1. A STUDY ON EFFECTIVENESS OF TRAINING AND DEVELOPMENT
IN WHIRLPOOL COMPANY OF INDIA LTD PONDICHERRY,
CHENNAI
BONAFIDE CERTIFICATE
Certified that this project report titled A STUDY ON EFFECTIVENESS OF
TRAINING IN AND DEVELOPMENT IN WHIRLPOOL COMPANY OF
INDIA LTD PONDICHERRY, CHENNAI is the bonafide work of Mr. / Ms.
PRIYADHARSHINI.B (Registration Number :12007631037) who carried out
the research under my supervision. Certified further, that to the best of my
knowledge the work reported herein does not form part of any other project report
or dissertation on the basis of which a degree or award was conferred on an earlier
occasion on this or any other candidate.
Internal Guide Head of the Department
Mrs.SHANTHI
2. Submitted to Project and Viva Examination held on ____________
Internal Examiner External Examiner
Anna University, Chennai � 600 025
ACKNOWLEDGEMENT
We inhale pleasure in thanking our Chairman
Mr.V.Muthuramalingam and our CEO M.V.M. Velmurugan for having
given us this wonderful opportunity to implement our idea on HR. We also
express our heartiest thanks to our Principal Dr.Jai Prakash Narain and
professor and Head of MBA Department Ms.Kalaiselvi who helped us in
making this project a successful one.
We also thank my Internal guide Mrs.Shanthi and External
guide Mr. K.PRAKASH whose valuable suggestions have helped us to
complete the project successfully. Last but not the least we extend our
sincere thanks to all our staff members who have contributed their ideas for
the betterment of the project.
3. 1.4. ABSTRACT
Training is the provision of guided experience to change behavior, attitudes or
opinions. Training needs analysis identifies specific gaps which training is designed to
fill Benefits of training. It enhances confidence, commitment & motivation in oneself,
which leads to recognition, greater responsibility, pay improvements, personal
satisfaction, achievement and enhanced career prospects. It improves availability &
quality of staff also enhances mobility from the trainee’s perspective. Training takes
place either on or off-the-job.
Development is the need to enhance competencies beyond those required by the
immediate job, for example, values & ethics of organization and professional group.
It is a source of enthusiasm.
So training and development must help the organization to equip each employee
with the knowledge and skill needed to perform his/her job effectively at present and in
future. The project was undertaken to evaluate the effectiveness of the training and
development programs conducted at Whirlpool Company of India Ltd, Pondicherry.
4. LIST OF CONTENTS
CHAPT PAGE NO.
ER TITLES
LIST OF TABLES
LIST OF FIGURE
INTRODUCTION
1-1 INTRODUCTION 1
1-2 OBJECTIVES OF STUDY 3
1 1-3 LIMITATIONS OF THE STUDY 4
1-4 NEED FOR TRAINING 6
2 COMPANY PROFILE AND REVIEW OF LITERATURE
2-1 COMPANY PROFILE 8
2-2 REVIEW OF LITREATURE 9
3 RESEARCH METHODOLOGY
3.1 RESEARCH STEPS 13
3.2 RESEARCH DESIGN 13
3.3 DESCRIPTIVE STUDY 14
3.4 RESEARCH INSTRUMENT 14
3.5 STATISTICAL TOOLS 15
4 ANALYSIS AND INTERPRITATION 17
5. 5 FINDING AND SUGGESTIONS
44
6 CONCLUTION 46
ANNEXURE
A. QUESTIONNAIRE 46
B. EXPERTS INTERVIEW 49
C. BIBLOGRAPHY
LIST OF TABLES
1 Research Design
13
2 Age Details 18
3 Experience Details 19
4 Interest on Training 20
5 Interested Training Program Type 21
6 Type of training Program Attended 22
7 Skill get through Soft skill program 23
8 Perception on existing training program 24
9 Program Competence 25
10 Perception on training program 26
11 Training environment 27
12 Design of Training Program 28
13 Methodology of Training 29
14 Benefit 30
15 Benefits get through training program 31
16 Game activity 32
17 Perception on role play concept 33
18 Extensions on role play 34
19 Refreshing activity 35
6. 20 Need of refreshing activity 36
21 Monitoring system in training 37
22 Training instruments 38
23 Process through training program 39
24 Chi square test 40
25 Chi square calculation 41
26 Anova 42
27 Analysis of variance 43
LIST OF FIGURES
1 Age Details 18
2 Experience Details 19
3 Interest on Training 20
4 Interested Training Program Type 21
5 Type of training Program Attended 22
6 Skill get through Soft skill program 23
7 Perception on existing training program 24
8 Program Competence 25
9 Perception on training program 26
10 Training environment 27
11 Design of Training Program 28
12 Methodology of Training 29
13 Benefit 30
14 Benefits get through training program 31
15 Game activity 32
16 Perception on role play concept 33
17 Extensions on role play 34
18 Refreshing activity 35
19 Need of refreshing activity 36
20 Monitoring system in training 37
7. 21 Training instruments 38
22 Process through training program 39
1. INTRODUCTION
8. 1.1 INTRODUCTION
TRAINING AND DEVELOPMENT
‘Training is the formal and systematic modification of behaviors through learning
which occurs as a result of education, instruction, development and planned experience.’
