TABLE OF CONTENTS

PARTICULARS PAGE NO.

ABSTRACT (iii)

LIST OF TABLES (vi)

LIST OF CHARTS (vii)

CHAPTER – I

1.1 INTRODUCTION

1.2 SCOPE OF THE STUDY

1.3 OBJECTIVES OF THE STUDY

1.4 NEEDS OF THE STUDY

1.5 LIMITATION OF THE STUDY

1.6 CHAPTER SCHEME

1.7 REVIEW OF LITERATURE

1.8 COMPANY PROFILE

1.9 RESEARCH METHODOLOGY

CHAPTER – II

2.1 DATA ANALYSIS & INTERPRETATION

CHAPTER – III

3.1 FINDINGS

3.2 SUGGESTION

3.3 CONCLUSION

APPENDICES
1 INTRODUCTION

In this chapter the concepts of Human Resource Management, Training and Development needs
and methods, Executive Development programmes are discussed. The systematic approach to
training by identifying needs, setting objectives, designing policy and conducting training in an
effective way with follow up and evaluation is discussed. In the last section, needs, criteria and
methods of evaluating effectiveness of training and development programmes are discussed in
detail.

HUMAN RESOURCE MANAGEMENT

Organization is the process of combining work which individuals or groups has to perform with
the facilities necessary for its execution, that the duties so performed provide the best channels
for efficient, systematic, positive and coordinated application of the available effort.

HRM is the planning organizing directing and controlling of the procurement, development,
compensation, integration, maintenance of human capital of an organization to achieve
individual, organizational and societal objectives.

HRM MODEL

The model developed by American Society for Training and development (ASTD) identifies
nine human resource areas:

1. Training and Development

2. Organization Development
3. Organization/Job design
4. Human Resource planning
5. Selection and Staffing

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 6. Personnel Research and Information Systems
7. Compensation/Benefits
8. Employee Assistance
9. Union/ Labour Relations.

TRAINING AND DEVELOPMENT

The efficient working of an organization depends upon efficiency or capability of personnel

working in an organization. Organizations and individuals should develop and progress
simultaneously for their survival and attainment of mutual goals. Employees need to be trained
and developed to meet present job requirements and future challenges. Training and development
is a specialized function and one of fundamental operative functions of Human resource
management.

The purpose of training is to achieve a change in behavior of those trained and to enable them to
do their job better in order to achieve this objective. Any training programme should try to bring
changes in:

Knowledge- It helps a trainee to know facts, policies, procedures and rules pertaining to his
job. Skills-It helps him to increase his technical and manual efficiency necessary to do the
job and Attitude- It moulds his behavior towards his co-workers and supervisors and creates
a sense of responsibility in the trainee.

Training is a short term process utilizing a systematic and organized procedure by which non-
managerial persons learn technical knowledge and skills for a definite purpose.

The terms „Training‟ and „Development‟ are used synonymously. But they have different
meanings. While training is the act of increasing the knowledge and skills of an employee for
doing a particular job, the Management Development includes the process by which managers

43
and executives acquire not only skills and competence in their present job, but also capacities for
future managerial tasks of increasing difficulty and scope.

Development is a long- term process utilizing a systematic and organized procedure by which
managerial persons learn conceptual and theoretical knowledge for long term use.

Need for Training

Training is required on account of the following reasons.

1. Job requirements

The employee selected for a job might lack the qualifications required to perform the job
effectively. New and inexperience employees requires detailed introduction for effective
performance on the job. In some cases the past experience, attitudes and behavior patterns of
experienced persons may be in appropriate for new organization.

2. Technological Changes

The technology is changing fast. Increased use of fast changing techniques requires training in
mew technology. New jobs utilizing latest technology require new skills. Both new and old skills
require training.

3. Organizational Viability

In order to survive and grow an organization must continuously adopt itself to changing
environment. With increasing economic liberalization and globalization in India, Business firms
are experiencing international competition. So the firms must upgrade their capabilities. An
organization must build up a second line of command through training in order to meet the future
needs for human resources.

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4. Internal Mobility

Training becomes necessary when an employee moves from one job to another due
to promotion or transfer.

Thus there is an even present need for training people so that new and changed techniques may
be taken advantage and improvements in old methods are effected. Need for training has
increased due to growing complexity of jobs, increasing professional management, growing
uncertainties in the environment, global competition, growing aspirations vast untapped human
potential, ever increasing gaps between plans and results and suboptimal performance levels.

Importance of Training

1. Training enables management to face the pressure of changing environment.

2. Training usually results in an increase of quantity and quality of output.
3. Training needs to job satisfaction and higher morale of employees.
4. Trained workers need lesser supervision.
5. Trained workers enable enterprise to face competition.
6. It moulds the employees‟ attitudes and helps them to achieve better co-operation within
organization.
7. Trained employees make better economic use of materials and equipments resulting in
reduction of wastage and spoilage.
8. Training instructs the workers towards better job adjustment and reduces the rate
of labour turnover and absenteeism.

Benefits of Training

Training is helpful to employees in the following ways

1. Training improves self confidence.

2. Training leads to higher earnings of employees by increasing productivity.

45
 3. Training improves safety awareness and trained employees are less prone to accidents.
4. Training enables an employee to adapt to changes in the work procedures and methods.
5. An employee can develop himself and earn quick promotion.
6. Training develops new knowledge and skills which remains permanently with him.

Types of Training

Training is required for several purposes. Accordingly training programmes may be the
following types.

Orientation Training/Induction Training

Induction training seeks to adjust newly appointed employees to the work environment. Every
new employee needs to be made fully familiar with his job, his supervisor and subordinates with
the rules and regulations of the organization. The induction training creates self confidence in
new employees.

Job training

It refers to the training provided with a view to increase the knowledge and skills for improving
performance of the job. Employees may be taught the correct methods of handling equipments
and machines used in the job. Such training helps to reduce accidents, waste and in efficiency in
performance of the job.

Safety training

Training provided to minimize accidents and damage to machinery is known as safety training. It
involves instruction to perform the work safely.

Promotional training

It involves training of existing employees to enable them to perform high level jobs. Employees
with potential are selected and they are given training before their promotion. So that they do not
find difficulty to shoulder the higher responsibilities of the new positions to which they are
promoted.

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Refresher training

When the existing techniques become obsolete due to development of better techniques,
employees have to be trained in use of new methods and techniques. Refresher training is
designed to revive and refresh knowledge and update the skills of existing employees.

Remedial Training

Remedial training is arranged to overcome the shortcoming in the behavior and performance of
old employees. Remedial training shall be conducted by psychological experts.

EXECUTIVE DEVELOPMENT

Importance of Executive Development

There is a shortage of trained managers. The organization has to develop the

employees and maintain and inventory of executive skills to future demands.
The performance of company depends upon the quality of its mangers. It is of
paramount importance to have effective and desired managerial talents to meet
the organization‟s demand.
Obsolescence of managerial skills is an important factor. A manager must continuously
update himself to successfully meet new challenges as they occur.

Process of Executive Development

The essential ingredients of executive development programmes are as follows.

1. Analysis of development needs: - First of all the present and future development needs of the
organization are ascertained. It is necessary to determine how many and what type of executives
are required to meet the present and future needs of the enterprise.

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2. Appraisal of the present managerial talent: - A qualitative assessment of the existing
executives is made to determine the type of executive talent available within the organization.

3. Planning individual development programmes: Each one of us has a unique set of physical,
intellectual and emotional characteristics. Therefore, development plan should be tailor-made for
each individual.

4. Establishing training and development programme: - The HR department

prepares comprehensive and well conceived programmes.

5. Evaluating developing programs: - Considerable money, time and efforts are spent on
executive development programmes. It is therefore natural to find out to what extent the
programme‟s objective has been achieved.

Methods of Executive Development

Methods of development or executive development can be broadly divided into two categories.

1) On the job development or executive development: it means increasing the ability of the
executives while performing their duties, to develop them in real work situation. It includes the
following methods:

a) On the job coaching: under this method superior only guides his subordinate about various
methods and skill required to do the job. Here the superior only guides his subordinate he gives
his assistance whenever required. The main purpose of this type of training is not only to learn
the necessary skills but to give them diversified knowledge to grow in future. The superior is
responsible for subordinate‟s performance. So the superior must always provide the subordinate
necessary assistance whenever required.

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b) Understudy: under this method of development the trainee is prepared to fill the position of
his superior. He in the near future will assume to do the duties of his superior when he leaves the
job due to retirement, transfer or promotion.

c) Job rotation: here the executive is transferred from one job to another or from one plant to
other. The trainee learns the significance of the management principles by transferring learning
from one job to another. This method helps in injecting new ideas into different departments of
the organization.

d) Committee assignment: under this method committee is constituted and assigned a subject to
give recommendations. The committee makes a study of the problem and gives suggestions to the
departmental head. It helps the trainees because every member of the committee gets a chance to
learn from others.

