67
V 5.1 FINDINGS  68
5.2 RECOMMONDATIONS  70
5.3 CONCLUSIONS  71
  BIBILOGRAPHY  72
  ANNEXURE  74
LIST OF TABLES
SERIAL NO. PARTICULARS PAGE NO.

1 GENDER 45

2 TRANING AS A PART OF ORGANISATION STRATEGY 47

3 FOR WHOM THE TRAINING IS GIVEN 49

4 BARRIERS TO TRAINING AND DEVELOPMENT 51

5 MODES OF TRAINING 53

EFFECTIVESNESS OF THE TRAINING & DEVELOPMENT

6 SESSION
55

7 IMPLEMENTATION OF THE TRAINING PROCESS 57

8 ENVIRONMENT OF TRAINING SESSION 59

9 GENERAL COMPLEMENT ABOUT TRAINING SESSION 61

10 EXPERIENCE OF THE PROFESSOR 63

 LIST OF CHARTS

SERIAL NO. PARTICULARS PAGE NO.

1 GENDER 46

2 TRANING AS A PART OF ORGANISATION STRATEGY 48

3 FOR WHOM THE TRAINING IS GIVEN 50

4 BARRIERS TO TRAINING AND DEVELOPMENT 52

5 MODES OF TRAINING 54

EFFECTIVESNESS OF THE TRAINING &

6
DEVELOPMENT SESSION
56

7 IMPLEMENTATION OF THE TRAINING PROCESS 58

8 ENVIRONMENT OF TRAINING SESSION 60

9 GENERAL COMPLEMENT ABOUT TRAINING SESSION 62

10 EXPERIENCE OF THE PROFESSOR 64

CHAPTER -1
INTRODUCTION
 INTRODUCTION

1.1 MEANING:

Training and development involve improving the effectiveness of organizations and the
individuals and teams within them. Training may be viewed as related to immediate changes in
organizational effectiveness via organized instruction, while development is related to the
progress of longer-term organizational and employee goals. While training and development
technically have differing definitions, the two are oftentimes used interchangeably and/or
together. Training and development has historically been a topic within applied psychology but
has within the last two decades become closely associated with human resources management,
human resources development, instructional design, human factors, and knowledge management.

1.2 TYPES OF TRAINING.

Many methods of training are available- each has certain advantages and disadvantages. Here we
list the different methods of training...you can comment on the pros and cons and make the
examples concrete by imagining how they could be applied in training truck drivers.

1. Technology-Based Learning

Common methods of learning via technology include:

 Basic PC-based programs

 Interactive multimedia - using a PC-based CD-ROM
 Interactive video - using a computer in conjunction with a VCR
 Web-based training programs

The forms of training with technology are almost unlimited. A trainer also gets more of the
learner’s involvement than in any other environment and trainees have the benefit of learning at
their own pace.

Example: In the trucking industry one can imagine interactive multimedia training on tractor-
trailers followed by a proficiency test to see how well the employee knows the truck.

1
2. Simulators

Simulators are used to imitate real work experiences.

Most simulators are very expensive but for certain jobs, like learning to fly a 747, they are
indispensable. Astronauts also train extensively using simulators to imitate the challenges and
micro-gravity experienced on a space mission. The military also uses video games (similar to the
"shoot-em-up" ones your 14-year-old plays) to train soldiers.

Example: Truck drivers could use simulators to practice responding to dangerous driving
situations.

3. On-The-Job Training

Jumping right into work from day one can sometimes be the most effective type of training.

Here are a few examples of on-the-job training:

 Read the manual - a rather boring, but thorough way of gaining knowledge of about a
task.
 A combination of observation, explanation and practice.
 Trainers go through the job description to explain duties and answer questions.
 Use the intranet so trainees can post questions concerning their jobs and experts within
the company can answer them.

On-the-job training gives employees motivation to start the job. Some reports indicate that
people learn more efficiently if they learn hands-on, rather than listening to an instructor.
However, this method might not be for everyone, as it could be very stressful.

Example: New trucking employees could ride with experienced drivers. They could ask
questions about truck weigh stations, proper highway speeds, picking up hitchhikers, or any
other issues that may arise.

4. Coaching/Mentoring

Coaching/mentoring gives employees a chance to receive training one-on-one from an

experienced professional. This usually takes place after another more formal process has taken
place to expand on what trainees have already learned.

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Here are three examples of coaching/mentoring:

 Hire professional coaches for managers.

 Set up a formal mentoring program between senior and junior managers
 Implement less formal coaching/mentoring to encourage the more experienced
employees to coach the less experienced.
 Coaching/mentoring gives trainees the chance to ask questions and receive thorough and
honest answers - something they might not receive in a classroom with a group of people.

Example: Again, truck drivers could gain valuable knowledge from more experienced drivers
using this method.

5. Lectures

Lectures usually take place in a classroom-format.

It seems the only advantage to a lecture is the ability to get a huge amount of information to a lot
of people in a short amount of time. It has been said to be the least effective of all training
methods. In many cases, lectures contain no form of interaction from the trainer to the trainee
and can be quite boring. Studies show that people only retain 20 percent of what they are taught
in a lecture.

Example: Truck drivers could receive lectures on issues such as company policies and safety.

6. Group Discussions & Tutorials

These most likely take place in a classroom where a group of people discuss issues.

For example, if an unfamiliar program is to be implemented, a group discussion on the new

program would allow employees to ask questions and provide ideas on how the program would
work best.

A better form of training than lectures, it allows all trainees to discuss issues concerning the new
program. It also enables every attendee to voice different ideas and bounce them off one another.

Example: Truck drivers could have group discussions and tutorials on safety issues they face on
the road. This is a good way to gain feedback and suggestions from other drivers.

3
7. Role Playing

Role playing allows employees to act out issues that could occur in the workplace. Key skills
often touched upon are negotiating and teamwork.

A role play could take place between two people simulating an issue that could arise in the
workplace. This could occur with a group of people split into pairs, or whereby two people role
play in front of the classroom.

Role playing can be effective in connecting theory and practice, but may not be popular with
people who don´t feel comfortable performing in front of a group of people.

Example: Truck drivers could role play an issue such as a large line-up of trucks is found at the
weighing station and one driver tells another that he might as well go ahead and skip the whole
thing. Or role play a driver who gets pulled over by a police officer and doesn´t agree with the
speeding charge.

8. Management Games

Management games simulate real-life issues faced in the workplace. They attract all types of
trainees including active, practical and reflective employees.

Some examples of management games could include:

 Computer simulations of business situations that managers ´play´.

 Board games that simulate a business situation.
 Games surrounding thought and creativity - to help managers find creative ways to solve
problems in the workplace, or to implement innovative ideas.
 Example: In a trucking business, managers could create games that teach truckers the
impact of late deliveries, poor customer service or unsafe driving.

9. Outdoor Training

A nice break from regular classroom or computer-based training, the usual purpose of outdoor
training is to develop teamwork skills.

4
Some examples include:

 Wilderness or adventure training - participants live outdoors and engage in activities like
Whitewater rafting, sailing, and mountain climbing.
 Low-impact programming - equipment can include simple props or a permanently
installed "low ropes" course.
 High-impact programming - Could include navigating a 40-foot "high ropes" course, rock
climbing, or rappelling.
 Outgoing and active participants may get the most out of this form of training. One risk
trainer might encounter is distraction, or people who don´t like outdoor activities.

Example: As truck drivers are often on the road alone, they could participate in a nature-training
course along with depot personnel to build esprit de corps.

10. Films & Videos

Films and videos can be used on their own or in conjunction with other training methods.

To be truly effective, training films and videos should be geared towards a specific objective.
Only if they are produced effectively, will they keep the trainees attention. They are also
effective in stimulating discussion on specific issues after the film or video is finished.

Films and videos are good training tools, but have some of the same disadvantages as a lecture -
i.e., no interaction from the trainees.

A few risks to think about - showing a film or video from an outside source may not touch on
issues directly affecting a specific company. Trainees may find the information very interesting
but irrelevant to their position in the company.

Some trainers like to show videos as a break from another training method, i.e. as a break from a
lecture instead of a coffee break.

This is not a good idea for two reasons. One: after a long lecture, trainees will usually want a
break from any training material, so a training film wouldn´t be too popular. Two: using films
and videos solely for the purpose of a break could get expensive.

Example: Videos for truckers could show the proper way to interact with customers or illustrate
preventive maintenance techniques.

5
11. Case Studies

Case studies provide trainees with a chance to analyse and discuss real workplace issues. They
develop analytical and problem-solving skills, and provide practical illustrations of principle or
theory. They can also build a strong sense of teamwork as teams struggle together to make sense
of a case.

All types of issues could be covered - i.e., how to handle a new product launch.

Example: Truck drivers could use case studies to learn what issues have been faced in the
trucking industry in the past and what they could do if a similar situation were to occur.

12. Planned Reading

Basically, planned reading is pre-stage preparation to more formal methods of training. Some
trainees need to grasp specific issues before heading into the classroom or the team-building
session.

Planned reading will provide employees with a better idea of what the issues are, giving them a
chance to think of any questions beforehand.

Example: Here we may be stretching if we think that truckers are going to read through a lot of
material the training department sends them.

1.3 CONCLUSION

Many avenues exist to train employees. The key is to match the training method to the situation.
Assess each training method implemented in the organization and get feedback from trainees to
see if they learned anything. Then take the results from the most popular and most effective
methods to design a specific training program.

6
1.4 OBJECTIVES OF THE STUDY

 To study the effectiveness Training and Development at The Dharmamurthi Rao

Bahadur Calavala Cunnan Chetty’s Hindu College.

 To identify processing problems if any with the existing Training and Development

process and make suggestions. Ref – CHI SQUARE TEST

1.5 NEED OF THE STUDY

 To find the need of the professor’s working in the college and to help them to improve their skills.

 To help to understand the professor’s mentality towards their students.

 To help them to build a good relationship between the students and professors.

1.6 SCOPE OF THE STUDY

The main scope of the study is to how the professors help themselves to come up with
new ideas to teach their students and make them understand each and every student’s character
and help them to come up in their life.

1.7 LIMITATIONS OF THE STUDY

The limitations of the study are there are less number of respondents which makes the
research somewhat small and this may also affect the researcher to conclude.