(Armstrong, 2001: 543)
Development is any learning activity, which is directed towards future, needs
rather than present needs, and which is concerned more with career growth than
immediate performance.
Nature of Training and Development:
In simple terms, training and development refer to the imparting of specific skills,
abilities and knowledge to an employee. A formal definition of training and development
is - it is any attempt to improve current or future employee performance by increasing an
employee’s ability to perform through learning, usually by changing the employee’s
attitude or increasing his her skills and knowledge.
Importance of Training and Development:
Training and development programmes, as was pointed out earlier, help remove
performance deficiencies in employees. This is particularly true when –
(i) The deficiency is caused by a lack of ability rather than a lack of motivation to
perform,
9. (ii) The individuals involved have the aptitude and motivation need to learn to do
the job better, and
(iii) Supervisors and peers are supportive of the desired behaviors.
The purpose of training:
The aim of training is to help the organisation achieve its purpose by adding value
to its key resource – the people it employs. The purpose of training is to:
(i) To increase productivity and quality
(ii) To promote versatility and adaptability to new methods
(iii) To reduce the number of accidents
(iv) To reduce labors turnover
(v) To increase job satisfaction displaying itself in lower labor turn-over and less
absenteeism
(vi) To increase efficiency
Advantages of training:
1.Leads to improved profitability and/or more positive attitudes toward profits
orientation.
2. Improves the job knowledge and skills at all levels of the organization.
3. Improves the morale of the workforce.
4. Helps people identify with organizational goals.
5. Helps create a better corporate image.
6. Fasters authentically, openness and trust.
7. Improves the relationship between boss and subordinate.
8. Aids in organizational development.
9. Learns from the trainee.
10. Helps prepare guidelines for work.
11. Aids in understanding and carrying out organizational policies.
12. Provides information for future needs in all areas of the organization.
13. Organization gets more effective decision-making and problem solving.
14. Aids in development for promotion from within.
10. 15. Aids in developing leadership skill, motivation, loyalty, better attitudes, and
other aspects that successful workers and mangers usually display.
16. Aids in increasing productivity and/or quality of work.
Helps keep costs down in many areas, e.g. production, personnel. Administration, etc.
18. Develops a sense of responsibility to the organization for being competent and
knowledgeable.
19. Improves labor-management relations.
20. Reduces outside consulting costs by utilizing competent internal consulting.
Disadvantages of training:
1. Can be a financial drain on resources; expensive development and testing,
expensive to operate?
2. Often takes people away from their job for varying periods of time;
3. Equips staff to leave for a better job
4. Bad habits passed on
5. Narrow experience
11. 1.2. OBJECTIVES
Primary objectives:
To study on the effectiveness of training and development at Whirlpool company
of India Ltd, Pondicherry.
Secondary objectives:
• To study about the employees perception on training programs.
• To study on the training needs and satisfaction of the employees and to find the
best method of training.
12. 1.3. LIMITATIONS
• Sample size is small.
• Sample may be biased.
• Non-response error.
• Huge Space between what people say and what they actually do.
• More structured questionnaire would have limited there options.
13. 1.4. NEED FOR TRAINING
Analyzing training needs:
For training to be effective, it is important to not only discern the training needs
of the individual/group but also how their needs fit the overall objectives of the
organization. Many organizations invest considerable resources in training and
development but never really examine how training and development can most
effectively promote organizational objectives, or how developmental activities should be
altered in the light of business plans. (Beardwell et al, 2001: 329)
When does the need for training arise?