2) Off the job development or executive development: here the executives gets the training off
the job means not when they are doing the job. It involves following methods:

a) Special courses: here the executives attend the special courses which are organized by
the organization. Under this experts from professional institutions provide them the training.

b) Specific readings: here the human resource development manager provides copies of specific
articles published in the journals to the executives to improve their knowledge. The executives
study such books or articles to enhance their knowledge.

c) Special projects: under this method the trainee is given a project related to the objective of
the department. The project helps the trainee in acquiring the knowledge of the particular topic.

d) Conference training: here the organization conducts a group meeting. In which the executive
learn from the others by comparing his opinion with others.

e) Sensitivity training: it is also known as T group training or laboratory training. It is

conducted under controlled conditions. T group help in learning certain things, they help the
participants to understand how group actually work. It helps in increasing the tolerance power of

49
the individual and ability to understand others. T group generally sits together and discuss for
hours where the members learn about their own behavior and behavior of others.

SYTEMETIC APPROCH TO TRAINING

The flow chart given below shows various stages of systematic approach to training and
development.

Flow chart 4.1 : Systematic approach to training

Identifying training
needs

Setting training
objectives and policy

Designing training
programme

Conductiong training

Follow up and
evaluation

Identifying training needs

All training needs must be related to the specific needs of organization an individual
employees. A training programme is launched after the training needs are assessed and

50
identified clearly. The effectiveness of a training programme can be judged only with the
help of training needs identified in advance.

The training needs can be identified though following types of analysis.

1. Organizational Analysis

It involves a study of the entire organization in terms of its objectives, its resources,
resource allocation and utilization, growth potential and its environment.

The organizational analysis includes the analysis of

Short term and long term objectives of the firm.

Allocation and efficient utilization of human resources to meet the operational targets.
Organizational Climate including the management‟s attitude towards
employee development
Environmental Scanning to identify the factors affecting organization which it
can control and the constraints which it can not.

2. Task role / Operational Analysis

It is systematic and detailed analysis of jobs to identify job contents, the knowledge, skills and
aptitudes required and the work behavior. Attention is paid to tasks to be performed, methods
used, the way employees have learnt these techniques and performance standards required is
analyzed in this stage. The purpose of operation analysis is to decide what should be taught.

3. Manpower Analysis

In this analysis the persons to be trained and the changes required in the knowledge, skills and
attitude of an employee is determined. First of all, it is necessary to decide whether performance
of employee is below standard and training needed. Secondly it is decided whether employee is

51
capable of being trained. Thirdly, the specific areas in which employee requires training. Lastly,
whether training will improve employee‟s performance or not is determined.

Training can be relevant and viable if the three types of analysis given above are carried out on
continuously.

Setting training objectives and policy

The overall aim of a training programme is to fill in the gap between the existing and the desired
pool of knowledge, skills and aptitudes. Objectives of training express the gap between the
present and the desired performance levels.

The main objectives of training may be defined as follows

i. To impart to new entrants the basic knowledge and skills for efficient
performance definite task.
ii. To assist employees function more efficiently by exposing them to latest concepts,
information and techniques and developing the skills they require in the particular job.
iii. To build up a second line of competent officers and prepare them to occupy
more responsible positions.
iv. To broaden the narrow minds of senior managers through interchange of experience
within and outside so as to correct the narrow outlook caused due to over specialization.

While setting training objectives, following criteria may be used.

a) Nature and size of the group trained

b) Roles and tasks to be coined out by target group
c) Relevance, applicability and compatibility of training to the work situation
d) Identification of the behaviour where changes required
e) Defining the existing and desired behaviour in terms of ratio, frequency, quality of
interaction, repetitiveness, innovations and supervisions, etc.

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 f) Operational results to be achieved through training e.g. Productivity, cost, down time,
creativity, turnover, etc.
g) Indicators to be used in determining changes from existing to the desired level in terms of
ratio and frequency.

In order to achieve the training objectives, an appropriate training policy is necessary. A training
policy represents the commitment of top management to employee training. It consists of rules
and procedures concerning training.

A sound training policy defines the following issues.

The results expected to be achieved through training

i. The responsibility of the training function

ii. The priorities for training
iii. The type of training required
iv. The time and place of training
v. The payments paid to the employees during the training period
vi. The outside agencies to be associated with the training
vii. Relationship of training of the companies labour policy

Designing a training Programme

Once the objectives and policies of training are decided, appropriate training programme can be
designed and conducted. Decisions on the following items are required for this purpose.

1. Responsibility of training

The responsibility of the training programme has to be shared among

a) The top management

b) The Personnel department
c) The line supervisors
d) The employees who should provide feedback and suggestions

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2. Selecting and motivating target group

The type of training method to be used will depend upon the type of persons to be trained. So it is
necessary to decide in advance who are to be trained workers, supervisors or executives. The
employees will be interested in training if they believe that it will benefit them personally. A climate
conducive for learning has to be created through physical and psychological environment.

3. Preparing Trainers

The success of a training programme depends to a great extent upon the instructors or the
resource persons. The trainer must know both the job to be taught and how to teach it. He should
have an aptitude for teaching and should employ right training techniques.

4. Developing training package

This step involves deciding the content of training, designing support materials for training and
choosing appropriate training methods. It may involve the specific instructions and procedures
for doing a job. In addition to the contents, methods and time period it also includes budget.
Supporting materials may include detailed syllabus, study notes, case studies, pamphlets, charts,
manuals, brochures and movie slides.

Conducting the training

This is the action phase of training. Here the trainer tells, demonstrates and illustrates in order to
put over the knowledge and operations. However, before it a learner should be put to ease. It is
necessary to explain why he is being taught to develop his interest in training. Instructions should
be clear and complete. Key points shall be stressed upon and one point should be trained at a
time. Trainees should be encouraged to ask questions.

54
Follow up and Evaluation

In the evaluation step, the effectiveness of training programme is assessed. The feed back
generated through follow up will help to reveal weaknesses or errors if any; Necessary
corrective action can be taken. If necessary training can be repeated until trainees learns
whatever has been taught to him. It also helps in designing future training programme.

2.INDUSTRY PROFILE

1. SOFTWARE INDUSTRY

2.1 INTRODUCTION

It’s not the incident of recent time when the software industry taking a better place in the
global community. It’s already having been started in the early 80’s and after the
revolution in the telecommunication field and the introduction of the Internet. Today we
are totally surrounded by the software solutions either directly or indirectly it’s become a
part of our life. A small device like our cell phone doesn’t work without the proper
implementation of a mobile software .We requires automated software for our washing
machine. Every part of our nation’s economy working on a platform which is given by
MNC’s in the form of software. There are several challenges for the software companies
either they made a small software of the work or large projects. There are many constraints
associated with the development of software, within their boundary the companies have to
achieve their target. If they fail to manage and predict these constraints they cannot survive
in the crowd. So it is essential for the modern and comparatively a large software sector
that it has to manage the different constraints as well as their development plans and
methods. The dynamic risk estimation plays a crucial role in the whole story of success
and failure. If we become more certain about our project risks related to the different
phases of working model we can survive easily than others. There is a view of our quickly
developing software industry.
AN OVERVIEW OF INDIAN SOFTWARE INDUSTRY

Today, India is home to some of the finest software companies in the world.
The software companies in India are reputed across the globe for their efficient IT and

1
business related solutions. The Indian Software Industry has brought about a
tremendous success for the emerging economy.
India, the world‘s largest democracy and home for nearly 1.25 billion people is
quietly but quickly emerging as a leader in the field of software engineering and
development. The Indian software industry is having a phenomenal compounded
growth of about 60 percent per annum. The software industry is for main component
of the Information technology in India. The technological revolutions has brought
about tremendous and unexpected opportunities in the field of information technology
which lead to the remarkable success story of Indian software industry. It has grown
more than 30 percent over last 20 years. India exports software services to more than
95 countries.
Indian software industry has built up valuable brand equity for itself in the
global market. The software firms quickly moved up the value chain, from performing
low cost programming abroad to providing comprehensive software development
services from India for overseas clients an abundant pool of Indian technical
manpower, created a series of elite technical and management institution that
responded to serve global shortage of technical manpower.