Research Design

Research Design is the arrangement of conditions for collection and analysis of data in a
manner that aims to combine relevance to the research purpose with economy in procedure. The
design includes an outline of what the researcher will do from writing the hypothesis and its
operational implications to the final analysis of data.
For the Research design, the researcher selected the descriptive design for the study.
Descriptive research studies are those studies, which are concerned with describing the
characteristics of a particular individual, or of a group.

7
 1.8 SAMPLEING TECHNIQUE

The researcher chose non-probability sampling method for data collection. Non-probability
sampling is that sampling procedure which does not afford any basis for estimating the probability
that each item in the population has of being included in the sample. Census method was selected
for collecting the data.

Sample Size

The study sample constitutes 30 respondents constituting in the research area.

1.9 TYPES OF DATA COLLECTION

Primary Data

The data was collected from the professors by Interview schedule. The Schedule consists of a
number of questions printed in a definite order on a form. The researcher explained these
questions to the respondents and recorded their replies in the schedule.

Secondary data
Secondary Data means the data that are already available. These are the data, which have
already been collected and analyzed by researchers. The researcher collected the data from
various books, journals, websites.
Secondary Source of data for the project work is informed by way of referring following sources:

 Records of the organization

 Manuals of the organization
 Internet

Statistical tools

Statistical tool used for this analysis are:

➢ Percentage analysis
➢ Chi – square test

8
 1.10 REVIEW OF LITERATURE:

➢ Kuldeep Singh (2000) has selected 84 organization from business representing the
major domestic industries questionnaire has developed by Huselid(1993) are used
to study training. The objectives of the study are to examine the relationship
between training and organizational performance which shows that Indian
organizations are still not convinced of the fact that investments in human resources
can result in higher performance.

➢ Alphonsa V.K. (2000) has conducted training climate survey in a large private
hospital in Hyderabad. 50 supervisors from different departments of the hospitals
randomly selected for the study. The researcher used training – climate survey
questionnaire (Rao-1989). “The analysis of training climate as perceived by the
supervisors” Covered various aspects such as corporate philosophy policies
superior, subordinate relationships, valued performance features and behaviors,
interpersonal and group relationship.

➢ The results showed that reasonably good training-climate is prevailing in this

organization but the supervisors’ perception about training-climate differs
according to their respective departments.

➢ A study conducted by Shiv Kumar Singh and Subhash Banerjee (2000),” Trainer
roles in Cement industry”, says that, today the Indian Cement Industry is the second
largest in the world. There has been tremendous growth of activities in the Indian
Cement Industry in terms of modernization, in order to keep pace with such
modernization/expansion due to technological development, a strong manpower
base equipped with latest development has to be built with in Cement Industry,
New Training initiative has to be taken at all levels. A Trainer’s main objective is to
transfer his knowledge and skills to the Trainees. This paper is focused on the
Trainer Roles in Cement Industry, the factors which are important to become an
effective Trainer. This involves identifying training courses, choosing appropriate

9
 Training methods, evaluation of Training activities, and helping the Trainer to
deliver good Training to the Cement Industry.

➢ A study on “HRD strategies at various levels in construction organizations” by

Singh, S. K. and Banerjee, S. (2000), reveals that construction is the second
largest economic activity in India, and accounts for half of the nation's investment
or development. In this article the authors briefly discuss the HRD strategies at
various levels in construction organizations. Many sectors of the construction
industry are in urgent need of technological upgradation. An effort to develop
manpower by the organizations will directly show results in the bottom line. Since
there are not many professionals imparting training in construction - related aspects,
refreshers training is essential and some concrete efforts in imparting systematic
technical training is necessary.

➢ Binna Kandola (2000) has discussed some of the difficulties associated with
accurate and useful evaluation of training effectiveness particularly in the
department of soft skills which include skills relating to people management. The
author highlights some existing training evaluation techniques and then outlines a
model of training evaluation which currently is found to be successful inthe United
Kingdom.
➢ Moses (2000) observed that companies can no longer guarantee employees
promotions to the top, it is important that training and development help employees
with career planning and skills development. Some organization fear that career
planning will communicate to employees that their jobs are at risk, but it can be
framed differently to communicated that they are willing to invest in helping
employees reach their potential. Companies can also help ease employees’ minds
by making career planning a standard part of their employee development process
of downsizing or restructuring. When a company communicates to their employees
that they are marketable outside the organization, yet still invests in their training

10
 and development, it makes a strong statement to workers that they are values, and
many are compelled to offer a high level of commitment.

➢ Logan, J.K (2000) illustrated that retention is a complex concept and there is no
single recipe for keeping employees with a company. Many companies have
discovered, however, that one of the factors that helps retain employees is the
opportunity to learn and try new things. The Gallup Organization also supports this
contention, as they found “the opportunity to learn and grow” as one of the critical
factors for employee retention. Companies that offer employee development
programs find success with retaining workers. Sears has found that in locations
where managers work to help their employees grow professional turnover is 40 to
50 per cent less than in stores where that relationship does not exist.

➢ Wagner S (2000) in his study on “Employees Speak out on Job Training: Findings
of New Nationwide Study,” highlighted employee development programs are
experiencing higher employees’ satisfaction with lower turnover rates although
salary and benefits play a role in recruiting and retaining employees, people are also
looking for opportunities to learn new things, the challenge of new responsibilities,
and the prospect of personal and professional growth. The Gallup Organization
found that employee satisfaction and retention are high when a company is willing
to train its workers.
➢ Lance Gray and Judy Mc Gregor (2001) have compared 100 New Zealand surveys
for workers aged 55 years and over, and another one for employers. The issue of
older workers captured respondent attention with both studies receiving response
roles of around 50%. The congruence of attitudes among older workers and
employers regarding the efficiency was negative. Training stereotypes is a feature of
the study. Older workers are in some agreements that there is difficult to train less
willing to lean and afraid of new technology older workers saw provision of training
as a concern with 11.6% reporting discrimination with regard to training.

11
 Significantly, skilled older workers saw the provision of training was a signal by
employers that they are to be taken as serious contributors.

➢ Olga et al (2001) is concerned with how MNCs differ from indigenous

organization in relation to their training needs and whether this relationship changes
across countries. The question is whether local isomorphism is apparent in the
training needs of MNCs, or whether MNCs share more in common with their
counterparts in the countries. A series of hypothesis has been put forward and tested
using survey data form 424 multinational and 259 indigenous organizations based
in the UK (United Kingdom) and Ireland. The result suggests a hybrid form of
localization. Where MNCs adopt their practices to accommodate national
differences but that these adaptations have not reflected convergence to domestic
practice. The results also indicates that the MNCs are selective in the training
practices that are adopted. Evidence from this study indicate that country difference
in career traditions and labour market skill needs are key drivers in the localization
of associated training. In contrast MNCs, irrespective of national Content adopt
comparable systematic training frameworks (i.e.) Training and identification
evaluation and delivery.

➢ Yadapadithaya (2001) studied the current practices of evaluating training and

development programmes in the Indian corporate includes High pressure for
increased quality, innovation, and productivity acts as a major driving force for the
Indian corporate training and development programmes, Most of the key result
areas of training and development function are related to the measurement and
evaluation of training effectiveness. Nearly 6 per cent of the private sector, 81 per
cent of the public sector, and all the MNCs evaluate the effectiveness of training in
one way or the other, The major purpose of evaluation is to determine the
effectiveness of the various components of a training and development programme.
Organizations rely mostly on the participants’ reactions to monitor the effectiveness
of training. An overwhelming majority of the organizations use “questionnaires” as
an instrument to gather relevant data for evaluation, In most of the cases, evaluation

12
 was done immediately after the training. Majority of private and public sector
organizations use one –shot programme design and more than half of the MNCs
also use single group, pre-test and post-test design for evaluating the effectiveness
of training and development programmes. Absence of transfer of learning from the
place of training to workplace has been a major perceived deficiency of the
corporate training and development system. Indian Corporate sector is currently
facing the challenge of designing and developing more valid, reliable and
operational measures to evaluate the effectiveness of training and development.

➢ Radhakrishna, Plank, and Mitchell (2001) studied using a learning style

instrument (LSI) and demographic profile in addition to reaction measures and
learning measures. The three training objectives were to assess knowledge gained
through a Web- based training, to determine participant reaction to Web-based
material and Listerv discussion, and to describe both the demographic profile and
the learning style of the participants. The evaluation of the training began with an
on-line pretest and an on-line LSI. The pretest included seven demographic
questions. The LSI, pretest and post test, and LSI questionnaire were paired by the
agent’s social security numbers. Fifty-five agents of the available (106) agents
completed all four instruments and were included in thisstudy.

➢ A study conducted on “Return on investment in Training” by Bettina Lankard

Brown (2001) reveals that training and development efforts are big business inthe
United States, with the amount of money spent increasing every year. However,
changes in the economy and declining profit margins are prompting many
businesses to question the value of their training investments. Do businesses benefit
from their expenditures on employee training or are they merely preparing their
workers for jobs elsewhere? When workers bear the costs of such training, do they
realize personal benefits or does the employer reap the only rewards? This study
examines myths and misconceptions about who pays and who reaps the Return On
Investment (ROI) in training. Investments in Training are assumed to have

13
 positivereturns. A number of studies, including one conducted by the Australian
National Training Authority (2001), have found that skills and training produce the
best results, where training is a part of an overall business strategy.

➢ Knuckey and Johnston (2002) in New Zealand, where a survey of businesses

identified a high proportion of “leaders” engaging in training compared with
“laggers”. This concept also underpins the “Investors in People” standard in the
UK.

➢ Srivastava (2001) has evaluated the effectiveness of various training

programmesoffered by the in-house training centreof Tata Steel, ShavakNanavati
Training Institute (SNTI), India. The effectiveness of the training was measured in
terms of various outcomes such as satisfaction level; reaction and feedback of
participants; and change in performance and behavior as perceived by participants,
their immediate supervisors, and departmental heads. The sample consisted of sixty
departmental heads, fourteen hundred participants and thirteen hundred immediate
supervisors from various departments. The data were collected through structured
interview schedule. It was found that the satisfaction levels of participants, their
superiors, and divisional heads were above average for all types of programmes.
The participants were benefited from the programmes, but transfer of learning was
not as expected form their supervisors. There were changes in the post training
performance ranging from 10 to 37 per cent. The
trainingprogrammescouldmeettheobjectivesonlytoalimitedextent.