(i)The installation of new equipment or techniques
(ii) A change in working methods or products produced
(iii) A realization that performance is inadequate
(iv) Labor shortage, necessitating the upgrading of some employees
(v) A desire to reduce the amount of scrap and to improve quality
(vi) An increase in the number of accidents
(vii) Promotion or transfer of individual employees.
(viii) Ensures availability of necessary skills and there could be a pool of talent
from which to promote from.
15. 2.1.COMPANY PROFILE:
Whirlpool Of India Ltd
Whirlpool India is a subsidiary of Whirlpool, a US-based company. Whirlpool
was established in 1911. The company came to India in late 1980s under a joint venture
with TVS Group. The company is present in more than 170 countries. In 1995, whirlpool
acquired Kelvinator India Ltd.Whirlpool India has 3 manufacturing facilities located at
Faridabad, Pondicherry, and Pune. The company has an employee base of 2,200.
Whirlpool is world's leading manufacturers and marketer of major home
appliances. Whirlpool manufactures in 13 countries and markets in more than 170
countries It claims market leadership in North and South America. It claims to have
provided solutions to home making to American homes over the past 90 years. A
specialist in home making, Whirlpool entered the Indian market in 1996. By 1999
Whirlpool sold over 10 lakh appliances. With a network of over 4000 dealers and 500
service centers it claims to be one of India’s largest home appliance company. Whirlpool
also claims to be the first Indian Home Appliance Company to receive ISO 14000 - the
international environment friendly certification.
Whirlpool's Products
W Refrigerators
16. Microwave
Washing Machines
Air Conditioners
With brand names recognized by just about anyone who has ever separated dark
colors from light, Whirlpool is one of the world's top home appliance makers. It makes
washers, dryers, refrigerators, air conditioners, dishwashers, freezers, microwave ovens,
ranges, trash compactors, air purifiers, and more. In addition to Whirlpool, the company
sells its products under a bevy of brand names including KitchenAid, Bauknecht, Roper,
Maytag, and Magic Chef. Whirlpool peddles its appliances in North America, Europe,
Latin America, Africa, the Middle East, and Asia. Competition in the home appliances
market has heated up in recent years, with Bosch Siemens, LG, Samsung, and Haier
commanding equal attention.
VISION AND MISSION OF THE COMPANY:
Our pervasive vision, “Every Home, everywhere, with pride, passion and
performance”, rests on the pillars of innovation, operational excellence, customer-centric
approach and diversified talent. These are embedded within our business goals, strategy,
processes and work culture.
Be it our products that are the result of innovation and operational excellence to
meet every need of our consumers or the people behind these products that come from a
wide spectrum of backgrounds, everything we do features a distinct Whirlpool way
CORE COMPETENCIES
Innovation:
Unique and compelling solutions valued by our customers and aligned to our
brands create competitive advantage and differentiated shareholder value.
Operational Excellence (OPEX):
A methodology for solving problems & continuous improvement of products &
processes through pursuit, acquisition, and utilization of knowledge using critical thought
and planned experimentation helps us achieve operational excellence.
17. Customer Excellence:
Excelling the customer expectation from the company, its brands, products and
services are a three-step process. The three steps are: Know a customer, Be a customer,
Serve a customer.
Knowing a customer helps us know who our customers are, how to treat them,
how we add value, and what the drivers of brand loyalty are. This information is
gathered from the customer's data base history. This way we are better able to customize
products for them and recommend the right product to solve problems. Being a customer
is important to share customer knowledge and insights, drive actions based on customer
insights, be passionate about our brands and customer loyalty and provide a positive
voice for our brands. We show empathy for customers and seek to resolve their problems
by creating consistent customer touch-points, with our endeavor always being to provide
unique solutions for the customer.
18. 2.2. REVIEW OF LITERATURE
(Michael S. Lane, Gerald L. Blakely, 1990) Management development
programmes are increasingly being studied and evaluated, regarding their efficiency and
effectiveness. Presents the results of a survey of 155 directors and vice-presidents of
personnel and human resource management departments regarding the current status of
their management development programmes. The results indicate that management
development programmes do not seem to differentiate between levels of management.