2
HISTORY OF SOFTWARE INDUSTRY

The word "software" was coined as a prank as early as 1953, but did not
appear in print until the 1960s. Before this time, computers were programmed either
by customers, or the few commercial computer vendors of the time, such as UNIVAC
and IBM. The first company founded to provide software products and services was
Computer Usage Company in 1955.
The software industry expanded in the early 1960s, almost immediately after
computers were first sold in mass-produced quantities. Universities, government, and
business customers created a demand for software. Many of these programs were
written in-house by full-time staff programmers. Some were distributed freely
between users of a particular machine for no charge. Others were done on a
commercial basis, and other firms such as Computer Sciences Corporation (founded in
1959) started to grow. Other influential or typical software companies begun in the
early 1960s included Advanced Computer Techniques, Automatic Data Processing,
Applied Data Research, and Informatics General. The computer/hardware makers
started bundling operating systems, systems software and programming environments
with their machines.
When Digital Equipment Corporation (DEC) brought a relatively low- priced
microcomputer to market, it brought computing within the reach of many more
companies and universities worldwide, and it spawned great innovation in terms of
new, powerful programming languages and methodologies. New software was built
for microcomputers, so other

3
 manufacturers including IBM, followed DEC's example quickly, resulting in the
IBM AS/400 amongst others.
The industry expanded greatly with the rise of the personal computer ("PC") in
the mid-1970s, which brought desktop computing to the office worker for the first time.
In the following years, it also created a growing market for games, applications, and
utilities. DOS, Microsoft's first operating system product, was the dominant operating
system at the time.
In the early years of the 21st century, another successful business model has
arisen for hosted software, called software as a service.
ORIGION OF SOFTWARE
The birth of the software industry in India began in 1970 with the entry of Tata
consulting Services (TCS) into the domain of outsourced application migration work. In
the late 1960s, the Tatas created TCS as a central service center for Tata Group companies.
A few young MIT-trained Indian professionals were recruited, and a large compute system
was imported. With IBM having been thrown out of India, the concept of outsourcing
application development work had become a necessity for Indian companies. Utilizing its
excess computer capacity, TCS began doing outsourced application work for organizations
such as Central Bank of India and Bombay telephones. Within a few years TCS began
sending young Indian engineers to a joint venture partner in the United States, Burroughs,
for training. The trainee engineers excelled at doing platform conversions, and TCs started
earning conversion assignments for its engineers in Germany and else where. Later a new
company named Tata – Burroughs was formed Tata was keen to exploit the personnel
placement or ―body shopping‖ opportunities whereas Burroughs was interested in selling
hardware to the Indian market.
The industry was begun by Bombay based conglomerates which entered the business by
supplying global IT firms located overseas with programmer. Their success owed to the
innovative exploitation of a new global market opportunity and protection from
transnational corporations and startups by policy. The explanation on origins is the same as
used to explain industry origin in countries such as Korea and Japan – with the difference
that while government policy favored large domestic firms and discouraged TNCs and
small firms in those countries, in India, government policy disfavored all types but was
least hostile to large, domestic firms. In economic terms, the effect was the same as the
more typical protectionist policy.
 The protected environment restricted the growth of project management and domain skills
so that, despite access to a large pool of programmers, the industry could not grow in value –
addition.
A decade later, mainframe – based programming and manufacturer- specific operating
systems and languages gave way to workstation based programming and standard operating
systems and high level languages. These changes modularized the programming function i.e.,
programming could henceforth be done independently of the hardware platform and from the other
functions of creating software, such as system design. This, along with policy reforms that reduced
costs of imported hardware and software, caused the Indian software industry to shift from
supplying programmers to supplying software programs. As work moved to India, infrastructural
costs increased as a proportion of total costs. This caused the industry to relocate from Bombay to
Bangalore.
 3. COMPANY PROFILE

kambaa incorp Software Solutions is a leading firm based in India. "Our ultimate
objective is to provide best services and enhance over all growth of client's business in the ferocious
market". A strong foothold of innovative ideas, seasoned skills and capability to deliver a product with
utmost perfection is what drives us vociferously in the global market. Our incomparable technical skills,
working experience of years, innovative strategies will really upgrade your business. kambaa incorp
provided best plus affordable software development services to numerous large as well as medium
entrepreneurs. kambaa incorp is the masters in offering effective software development solutions

Website
http://www.kambaaincorp.com
Headquarters

Coimbatore, Tamilnadu

Year Founded

2009

Company Type

Privately Held

Size

150-250 employees

Specialties

Web Designing and Development, Software Development, Mobile Application Development, Web
Hosting, Mobile Hosting, Final Year Projects Internship, Real Time Projects, Inplant Training, NET,
JAVA, PHP, ANDROID, MATLAB, VLSI, NS2 and SEO

Introduction
 kambaa incorp is an avant-garde Industrial software solutions and consulting service providers. We
create sound innovations to make your imaginations into reality.

Vision

Our primary view is to be the most respected service brand. kambaa incorp consistently delivers
powerful, saleable software system on time and budget.

Mission

Our mission is to stand out from others with our creative work. We are experts in developing world
class applications to suit your requirements.

Services

Our specialty in crafting best solutions that assists our patrons creates a wonderful web presence that
matches their company's individuality.

Our Services
While structuring for both print and web media, we take the time and exertion to comprehend
your organization and recount its story through the best means conceivable.
Web Design & Development

We are into designing of websites with the most popular Internet Standard Languages. We design and
develop rich and appealing websites and mobile applications. We believe in the importance of the excellent
visuals combined with engaging functionality and simplified usability. The organization can be judged on
the 'appearance' and 'feel' of your web site; In fact the design of your website can be enough to 'take or
abort' your entire business and Internet strategy.

Windows Application

The ever increasing number of software users is not less than a testimony to the requirement of high end
application for your business. As a matter of fact, the coming of newer and smarter application every now
and then has given a significant boost to the requirement of such Software, so that you don’t lose your tech
savvy customers to your rivals and help them stay connected to your business.

Mobile Application

kambaa incorp develop custom mobile application development to suit your needs perfectly. We are a
friendly team with experience in developing world class mobile applications to suit your needs and
requirements. More and more people are using their mobile phone to search their preferred products or
services worldwide. So your business presence in mobile platforms is seriously important if you are
planning to use technology to your advantage.

SEO

Digital marketing is an umbrella term for all of your online marketing efforts. Marketing has always been
about connecting with your audience in the right place and at the right time.SEO is abbreviated as Search
Engine Optimization. SEO is a technique to get desired traffic from search engines. SEO will create a
brand name if your website is listed on first few search results. SEO campaigns help your website gain top
ranking on search engine results page. As an ethical SEO optimization company, kambaa incorp ensures
website visibility, traffic and leads and eventually sales for all its valued clients.

Who we are?

Kambaa was founded by a group of highly experienced software enthusiasts, with a vision of adding
value to organizations by delivering innovative ideas. The bunch of techy guys at Kambaa strives to
provide the best digital marketing solutions to businesses of all sizes and shapes. We are the number
one Android app development company in Coimbatore. With a decade of industrial experience in data
analytics, we provide cutting-edge solutions for mobile application development, digital marketing, and
online branding in Coimbatore.

Our specialty is in solving complex problems and delivering large scale client/server applications that
have a direct impact on the success of a business. We bring expertise in applying the logical problem
solving, numerical methods and algorithm development, real-time visualization and more importantly a
wealth of experience in creating solutions which generate real value.

What are we for?

We differentiate ourselves in the market by providing high-quality solutions that deliver optimum cost
benefits to businesses and high performance to the end user. We believe a user interface that is
responsive and visually pleasing is the one that can earn enthusiastic audience. In turn, an enthusiastic
user is a productive user. We are here to design and develop client-oriented websites and mobile
applications.

At every stage of the development process, we aim to squeeze performance out of technology. Modern
software should not operate slowly, after all, modern desktop PCs are the equivalent of supercomputers
of the past days. IT shouldn’t be a hindrance to any business but rather a help. As a result, creating
stable, fast systems that are easy and intuitive to use is at the core of our culture.

How we do?

We excel in custom Web Solutions, Mobile Applications, IT consulting, Business Process Automation,
or any other IT solution on our clients’ wish-list. Our Business Philosophy is dead simple: MAKE
OUR CUSTOMER’S LIVES AND BUSINESS A WHOLE LOT BRIGHTER THAN BEFORE.
It all starts with lending ears to the client’ requirements and targeted output. Then we create the best-in-
town design for the responsive, mobile-friendly websites and mobile applications; the visual hierarchy,
page structure, placement of messages and call-to-action we follow are unique in the Industry. We
provide finest UI design for Android applications in Coimbatore city. If you think of the website or
mobile app development in Coimbatore, then think of Kambaa Inc.

Be it mobile application development or a responsive website or digital marketing, we strive hard to

deliver the dream-come-true results to our clients. Give us a shout and find yourself why we are the
leading Digital Marketing and Mobile Application Development company in Coimbatore.

Web Development & Website Design Services

Traffic and Conversion

Our web designers and web developers will help you build an effective web presence. We understand
that your website needs to do two things well:

1. Drive traffic so your products and services are exposed to the largest possible audience

2. Convert visitors into customers

We are extremely responsive to our customers and go out of the box to help them reinforce their brand
and realize their business goals online. Our web development team includes experts in search engine
optimization that will improve your rankings with search engines such as Google, Yahoo, and Bing.
 User Interface (UI) and User Experience (UX)

A speedy responsive website is the ticket to business success in this digital age. Hence, our Website
Development team invests tremendous efforts to create websites that are easy to navigate and clean in
design. Being a pioneer in the field of Web development in Coimbatore, we insist our clients to take the
decision fast, at least before the competitors do.