➢ Ogunu (2002) in his study titled “Evaluation of Management Training and

Development Programmeof Guinness Nigeria PLC” examined the management
training and development programmeof Guinness Nigeria PLC, Benin City with a
view to ascertaining its relevance, adequacy, and effectiveness. A convenience

14
 sampling design was adopted, whereby the researcher used all the 50 management
staff in the company’s Benin Brewery as subjects for the study. Data was collected
by administering a questionnaire titled ‘Management Training and Development
Questionnaire’ (MTDQ) that was developed by the researcher. Hypotheses testing
in the study revealed that facilities for staff training were adequate for effective
training of management staff, training programmesfor management staff were
relevant to the jobs they performed, and the training programmesundergone by the
staff did indeed improve their performance and effectiveness atworks.

➢ A Study by Barnes and Kennard (2002) in Australia suggest that factors other
than increased skill have mainly contributed to Australia’s recent productivity
surge. They also comment that there does not appear to be a strong correlation
across countries between labour productivity growth and movements in skill
composition towards skilled workers. Some countries with large contributions of
skill change, such as France and the UK, do not have very high labour productivity
growth. Having said this, they believe that education and skills remain important
forlong-run growth.

➢ Another study by L. Holladay, Jennifer L. Knight, Danielle L. Paige, & Miguel

A. (2002) investigated how the Effects of Training, Course title, Training content,
Training assignment, and Gender influence participant’s attitudes in this study.
They have found that women were influenced by the training content and not by the
organizationstanding.

➢ Giannationio and Hurley (2002) have presented a study on “Executives insights

into training practices”. Over 1100 human resource training executives responded
to a survey concerning their perceptions of the training issues their companies are
facing the role of training in their organization the skills training employees should
possess, and the substantive training knowledge that graduates of training
programmes should be able to demonstrate results suggest the most important
issues facing training executives today is managing the change Executives felt that

15
 it has been extremely important for the professionals to be able to create a
recruitment program in today’s labour market. The result of this research provides
several implications for the design and the delivery of training educational
programme.
➢ Natarajan and Deepasree (2002) made a study on “Training climate in the burn
standard company limited, Salem”, a public sector undertaking. A prepared
questionnaire was distributed to 145 employees at random. This result shows that
training climate in the organization appears to be at an average level of (50%).
There is a good deal of scope forimprovement.

➢ Training climate facilitates the employees in acquiring capabilities required to

perform various functions associated within their present or future expected roles
and developing their capabilities for organizational development has been suggested
by Sharad Kumar and Sabita Patnaik (2002). The performances of the roles
depend upon the individual perception regarding the effectiveness of performing the
role and various organizationalfactors.

➢ “The impact of workplace support and identity on training transfer: a case studyof
drug and alcohol safety training in Australia” by Ken Pidd(2004) suggests that,
previous research has indicated that the transfer climate of work organisationsis an
important factor in determining the degree to which knowledge, skills and abilities
gained in training transfer to the workplace. In particular, workplace social support
from supervisors and coworkers is consistently cited as an important factorthat can
facilitate or inhibit training transfer. However, research evidence regarding the
impact ofworkplace social support on training transfer is mixed. In order to address
this issue a study was conducted to identify under what conditions workplace social
support impacts on training transfer. This study evaluated a workplace drug and
alcohol training programmeto examine the impact of workplace social support and
identification with workplace groups on training transfer. Results indicated that the
influence of workplace social support on training transfer was moderated by the

16
 degree to which trainees identified with workplace groups that provided this
support. This study supports the proposition that in order to fully understand
training transfer, and to design effective training programmes, training research and
practice needs to focus on both the personal and situational factors that may interact
to influence learning and transfer.

➢ A study on “Mixed Methods Research” by Julia Brannen (2005) Institute of

Education, University of London provides complete idea on how a mixed method

➢ strategy works out during the research process, the research design phase, the
fieldwork phase, the analysis phase and contextualization. This paper proposes to
define mixed method research Set out some of the reasons why mixed methods may
currently be in the ascendancy and identify opportunities and risks attached to these
for researchers Consider some of the main rationales for choosing a mixed method
research strategy the three Ps, paradigms, pragmatics and politics Explicate how a
mixed method strategy plays out during the research process: the research design
phase, the fieldwork phase, the analysis phase and contextualisation Address
particular issues: Quality criteria, teaching mixed methods, writing up mixed
methods research

➢ “Management of corporate culture through local managers’ training in foreign

companies in China: a qualitative analysis” by Crystal L. Zhao (2005) found that
corporate culture is a complex phenomenon in foreign companies located in the
People's Republic of China. For the management team of an international enterprise,
it is a challenging task to manage cultural differences. Education and training
provided to local managers might be one of the important solutions. Therefore, this
study explores the effects of local managers’ education and training on corporate
culture in foreign companiesin China. Using qualitative research, this paper
presents different training forms existing in foreign companies. Furthermore, the
training in general in terms of establishment of corporate culture was evaluated.
General training is classified as formal and informal training or coaching in

17
 accordance with training purposes. Formal training refers to training that is
indispensable to the survival and development of the corporation, while informal
training is concerned with the training that happens without deliberate design or
purposes. The two kinds of training can develop local managers in a complementary
way. It is argued that these elements exert a complementary influence on corporate
culture with an emphasis on values andrituals.

➢ “In-company training in Catalonia: organizational structure, funding, evaluation and

economic impact” by Marcos Eguiguren Huerta, Xavier LlinàsAudet and Olga
Pons Peregort(2006), describe the status of training in Catalonia’s large
companies, from an economic and organizational point of view. The results are
based on empirical- descriptiveresearchconductedwithasampleof large and medium-
sized businesses. It analyses the organizational structure of the businesses and the
type of organizational structure in relation to training. From the economic point of
view it seeks to identify the cost of training and the importance assigned to the
different levels of evaluation of that training in the companies. This study also
compares the status of training in Catalonia’s large companies with what happens in
other countries and regions that mayhave similarly diverse economies. The final
conclusions emphasize factors such as the consolidation of the training department
within the companies’ organizational structures, the size of the enterprises and their
turnover, as key variables of training provision. Another important feature is the
significant differences between the types of organizational structure and the role of
training. Lastly, it considers how training and its evaluation have on impact on the
various economic and financial aspects of the companies.

➢ “An Introduction to Mixed Methods Research” by Kim Galt, Pharm. D Creighton

University (2007) which defines mixed methods research and identifies the major
mixed methods research designs and their distinguishing characteristics and also
describe different methodological challenges of using multiple methods and
consider options for addressing these challenges.

18
➢ A study on “Training as an effective tool to create 'satisfied customers' base' in
Indian automobile industry” by Goel, O. P. (2007) reveals that ‘training and
development' efforts of organizations have positive impact on their performances.
Job knowledge and hard skills required to perform a task in the automobile industry
have drawn sufficient attention of the researchers, attitudinal and soft skills aspects
seem to have less interest of the researchers. Globalization and liberalization in the
Indian passenger car industry setting provide a fertile ground to investigate
companies that are attempting to think 'customer delight'. It is widely seen that
creating a competitive edge based on product features and technological strengths is
becoming more and more difficult and unstable. This study deals with the gaps in
customers expectations, their experiences while purchasing and servicing a car, the
skills gaps - both at sales person as well as service technician level and also the
enhance training needs due to intensified competition and technological
developments in the industry.

➢ “Employees attitude towards training and development in private sector industries”

by Sundararajan S. (2007) suggests that, in the current competitive business
environment, the demand of organisations compels Indian Industries to rethink
their vision and mission about Human Resource Development (HRD) practices
through training and development. Changes are inevitable anywhere i.e. in our
personallife, social life, work life, in nature, in society, in universe etc. We cannot
avoid changes, but we can adjust and adapt to such changes for betterment through
training and development. Today's industries are moving towards globalisation,
and this process is characterisedby intense competition, technological innovations,
consumer satisfaction, competitive advantages etc. Here, the human resource
provides impetus training and development to deal with such competitive and
complex situations in the business world. In this day and age, organisations are
forced to thrive on the cutting edge competition using the most appropriate
technology. For this, managing HR is moreeffectively through appropriate training
to the organisational workforce. Training might thus mean showing a machinist

19
 how to operate his new machine; a new sales person, how to sell his firm's product;
or a new supervisor how to interview and appraise employees. For analysing the
existing training and development programmeof private sector organisation and
employees' attitude, the researcher conducted an empirical study on 'employees'
attitude towards training and development' in private sector manufacturing and
business organisations. Based on this research, the researcher come to certain
conclusions about
employees'mindsettowardstraininganddevelopmentinprivatesectororganisations.

➢ The effects of training design, individual characteristics and work environment on

transfer of training by Raquel Velada, AntónioCaetano, John W. Michel, Brian
D. Lyons and Michael J. Kavanagh (2007) made this study and it aims to gain
insight into some of the factors that determine the transfer of training to the work
context. The present research examined the relationship between three types of
predictors on transfer of training, including training design, individual
characteristics and work environment. Data was collected at two points in time
from 182 employees in a large grocery organization. The results indicated that
transfer design, performance self-efficacy, training retention and performance
feedback were significantly related to transferof training. Contrary to expectation,
supervisory support was not significantly related to transfer of training. These
results suggest that in order to enhance transfer of training, organizations should
design training that gives trainees the ability to transfer learning, reinforce the
trainee’s beliefs in their ability to transfer, ensure that training content is retained
over time and provides appropriate feedback regarding employee job performance
following trainingactivities.

➢ “The relationship between employer endorsement of continuing education and

training and work and study performance: a Hong Kong case study” by Humphry
Hung and YiuHing Wong (2007). This study is based on psychological contract
theory and expectancy disconfirmation theory. The researcher reveals that if
employers support their staff by endorsing their continuing education and training,

20
 these employees will in turn be more satisfied and will perform better not only in
their studies but also in their jobs. The researcher proposes that such an
endorsement will have a positive disconfirmation effect on employees' job
satisfaction and performance when their perceived organizational support is
relatively low.

➢ “Relationships between prior experience of training, gender, goal orientation and

training attitudes” by Anupama Narayan and Debra Steele-Johnson (2007),
Relationships were examined between prior experience with training, goal
orientation, gender and training attitudes. Participants (n = 165) had a minimum of
six months of work experience. Results from regression analysis indicated that
mastery-approach goal orientation had a beneficial effect on training attitudes for
men but not for women. In addition, prior experience with training had a beneficial
effect on training attitudes, and women had more favorable attitudes than men. The
results provide initial evidence that gender moderates goal orientation effects in
trainingcontexts.