(Oladele Akin,1991) Evaluation is increasingly being regarded as a powerful tool
to enhance the effectiveness of training. Three major approaches to training evaluation:
quality ascription, quality assessment and quality control are highlighted. In order to
enhance the effectiveness of training, evaluation should be integrated with organisational
life.
(Phillip C. Wright,1992),Reports on a study of current and past training literature
which suggests that, to be effective and to isolate both training needs and those problems
having other, non-trainable solutions, training must be preceded by a needs analysis.
Proposes a needs assessment model to illustrate an optimum needs assessment process,
and compares this model with the Ontario Government's.
(Farhad Analoui 1995) Traditionally, the effectiveness of the senior officials
within the public sector has been disproportionately associated with task instead of
people-related skills. A study of 74 senior managers within Indian Railways, over three
19. years, has revealed that managers, in order to become effective, not only require task and
people skills but also self-development knowledge and skills. Moreover, the above broad
categories of managerial skills form a hierarchy which suggests that the more senior
positions which managers occupy, the greater the need for people and self-development.
Explores the implications of the above for senior management training and development
in public sector briefly.
(Joe Perdue, Jack D. Ninemeier, Robert H. Woods, 2002) Describes a study
undertaken to assess how private club managers perceive the relative effectiveness of
alternative training methods to attain specific types of training objectives. Data were
obtained from 123 club managers who were members of the Club Managers Association
of America. Participants rated the effectiveness of 16 alternate training methods for
potential use in six different types of training situations. Training methods studied
included case study, video-tape, lecture, one-to-one, role play, games, computer
simulations, paper and pencil, audiotapes, self-assessment, movies/films, multi-media,
audio, computer and video conferencing and sensitivity training. Training objectives
studied were knowledge acquisition, changing attitudes, problem solving, interpersonal
skill development, participant acceptance and knowledge retention. Analysis of data
indicated that one-to-one training is the preferred method to attain all objectives except
interpersonal skill development.
(Diarmuid De Faoite, Colette Henry, 2002) Discusses the importance of proving
the effectiveness of training. Effectiveness is the primary motive for training. Describes
ways to evaluate training’s effectiveness, behaviour changes on the job being the most
important. Defines an approach whereby individuals can see how they have changed and
quantify the amount of change.
(Diarmuid De Faoite, Colette Henry, Kate Johnston, Peter van der Sijde,2003)A
growing body of academic research has examined the effectiveness of entrepreneurship
training and support initiatives, with recent studies focusing on the provision of training
and other skills development opportunities. An important theme that has emerged from
this work is the failure of many programmes and initiatives to take on board the particular
needs of the entrepreneurs in developing training and support systems.
20. (Kate Johnston, Peter van der Sijde, 2003) Successfully measuring effectiveness
in management training and development can be a difficult task. Design of a valid
measurement programmed should include evaluation in key areas; including emotional
reaction and knowledge gain measured after training interventions. Behavioural change
and organisational impact measurements should be used on a longer time horizon to
evaluate the progress and currency of the management development programme. Finally,
research shows that maintaining a balance of the above measurements is the final key to
success in measuring the effectiveness of management training and development.
(Gary D. Geroy, 2004) A common approach towards enhancing managerial
effectiveness is to focus attention on improving the knowledge and skill of the manager,
(Ogundeji,2004 )The gap between evaluation theory and practice is a serious
problem for training in industry and business[1]. A recent literature review of the
summative evaluation on training noted:
(Clinton O. Longenecker, Laurence S. Fink,2005) effective management training
and consequences of ineffective training programs. Design/methodology/approach –
Seasoned managers (278) working in rapidly changing organizations were surveyed on
issues related to management training. Findings – Content analyses revealed a number of
specific benefits associated with management training. Conversely, managers identified a
series of problems caused by ineffective management training.
(Ching-Yaw Chen, Phyra Sok, Keomony Sok,2007)Purpose – A previous study
found that the quality of education in Cambodia is poor compared to other developing
countries. However, the working performance of commercial banks in Cambodia is high.
It was speculated that effective training was the main factor underlying this contradiction.