Is your current website not performing as well as you like? You probably need to redesign it to:

Enhance the look and feel for clients

Update to current web standards
Generate more qualified leads
Increase conversion rates
Enable you to control website updates and content
Improve you inbound marketing strategy
Get found on the search engines

Now a days every one spend a lot of money in online shopping. We build the best in class e-Commerce
Website for our clients to increase sales online.

Online shopping is enabled by our E-Commerce Website Design. We will provide client with payment
gateway, shopping cart with unlimited product adding facility.

Kambaa Incorporation E-Commerce Website Design company is having very secured payment gateways
and easy to use shopping cart features. We Design your website depending upon your needs and
incorporate all the facility required to the Website.

Our e-commerce web development team develop and deliver the most robust and exciting
solution to the customers who approach us. All existing e-commerce websites that we have developed has
gained lot of customer’s attention. Not just limited to that it had also pleased the customers by delivering
what customers expect.

Kambaa Incorporation E-commerce website design & web development Coimbatore is highly experienced
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OBJECTIVES OF THE STUDY
 To examine the effectiveness of training in overall development of skills of workforce.
 To examine the impact of training on workers.
 To study the changes in behavioral pattern due to training.
 To acquire a thorough knowledge base on subject of Training and Development.
 To study how Training and Development programmes are undertaken in t. organization.
 To know process of Training and Development at kambaa incorporation
 To study the induction programme at kambaa incorporation
 To study the effectiveness of Training and development in the organization.
 To measure the satisfaction level of employees regarding training and development

2.SCOPE FOR FURTHER STUDY

1. Since objective of the study was not to find any relationship between perceived Training
effectiveness and the increase in the financial performance, it is crucial to investigate whether HR
managers and training managers are interested in finding out relationship between training
effectiveness and financial performance of the organizations. This really needs for increased
awareness of the part of managers to investigate the effect of training activities on performance
of the organization. The performance of the organization does not solely depend upon the
training department in the overall performance of the organization can be studied.
2. This study as well as some parallel studies have indicated that the organizations prefer to get
their training evaluated from their in house faculties rather than the third party evaluation.
Therefore, there is a need to study why organizations are reluctant to be transparent when
organizations in their annual report talk about satisfying stake holders and of good corporate
governance.
3. 3. The present study has analyzed the effectiveness of training from the view point of the
employees (from the filled questionnaires) and employer (from the discussion with Hr managers).
The further research could be in the area of impact of training on the customers’ satisfaction. This
is important as it is ultimately the customer who buys the product, contributes to the profit of the
Organization and from this surplus only the employee’s salary is being distributed. If customer
does not buy your product, even the Six Sigma quality of training does not help for success of the
organization.
 4. LIMITATIONS
The limitations of the study include the following:

1. The study did not establish the relationship between the methods of delivering training and
training effectiveness. For establishing relationship longitudinal data must be collected and
studied over the long term to determine whether there is a linkage between training and improved
business performance.

2. 2. Data was collected on the basis of one-time. This limits our understanding on transfer of
training, which occurs in varying period of times.
3. 3. From the present study, benefits of an effective training program cannot justify the costs of
training. Therefore, there is need for utility analysis.
4. 4. This study only measures employees’ perception towards training effectiveness. Data
collected from a single source might be affected by factors associated with social desirability.
5. 5. The respondents of this study were the employees in a public sector organization and they
were chosen by using a convenient sampling technique. So the nature of this sample may
decrease the ability of generalizing the results of this research to other private sectors.
6. 6. The Sample size of the respondents was not enough, and all the four hundred questionnaires
were not homecoming with useable data. Perhaps the findings may be more significant if I could
have received all questionnaires properly filled. Due to limited size of the sample, conclusions
reached by this study may not be entirely applicable to other service organizations.
7. 7. Characteristics such as length of the training and quality of the training environment were
not considered in the study.
 CHAPTER – II
REVIEW OF LITERATURE
2.1. Review of Literature This chapter deals with the review of the previous studies relevant to
the field of training and development. Kuldeep Sing (2000) has selected 84 organization from
business representing all 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
behaviours, 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 35
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 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 organisations” 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 organisations. Many sectors of the construction industry are in urgent need of
technological upgradation. An effort to develop manpower by the organisations 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 in the 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 36 organization, yet still invests in their training 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.
Significantly, skilled older workers saw the provision of training was a signal by employers that
they are to be taken as serious contributors. 37 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 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 38 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 Webbased 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 this study. A study
conducted on “Return on investment in Training” by Bettina Lankard Brown (2001) reveals that
training and development efforts are big business in the 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 positive returns. 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. This is
supported by 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. 39 Training strategies in the
emerging hi-tech banking environment by Basu, Kishanjit; Satish, P. (2001) implies that, like all
other institutions, banks have to organise, develop and manage their human resources effectively
in order to achieve their goals. Their major responsibility in this regard is to build up a right mix
of skills and attitude among their employees. For achieving this, a continuous process of training
interventions in banks is a must. However banking the world over, including India, is undergoing
a change, transforming itself into technology based, specifically, IT [Information Technology]
based banking. This transformation calls for a radical departure from the existing training
strategies. While upgraded technology calls for training in both hardware as well as software, the
methods and content of training delivery are also likely to undergo change. Computer based
training, distance learning, Internet based training, etc. would be increasingly used in this
emerging scenario. The role of a trainer would also be more of a facilitator than a knowledge
disseminator. The need also exists for a matching input of commitment building and attitudinal
orientation along with skill inputs if the totality of the organisation’s needs is considered. In the
fast changing situation, banks cannot afford to be away from new technology if they want to
continue to be relevant in the market. With the Indian banking industry entering an era of hi-
technology, the training strategies have to keep pace with this transformation, albeit with a re-
emphasis on the human side of the enterprise. Srivastava (2001) has evaluated the effectiveness
of various training programmes offered by the in-house training centre of Tata Steel, Shavak
Nanavati 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 40 were changes in the post training performance
ranging from 10 to 37 per cent. The training programmes could meet the objectives only to a
limited extent. Ogunu (2002) in his study titled “Evaluation of Management Training and
Development Programme of Guinness Nigeria PLC” examined the management training and
development programme of Guinness Nigeria PLC, Benin City with a view to ascertaining its
relevance, adequacy, and effectiveness. A convenience 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 programmes for management staff were relevant to the jobs they
performed, and the training programmes undergone by the staff did indeed improve their
performance and effectiveness at works. 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 for long-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 organization standing. Giannationio and Hurley (2002) have presented a study on
“Executives insights into training practices”. Over 1100 human resource training executives
responded to a 41 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 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 for improvement. 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 organizational factors. A study on Qualitative Research Designs:
Selection and Implementation by John W. Creswell (2003) University of Nebraska–Lincoln
William E. Hanson Purdue University Vicki L. Plano Clark Alejandro Morales University of
Nebraska–Lincoln provides a detailed study about qualitative research design and its application
in the research. “Evaluation of executive training at NLC Ltd.: a case study” by Selvam,
M.;Panchalan, R.(2003) examines a transfer of learning to the workplace and evaluation of
tangible or intangible benefits of training to the business are rare phenomena in practice. This
study aims at evaluating the effectiveness of executive training programs of 42 NLC Limited, a
public sector undertaking located at Neyveli, Tamilnadu. Seven major factors were identified and
adopted for the evaluation of training. Under each of these major factors, relevant sub-factors
were incorporated for assessment. Fifteen executive training programs were selected under [the]
random sampling method. From each training program, 15 respondents were selected for the
evaluation of training. The results of the study showed that the training programs of the
respondent organisation are generally effective. Out of the seven major factors adopted for the
evaluation of training, this method of presentation dominated the rest of the major factors. The
transfer of learning to the workplace as a major factor contributed significantly to only four out of
15 training programs chosen for evaluation. It showed lack of follow up activities after training at
NLC. “The impact of workplace support and identity on training transfer: a case study of drug
and alcohol safety training in Australia” by Ken Pidd (2004) suggests that, previous research has
indicated that the transfer climate of work organisations is 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 factor that can facilitate or inhibit training transfer. However, research evidence
regarding the impact of workplace 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
programme to 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 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 43 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
companies in 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 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 and rituals.
“In-company training in Catalonia: organizational structure, funding, evaluation and economic
impact” by Marcos Eguiguren Huerta, Xavier Llinàs Audet 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 empiricaldescriptive research conducted
with a sample of large and medium-sized businesses. It 44 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 may have 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. 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.
2.2 RESEARCH METHODOLOGY
Sample Design

Universe may be finite or infinite. The universe in this project is finite. The population involved
in this project is employees of KAMBAA INCORPORATION.