➢ “Relationship between employees’ beliefs regarding training benefits and

employees’ organizational commitment in a petroleum company in the State of
Qatar” by Mohammed AsadShareef Al-Emadi and Michael J. Marquardt
(2007). This study examined the relationship between the beliefs of senior staff
Qatari national employees regarding training benefits as measured by the benefits of
employee training, andemployees’ organizational commitment as measured by the
three-component model of organizational commitment. This relationship was
assessed through a quantitative associational research design. From the study site,
Qatar Petroleum, a total of 283 responses were analysed using stepwise regression
analysis. The findings suggest that there is a positive relationship between
employees’ beliefs regarding training benefits and employees’ organizational
commitment.

21
➢ Another study on “Impact of training climate on effectiveness of training
porgrammes” by Anu Singh Lather and Harsh Sharma (2008) implies that
training in organisation is getting increasing mind space of top managers. However,
to assert its rightful place, it has to come out from the periphery of corporate wheel
to the centre of corporate functioning and contribute proactively towards the
attainment of organisational objectives. This requires that training professionals
should show commitment towards enhancing the value of training. The process of
training delivery is mediated by pre and post delivery training factors which have an
influence in constructing favourable or unfavourable training climate. This paper
addresses all the important issue of training climate and the role played by various
stakeholders in developing this. The importance of developing favourable training
climate and negative impact of unfavourable training climate has been explained
with the help of case study method.

➢ “Training and development need analysis for ushering change: a study in Jindal Steel
and Power Ltd” by Mishra, Priti Suman (2008) and subject of this research is a
large, complex organization which is in transition from a traditional bureaucratic,
hierarchy with a command and control management style to a more participative,
people centred approach. An 'organization development, action research' - based
approach to the development of a training needs analysis process was taken for the
study so that in the first instance the changes desired in the organization could be
modelled and secondly, to learn and understand more about what works and what
does not in order to continuously develop and progress the change agenda. In a large,
complex organization a balance must be struck between standardization and
customization of the needs analysis process to allow for the different structures,
subculture and levels of readiness in theorganization. Whether you are a human
resource generalist or a specialist, you should be an adept at performing a training
needs assessment.

22
➢ The relationship between perceived training opportunities, work motivation and
employee outcomes” by Anders Dysvik and BårdKuvaas (2008). The purpose of
this study was to explore alternative relationships between training opportunities
and employee outcomes. A cross-sectional survey of 343 trainees from a broad
range of Norwegian service organizations showed that the relationship between
perceived training opportunities, and both task performance and citizenship
behaviors were fully mediated, and that the relationship between perceived training
opportunities and turnover intention was partially mediated by employee intrinsic
motivation. In addition, intrinsic motivation was found to moderate the relationship
between perceived training opportunities and organizational citizenship behaviors.
The form of the moderation revealed a positive relationship for those with high
intrinsic motivation. In sum, the variables included as predictors in our study
explained 13 per cent of the variance in task performance, 19 per cent of the
variance in organizational citizenship behavior and 24 per cent of the variance in
turnoverintention.

➢ “Capacity building as a tool for assessing training and development activity: an

Indian case study” by R. Krishnaveni and B. Sripirabaa(2008), in recognition of
its increasing importance, many organizations make periodic assessments of their
training and development activity. The objective of the present study was to extend
the concept of capacity building to the assessment of training and development
activity in an automobile component manufacturing organization, using a developed
and validated instrument. The study subjects were 36 middle-level managers
selected on a stratified basis. The research described here provides a new
methodology for the evaluation of training and development activity. Perception-
based, consensus-oriented assessment is proposed as a valuable tool for evaluating
and improving training and development activity. Brainstorming sessions led to
suggestions for enhancing capacity in identified lag areas. In addition, this

23
 assessment serves as a platform for subsequent evaluation of the effectiveness of
training and developmentactivity.
➢ Ferika Ozer Sari (2009) observed that human resource is the key factor of
organizational success. The organization power comes from the physical and mental
strength of their workers. Therefore, sustainability of being powerful for an
organization is tied to the physical and psychological health of its employees, and
their knowledge and skills, as well. Since the importance of human resources on the
organizational success has been realized, responsibility and authority of Human
Resources Departments are broadened, especially in the accommodation sector.
Organizing Employee Trainings and maintaining Occupational Safety and Health
are among the main functions of Human Resources management departments.
These two functions interact and they both serve the aim of protecting employees
physical, psychological and social health. Within this paper “Effects of the
Employees’ Training on the Occupational Safety and Health” has been studied by
an applied analysis in order to view the approach and practices of accommodation
sector. As a result, it’s been realized that employee trainings have a very positive
effect on the occupational safety and health. Moreover, it’s been understood that
some of the potential training programs such as accident risks and occupational
illnesses are inevitable.
➢ “A Study of the Judicial Service of Ghana” by Joseph Kennedy (June, 2009) who
had made research on the impact of training and development on job performance
recommends that the frequency of Training provided should be improved to ensure
that more employees have access to Training and Development. Again, Training
and Development offered by the Judicial Service of Ghana should ensure a better
understanding of the Mission and Vision statement so that, employees can identify
themselves with the organizational values in the discharge of theduties.
➢ “Evaluation of manpower training in Indian banking industry” a study made by
Bhat, Mehraju-din; Khanday and Naila (2009) focuses that the training
evaluation is a systematic process to determine the worth, value, or meaning of the
training and without it the rationalization of the training budget and guidance to the

24
 management for effective and objective based training programmes cannot be
achieved. Besides the net result of the training like the trainees learning, their
change in behavior cannot be determined until there exists a well-defined training
evaluation process. The trainingevaluation process is therefore a primary objective
of any effective training programme. In this study an attempt has been made to
examine the methods adopted for evaluating employee training and their
effectiveness, offered at three sample banks of the Indian banking industry
representing its three sub sectors (public, private and multinational). Besides, this
study has tried to come up with some suggested measures for the management
which can have direct bearing on the policy implications concerned with the
evaluation of manpower training.

➢ A study on qualitative, quantitative and mixed methods approaches to research and

Inquiry by Kimberly A. Galt, Pharm.D., (2009) which focuses on the basic
overview of how the research process integrates with different qualitative,
quantitative, and mixed designs and methods a researcher may considerusing.

➢ “A model for evaluating the effectiveness of middle managers' training courses:

evidence from a major banking organization in Greece” by EkateriniGalanou and
Constantinos - Vasilios Priporas (2009) suggest that Contemporary management
thinking embraces the organizational training theory that sustainable success rests,
to a great extent, upon a systematic evaluation of training interventions. However,
the evidence indicates that few organizations take adequate steps to assess and
analysis the quality and outcomes of their training. The authors seek to develop the
existing literature on training evaluation by proposing a new model, specific to
management training, which might encourage more and better evaluation by
practitioners. Their thesis is that training evaluation is best if it can be based on
criteria derived from the objectives of the training and they draw on the
management effectiveness literature to inform their proposed model. The study
seeks to examine the effect of six evaluation levels – reactions, learning, job

25
 behaviour, job performance, organizational team performance and some wider,
societal effects – in measuring training interventions with regard to the alterations
to learning, transfer and organizational impact. The model was tested with the data
obtained from 190 middle managers employed by a large banking organization in
Greece and the results suggest that there is considerable consistency in the
evaluation framework specified.

➢ “The moderating effect of individual differences on the relationship between the

framing of training and interest in training” by Cody B. Cox and Margaret E.
Beier(2009) implies that the moderating effect of individual differences on the
relationship between framing training as ‘basic’ or ‘advanced’ and interest in
training was examined for technical and non-technical content areas. The
participants were 109 working-age adults (mean age = 38.14 years, SD = 12.20
years). Self-efficacy and goal orientation were examined as moderators. The results
showed a three-way interaction between performance orientation (a dimension of
goal orientation reflecting the desire to demonstrate competence in an achievement
setting), age, and frame for technical training and a three-way interaction between
performance orientation, self-efficacy, and frame for non-technical training. The
implications for future research as well as framing training to enhance interest
arediscussed.

➢ “Training corporate managers to adopt a more autonomy-supportive motivating

style toward employees: an intervention study” by Patricia L.
HardreandJohnmarshall Reeve (2009) found that management style is treated in
a variety of ways across the training and development literature. Yet few studies
have tested the training- based malleability of management style in a for-profit,
authentic work context. The present research tested whether or not training
intervention would help managers adopt a more autonomy-supportive motivating
style toward employees and whether or not the employees of these managers
would, in turn, show greater autonomous motivation and workplace engagement.
Using an intervention-based experimental design, 25 managers from a Fortune 500

26
 company received training consistent with self-determination theory on how to
support the autonomy of the 169 employees they supervised. Five weeks after the
managers in the experimental group participated in the training, they displayed a
significantly more autonomy-supportive managerial style than did
nontrainedmanagers in a control group. Further, the employees they supervised
showed, 5 weeks later, significantly more autonomous motivation and greater
workplace engagement than did employees supervised by control-group managers.
The researcher discuss the malleability of managers' motivating styles, the benefits
to employees when managers becomemore autonomy supportive, and
recommendations for future training interventions and research.
➢ “Individualism–collectivism and the role of goal orientation in organizational
training” by Altovise Rogers and Christiane Spitzmueller (2009), this research
examines how individualism–collectivism and goal orientation impact training
effectiveness through study of an internationally diverse sample of engineers who
were undergoing technical training. In the light of contemporary views of
individualism– collectivism, the researcher argue that collectivism will moderate
the influence of learning and performance goal orientations on training by shaping
the impact of one's perceived social context on existing performance concerns and
goals. Using a sample from a large multinational corporation, the researcher
examined the effects of individualism–collectivism and goal orientation on training
transfer intentions, motivation to learn, and test performance. Mixed support for
our hypotheses was found. Collectivists were found to exhibit higher levels of
training transfer intentions and motivation to learn. However, when collectivism
was combined with a performance goal orientation, its effects on training out comes
were diminished.

➢ “The effects of organizational training on organizational commitment” by

CagriBulut, and Osman Culha (2010), this empirical study investigated the
impact of organizational training on employee commitment focusing on employees'
emotional and affective responses towards their organization. Organizational

27
 training is conceptualized within a multidimensional framework consisting of
motivation for training, access to training, benefits from training and support for
training. The hypothesis of this study has been built on a resource-based view,
social exchange theory and psychological contract theory. Field research was
conducted through surveys with 298 participants of four- and five-star hotels
operating in Izmir, Turkey. Confirmatory factor analyses were used to analyse the
quality of the training scales and multiple regression analyses were conducted to
test the hypotheses of the study. The results revealed that all dimensions of training
positively affected employee commitment.