Therefore, the main purpose of this article is to explore the elements of training
conducted by commercial banks in Cambodia and to examine their relationship with
training effectiveness. Design/methodology/approach – The research focuses on six
factors: training needs assessment; training program; flexibility of training; self-efficacy;
social support; and transfer of knowledge. The data came in the form of questionnaires
and desk research.
22. RESEARCH METHODOLOGY
Research methodology is a purely and simply the framework or a plans for the
study that guides the collection and analysis of data. Research is the scientific way to
solve the problems and it’s increasingly used to improve market potential. This involves
exploring the possible methods, one by one, and arriving at the best solution, considering
the resources at the disposal of research.
3.1. RESEARCH STEPS:
• Study about organization
• Setting of objectives
• Instrument- design (questionnaire)
• Main study
• Tabulated and cross tabulation
• Analysis and interpretation
• Findings
• Conclusion
• Suggestion and recommendation
3.2. RESEARCH DESIGN
23. A research design is the specification of methods and procedure for acquiring the
information needed. It is the over – all operation pattern or framework of the project that
stipulates what information is to be collected from which source by what procedure. it is
also refers to the blue print of the research process.
Key issue Options
Research design Descriptive
Data Primary data
Research Survey method
Research instrument Questionnaire, Experts Interview
Research design consists of:
• A clear statement of the research problem.
• Procedure & techniques to be used for gathering information.
• The population to be studied.
• Method to be used in processing & analyzing the data
There are four types in research design:
• Exploratory of formative study
• Diagnostic study
• Experimental study
• Descriptive study
3.3. DESCRIPTIVE STUDY
A study, which wants to portray the characteristic of a group of individual or situation
is known as descriptive study.
Universe of study
The first step in developing any sample design is to clearly define the set of objects
technically called the universe to be studied. In this case the universe include all
employees of Whirlpool Company of India Pondicherry.
Data collection
The required data for the project has collected from primary data
Primary data
24. It is a fresh data, which was collected from the employees and having discussions and
interaction with employees.
Sampling process
Sampling unit: All employees of Whirlpool Company of India Pondicherry.
Duration: December-February 2008
Types of sampling
Types of sampling used in this survey were simple random sampling. In this method,
the sampling units chosen randomly from the total employees at all the levels in the
organization.
Sample size determination
Sample size restricted as the set of the sample is one organization. This sample
Size was determined as 60 as it is selected randomly in the organization.
3.4. RESEARCH INSTRUMENT
Questionnaire
Questionnaire refers to a device for securing answer to a formally arranged list of
Questions by using a term, which the respondents fill in himself.
Questionnaire design
• Open-ended
• Close ended
• Dichotomous questions
• Multiple questions
A. Open ended questions:
In this question, the respondents answer in his own words. This type of questions
is used rarely because it difficult to weight the result.
B. Closed ended questions:
This questions in which respondents is gives a limited number of alternatives
from which he is select the one that most closely matches his opinion or attitude.
C. Dichotomous questions:
A dichotomous question refers to one. Which offers the respondents a choice
between only two alternatives and reduces the issues to its simplest form
25. D. Multiple questions:
A multiple – choice question refers to one. Which provides several set alternatives for
its answer. These types of questions are asked are asks on demographic section by the
Researcher.
3.5. STATISTICAL TOOLS:
The collected data were classified and tabulated and analyzed with some of the
statistical tools listed.
• Percentage analysis and line graph was used to explain the tabulation clearly
• ANOVA were used to test level of significant.
• Chi – square test helps to find out whether two or more attribute are associated
Or not.
Percentage method
Percentage refers to a special kind of ratio. Percentages are used in making
comparison between two (or) more series of data. Percentage are used to describe
relationship. Percentage can also be used to compare the relative terms, the distribution of
two or more series of data. Since the percentage reduce everything to a common base and
there by allow meaning comparisons to be made.
The data collected through questionnaire response method was analyzed in the
Following manner:
• Raw data was coded and tabulated
• The tabulated data was converted into percentage, to show the percentage of
opinion among respondents.
Percentage analysis thus involves the simple interpretation/analysis of the various
items taken up in the questionnaire on a percentage basis from the data collected.
26. Interpretations of the gaps also include mean scores obtained by the organization. On
every aspect/items as calculated.