Sample Size

This refers to the number of items to be selected from the universe to constitute a sample size. In
this research the sample size constitute 50 employees in theKAMBAA INCORPORATION.
organization.

Sampling technique

Simple random sampling technique is to be used in this project.

Research Design

This project is based on descriptive research design.

Area of Research

This research is to be conducted in COIMBATORE area.

Sources of Data

Both primary and secondary data shall be used to satisfy the objectives of study.

Primary Data

The study is based on primary data to be collected through structured questionnaires and personal
interviews.

Secondary Data

13
The data regarding company profile industry profile are collected from office records and
internet.

Tools for Data Analysis

For analysis and interpretation of primary data percentage analysis is to be used mainly due to
qualitative nature of data and bar diagram are to be used to represent them in pictorial form.

1.7 CHAPTER LAYOUT

This study is presented in 6 chapters

a) Introduction

b) Industry Profile

c) Company Profile

d) Theoretical Framework

e) Data Analysis& Interpretations

f) Conclusion
 CHAPTER 5

DATA ANALYSIS AND INTERPRETATION

5.1 INTRODUCTION
A questionnaire was prepared for measuring effectiveness of training and development and
distributed among the employees of the KAMBAA INCORPORATION. The primary data
collected by simple random sampling by using questionnaires was tabulated, converted in to
percentage and displayed both in table as well as by graphical representation for analysis. Based
on the data, Interpretations were made. The questionnaire used for carrying out survey is included
in the annexure.

5.2 GENDER OF RESPONDENTS

Employees were given questionnaire requesting the m to fill up the gender. The data collected is
shown in the form of table and pie chart below.

Table 5.1
Table showing Gender of respondents
Opinion No. of Respondents Percentage of
Respondents
Male 32 64
Female 18 36
Total 50 100
Source: Primary Data
 Chart 5.1 Graph showing Gender of respondents
Gender of Respondents in %

36 %
Female Male

64 % Female
Male

Source: Primary Data

Inference: Above table shows 64% of respondents were males and 36 percentages were females.
The gender is displayed graphically using a pie chart. It shows majority of respondents are males.
5.3 AGE OF RESPONDENTS

The age was divided into five different groups and respondents were requested to specify which
age group they belong. The result is displayed in table form and bar chart form.

Table 5.2
Table showing Age of respondents
Age of No. of Respondents Percentage of
Respondents Respondents
Below 25 18 36
25-35 23 46
35-45 9 18
45-55 0 0
Above 55 0 0
Total 50 100
Source: Primary Data

Chart 5.2: Chart showing Age of respondents

50 46
45
40 36
35
30
25
18 % of respondents
20
15
10
5
0 0
0
Below 25 Yrs 25-35 Yrs. 35-45 Yrs. 45-55 Yrs. Above 55 Yrs

(Source: Primary Data)

Inference: Above table shows 36% of respondents are below 25 years, 46 % of respondents
are of 25-35 age group category and 18% of the respondents are of the age group of 35-45
years age group. It also infers that majority of the respondents are young and below 35 years.
5.4 QUALIFICATIONS OF THE RESPONDENTS
The respondents were requested to enter their educational qualification and the results are
displayed in table and chart format and interpreted.

Table 5.3
Table showing educational qualifications of the respondents
Qualification No of Respondents Percentage
Below SSLC 0 0
SSLC 0 0
PDC 0 0
Graduate 18 36
Post Graduate 32 64
Total 50 100
Source: Primary Data

Chart 5.3
Chart showing educational qualification of the respondents.

70
64

60

50

40 36

% of Respondents
30

20

10
0 0 0
0
Below SSLC SSLC PDC Graduate Post Graduate

Inference: Above table shows 36% of respondents are graduates and 64% of respondents of the
respondents are post graduates. It infers that the most of employees are highly qualified.

5.5 EXPERIENCES OF THE RESPONDENTS

The period of experience was classified in to different groups and respondents were requested to
specify which group they belong. The results of survey is displayed both in table and chart form
and interpretations are given.

Table 5.4: Experience of the respondents

Qualification No of Respondents Percentage of

Respondents
Less than 5 years 26 52
5-10 yrs 21 42
10-15 yrs 3 6
15-20 yrs 0 0
Above 20 yrs 0 0
Total 50 100
Source: Primary Data

Chart 5.4: Experience of the respondents

60

50

40

30
% of Respondents
20

10

0
Less than 5 5-10 Yrs 10-15 yrs 15-20 yrs Above 20 yrs
years

Inference: Above table shows the majority of the respondents (52%) are having experience less
than 5 years; 42% of the respondents are having experience between 5-10 years and 6% of
respondents are having experience between 10-15 years. No respondents are having experience
more than 15 years.

5.6 DEPARTMENT OF RESPONDENTS

The respondents were requested to specify their departments for assessing department
wise training needs. The data collected is displayed in table and chart form.

Table 5.5: Department of respondents

Department No of Respondents Percentage of
Respondents
Sales 9 18
Marketing 9 18
Not Specified 32 64
Total 50 100
Source: Primary Data

Chart 5.6: Department of respondents

70

60

50

40

% of respondents
30

20

10

0
Sales Marketing Not Specified
Inference: 18% of the respondents were from Sales department 18% of the respondents were
from marketing department and 64% of respondent were hesitant to disclose the department they
are working in.

5.7 TYPE OF TRAINING ATTENDED

The employees were requested to disclose the methods of training they have under gone in the
organization. The result is displayed in both table format and graphical format.

Table 5.7 : Type of training method attended

Type of training attended No of respondents Percentage of
Respondents
On-the-job training 50 100
Class room training 10 20
Others 0 0
Total 50 100
Source: Primary Data

Chart 5.7
Chart showing the type of training attended
120

100

80

60
% of respondents
40

20

0
On-the-job training Others

Inference: The entire employees responded has undergone On-the-job training in the organization.

Special training based on the needs is conducted in addition to on- the job-training.

65
5.8 TRAINING NEED IDENTIFICATION BY MANGEMENT

Respondents were requested to react to the statement that “the management of M/s.VEEKESY
POLYMERS PVT. LTD identifies the training needs of employees”. A five point likert scale
from „strongly agree‟ to „highly disagree‟ was used to measure their response. The responses are
recorded in both tabular form and graphical form.

Table 5.8
Table showing training needs identification by management
Particulars No of Respondents Percentage of
Respondents
Strongly Agree 12 24
Agree 29 58
Partially Agree 9 18
Disagree 0 0
Highly disagree 0 0
Total 50 100
Source: Primary Data

Chart 5.8
Chart showing training needs identification by management
35

30

25

20

15 % of Respondents

10

0
Strongly Agree Agree Partially Agree Disagree Higly Disagree

Inference: 24% of respondents strongly agree that management identifies the training needs. 58
of respondents agree that management identifies training needs. 18% of respondents partially
agree that management identifies the training needs. Nobody disagrees to the statement.

66
5.9 IMPORTANCE GIVEN TO
TRAINING AND DEVELOPMENT
Respondents were requested to react to the statement that “the training and development is given
adequate importance inKAMBAA INCORPORATION”. A five point likert scale from „strongly
agree‟ to „highly disagree‟ was used to measure their response. The responses are recorded in
both tabular form and graphical form. Inferences are arrived from the data.

Table 5.9
Table showing importance given to the training and development
Particulars No of Respondents Percentage of
Respondents
Strongly Agree 15 30
Agree 20 40
Partially Agree 15 30
Disagree 0 0
Highly disagree 0 0
Total 50 100
Source: Primary Data

Chart 5.9 : Chart showing importance given to training and development

45
40
35
30
25
20 % of Respondents
15
10
5
0
Strongly Agree Agree Partially Agree Disagree Higly Disagree

Inference: 30% of respondents strongly agree that importance is given for training and
development. 40 % of respondents agree that importance is given for training and development.
18% of respondents partially agree that management identifies the training needs. Nobody
disagrees with the statement.

67
5.10 EAGERNESS OF SENIOR MANAGERS TO
DEVELOP JUNIORS
Respondents were requested to react to the statement that “the senior managers ofKAMBAA
INCORPORATION are eager to help their juniors develop through training”. A five point likert
scale from „strongly agree‟ to „highly disagree‟ was used to measure their response. The
responses are recorded in both tabular form and graphical form. Inferences are arrived from the
data.

Table 5.10
Table showing eagerness of senior managers to help the juniors develop through training
Particulars No of Respondents Percentage
Strongly Agree 0 0
Agree 39 78
Partially Agree 11 22
Disagree 0 0
Highly disagree 0 0
Total 50 100
Source: Primary Data

Chart 5.10
Eagerness of senior managers to help the juniors develop through training
90

80
70
60
50
40 % of Respondents

30
20
10
0
Strongly Agree Agree Partially Agree Disagree Higly Disagree

68
Inference: 78 % of respondents agree that senior managers are eager to develop juniors through
training and development. 32% of respondents partially agree that senior managers are eager to
develop juniors through training and development. Nobody disagrees with the statement.

