CHAPTER NO

CONTENTS

PAGE NO

CHAPTER- 1

INTRODUCTON - MEANING - NEED FOR THE STUDY - SCOPE OF THE STUDY - OBJECTIVES OF THE STUDY 1 4 5 6 7 8 16 20 29 85 86 87

CHAPTER- 2 CHAPTER- 3 CHAPTER- 4 CHAPTER- 5 CHAPTER- 6 CHAPTER- 7 CHAPTER- 8

- LIMITATIONS OF THE STUDY COMPANY PROFILE RESEARCH METHODOLOGY REVIEW OF LITERATURE ANALYSIS And INTERPRETATION FINDINGS SUGGESTIONS & RECOMMENDATIONS CONCLUSION ANNEXURE BIBLIOGRAPHY

Serial No
1. 2. 3. 4. 5. 6. 7. 8. 9.

LIST OF TABLES LIST OF TABLES

Table showing Age group of Employees Table showing Gender of Employees Table showing Educational Qualification of employees Table showing experience of employees Table showing Income of employees Table showing Group of employees Table showing opportunity to learn Table showing persons benefited of training Table showing requirement of training

Page No
30 32 34 36 38 40 42 44 46

10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26 & 27 26.

Table showing the level of participation Table showing reasons for non participation Table showing the level of importance for training Table showing level of satisfaction of duration of training Table showing whether training content matches job profile Table showing persons conducting training programme Table showing the quality of external trainers Table showing the competence of trainers Table showing the availability of training materials Table showing HR dept role Table showing the level of involvement in training Table showing satisfaction level of infrastructure facilities Table showing Relationship of training & productivity Table showing the participation level during training sessions Table showing level of feedback received Table showing the overall satisfaction of training programme Table showing Chi Square Table showing the Ranking

48 50 52 54 56 58 60 62 64 66 68 70 72 74 76 78 80 & 82 84

LIST OF CHARTS Serial LIST OF CHARTS No 1. Chart showing Age group of Employees 2. Chart showing Gender of Employees 3. Chart showing Educational Qualification of employees 4. Chart showing experience of employees 5. Chart showing Income of employees 6. Chart showing Group of employees 7. Chart showing opportunity to learn 8. Chart showing persons benefited of training 9. Chart showing requirement of training Page No
31 33 35 37 39 41 43 45 47

1 Chart showing the level of participation 0. 1 Chart showing reasons for non participation 1. 1 Chart showing the level of importance for training 2. 1 Chart showing level of satisfaction of duration of training 3. 1 Chart showing whether training content matches job profile 4. 1 Chart showing persons conducting training programme 5. 1 Chart showing the quality of external trainers 6. 1 Chart showing the competence of trainers 7. 1 Chart showing the availability of training materials 8. 1 Chart showing HR dept role 9. 2 Chart showing the level of involvement in training 0. 2 Chart showing satisfaction level of infrastructure facilities 1. 2 Chart showing Relationship of training & productivity 2. 2 Chart showing the participation level during training sessions 3.

49

51

53

55

57

59

61

63

65

67

69

71

73

75

2 Chart showing level of feedback received 4. 2 Chart showing the overall satisfaction of training programme 5.

77

79

INTRODUCTION

1.1. Introduction
Of all the factors of production, man is by far the most important. The importance of human factor in any type of co- operative endeavors cannot be emphasized. It is a matter of common knowledge that every business organization depends for its effective functioning not so much on its material or financial resources as on its pool of able and willing human resources. The human resource becomes even more important in the service industry whose value is delivered through information, personal interaction or group work. The overwhelming importance of this factor is due to its unique characteristics. This is the only resource, which can produce unlimited amounts through better ideas. There is no apparent limit to what people can accomplish when they are motivated to use their potential to create new and better ideas. No other resource can do this. This resource is animate, active and living. It is men alone who with his ability to feel, think, conceive and grow shows satisfaction or dissatisfaction, resentment or pleasure, resistance or acceptance for all types of managerial actions. Human resource is most complex and unpredictable in its behavior. Each individual has his own unique background. This makes individual unique in his psychological framework. No two individuals have exactly similar psychological frameworks. Hence, they cannot be treated alike. It is only this resource, which appreciates in value with the passage of time. As time passes people become experienced and skilled. It is not so with other resources, which generally depreciate as time, goes on.