Chi-square test
The X² test is one of the simplest and most used non-Para- metric tests in
statistical work, it makes no assumption about the population being sampled. The
Quantity X² describes the magnitude of discrepancy between theories and
observation
where, X2 = ∑ (O-E) ²/E
O = Observed frequency
E = Expected (or) Theoretical frequency
X²= Chi-square value
d.o.f =degree of freedom (n-1)
Analysis of variance (ANOVA):
It is a statistical technique specially designed to test whether the means of more
than two quantitative populations are equal. It consists of classifying and cross-
classifying statistical results and testing whether the means of a specified classification
differs significantly.
The analysis of variance is studied by this project are follows one-way classification
In one way classification the data are classified according to only one criterion
i.e., different levels of a single factor is controlled in the experiment.
28. 1.7. ANALYSIS:
PIE CHART:
GRIEVANCE HANDLING
very important 38%
somewhat important 32%
not now 20%
not sure 4%
not important 6%
INFERENCE: From the above table it is evident that the grievance handling method of
training is considered to be important for the employees which is about 38%.
29. Grievance Handling
6%
4%
very important
20% 38%
somewhat important
not now
not sure
not important
32%
30. Employee Performance Management
very important 56%
somewhat important 22%
not now 12%
not sure 8%
not important 2%
INFERENCE: From the above table it is evident that the Employee Performance
Management is considered to be very important for the employees which is about 56%.
32. WORKPLACE ETHICS
very important 40%
somewhat important 50%
not now 02%
not sure 06%
not important 02%
INFERENCE: From the above table it is evident that Workplace Ethics is considered to
be somewhat important for the employees which is about 50%.
33. Workplace Ethics
6% 2%
2%
very important
40%
somewhat important
not now
not sure
not important
50%
34. CONFLICT MANAGEMENT:
very important 38%
somewhat important 30%
not now 16%
not sure 08%
not important 08%
INFERENCE: From the above table it is evident that conflict management is considered
to be very important for the employees which is about 38%.
35. Conflict Management
8%
8%
very important
38%
somewhat important
16% not now
not sure
not important
30%
36. STRATEGIC PLANNING/ORGANIZATIONAL SKILLS
very important 30%
somewhat important 34%
not now 22%
not sure 12%
not important 02%
INFERENCE: From the above table it is evident that training for strategic
Planning/organizational Skills is considered to be somewhat important for the employees
which is about 34%.
38. very important 32%
somewhat important 34%
not now 28%
not sure 06%
not important 00%
INFERENCE: From the above table it is evident that training for improving Presentation
Skills is considered to be somewhat important for the employees which is about 34%.
39. Presentation Skills
6% 0%
32% very important
28%
somewhat important
not now
not sure
not important
34%
40. STRESS MANAGAMENT
very important 26%
somewhat important 42%
not now 22%
not sure 08%
not important 02%
INFERENCE: From the above table it is evident that training for managing stress is
considered to be somewhat important for the employees which is about 42%.
41. Stress Management
8% 2%
26%
very important
22% somewhat important
not now
not sure
not important
42%
RETENTION
very important 30%
somewhat important 32%
not now 24%
not sure 08%
not important 06%
42. INFERENCE: From the above table it is evident that training for retention is considered
to be somewhat important for the employees, which is about 32%.
43. Retention
6%
8%
30%
very important
somewhat important
24% not now
not sure
not important
32%
SUPERVISORY SKILLS
very important 28%
somewhat important 36%
not now 22%
not sure 04%
44. not important 08%
INFERENCE: From the above table it is evident that training for improving supervisory
skills is considered to be somewhat important for the employees which is about 36%.
45. Supervisory Skills
8%
4%
28%
very important
somewhat important
24% not now
not sure
not important
36%
AREAS OF INTEREST:
OPTIONS RESPONDENTS PERCENTAGE
Excel 35 23
Spreadsheets 17 11
46. Internet 35 23
Data File
Management 16 11
Word Processing 14 10
Operating Win XP 11 7
Others 22 15
INFERENCE:
From the above table it can be infered that, 23% of the respondent’s area of
interest lies on Excel and Internet respectively. 11% on spreadsheet and Data File
Management respectively.
METHODS OF TRAINING ADOPTED IN ORGANIZATION:
OPTIONS RESPONDENTS PERCENTAGE
Classroom 27 36
Online 18 24
Audio visual media 5 7
Role play 6 8
Job rotation 9 12
Lectures 6 8
Others 4 5
47. INFERENCE:
From the above table it is evident that the classroom training adopted for the
employees is 34%, and 24% of the employees for online methods.