➢ “A Study on Training Factors and Its Impact on Training Effectiveness in Kedah

State Development Corporation, Kedah, Malaysia” - Dr. VimalaSanjeevkumar
(2011) implies that types of training do not influence the training effectiveness. This
study, combining theoretical and empirical research, trying to find factors that affect
employee training and its impact in acting human resource practices thereby laying
the theoretical foundation for the future research about survey on the employee
training, also provides a good reference. Therefore, the problem addressed in this
study is to examine the factors affect the training (types of training, training
environment, work environment and employees’ personal characteristics) and
training effectiveness on human resource practices in Kedah State Development
Corporation (KSDC) which is the parent company under BDB Company. This
research also determines the main factors which influence employee training on
human resource practices. Management is committed to human resource
development as well as its social responsibilities through various programs.
Training and development programs are offered by the KSDC Company and such
training program also adapted to the latest technological advances.

➢ Another study conducted by QasimSaleem and MehwishShahid (2011) on the

“Degree of influence of training and development on employees behavior” found
that the purpose of training and development is pervasive. Training and
development builds a team of highly effective and efficient way. Employees who
28
 are trained regularly are well motivated, well manneredand have enhanced
confidence and self-esteem. Training and development prepare and enhance
employee’s knowledge and skills to enable them so that they adapt to new
technology, the changes that happened inside the organization and the working
environment. Training and development also creates a pool of employees and
chances for promotion or to replace employees who have left the organization. This
study highlights that training and development of an employee, plays an important
role and high authorities of these different sectors give feedback that all employees
should be given opportunities of training and development that lead to
organizational efficiency and growth.

➢ Arora and Suman (2011) reveals that training determines the competency level of
employees which helps in deciding the future of any organisation. Growing
attrition, demands and aspirations of employees all lead to a severe challenge for
preparing the workforce for attaining future roles. Thus the role of training becomes
imperative. The purpose of this study is to focus on factors affecting the training
decision in the automobile industry with reference to selected automobile units in
Faridabad and Gurgaon. It attempts to cover areas covered under training for
different levels, most preferred method for training, preference of trainees for type
of training and also areas suggested by trainees for bringing improvement in
training programs. Also an effort is made to understand the role of trainer and other
factors that affect good learning. The data was collected through random sampling.
The findings will help in providing inputs to automobile and other industries in
bringing improvements in designing training programs, like effective setting of
training objectives, identifying training needs, and selecting training methods and
other inputs, so that the resulting training will help in developing a
trainedworkforce.

➢ “Variables influencing the Return On Investment in management training

programs: A utility analysis of 10 Swiss cases” by Yves Chochardand Eric
Davoine(2011). In this article, the researcher presents the utility analysis approach

29
 as an alternative and promising approach to measure the return on investment in
managerial training programs. This approach, linking economic value with
competencies developed by trainees, enables researchers and decision-makers to
compare the return on investment from different programs in different
organizations. Despite the potential contribution of utility analysis, a few studies
have adopted this approach to evaluate return on investment. This article
demonstrates the value of utility analysis through a brief review of former studies
and a report of our own evaluation results based on data collected in 10 cases from
158 managers. The article focuses on three main variables influencing return on
investment as identified in former studies: the duration and thematic focus of
training programs, the job class of the trainees and the research design.

➢ “The transfer of training: what really matters” by Rebecca Grossman and

Eduardo Salas (2011), although organizations invest billions of dollars in training
every year, many trained competencies reportedly fail to transfer to the workplace.
Researchers have long examined the ‘transfer problem’, uncovering a wealth of
information regarding the transfer of training. Inconsistencies remain, however, and
organizations may find it difficult to pinpoint exactly which factors are most
critical. Using Baldwin and Ford's model of transfer, we identify the factors relating
to trainee characteristics (cognitive ability, self-efficacy, motivation, perceived
utility of training), training design (behavioral modeling, error management,
realistic training environments) and the work environment (transfer climate,
support, opportunity to perform, follow-up) that have exhibited the strongest, most
consistent relationships with the transfer of training. We describe our reasoning for
extracting such variables from the literature and conclude by discussing potential
implications for practice and future research.

➢ “A Study of Attitude of Professors towards In-services training programmes of

SarvaShikshaAbhiyan” by Dr. kotreshwaraswamy A. surapuramath (2012),

30
 professors attitude in-service training programme has been dealt with in this paper.
The sample included 100 primary school teaches of Bangalore District in Karnataka
selected by using random sampling technique. The attitude of elementary school
professors towards different aspects of in-service training programmes has been
analyzed. It is concluded that there is no significant difference between Rural and
Urban, Male and Female and Teaching Experience, professors attitude towards in-
service training programs of SSA.

➢ “Training and Development: A study of Employees’ attitude on Training In Vellore

District Cooperative Bank” by RajendranKaruppannan(2012) reveals that
training has an important role to play and it is expected to inculcate positive
changes in knowledge, skills and attitudes. Employees Training tries to improve
skills so that the employee is better equipped to do his present job or to prepare him
for a higher position with increased responsibilities. Training and Development
programmesare necessary in any organization for improving the quality of work of
the employees at all levels particularly in a world of fast changing technology and
environment. This thesis analyses the employees’ attitude toward training
programmes conducted in Vellore District Cooperative Bank In India. The study
concludes that 98 per cent of respondents expressed those trainings improved the
work efficiency and 96 percent of respondents favorably accepted that trainings are
essential for organizational development. Majority (95 per cent) of the respondents
felt that training is essential for all employees and the same level of employees
expressed that training should be made compulsory in all Co- operative Banks.
Among the personal factors, Age and Education have no influence on attitude
towards training, but there is a significant relationship exists between the experience
of the employees andtraining

➢ Another study on “Bridging cross-cultural issues in the globalised world: a case for
training” by Singh, Anita (2012) implies that it is almost a Cliche to research on
cross-cultural issues in the organisational context. Since early nineties, with the

31
 opening up of markets, liberalisation policies in many countries and globalisation,
there has been an explosion in the amount of research on this subject. This is a
conceptual paper which proposes a model which could be used by managers and
trainers in organizations as a framework for designing cross-cultural training
programmes, To this end, the research first attempts to define culture and why
cultures differ; second, identify the key cross- cultural issues in the present
globalized world; and finally, proposes ways to overcome the issues involving
misunderstandings and contrary views resulting from multicultural differences. The
paper highlights its implications for trainers, team leaders of multicultural teams,
project managers, in effect, all managers in an organisation's national and global
operations. It concludes that managers should no longer consider cross- cultural
issues as a problem, rather as opportunities leveraging them to encourage
creativity,innovation,peace,harmonyandculturalsynergyintheirorganisation.

➢ “Training programmes: evaluation of trainees’ expectations and experience” by

Chimote, Niraj Kishore (2012), the main purpose of this study is to find out how a
training programmecan be evaluated from the perspective of trainee employees to
test its effectiveness. The literature review highlighted that the effectiveness of a
training programmecan be fairly measured by comparing thepre-training
expectations and knowledge of trainees with their post-training experience. This
study examines the effectiveness of a training programmeoffered to 108 trainees of
a leading private sector bank. The study intended to test whether the efficacy gap is
influenced by the age, gender and education of the trainees. The chi-squared test
revealed that thedemographic variables are independent of the efficacy gap. A
paired sample t-test was conducted and it has been concluded that the trainees did
not find the programmeeffective. The factor analysis indicates that the grouping of
the variables into factors fairly matches with the four levels of Kirkpatrick’s model
of training evaluation with certain exceptions. Finally, a multiple regression

32
 analysis was conducted which revealed that the factors extracted in factor analysis
are significant in explaining trainingeffectiveness.

➢ “An investigation into the relationship between training evaluation and the transfer
of training” by Alan M. Saks and Lisa A. Burke (2012), the purpose of this study
was to investigate the relationship between training evaluation and the transfer of
training in organizations. We hypothesized that training evaluation frequency will
be related to higher rates of transfer because evaluation information can identify
weaknesses that lead to improvements in training programs and create greater
accountability among stakeholders for training outcomes. The data were obtained
from 150 training professionals who were members of a training and development
association in Canada. The results indicated that training evaluation frequency is
positively related to training transfer. However, among Kirkpatrick's four levels of
evaluation criteria, only behavior and results criteria were related to higher rates of
transfer of training, indicating that the level of evaluation criteria is important for
training transfer. These results indicate the importance of organizational-level
initiatives such as training evaluation in addition to individual-level practices for
facilitating the transferof training.

33
 CHAPTER -2
INDUSTRY PROFILE

34
 INDUSTRY PROFILE

2.1 Introduction:

The establishment of the College was the Cherished dream of our beloved founder.
DRBCCC who founded this institution with the noble aim of uplifting the semi-urban part of the
Thiruvallur Districts into an educated sector of great merit.

The origin of the College is traced back to the LAST WILL and TESTAMENT of the born-to-
serve man, Calavala Cunnan Chetty Garu. He had the divine grace of being a doyen in the Arya
Vysya community. The seer was so service minded that his WILL says," ... the bulk of my
properties should be utilised for charities and that my name should be perpetuated not by
descendants but by schemes of public benefactions which I am anxious to organise and provide
for". To fructify his vision, he established a Hindu Public Charitable Trust 'Dharmamurthi Rao
Bahadur Calavala Cunnan Chetty's Charities'. The Founder’s Vision and Charitable efforts were
highly appreciated by Dr.Annie Besant and Mahakavi Subramania Bharathiyar. Special editorial
on Mr.Cunnan Chettiar Memorial meeting was published on 31.08.1920 in “The Hindu”,
National Newspaper.

The members of the Trust Board are dedicated and have strongly resolved to continue with the
Founder's academic services. The College was started to commemorate the birth centenary of our
testator on 03rd July 1969. Further, the Charities manages 3 Schools and Choultries, several
philanthropic activities through Ayurvedic Hospitals and Evening schools for adults.

The college is managed by the able guidance of the munificent management by the Eight Trust
members and steadfast commitment of 155 teachers. The College has 23 UG courses and 5 PG
courses in Shift I and Shift II with excellent infrastructure, good welfare measures, and student
centric pedagogy students are consistently providing University ranks and performing well in the
extension activities too.