5.11 IMPORTANCE GIVEN TO INDUCTION TRAINING

Respondents were requested to react to the statement that “the Induction training is given
adequate importance inKAMBAA INCORPORATION”. A five point likert scale from „strongly
agree‟ to „highly disagree‟ was used to measure their response. The responses are recorded in
both tabular form and graphical form. Inferences are arrived from the data.

Table 5.11
Table showing importance given to induction training
Particulars No of Respondents Percentage of
Respondents
Strongly Agree 0 0
Agree 50 100
Partially Agree 0 0
Disagree 0 0
Highly disagree 0 0
Total 50 100
Source: Primary Data
Chart 5.11 : Chart showing importance given to induction training.
120

100

80

60
% of Respondents
40

20

0
Strongly Agree Agree Partially Agree Disagree Higly Disagree

69
Inference: Entire respondents agree that, the adequate importance is given for induction
training in the organization. Nobody disagrees with the statement.

5.12 TRAINING BASED ON USEFULNESS, REALITY AND

BUSINESS STRATEGY
Respondents were requested to react to the statement that “the training given inKAMBAA
INCORPORATION is realistic useful and based on the business strategy of the organization”. A
five point likert scale from „strongly agree‟ to „highly disagree‟ was used to measure their
response. The responses are recorded in both tabular form and graphical form. Inferences are
arrived from the data.

Table 5.12
Table showing training based on usefulness, reality and business strategy
Particulars No of Respondents Percentage of
Respondents
Strongly Agree 18 36
Agree 26 51
Partially Agree 6 18
Disagree 0 0
Highly disagree 0 0
Total 50 100
Source: Primary Data

Chart 5.12:
Chart showing training based on usefulness, reality and business strategy
60

50

40

30
% of Respondents
20

10

0
Strongly Agree Agree Partially Agree Disagree Higly Disagree

70
Inference: 36% of respondents strongly agree that the training given in the organization is
useful, realistic and based on the business strategy of the organization. 52% of respondents agree
that the training given in the organization is useful, realistic and based on the business strategy of
the organization. 18% of respondents partially agree that the training given in the organization is
useful, realistic and based on the business strategy of the organization. Nobody disagrees with
the statement.

5.13 USEFULLNESS OF TRAINING IN ACQUIRING

TECHNICAL KNOWLEDGE AND SKILLS
Respondents were requested to react to the statement that “the training given inKAMBAA
INCORPORATION is useful to acquire technical knowledge and skills”. A five point likert scale
from „strongly agree‟ to „highly disagree‟ was used to measure their response. The responses are
recorded in both tabular form and graphical form. Inferences are arrived from the data.

Table 5.13 : Usefulness of training in developing technical knowledge and skills

Particulars No of Respondents Percentage of
Respondents
Strongly Agree 15 30
Agree 26 52
Partially Agree 9 18
Disagree 0 0
Highly disagree 0 0
Total 50 100
Source: Primary Data
Chart 5.13 :Usefulness of training in developing technical knowledge and skills
60

50

40

30
% of Respondents
20

10

0
Strongly Agree Agree Partially Agree Disagree Higly Disagree

71
Inference: 30% of respondents strongly agree that the training given in the organization is
helpful in developing technical knowledge and skills to perform their duties. 52% of respondents
agree that the training given in the organization is helpful in developing technical knowledge and
skills to perform their duties. 18% of respondents partially agree that the training given in the
organization is helpful in developing technical knowledge and skills to perform their duties.
Nobody disagrees with the statement.

5.14 EMPHASIS IN DEVELOPING MANAGERIAL

CAPABILITIES
Respondents were requested to react to the statement that “the emphasis is given inKAMBAA
INCORPORATION on developing managerial capabilities of managerial staff through training
and development”. A five point likert scale from „strongly agree‟ to „highly disagree‟ was used
to measure their response. The responses are recorded in both tabular form and graphical form.
Inferences are arrived from the data.

Table 5.14
Table showing emphasis in developing managerial capabilities
Particulars No of Respondents Percentage of
Respondents
Strongly Agree 15 30
Agree 26 52
Partially Agree 6 12
Disagree 3 6
Highly disagree 0 0
Total 50 100
Source: Primary Data

72
 Chart 5.14
Table showing emphasis in developing managerial capabilities
60

50

40

30
% of Respondents
20

10

0
Strongly Agree Agree Partially Agree Disagree Higly Disagree

Inference: 30% of respondents strongly agree that the training given in the organization is
helpful in developing managerial capabilities. 52% of respondents agree that the training given in
the organization is helpful in developing managerial capabilities. 12% of respondents partially
agree that the training given in the organization is helpful in developing managerial capabilities.
9% of respondents disagree that the emphasis is given in developing managerial capabilities
training and development in the organization. Nobody disagrees highly to the statement.
5.15 USEFULLNESS OF TRAINING IN DEVELOPING
HUMAN RELATION COMPETENCIES
Respondents requested asked to react to the statement that “the training given inKAMBAA
INCORPORATION is useful in developing human relation competencies”. A five point likert
scale from „strongly agree‟ to „highly disagree‟ was used to measure their response. The
responses are recorded in both tabular form and graphical form. Inferences are arrived from the
data.
Table 5.15
Table showing usefulness of training in developing human relation competencies
Particulars No of Respondents Percentage of
Respondents
Strongly Agree 0 0
Agree 41 82
Partially Agree 9 18
Disagree 0 0
Highly disagree 0 0
Total 50 100
Source: Primary Data

Chart 5.15
Chart showing usefulness of training in developing human relation competencies
90

80

70

60

50

40 % of Respondents

30

20

10

0
Strongly Agree Agree Partially Agree Disagree Higly Disagree
Inference: 82% of respondents agree that the training given in the organization is helpful in
developing human relationship competencies. 18% of respondents partially agree that the training
given in the organization is helpful in developing human relation competencies.

74
5.16 IMPROVEMENT IN SKILL, ABILITY AND TALENT
Respondents were requested to react to the statement that “the training given inKAMBAA
INCORPORATION has improved the skill, ability and talents of the employees”. A five point
likert scale from „strongly agree‟ to „highly disagree‟ was used to measure their response. The
responses are recorded in both tabular form and graphical form. Inferences are arrived from the
data.

Table 5.16
Table showing improvement in developing skill, ability and talent
Particulars No of Respondents Percentage of
Respondents
Strongly Agree 33 66
Agree 14 28
Partially Agree 3 6
Disagree 0 0
Highly disagree 0 0
Total 50 100
Source: Primary Data

Chart 5.16
Chart showing improvement in developing skill, ability and talent
70

60

50

40

30 % of Respondents

20

10

0
Strongly Agree Agree Partially Agree Disagree Higly Disagree

Inference: 66% of respondents strongly agree that the training given in the organization is

helpful in developing skills, ability and talent. 28% of respondents agree that the training given

in the organization is helpful in developing skills, ability and talent. 6% of respondents

partially agree that the training given in the organization is helpful in developing skills, ability
and talent.
5.17 IMPROVEMENT IN COMMITMENT TOWARDS WORK
Respondents were requested to react to the statement that “the training given inKAMBAA
INCORPORATION has improved the commitment towards work”. A five point likert scale
from „strongly agree‟ to „highly disagree‟ was used to measure their response. The responses
are recorded in both tabular form and graphical form. Inferences are arrived from the data.

Table 5.17
Table showing improvement in commitment towards work
Particulars No of Respondents Percentage of
Respondents
Strongly Agree 0 0
Agree 41 82
Partially Agree 9 18
Disagree 0 0
Highly disagree 0 0
Total 50 100
Source: Primary Data

Chart 5.17
Chart showing improvement in commitment towards work
90
80
70
60
50
40 % of Respondents
30
20
10
0
Strongly Agree Agree Partially Agree Disagree Higly Disagree

Inference: 82% of respondents agree that the training given in the organization is helpful in
improving commitment towards work. 18% of respondents partially agree that the training given
in the organization is helpful improving commitment towards work.
5.18 USEFULNESS OF TRAINING IN DEVELOPING
POSITIVE ATTITUDE AND TEAMWORK
Respondents were requested to react to the statement that “the training given inKAMBAA
INCORPORATION is useful in developing positive attitude and team work”. A five point likert
scale from „strongly agree‟ to „highly disagree‟ was used to measure their response. The
responses are recorded in both tabular form and graphical form. Inferences are arrived from the
data.
Table 5.18
Table showing usefulness of training in developing positive attitude and teamwork
Particulars No of Respondents Percentage of
Respondents
Strongly Agree 0 0
Agree 41 82
Partially Agree 6 12
Disagree 3 6
Highly disagree 0 0
Total 50 100
Source: Primary Data

Chart 5.18
Chart showing usefulness of training in developing positive attitude and teamwork

90
80
70
60
50
40
% of Respondents

30
20
10
0
Strongly Agree Agree Partially Agree Disagree Higly Disagree

Inference: 82% of respondents agree that the training given in the organization is helpful
in developing positive attitude and teamwork. 12% of respondents partially agree that the
training given in the organization is helpful in positive attitude and teamwork. 6% of
respondents are disagreeing that the training given in the organization is helpful in
developing positive attitude and teamwork.
5.18 NUMBER OF EMPLOYEES WHO
TAKE TRAINING PROGRAMMES
SERIOUSLY
Respondents were requested to react to the statement that “those who are deputed for training
take training seriously”. A five point likert scale from „strongly agree‟ to „highly disagree‟
was used to measure their response. The responses are recorded in both tabular form and
graphical form. Inferences are arrived from the data.