ANOVA - Analysis Of Variance
Null hypothesis: σ12 = σ22 , All training methods adopted are equally effective.
Alternative hypothesis: σ12 ≠ σ22 ,All training methods adopted are not equally effective.
A B C D E
14 23 12 2 4
13 18 8 5 1
12 16 13 8 3
16 21 7 6 4
21 18 10 3 6
13 20 8 1 2
48. 15 19 9 7 3
12 17 6 3 4
16 15 11 2 5
18 16 7 3 4
Tj
A 14 13 12 16 21 13 15 12 16 18 150
B 23 18 16 21 18 20 19 17 15 16 183
C 12 8 13 7 10 8 9 6 11 7 91
D 2 5 8 6 3 1 7 3 2 3 40
E 4 1 3 4 6 2 3 4 5 4 36
Ti 55 45 52 54 58 44 53 42 49 48 500
Test Static: The test static is the F-value or F Statistics and is defined as
F-value or F Statistics = (Explained variance/ Unexplained variance)
= (MSC/MSE)
i.e., F = (MSC/MSE), with (c-1) and c(r-1) degrees of freedom
A B C D E
14 23 12 2 4
13 18 8 5 1
12 16 13 8 3
16 21 7 6 4
21 18 10 3 6
13 20 8 1 2
15 19 9 7 3
12 17 6 3 4
16 15 11 2 5
18 16 7 3 4
150 183 91 40 36
150/10 = 15 183/10 = 18.3 91/10 = 9.1 ≈ 9 40/10 = 4 36/10 = 3.6 ≈ 4
≈18
Grand mean X = (15+18+9+4+4)/5 = 10
VARIANCE BETWEEN SAMPLES:
50. 18 64 1 36 7 9 3 49 4 36
6
324 745 57 410 428
SSE = Sum of squares within samples = 324+745+57+410+428 = 1964
ANOVA TABLE
Source of Sum of squares Degree of Mean sum of Variance Ratio
variation SSC freedom squares
Between SSC = 1620 (5-1)=4 MSC =
varieties (SSC/d.o.f)
= 405
With in SSE = 1964 5(10-1)=45 MSE = F =
varieties (SSE/d.o.f) = (MSC/MSE)
43.64 = 9.279
Total SST = 3584 Cr-1=49
For ν1 = 4, ν2 = 45 and for α = 0.05, the table value of F is F0.05 = 2.60.
Since the calculated value of F = 9.279 is greater than the tabulated value F0.05 = 2.60,
so that the null hypothesis is rejected. Hence there is a significant difference in the means
of the five samples. All training methods adopted are not equally effective.
51. CHI-SQUARE METHOD:
Ho= there is no significant difference between Levels of employees and Satisfaction of
training programs.
H1= there is significant difference between Levels of employees and Satisfaction of
training programs.
Levels of organization Satisfaction Un-satisfaction Total
Team leader 14 12 26
Executives 9 8 17
Manager 5 2 7
Total 28 22 50
Observed Expected Ψ2 = Σ {(O-E) 2/E}
frequency ‘O’ frequency ‘E’
14 14.56 0.0215
12 11.44 0.0274
9 9.52 0.0284
8 7.48 0.0361
5 3.92 0.2976
2 3.08 0.3787
Ψ2 = 0.7897
Critical Value: Th table value of Ψ2 = at α = 0.05 for degree of freedom (3-1)(2-1)=2 is
5.991.
52. Decision: the calculated value of Ψ2 = 0.7897 < for 2 degree of freedom = 5.991.
Therefore, the null hypothesis that there is no significant difference between Levels of
employees and Satisfaction of training programs is accepted.
53. FINDINGS
AND
SUGGESTIONS
FINDINGS OF THE STUDY:
• 36% of the employees refer to have classroom training.
• 24% of the employees are refer on-the- job Training.
• 12% of the employees would like to have job rotation.
• 8% for role-play and lectures respectively
• 7% for Audio visual media and 5% for others
54. • 62% of the employees have attended employer paid training course away from the
work place recently.
• 76% of the employees had the performance reviews and discussion on the training
needs and/or Career development with their higher officials.
• 72% of the employees have been satisfied by earlier training programme.