The charities celebrated the 150th Birth Anniversary of our Founder and the Jubilee Celebrations
of our college - Shift-1 (Golden Jubilee) and Shift-2 (Silver Jubilee). The celebration was

35
presided over by our Honourable Vice President of India Shri M. Venkaiah Naidu and
Honourable Governor of Tamil Nadu Thiru. Banwarilal Purohit.

Vision

The vision of the institution is laid upon the vision of our philanthropic founder. His choice to
lay the foundation of the college in a sub-urban area is to take the education to the downtrodden.
He believed in service to humanity is the service to god. The college strives to take higher
education to the economically and socially poor people. The institution strongly believes in
elevation of one’s life through education. Most of our students are the first- generation learners
and the institution aims to take the education to all the corners of the district through its location
with good accessibility of public transport. Our charities provide sufficient financial and moral
support to give value- based education to the student community. The institution strives to serve
the nation by producing good human beings as the citizens through their well organised,
disciplined educational methods

The college admits a greater number of students from economically backward set up more than
the government fixed limit. It endeavours for quality education to all without any bias. Our
charities offer 100% fee waiver to the outstanding students, free noon meals to the needy
students, free breakfast to the sports students. It has also adopted a tribal village to help the
people in the possible ways. It works for the development of the local population in many modes.
The objectives of the institutional administrative system emphasis on the upliftment of the
socially and economically backward students. It helps the students get the possible scholarships
from the governmental and non- governmental organisations. It provides funds for the staff
research related activities so as to improve the quality of their teaching to the students. Our
charities also release fund for the staff members and society during natural disaster. The ultimate
aim of the institution is to serve the people in distress and improve their life style through
education. The vision of the institution is seen to be visualized through the accomplishments of
our students in various fields.

Mission

The mission of the institution is established based on the vision of the Philanthropic founder.
Though the institution strives constantly to attain its mission with all its barriers, it is steady in
providing a quality value -based education to the economically and socially backward
community students in a semi-urban locality. As it is affiliated to the University of Madras, the
college follows the CBCS curriculum. But the college strives to achieve in providing a quality
education in all the possible modes. The institution understands the demand of techno- culture in
the present educational scenario. The institution attempts to employ the best pedagogical
methods to render an excellent education to the students.

The student- centric teaching is the focus of the institution within the university curriculum
regulations. The value- based life skills are taught with the joined venture of some non-
governmental organisations. Our charities support the financially needed students through fee
waivers and freeships to continue their education without any break. The institution hunts all the
possible paths to place the students in a dignified employability status in the society. The

36
placement cell works for employment in various organisations. The institution is administered to
produce the self -reliant individuals with good human values.

The sound physical and mental health of the students is the other focusing area of the institution.
A clinic is available with a well - trained nurse to handle the emergency situation of the staff and
students in the campus. The confidence in living is installed in the minds of the young students
through counselling done by the academic departments and gender cell, YRC, Rotaract and other
external committees to meet the demand of the adolescent students. It also helps them to set the
ethically strong career plan through awareness and career development programmes. The college
administration conducts cultural and other activities to foster cultural and national values in the
future citizens of our country. Through various schemes, the management march towards its
mission which is to bring progress in the life of socially and economically backward youngsters
through education.

2.2 Strength, Weakness, Opportunity and Challenges (SWOC)

Institutional Strength

DRBCCC Hindu College faithfully follows the philanthropic tenets of our Founder couple which
includes providing education to the most backward sections of the society, creating first
generation graduates, and going beyond the reservation quota stipulated by the Tamil Nadu
government. The college management offers fee waiver to the meritorious students. The Trust
Board of the DRBCCC Hindu Charities has been offering free nutritious meals for our college
students who hail from poor financial background for the past 27 years. The college has adopted
a tribal village in the District of Tiruvallur and is engaged in community development activities
in the village, as part of the college social responsibility. Differently abled students are provided
with ramps, and wheelchair support. Efficient energy conservation and water management
measures are in place inside the campus.

A well-planned academic support system coupled with differentiated learning methods enable
lowachievers and the advanced learners to develop life skills and entrepreneurial skills.
Academic Audit is done every semester. Action plans and action reports are prepared for the
meticulous delivery of the curriculum. Scholarships are provided for deserving students.

The code of conduct which includes dress code and discipline related guidelines are
disseminated to the student community. The eco-friendly campus creates the value of
environmental awareness among the student community. Various national and international
events like National Unity Day, International Yoga Day are commemorated in the campus.
Gender Cell of our campus plays an important role in gender sensitization.

The curriculum is enriched with the use of ICT in classrooms. Commerce Lab encourages real-
time learning with the help of various events like the live streaming of the Union Budget.
Blended Learning is encouraged along with the gamification of lessons. The college library is
powered by the AutoLib software. Classrooms are equipped with ICT tools. The Faculty
Development programmes help to strengthen the teaching learning process. Faculty is also given
training in the latest ICT tools.

37
A research oriented eco-system is promoted through the activities of SIFL, SIMCA and Cunnan
Knowledge Center. The partnerships with government statutory bodies like MHRD, Unnat
Bharat Abhiyan and ICSSR promotes academic research.

Institutional Weakness

The institution admits its feeble points as the tough ladders in focusing on the development
segment. It lags in a better academic related institutional tie-up as MOUs to create a global
learning platform for the students. The institution is expected to concentrate on increasing the
ICT tools and smart class room installation to reach the high- tech blended teaching system.
More focus is needed in boosting the achievement percentage of the students in the sports and
cultural activities in the international levels.

There is a requirement of a separate building for the library to create a reader friendly
atmosphere which enables the students to enrich their academic knowledge. As the focus is on
the outcome of teaching and learning progress, the intuition is in the situation to improve its
network with many companies through proper placement department. The career counselling and
training for the competitive exams and higher education are also in the need-to focus area.

The participation of the students and staff members in exchange programmes conducted by other
colleges and universities are very minimum. The unavailability of a well-constructed hostel in
the campus retreat the institution in attracting the other state and nation students. The minimal
contribution and commitment of the staff members in contributing to the UGC approved journals
and book publications are realized. The subsidy system for research-based contribution of the
staff members can be extended to the govt-aided stream.

Institutional Opportunity

DRBCCC Hindu College’s geographical location in the district of Tiruvallur makes it a catalyst
for community engagement and development. The college has the potential to receive funds from
various government and non-governmental bodies to execute short term and long-term research
projects. The institution can collaborate and partner with statutory government bodies, corporates
and NGO’s. The college can be an excellent centre for innovation and can be a pioneer in various
community-based startups. A research centre can be established which will also serve as an
ideation and incubation centre. Few existing departments can be converted into research centres.
The possibility of partnership with Skill India will help the enhancement of skill-based learning
and it will lead to greater college - industry interaction. Collaborating with foreign universities
for student-teacher exchange programmes will greatly enhance the learning quotient. Tailor
made certificate courses can be offered according to the recruitment needs of the industries.

38
Institutional Challenge

As the institution is located in the sub-urban location to meet the vision and mission of the
founder, we receive economically poor students from Tamil medium whose English language
acquisition becomes more problematic. In spite of many online and offline courses including
SWAYAM courses introduced to the students, the financial affordability of the individual
student becomes a barrier in enrolling themselves in such extra academic courses. The lane is to
be laid to receive government and nongovernment academic based projects for the staff members
to create a quality learning platform.

2.3 CRITERIA WISE SUMMARY

Curricular Aspects

The College is affiliated to the University of Madras. The Choice Based Credit System (CBCS)
is followed as per the university norms. The college is located in the semi- urban area to provide
a standard education to the first-generation graduates. The college offers 23 U G Courses and 5P
G courses out of which 5 U G and 3 P G new courses were introduced as a response to the
previous NAAC recommendations. Some of the senior staff members were the active members
in the University Board of Studies and contributed their expertise in framing the Curriculum in
their disciplines. The staff members were the part of syllabus framing teams for the university
and for other autonomous colleges.

The College Council with the Principal as the Head, works on administrating the academic
curriculum workloads with the help of workload and time table committees. The curriculum
implementation plan starts with an action plan, allotment of workload to the individual staff
members according to their expertise, time table framing to suit the university norms of
workload, monthly work plan, snippet record books, syllabus completion record, Feedback from
the stake holders and ends with an Academic audit every year to create a platform for open
discussion with an expert from other institutions. Result review meetings were conducted to
analyse the student and teacher performance.

To reinforce the classroom teaching, staff members follow ICT based teaching. Blended teaching
like google Classroom is tried by the teachers. 108 new add-ons online and offline certificate
courses were introduced in the last five years. Our college is onboard as local chapter in the
Swayam (MHRD website) which gave a way for many students to enroll in the online subject-
based certificate courses with the guidance of our staff members as mentors for the same courses.

The POs, PSOs, Cos are posted in the college website. Value added Programmes, awareness
programmes, field trips, community projects, industrial visits were conducted by the academic
departments, Gender cell, NSS and YRC for an academic experimental learning.

39
Teaching-learning and Evaluation

DRBCCC Hindu College offers a well-structured system to impart knowledge to students hailing
from diverse strata of the society. The college for the last five years has been faithfully adhering
to the Government of India’s and the Government of Tamil Nadu’s policies regarding
reservation in student enrolment. A well-planned student orientation programme is conducted by
the college to make the academic transition from higher secondary level to the tertiary level of
education smooth and beneficial. Pre-course assessments are conducted to assess the knowledge
competenceof the students. These diagnostic tests help the departments to identify the low
achievers and the advanced learners. The learning level of students is gauged by continuous
assessment which includes internal tests, in-class seminars and assignments. The low achievers
are academically supported by remedial classes. These remedial classes are conducted before and
after the regular class hours. The advanced learners are encouraged to read more and to look
beyond the syllabus. They are issued one extra book from the library to broaden their knowledge
horizon. The knowledge sharing process involves scaffolding, guided practice, and free practice.
Learning process is an amalgamation of experiential and participative learning. Academic
freedom for the students within the prescribed limits has led to the mastery of problem-solving
techniques and independent student creative projects like blogs. The college encourages the
gamification of learning with a high degree of student participation. The role of mentorship in
the academic framework augments the efficacy of the teaching learning process. The college has
91.71% of full-time teachers and their scholastic merits create an academic ambiance rooted in
quality and excellence. The evaluation process is classified into continuous assessment,
seminars, and group discussions. The grading pattern is based on the scheme provided by the
University of Madras. The evaluation process takes into consideration the students’ rights to
improve on their performance and it helps to tackle the problem of learner absenteeism. The
college website is a one stop solution for the students to know about the academic courses
including course objectives. The college is making the right strides towards the measuring of
course objectives and programme objectives.