Table 5.19: Table showing the number of employees who take the training programme seriously
Particulars No of Respondents Percentage of
Respondents
Strongly Agree 15 30
Agree 26 52
Partially Agree 3 6
Disagree 6 12
Highly disagree 0 0
Total 50 100
Source: Primary Data
Chart 5.19: Number of employees who take the training programme seriously
60

50

40

30
% of Respondents
20

10

0
Strongly Agree Agree Partially Agree Disagree Higly Disagree

Inference: 30% of employees strongly agree that they take training programme seriously.
52% of respondents agree that they take training programme seriously. 6% of respondents
partially agree that the training they take training programme seriously. 12% of
respondents are disagreeing that they takes training programme seriously.
5.19 RATING OF THE STANDARDS OF IN-HOUSE TRAINERS
Respondents were requested to react to rate the standards of in-house trainers. A five point likert
scale from „Excellent‟ to „Poor‟ was used to measure their response. The responses are
recorded in both tabular form and graphical form. Inferences are arrived from the data.

Table 5.20: Table showing the rating of the standard of in-house trainers

Particulars No of Respondents Percentage of

Respondents
Excellent 0 0
Very good 0 0
Good 47 94
Satisfactory 3 6
Poor 0 0
Total 50 100
Source: Primary Data

Chart 5.20: Chart showing the rating of the standard of in-house trainers
100
90
80
70
60
50
% of Respondents
40
30
20
10
0
Excellent Very Good Good Satisfactory Poor

Inference: 82% of employees say that the standards of in-house trainers are good. 6%
of respondents say that the standards of in-house trainers are satisfactory.

79
5.20 SATIFACTION WITH DURATION OF
THE TRAINING PROGRAMME
Respondents were requested to react to the statement that “enough time was provided to
learn about the subject covered in the training”. A five point likert scale from „strongly agree‟
to „highly disagree‟ was used to measure their response. The responses are recorded in both
tabular form and graphical form. Inferences are arrived from the data.

Table 5.21: Table showing satisfaction with duration of the training

Particulars No of Respondents Percentage of
Respondents
Strongly Agree 0 0
Agree 41 82
Partially Agree 6 12
Disagree 3 6
Highly disagree 0 0
Total 50 100
Source: Primary Data

Chart 5.21: Chart showing satisfaction with duration of the training

90

80

70

60

50

40
% of Respondents
30

20

10
0
Strongly Agree Agree Partially Agree Disagree Highly No opinion
disagree

Inference: 82% of respondents agree that they take training programme is of sufficient duration.
12% of respondents partially agree that they take training programme seriously. 6% of
respondents feel that the sufficient time is not provided to learn subject provided in the training
programme.

80
5.21 TRAINERS PROVIDING TRAINING TO MEET PRESENT
NEEDS AND CHALLENGES

Respondents were requested to react to the statement that “trainers provide training to meet
present needs and challenges”. A five point likert scale from „strongly agree‟ to „highly
disagree‟ was used to measure their response. The responses are recorded in both tabular form
and graphical form. Inferences are arrived from the data.

Table 5.22: Table showing effectiveness of training to meet present needs and challenges
Particulars No of Respondents Percentage of
Respondents
Strongly Agree 0 0
Agree 35 70
Partially Agree 15 30
Disagree 0 0
Highly disagree 0 0
Total 50 100
Source: Primary Data

Chart 5.22:Chart showing effectiveness of training to meet present needs and challenges
80

70

60

50

40
% of Respondents
30

20

10

0
Strongly Agree Agree Partially Agree Disagree Highly disagree

Inference: 70% of respondents agree that the training provided is capable of meeting present
needs and challenges. 30% of respondents partially agree that the training provided is capable of
meeting present needs and challenges.

81
5.22 IMPROVEMENT IN PERFORMANCE AFTER TRAINING
Respondents were requested to react to the statement that “the performance has improved after
training”. A five point likert scale from „strongly agree‟ to „highly disagree‟ was used to
measure their response. The responses are recorded in both tabular form and graphical form.
Inferences are arrived from the data.

Table 5.23
Table showing improvement in performance after training
Particulars No of Respondents Percentage of
Respondents
Strongly Agree 15 30
Agree 32 64
Partially Agree 3 6
Disagree 0 0
Highly disagree 0 0
Total 50 100
Source: Primary Data

Chart 5.23
Chart showing improvement in performance after training
70

60

50

40

% of Respondents
30

20

10

0
Strongly Agree Agree Partially Agree Disagree Highly disagree

82
Inference: 30 % employees strongly agree that their performance has been improved after
training. 64% of employees agree that their performance has been improved after training. 6% of
employees partially agree that their performance has been improved after training.

5.23 FEEDBACK ON PERFORMANCE AFETR ATTENDING TRAINING

Respondents were requested to react to the statement that “the feed back on performance is given
after attending training”. A five point likert scale from „strongly agree‟ to „highly disagree‟ was
used to measure their response. The responses are recorded in both tabular form and graphical
form. Inferences are arrived from the data.

Table 5.24: Table showing the feedback on improving performance after training
Particulars No of Respondents Percentage of
Respondents
Strongly Agree 15 30
Agree 23 46
Partially Agree 12 24
Disagree 0 0
Highly disagree 0 0
Total 50 100
Source: Primary Data

Chart 5.24:Chart showing the feedback on improving performance after training

50
45
40
35
30
25
20 % of Respondents

15
10
5
0
Strongly Agree Agree Partially Agree Disagree Highly disagree

Inference: 30 % employees strongly agree that the feedback on their performance is given after
attending training. 46% of employees agree that the feedback on their performance is given after
83
attending training. 24% of employees partially agree that the feedback on their performance is
given after attending training.

5.24 SATISFACTION IN THE QUALITY EXISTING

TRAINING PROGRAMMES
Respondents were requested to react to the statement that “Are you satisfied with the quality of
the existing training programmes”. A five point likert scale from „strongly agree‟ to „highly
disagree‟ was used to measure their response. The responses are recorded in both tabular form
and graphical form. Inferences are arrived from the data.

Table 5.25
Table showing satisfaction in the quality of existing training programmes
Particulars No of Respondents Percentage of
Respondents
Strongly Agree 15 30
Agree 32 64
Partially Agree 3 6
Disagree 0 0
Highly disagree 0 0
Total 50 100
Source: Primary Data

Chart 5.25

84
 Chart showing satisfaction in the quality of existing training programmes
70

60

50

40

% of Respondents
30

20

10

0
Strongly Agree Agree Partially Agree Disagree Highly disagree

Inference: 30 % employees strongly satisfied with the quality of training programme. 64% of
employees are satisfied with the quality of existing training programme. 6% of employees
partially satisfied with the quality of existing training programme.

5.25 AREA IN WHICH FURTHER TRAINING IS REQUIRED

Respondents were requested to write down the areas in which they wish to have further training.
The result is displayed both in tabular and graphical format.

Table 5.26 : Table showing area in which employees need further training
Particulars No of Respondents Percentage
Technology 6 12
Not specified 44 88
Total 50 100
Source: Primary Data
Chart 5.26: Table showing areas in which employees need further training
 90
80
70
60
50
40 % of Respondents
30
20
10
0
Technical areas Not specified

Inference: 12% employees wish to have training in technology and new technical area.
Unfortunately 82% of employees were reluctant to specify the area of interest.