• From chi-square method there is no significant difference between Levels of
employees and Satisfaction of training programs.
• All training methods adopted are not equally effective.
SUGGESTIONS:
• Training should be conducted according to the employees needs.
• Trainer, training place, training method, trainee are the major things that should
be considered while conducting the training program
55. • More improvement in latest knowledge should be added in the training program.
• The in-house-training programs can be improved by inviting faculties From
various business schools and mostly from various private agencies for conducting
Training programs for the employee
• According to employees perception training program was well designed and
functioned in Systematic way was some what extent, it should Be changed, to
great Extent.
• According to employees perception the faculty’s performance, was some what
good, it should be changed, to great extent.
• The employee’s feedback must be getting in a proper way.
56. CONCLUSION
CONCLUSION:
The study conducted at whirlpool company of India ltd, pondicherry. Deals with
analyzing the training needs of employees of the organization.
The present study conclude that majority of the employees are interested in attending
training program and most of them agree that they could transfer the learning by
57. implementing new knowledge, skill, ability, and technology that they got from the
training program.
In general, the company provides a very well designed and widely shared trained policy
to its employees. However, there could be improvement in the case of conducting
feedback reviews so as to analyze the status of the employees after training.
C. BIBLIOGRAPHY
BOOKS:
Aswathappa .k, Human resources and personnel management, Tata McGraw Hill
publishing Co. Ltd. New Delhi.
58. Dr.R.Azhagaiah, Institute Of Distance Education by Faculty in Human resources
management Department, Kanchi Mamunivar Centre for P.G. Studies, Pondicherry.
Armstrong, M (2001) A Handbook of Human Resource Management Practice. 8th
edition, Kogan Page, London.
Kothari C.R., Research methodology – Methods & Technology, New age
international (p) Ltd., New Delhi,
WEBSITES:
www.CiteHR.com
www.sharetermpapaers.com
www.google.com
www.yahoo.com
60. A. QUESTIONNAIRE:
Training & Development
Questionnaire
1. How important are the following training topics
Very Somewhat Not Not now Not
Important Important Sure Important
Grievance Handling
Employee Performance
Management
Workplace Ethics
Conflict Management
Strategic
Planning/Organizational
Skills
Presentation Skills
Stress Management
Retention
Supervisory Skills
2. What technology areas are you interested in? (Check all that apply)
61. Email Creating and Publishing Web Desktop Publishing
Documents Word Processing
Operating Win XP Data File Management
Operating Win NT Excel
Operating Mac O/S Spreadsheets
SQL Internet
Scripting
3. What are all the method of training adopted in your Organization?
Classroom Audio Visual Media On the Job Role Play
Job rotation Lectures If any Other please specify
4. Please rate the method of training you feel would be most effective to achieve your
learning goals
Excellent Very Good Good Fair Poor
Classroom
Audio Visual Media
Computer Based Training
Online
On the Job
Programmed learning
Job Rotation
Role Play
Lectures
Orientation
5. Would you or your department be willing to pay a fee to hire outside training
groups?
Yes No
62. 6. Have you been to conferences or workshops that you would recommend to others?
Yes No
7. Identify the three most important strengths the Company brings to its employees?
a)
b)
c)
8. What are the three most important Training needs you would identify?
a)
b)
c)
9. If you have had performance reviews, do you recall whether you discussed training
needs and/or Career development with your supervisor?
Yes No
10. What should an orientation program for new employees include?
11. What do you see as your Unit/Division's most important training needs?
12. What other three key training needs should the Company work towards improving
over the next 2-3 years?
a)
b)
c)
13. What can HR Training and Development do to address your training need(s)?
63. 14. Is your earlier training satisfies your requirements?
15. Have you attended any employer paid training course away from your workplace
recently?
Yes No
15. (i). If yes, in which area? What is the title of training?
16. Is there a Fast Tracking system in your organization?
Yes No
17. In what way does it helps to achieve your objective and goals.
18. Please indicate your job level.
Associate Senior Associate Manager
Team Leader Executive If any other, please specify
19. Please indicate how long you have been working in the current company
Less than a year 1-2years 3-4years 5-10years More than 10 years
Details of person completing this questionnaire
Name
Organization
Position
Country
Phone
Fax
Email Address
Comments
Thank you