1 TRAINING: Meaning: No industrial organization can ignore the training and development needs of its employees. Since people are not molded to specifications and rarely meet the demands of their jobs adequately. Two trends have contributed, in recent years to more attention being given to training. Fewer and fewer skills are now regarded inborn that cannot be taught. It is hoped that one can learn almost all aspects of a job by reading. That is why we find now a days almost all technical details of a job written out in the instruction manuals. The accelerated rate of technological change in the plant, office and market place is making many skills obsolete. Workers have to be retrained to do new tasks. With regard to training, the basic policy issues to be decided are: How are training needs to be decided? How training curriculum should be designed? How should follow up and evaluation be done? How should post training support be given?

Objectives: To impart new entrants the basic knowledge and skills required for efficient performance of definite tasks To assist the employees to function more effectively in their present positions by exposing them to the latest concepts, information and techniques and developing the skills they would require in their particular fields

To build up a second line of competent officers and prepare them to occupy more responsible positions To broaden the minds of the senior managers through interchange of experience within and outside so as to correct the narrow outlook caused doe to over specialization 2

Importance: Training is the corner stone of sound management for it makes employees more effective and productive. It is actively and intimately connected with all the personnel and managerial activities. It is an integral part of the whole management programme, with all its many activities functionally inter-related. The importance of training has been expressed in these words Training is a widely accepted problem solving device. Indeed our national superiority in manpower productivity can be attributed in no small measure to the success of our educational and industrial training programmes. This success has been achieved by a tendency in many quarters to regard to training a panacea. It is almost traditional in America to believe that if something is good, more of the thing is even better. Over and under emphasis on training stems largely from inadequate recognition and determination of training needs and objectives. They stem also from back recognition of the professional techniques of modern industrial training.

3 1.2. Need for the study: Many companies go beyond training employees for specific job skills by offering programmes of general educational content. The companys rationale for such programmes will benefit the company in intangible ways through a change in employees attitudes. The major need for the programme is to evaluate the effectiveness of the training by studying the existing training process in the company and to determine the factor like: Problem solving skills of the trainees Improved interpersonal skills of the trainees Ability of the trainees to acquire knowledge Interest of the trainees during training period To analyze the training outcome.

4 1.3. Scope of the study: The study was ultimately aimed at determining the effectiveness of Training System as a whole in the company to check whether training programmes given to the employees are under good environment, proper infrastructure and other facilities. The areas enclosed under the project are as follows: Type of training programmes conducted Duration of the programme The way the programme being organized Coverage of various topics Methodology of training Usage of training materials provided Relevance & usefulness of programme Time interval to conduct these types of programmes

5 1.4. Objectives of the study: Primary Objective: To analyze the effectiveness of training and to identify its impact on the trainees Secondary Objectives: To study the training methods employed in the company To study the sufficiency of the training period To study the impact of training programme on employees To analyze the employees opinion regarding training programmes To study the type of training given to the employees To study the time interval between consecutive training programmes

6 1.5. Limitations of the study: The time allocated for the study was for a period of 3 months Majority of respondents are hesitant in giving their responses whole heartedly The sample size was restricted to 200 The study was restricted to the lower and middle level of employees.