Research, Innovations and Extension

DRBCCC Hindu College has made significant steps in academic research and breaking new
boundaries through academic innovations. The minor research project titled ‘Effectiveness of
MOOC’s in Higher Educational Institutions in the rural Tiruvallur district in Tamil Nadu’ was
granted three lakhs by the Indian Council of Social Sciences and Research (ICSSR). This project
is also supported by MHRD, Government of India. The Unnat Bharat Abhiyan project was
granted fifty thousand rupees by the MHRD for the period of 2018-2019. The college has six
academic research guides who have successfully guided research scholars to attain their doctoral
degree. A productive innovative ecosystem is sustained through the various academic bodies
which function within the campus. Some of them are Seethama Institute of Foreign Languages,
Seethama Institute of Management and Computer Applications and the Cunnan Academy for
Excellence. Cunnan Knowledge Centre and the Youth Resource Centre are the two incubation
centres in the campus. These incubation centres have created an immersive learning environment
which is nurtured and encouraged by both faculty and industry experts. Every year, the college
hosts a free inter-collegiate workshop on the topic ‘Mechanics of Thesis Writing’. The number
of research papers published in the journals notified on UGC website has risen from 12 to 60 in

40
the last five years. College has conducted numerous extension activities which involved
interactions with neighbourhood schools and visits to the rural areas. Through these activities
students have developed a sense of social commitment to the community. Blue Syndicate is one
extension activity which focuses on water conservation and preservation of water bodies around
the college. Digital Literacy programme for the parents of our students was conducted in
collaboration with ICT Academy of Tamil Nadu.A basic training programme on Human Rights
was conducted in association with the National Human Rights Commission, New Delhi. Students
were also part of the extension activities like Swachh Bharat, Unnat Bharat Abhiyan, NSS and
NCC. The college has partnered with Indian Oil Corporation, Southern Railway and Avadi
Municipality for various academic collaborative activities. The college has signed MoUs with
Heartfulness Institute (USA), ICMR, ICSI, and DELNET.

Infrastructure and Learning Resources

The institution provides an excellent infrastructure and learning atmosphere to the teachers and
the students for the present techno-based learning. A well-constructed multi storied buildings
with Ramp facility, with spacious, well ventilated 22 class rooms for shift 1 and 79 classrooms
for shift 2 are in access. Few class rooms and seminar halls are equipped with ICT tools to
provide an efficient TeachingLearning platform. Each block is facilitated with separate staff
rooms with desktop computers, seminar halls, rest rooms and cloak rooms for women students
and staff members. Fire extinguishersand water coolers with the purified water
supplyaremounted in all the blocks. There is a separate hot water supply in the campus.

The WIFI enabled campus has7 Computer Labs with 425 computers with updated operating
systems,Language labs with sufficient software installed for English language learning, Physics
lab with dark room for optic experiments, Chemistry lab with chemical storage room, preview
theatre and multimedia laboratory for the Visual communication department are the institution’s
strengthregarding the infrastructure.Lap tops are provided to all the heads of the Departments of
Shift 2 to enrich the quality of their teaching. CCTV cameras are fixed in all the blocks and
various other areas in the campus to ensure the discipline and safety of the stake holders.

As the institution focuses on multi- dimensional teaching and learning ambience,the college
offers 400 Mts standard track, Basket ball court, Kho- Kho Court, Kabaddi Court, Foot Ball
field, two volley ball courts, four cricket grounds, badminton and tennis court.

The library is automated with the Integrated Library Management system with the ILMS
software called Autolib Software, with updated and current version of Java based software. This
enables to efficiently circulate the books, and journals to the stake Holders.The institution has
subscribed various ejournals, e-ShodhSindhu, Shodhganga Membership, e- books, Databases,
remote access to r-resources to connect the learners globally. AGenerator is operated during the
power failure hours. A waste Management pit is in usage to ensure the eco- friendly campus.

41
Student Support and Progression

The institutional administration bodies work towards its mission and vision within the affiliated
university regulations. 30.09 percent of the students get benefitted every year by the scholarships
and freeships provided by the government. 1.76 percent of the students get benefited by the
scholarships provided by the NGOs like Rajasthani association, Tamilnadu congress committee
charitable trust, Shri Venkateshwara students hostel and allied charities, Mahalakshmi GRT
charitable trust and many others. 185 students were benefited by the College freeships in the last
five years. 100 percent fee waivers are also approved by the institution for the meritorious
students.

As a part of University curriculum, Soft skill subjects like Language and communication is
taught by the department of English. Personality Enrichment is taught by the respective
departments. The institution has signed an MOU with Heartfulness institution to train the
students in the Life skill subjects like Yoga, physical fitness, health and hygiene. Students are
trained for computing skill by the computer science department.

As recommended by UGC and University of Madras, anti-ragging committee is formed with

staff members and students as the nominated members. The college allocates fund for the
students’ union to conduct competitions and cultural programmes. 1.63 percentage of the
outgoing students are placed in companies like TCS, Sutherland, Tidell innovations and Om
innovations through the Placement Cell. 44.3 percent of the outgoing students are progressing in
higher educationas a reward of multiple teaching methods. 7.38 percentage of students qualify in
state, national and international level examinations like SLET, NET. 28 students received awards
and medals for their outstanding performance in academic, sports and cultural activities at state,
national, and international levels.

Annual alumni meetings are conducted by the management which serves as a constructive drive
for recruitment and business relationships, counselling and for extension activities.

Besides the curricular, extra-curricular activities, students are encouraged to involve in

socialising activities like freshers’ day, farewell parties and Academic oriented class tours. By
organising these programmes, the institution believes in building human values in them.

Governance, Leadership and Management

The vision and mission of DRBCCC Hindu College is rooted in the philanthropic philosophy of
its founder. Basic and specialized education is imparted to students both from the rustic and
meritorious students. The nearby suburban railway station which bears the name of the college
makes the campus easily accessible. The sylvan campus is known for its eco-friendliness. The
college empowers the community for higher education and employment. Democratic and
participative style of leadership is the hallmark of the college. Responsibilities are evenly
distributed among the academic and non-academic team members. The leader inspires, initiates,
persuades and guides the team members to attain the goals and objectives of the college
management.

42
The Board of Trustees, College Committee and College Council follow and execute the policy of
the trust board. The College has established different committees for the successful execution of
the decisions. The Tamil Nadu State Government’s service rules and procedures are strictly
adhered to. The administrative unit is completely automated including student admission support
and finance and accounts sections. College maintains a staff reimbursement scheme which
covers the expenses involved in education and health. There is also a Mediclaim policy for the
faculty. Staff members are provided with financial support to attend conferences and workshops.
Performance appraisal is based on the UGC guidelines. Non-academic staff reskill and upskill in
their respective fields. Internal audit and statutory audit are done every financial year. The fund
management is done by the managing trustee and trust board members. The funds are disbursed
by the Principal and vouchers and receipts are submitted to the office. College receives funds
from philanthropic individuals and organizations. At the end of the year departments submit
proposals which are curated and forwarded to the Trust office for the final nod. IQAC, which
was established in 2003 and has completed 2 cycles of accreditation. IQAC ensures academic
quality through academic audits, encouraging e-learning, and organizing orientation programmes
for the staff.

Institutional Values and Best Practices

DRBCCC Hindu College gives paramount importance to the treatment of women as equals. Our
founder’s wife Smt. Seethamma Garu is seen as the epitome of women empowerment. Through
the Gender Cell of the college, the humanistic message of gender equality is circulated within the
campus and to the outside community. College has installed Solar energy panels and thirteen
departments are electrified with this alternate source of energy. LED bulbs are used to minimize
power consumption in the campus. The management has made provision for solid waste
management especially the degradable waste which is converted into manure and is used for
making the campus greener. Worn-out electronic equipment is disposed of in a safe and secure
manner. Rainwater harvesting is another hallmark of our campus and the installation of the water
treatment plant is a great step towards water conservation. There is a blanket ban on the use of
plastic in the campus. Differently abled students are provided with assistance to complete their
academic course. To facilitate ease of mobility, all the buildings are accessible by ramps. College
has kept its doors open to students and teachers from all walks of life. There is no bias or
prejudice based on caste, creed, religion, language or region. All students are given equal
opportunities to excel. Students are sensitized about electoral rights through the Electoral
Literacy Club. Code of conduct is publicized through the Orientation programmes conducted by
IQAC. DRBCCC Hindu College is actively involved in celebrating and remembering various
national and international commemorative days. One of the best practices in the campus is the
activities of the Commerce Lab which facilitates real-time learning and interactive activities
related to Union Budget and other business and management related topics. Another best practice
is the adoption of Rangapuram village as part of the college social responsibility. The College is
actively involved in community development in this adopted village.

43
 CHAPTER -3
DATA ANALYSIS AND
INTREPETAION

44
 DATA ANALYSIS AND INTREPETAION
3.1 TOOLS USED FOR STATISTICAL ANALYSIS

TABLE 1: GENDER

Gender Frequency Percentage

Male 12 40

Female 18 60

Total 30 100%

 40% of the professors are male.

 60% of the professors are female.

45
 CHART 1: GENDER

Gender
70

60

50

40

30

20

10

0
Frequency Percentage

Male Female

46
TABLE 2: TRAINING AS A PART OF ORGANIZATIONAL STRATEGY

Training As a Part of Frequency Percentage

Organizational Strategy

Strongly Agree 12 40

Agree 9 30

Disagree 3 10

Strongly Disagree 6 20

Total 30 100

 10% of the professors disagree with the training as a part of organizational.

 40% of the professors strongly agree with the training as a part of the organization.
 20% of the professors strongly disagree with the training as a part of organization

47
CHART 2: TRAINING AS A PART OF ORGANIZATIONAL STRATREGY

Training As a Part of Organizational Strategy

Total

Strongly Disagree

Disagree

Agree

Strongly Agree

0 10 20 30 40 50 60 70 80 90 100

Percentage Frequency

48
 TABLE 3: FOR WHOM THE TRAINING IS GIVEN

For whom the training is given Frequency Percentage

New Staff 18 60

Junior Staff 12 23.3

Senior Staff 0 0

Based On the Requirement 5 16.7

Total 30 100

 60% of the professors suggest that new staffs must be given training.
 23.33% of the professors request the management to give training to the junior staffs.
 And only 5% of the professors are given training based on their requirement.