86
 Likert mean scores
Likert Scale adopted
A (Strongly Agree) =5, B (Agree) =4, C (Partially agree) =3, D (Disagree) = 2 ,
E (Strongly Disagree) =1
Table 5.27
Likert mean scores
Particulars Mean
A B C D E score
Does management of your organization identifies the training
needs for the employees? 12 29 9 0 0 4.1
Do you agree that Training and Development is given adequate
importance inKAMBAA INCORPORATION? 15 20 15 0 0 4.0
Do you agree that Senior Managers are eager to help their juniors
develop through training? 0 38 12 0 0 3.8
Is induction training given to newcomers given adequate
importance in your organization? 0 50 0 0 0 4.0
Do you agree that training given is realistic, useful and based on
the business strategy of the organization? 18 26 6 0 0 4.2
Do you agree that the training in M/s.VEEKESY POLYMERS
PVT LTD helps to acquire technical knowledge and Skills? 15 26 9 0 0 4.1
Do you agree that there is emphasis on developing managerial
capabilities of managerial staff through training? 15 26 6 3 0 4.1
Do you agree that Human relations competencies are adequately
developed in your organization through training? 0 41 9 0 0 3.8
Do you agree that the training and development program have
increased the skill, ability talents towards the assigned job and 33 14 3 0 0 4.6
help in increasing in quality and productivity of your work?
Did training programme help to increase the commitment
towards work ? 29 15 3 0 0 4.3
Did the training programme helps in development of positive
attitude and team work ? 0 39 6 3 0 3.6
Those deputed for training programmes take the training
seriously? 15 26 3 6 0 4.0
How do you rate the standards of in-house trainers in
KAMBAA INCORPORATION? 0 0 47 3 0 2.9
Do you agree that enough time was provided to learn about the
subject covered in the training program? 0 41 6 3 0 3.8
Do you agree that the trainer provides training to meet present
needs? 0 35 15 0 0 3.7
Your performance has improved after training? 15 32 3 0 0 4.2
Any feedback is given on your performance after attending the
training programmes? 15 23 12 0 0 3.8
Are you satisfied with the quality of existing training
programmes 15 23 12 0 0 4.1

87
 CHAPTER 6

CONCLUSION

88
 CHAPTER 6

CONCLUSION

1. FINDINGS
After studying and analyzing various training programmes with in questionnaire survey of the
employees ofKAMBAA INCORPORATION. a brief summary is illustrated below.

KAMBAA INCORPORATION has a good team of employees who has under gone training and
development in on-the-job method. All the respondents are graduates with most of them also
holding their post graduation and technically skilled.

KAMBAA INCORPORATION is equipped with very good HRD team.

The impact of the training on the employees of KAMBAA INCORPORATION is reasonably

good and the reason that employee have positive attitude and they take training seriously.

On-the job training techniques is employed to train the employees. Induction training to new
employees is given adequate importance. Management is giving adequate importance to develop
employees through training.

Majority of the employees felt that the quality of training programmes are good, were fully useful
to them and training programme has helped in improving their performance and quality of the
work.

90
Majority of the employees who have under gone the T & D programmes felt that the training
programme has helped in improving their technical skills, Managerial skill and human relation
competencies.

The standard of in house trainers is found to be satisfactory. Management gives feed back
regularly on the improvement of performance of employees after attending training programmes.

6.3 SUGGESTION
Many employees felt need for training in the areas of latest technical developments.

The organization has to concentrate more on employees who are not satisfied with the present
training methods; they have to be counseled to know their reasons for not being satisfied. So that
effectiveness can be achieved.

The identification of the training needs should be done in view of fast changing technology,
management practices and infrastructure.

A standard measures before and after each training program on level of knowledge, skills,
attitudes and behavior will help to measure its effectiveness more accurately.

The company has to ask its employees to suggest types of trainings which they think is more
helpful in achieving the organizational goals.

Train the employees in all areas like personality development, technical training, and standard
operating procedures with that they can handle multi tasks and balance their pressures.

Employee‟s performance level should be considered for selecting employees for training
programs.

Evaluation of training programs should be done regularly to keep a check on the limitations and
drawbacks. And ensure the success of training programs.
91
6.4 CONCLUSION

The training and development program adopted in KAMBAA INCORPORATION. mainly

concentrated on areas like quality aspects, job oriented training, technical skills and knowledge.

Most of the respondents rated as good and excellent towards the overall quality and effectiveness
of the training and development programs and satisfied with the present training methods.

The company also has to concentrate on small percentage of respondents who are not satisfied
with training programs and whom it has not helped to overcome from their short comings or
work related problems.

Finally the training and development programs provided by KAMBAA INCORPORATION are
found to be effective, credible and commendable, which can be improved further.

92
 ANNEXURE-1

QUESTIONNAIRE TO STUDY THE EFFECTIVENESS OF TRAINING

INKAMBAA INCORPORATION, COIMBATORE

Name : _________________________________________________________

Sex : ____________

Age : Below 25 yrs

25-35yrs
35-45 yrs
45-55 yrs
Above 55 yrs

Educational
Qualification: Below SSLC
SSLC
PDC
Graduate
Post Graduate

Department: __________________________

Designation: __________________________

Experience: Less than 5 yrs

5-10 yrs

10-15 yrs

15-20 yrs

Above 20 yrs

93
1. Which are the training methods undergone by you inKAMBAA INCORPORATION?

On-the- job training

Class room coaching
Mentoring
Others please specify ________________________________________________

2. Do you agree that management of your organization identifies the training needs for the
employees?
A. Strongly agree
B. Agree
C. Partially agree
D. Disagree
E. Highly disagree

3. Do you agree that Training and Development is given adequate importance inKAMBAA
INCORPORATION?
A. Strongly agree
B. Agree
C. Partially agree
D. Disagree
E. Highly disagree

4. Do you agree that Senior Managers inKAMBAA INCORPORATION are eager to help
their juniors develop through training?
A. Strongly agree
B. Agree
C. Partially agree
D. Disagree
E. Highly disagree
5. Is induction training given to newcomers given adequate importance in your organization?
A. Strongly agree
B. Agree
C. Partially agree
D. Disagree
E. Highly disagree

94
6. Do you agree that training given inKAMBAA INCORPORATION is realistic, useful and
based on the business strategy of the organization?
A. Strongly agree
B. Agree
C. Partially agree
D. Disagree
E. Highly disagree

7. Do you agree that the training inKAMBAA INCORPORATION helps to acquire

technical knowledge and Skills?
A. Strongly agree
B. Agree
C. Partially agree
D. Disagree
E. Highly disagree

8. Do you agree that there is emphasis on developing managerial capabilities of managerial

staff through training?
A. Strongly agree
B. Agree
C. Partially agree
D. Disagree
E. Highly disagree

9. Do you agree that Human relations competencies are adequately developed in your
organization through training?
A. Strongly agree
B. Agree
C. Partially agree
D. Disagree
E. Highly disagree

10. Do you agree that the training and development program inKAMBAA INCORPORATION
have increased the skill, ability talents towards the assigned job and help in increasing in quality
and productivity of your work?
A. Strongly agree
B. Agree
C. Partially agree
D. Disagree

95
 E. Highly disagree

11. Do you agree that training program increase your commitment to work?
A. Strongly agree
B. Agree
C. Partially agree
D. Disagree
E. Highly disagree

12. Does your training program help you in developing positive attitude and
teamwork? A. Strongly agree
B. Agree
C. Partially agree
D. Disagree
E. Highly disagree

13. Those who are deputed for training programmes take the training
seriously? A. Strongly agree
B. Agree
C. Partially agree
D. Disagree
E. Highly disagree

14. How do you rate the standards of in-house trainers inKAMBAA INCORPORATION?
A. Excellent
B. Very Good
C. Good
D. Satisfactory
E. Poor

15. Do you agree that enough time was provided to learn about the subject covered in
the training program?
A. Strongly agree
B. Agree
C. Partially agree
D. Disagree
E. Highly disagree

16. Do you agree that the trainer provides training to meet present needs?

96
 A. Strongly agree
B. Agree
C. Partially agree
D. Disagree
E. Highly disagree

17. Your performance has improved after training?

A. Strongly agree
B. Agree
C. Partially agree
D. Disagree
E. Highly disagree

18. Any feedback is given on your performance after attending the training
programmes? A. Continuously
B. Frequently
C. Sometimes
D. Rarely
E. Never

19. Are you fully satisfied with the quality and duration of existing training programmes?
A. Fully Satisfied
B. Satisfied
C. No opinion
D. Partially Satisfied
E. Dissatisfied

20. In which area you need training to face the future challenges and fulfill your job better?
(In the order of preference)
____________________________________________________
____________________________________________________

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BIBLIOGRAPHY
BOOKS

1. Guptha C.B, “Human Resource Management”, Sultan Chand & Sons, New Delhi, 2005

2. Aquinas P.C, “Human Resource Management: Principles and Practice”, Vikas

Publishing House India PVT.LTD, New Delhi, 2013
3. Kothari C.R, “Research Methodology: Methods and Techniques”, New Age International
Publications (P) Ltd., New Delhi,2014

MAGAZINES, JOURNALS, NEWS PAPERS AND WEBSITES

1. www.wikipedia.org

2. www.leatherindia.org

3. www.citehr.org

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