COMPANY PROFILE

Over view:
HCL is a leading global Technology and IT Enterprise with annual revenues of US$ 4.7 billion. The HCL Enterprise comprises two companies listed in India, HCL Technologies (www.hcltech.com) and HCL Infosystems (www.hclinfosystems.in) The 3 decade old enterprise, founded in 1976, is one of India's original IT garage start ups. Its range of offerings span R&D and Technology Services, Enterprise and Applications Consulting, Remote Infrastructure Management, BPO services, IT Hardware, Systems Integration and Distribution of Technology and Telecom products in India. The HCL team comprises 53,000 professionals of diverse nationalities, operating across 18 countries including 360 points of presence in India. HCL has global partnerships with several leading Fortune 1000 firms, including several IT and Technology majors

History
Born in 1976, HCL has a 3 decade rich history of inventions and innovations. In 1978, HCL developed the first indigenous micro-computer at the same time as Apple and 3 years before IBM's PC. This micro-computer virtually gave birth to the Indian computer industry. The 80's saw HCL developing know-how in many other technologies. HCL's in-depth knowledge of Unix led to the development of a fine grained multiprocessor Unix in 1988, three years ahead of Sun and HP.

HCL's R&D was spun off as HCL Technologies in 1997 to mark their advent into the software services arena. During the last eight years, HCL has strengthened its processes and applied its know-how, developed over 30 years into multiple practices semi-conductor, operating systems, automobile, avionics, bio-medical engineering, wireless, telecom technologies, and many more. Today, HCL sells more PCs in India than any other brand, runs Northern Ireland's largest BPO operation, and manages the network for Asia's largest stock exchange network apart from designing zero visibility landing systems to land the world's most popular airplane 8

Business model

The HCL Enterprise comprises two companies listed in India, HCL Technologies and HCL Infosystems. HCL Technologies is the IT and BPO services arm focused on global markets, while HCL Infosystems is the IT, Communication, Office Automation Products & System Integration arm focused on the Indian market. Together, these entities have uniquely positioned HCL as an enterprise with service offerings spanning the IT Services and Product spectrum.

The range of offerings span Product Engineering and Technology Development, Application Services, BPO Services, Infrastructure Services, IT Hardware, Systems Integration, and Distribution of Technology and Telecom products in India.

10

Leaders of HCL:
Shiv Nadar Founder - HCL Chairman & Chief Strategy Officer HCL Technologies Ajai Chowdhry Co-Founder HCL, Chairman and CEO HCL Infosystems J V Ramamurthy Chief Operating Officer HCL Infosystems Ltd Vineet Nayar President: HCL Technologies

Ranjit Narasimhan President & CEO, HCL Technologies Ltd - BPO Services Anil Chanana Executive Vice President - Finance HCL Technologies

11

HCL INFOSYSTEMS:
HCL Infosystems Ltd is one of the pioneers in the Indian IT market , with its origins in 1976. For over quarter of a century, we have developed and implemented solutions for multiple market segments, across a range of technologies in India. We have been in the forefront in introducing new technologies and solutions. HCL Infosystems ( HCLI) draws it's strength from 30 years of experience in handling the ever changing IT scenario , strong customer relationships , ability to provide the cutting edge technology at best-value-for-money and on top of it , an excellent service &support infrastructure. Today HCL is country's premier information enabling company. It offers onestop-shop convenience to its diverse customers having an equally diverse set of requirements. Be it a large multi-location enterprise, or a small/medium enterprise, or a small office or a home, HCLI has a product range, sales & support capability to service theneedsofcustomer.Last 30 years apart from knowledge & experience have also given us continuity in relationship with the customers, thereby increasing the customer confidence in us.

Our strengths can be summarized as: - Ability to understand customer's business and offer right technology - Long standing relationship with customers - Pan India support & service infrastructure - Best-vale-for-money offerings

12 Technology Leadership HCL Infosystems is known to be the harbinger of technology in the country. Right from our inception we have attempted to pioneer the technology introductions in the country either through our R&D or through partnerships with the world technology leaders. Using our own R&D we have - Created our own UNIX & RDBMS capability (in 80s) - developed firewalls for enterprise & personal system security - launched our own range of enterprise storage products - launched our own range of networking products We strive to understand the technology from the view of supporting it post installation as well. This is one of the key ingredients that go into our strategic advantage. HCL Infosystems has to its claim several technology pioneering initiatives. Some of them are: - Country's first DeskTop PC - BusyBee in 1985