49
 CHART 3: FOR WHOM THE TRAINING IS GIVEN

For whom the training is given

100
90
80
70
60
50
40
30
20
10
0
New Staff Junior Staff Senior Staff Based On the Total
Requirement

Frequency Percentage

50
 TABLE 4: BARRIERS TO TRAING AND DEVELOPMENT

Barriers Frequency Percentage

Time 15 50

Lack Of Interest 4 13.4

Money 2 6.6

Lack Of Skilled Trainer 9 30

Total 30 100

 Time is the greatest barrier of the training and development program in schools
 Money has the least barrier of the training and development.
 This also includes lack of skilled trainer and the lack of interest showed by the
professors to the training and development programs in the institution.

51
CHART 4: BARRIERS TO TRAING AND DEVELOPMENT

Barriers

25% Time
Lack Of Interest
Money
50%
7% Lack Of Skilled Trainer
3% Total

15%

52
 TABLE 5: MODES OF TRAINING

Modes Of training Frequency Percentage

Mentoring 9 30

Conference 15 50

External training 0 0

Programmed Instruction 6 20

Total 30 100

 50% of the professors in the institution prefer conferences as their mode of training.
 30% of the professors in the institution prefer mentoring as their mode of training.
 20% of the professors in the institution prefer only programmed training.

53
 CHART 5: MODES OF TRAINING

Modes Of training

Total

Programmed
Instruction

External training

Conference

Mentoring

0 20 40 60 80 100 120

Percentage Frequency

54
TABLE 6: EFFECTIVENESS OF THE TRAINING AND DEVELOPMENT SESSIONS

Effectiveness of the T&D Frequency Percentage

Sessions

Strongly Agree 0 0

Agree 10 33.33

Disagree 15 50

Strongly Disagree 5 16.67

Total 30 100

 16.67% of the professors strongly disagree with the effectiveness of the training and 2
development sessions taken in the institution.
 50% of the professors disagree with the effectiveness of the training and development sessions
taken in the institution.
 33.33% of the professors agree with the effectiveness of the training and development sessions
taken in the institution.

55
CHART 6: EFFECTIVENESS OF THE TRAINING AND DEVELOPMENT SESSIONS

Strongly Agree
Agree
Disagree
Strongly Disagree

56
 TABLE 7: IMPLEMENTATION OF THE TRAINING PROCESS

Implementation Of the Frequency Percentage

Training Process

Less Than One Month 9 30

1-2 Months 18 60

2-4 Months 3 10

More Than 4 Months 0 0

Total 30 100

 This table shows 30% of the training given is less than one month .
 60% of the decisions taken will be executed within 1-2months.
 10% of the decisions taken will be executed within 2-4months.
 0% of the decisions taken will not take more than 4 months.

57
CHART 7: IMPLEMENTATION OF THE TRAINING PROCESS

Implementati on Of the Training

Process
120

100

80

60

40

20

0
Less Than One 1-2 Months 2-4 Months More Than 4 Total
Month Months

Frequency Percentage

58
 TABLE 8: ENVIORNMENT OF TRAINING SESSIONS

Environment Of Training Frequency Percentage

Sessions

Excellent 5 16.6

Good 15 50

Average 10 33.4

Bad 0 0

Total 30 100

 16.6% of the professors say that the environment of the sessions was excellent.
 50% of the professors say that the environment of the sessions was good.
 33.4% of the professors say that the environment of the sessions is average.

59
 CHART 8: ENVIORNMENT OF TRAINING SESSIONS

Environment Of Training Sessions

120

100

80

60

40

20

0
Excellent Good Average Bad Total

Frequency Percentage

60
 TABLE 9: GENERAL COMPLAINTS ABOUT TRAINING SESSIONS

General Complaints Frequency Percentage

Precious Time of Workers 8 26.7

Gaps Between the Sessions 7 23.3

Unplanned Training 12 40
Sessions

Boring And Not Useful 3 10

Total 30 100

 26.7% of the professors complain about the precious time taken by the training sessions.
 40% of the professors are not interested in unplanned training sessions.
 23.3% of the professors say that gaps between sessions are too long.
 10% of the professors feels boring in training sessions.

61
CHART 9: GENERAL COMPLAINTS ABOUT TRAINING SESSIONS

General Complaints

40
30
20
10
0
rs ns ns l
ke io io e fu
or s s s s Us
W Se Se t
of th
e
in
g No
e in d
im ee
n a An
sT Tr g
u et
w
ed rin
e cio sB a nn Bo
Pr ap pl
G Un

Frequency Percentage

62
 TABLE 10: EXPERIENCE OF THE PROFESSORS

Experience Frequency Percentage

Less than 2 years 3 10

2-5 Years 10 33.33

5-10 Years 12 40

More than 10Years 5 16.67

Total 30 100

 Only 10% of the professors are fresher in ht e school.

 Most of the professors in the school are 5-10 years of experience i.e. 40%.
 16.67% of the professors has more than 10% of experience in teaching.

63
CHART 10: EXPERIENCE OF THE PROFESSORS

Less than 2 years

2-5 Years
5-10 Years
More than 10Years

64
 CHAPTER - 4
ANALYSIS RELATING TO OBJECTS

65
 ANALYSIS RELATING TO OBJECTS
4.1 CHI-SQURE TEST

Hypothesis

H0: There is no significant association between complaints about the training and experience of
the professors.

Ha: There is a significant association between complaints about the training and experience of
the professors

Complaints about the training * Experience of professor Crosstabulation

Less than 2 more than 10
  2 to 5 years 5 to 10 years Row Totals
years years
Precious time of
2 (2.50) [0.10] 7 (6.00) [0.17] 1 (2.50) [0.90] 5 (4.00) [0.25] 15
workers
Gaps between the
1 (1.00) [0.00] 2 (2.40) [0.07] 2 (1.00) [1.00] 1 (1.60) [0.23] 6
sessions
Unplanned training
1 (0.67) [0.17] 1 (1.60) [0.23] 1 (0.67) [0.17] 1 (1.07) [0.00] 4
sessions
Boring and not useful 1 (0.83) [0.03] 2 (2.00) [0.00] 1 (0.83) [0.03] 1 (1.33) [0.08] 5

Column Totals 5 12 5 8 30 (Grand Total)

Chi square test as done to check the association between complaints about the training and
experience of the professors using IBM SPSS.

The chi-square statistic is 3.4208. The p-value is 0.945254. The result is not significant

at p < .05.

As the p value (0.945) for Person Chi square is greater than 0.05, null hypothesis is accepted. So,
there is no significant association between complaints about the training and experience of the
professors.

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FINDING, RECOMMONDATIONS
&
CONCLUSIONS

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5.1 SUMMARY OF FINDINGS

 60% of the professors are female.

 10% of the professors disagree with the training as a part of organizational.

 40% of the professors strongly agree with the training as a part of the organization.

 60% of the professors suggest that new staffs must be given training.

 And only 5% of the professors are given training based on their requirement.

 Time is the greatest barrier of the training and development program in schools

 Money has the least barrier of the training and development.

 This also includes lack of skilled trainer and the lack of interest showed by the professors

to the training and development programs in the institution.

 50% of the professors in the institution prefer conferences as their mode of training.

 30% of the professors in the institution prefer mentoring as their mode of training.

 50% of the professors disagree with the effectiveness of the training and development

sessions taken in the institution.

 16.67% of the professors strongly disagree with the effectiveness of the training and

development sessions taken in the institution.

 0% of the decisions taken will not take more than 4 months.

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 16.6% of the professors say that the environment of the sessions was excellent.

 33.4% of the professors say that the environment of the sessions is average.

 40% of the professors are not interested in unplanned training sessions.

 23.3 of the professors say that gaps between sessions are too long.

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5.2 RECOMMENDATIONS:

 The management should publish regular training sessions in the institution.

 It is better to use Notice Boards for informing the starting of the training sessions.

 It is better to go to the higher level of understanding of training process.

 It is better to conduct seminars to improve the inter relationship between the professors and

students.

 Most of the professors do not recommend unplanned training sessions as they may not be

able to complete their syllabus in given time.

 About 30% of the professors say that the gaps between the training sessions are too long.

 In this current year 2021-2022 two training sessions has been taken place but some of the

professors claim that the sessions are not very useful as the both sessions has taken the same

topic twice i.e., DEVELOPMENT OF INTERPERSONAL RELATIONSHIP BETWEEN

THE PROFESSORS AND STUDENTS AND THEIR PARENTS.

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5.3 CONCLUSION:

 The above research access how the employees of the organization are concerned about

the training sessions,

 It helps them to analyze the mentality of the students and make them more efficient in the

future.

 Most of the professors suggest that training and development sessions must not be

conducted during the school timings as it may affect the syllabus patterns.

 It also helps the professors to relieve from the stress which were given by the

management to complete the syllabus on time.

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BIBLIOGRAPHY

72
 BIBLIOGRAPHY

 www.google.com
 www.wikipedia.org
 www.belurmath.org
 www.chennaimath.org

73
ANNEXURE

74
Annexure

PERSONAL DETAILS

NAME:

AGE:

GENDER: MALE FEMALE

1. Your organization considers training as a part of organizational strategy. Do you

agree with this statement?

Strongly agree

Agree

Disagree

Somewhat agree

2. To whom is training given more in your organizations?

New staff

Junior staff

senior staff

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 Based on requirement

3. What are the barrier to training and development in your organization.

Time

Lack of Interest

Money

Lack of skilled Trainer

4. What mode of training is normally used in your organization?

Mentoring

Conference

External training

Programmed instruction

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5. Training and Development sessions conducted in your institution are Useful.”Do you
agree with this statement?

Strongly agree

Agree

Disagree

Strongly Disagree

6. How long does it take to implement the trained process?

Less than one month

1-2 months

2-4 months

More than 4 months

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7. How well the environment of training sessions are organized?

Excellent

Good

Average

Bad

8. What are the general complaints about training sessions?

Precious time of workers

Gaps between the sessions

Unplanned Training sessions

Boring and not useful.

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9. Experience of the professors in the school?

Less than 2 years

2-5 years

5-10 years

More than 10 years

79