- Country's first branded home PC - Beanstalk in 1995 - Country's first Pentium 4 based PC at sub 40k price point - Country's first Media Center PC VISION STATEMENT "Together we create the enterprises of tomorrow" MISSION STATEMENT "To provide world-class information technology solutions and services to enable our customers to serve their customers better" 13

Chennai Corporate Address:

299,ArcotRoad,Vadapalani, Chennai,India.Pincode:600026 Tel(044)52006500(30lines) Fax:(044)24834563 Email : corporate@hclp.com

HCL products:
DISPLAY PRODUCTS HCM 580M HCM 985RFM HCM 510LSA NETWORKING PRODUCTS HCL Passive Products HCL Active Products HCL Wireless Products

HCL Gateway Products HCL DSL Products HCL Media Converters SECURITY PRODUCTS HCL Info Wall HCL InfoSecuAccess HCL Info Surveillance HCL InfoSecuDesk - Biometric Logon HCL InfoSecuDesk - Smartcards Logon HCL InfoLoadBalancer 14 Solutions: Info structure Services Networking Services Security Services Facilities Management Services Domestic Hardware Services

15

RESEARCH METHODOLOGY

MEANING: A research cannot be conducted abruptly. Researcher has to proceed systematically in the already planned direction with the help of a number of steps in sequence. To make the research systemized the researcher has to adopt certain methods. The methods adopted by the researcher for completing the study are called research methodology. In other words Research Methodology is simply the plan of action for a research which explains in detail how data is to be collected, analyzed and interpreted. Data becomes information only when a proper methodology is adopted. Thus we can say Methodology is a tool which processes the data in to reliable information. The present chapter attempt to highlight the research adopted in this project. COMPONENTS OF RESEARCH METHODOLOGY: Research Design Type of Data Data Collection

Sampling Plan Statistical Tools used

RESEARCH DESIGN: According to Gohada, Deutish and Cook, A research Design is the arrangement of conditions for collection and analysis of data in a manner that aims to combine relevance to the research purpose with economy in procedure. The research design adopted in the study is descriptive.

16 TYPE OF DATA: Primary Data: The primary data is collected from the employees of the company. For this purpose direct personal interview and a questionnaire was prepared. Secondary Data: The secondary data and the extensive literature on selection procedure were collected from journals, articles, magazines and various websites. Information was also collected from company records, company data base, brochures and catalogues.

DATA COLLECTION:

Keeping in mind the aims, objectives and the fact that all the respondents for the study were educated, mostly questionnaire is used for data collection. Direct personal interview is also used to some extent for the study. The questionnaire was given to the employees for responses. The questionnaire consisted various aspects like open ended, close ended, multiple choice etc., SAMPLING PLAN: Sampling may be defined as the selection of some part of an aggregate or totality. On the basis of which a judgement of inference about the aggregate or totality is made. Research conducted by considering only a few units of population is called sampling. Sampling is an important and persuasive activity. Sampling techniques has got its own advantages: 17 Reduce cost owing to a study of selected units from the population Greater speed is there due to smaller units to be studied Greater accuracy in results Greater depth of information Reservation of units for reuse in destructive nature of experiments is possible.

SAMPLE SIZE: The sample consists of 200 employees of the company who had undergone the training programme. SAMPLING TECHNIQUE: Non probability convenience sampling was used in the study and sampling units are chosen primarily in accordance to the convenience.

STATISTICAL TOOLS USED: Percentage Analysis & Graphs: Percentage refers for every hundred. It is used to make easy comparisons of fractions. In the study, fractions of respondents choosing different answers are converted into percentages and interpretations are made. Formula: % of Respondents= No of respondents No of Total Respondents * 100

18 Chi- Square Method: It is a non parametric test used most frequently to test the hypothesis. This aims at determining whether significant difference exists among groups of data or whether differences are due to sampling. It describes the discrepancy theory and observation. This test is done to find the dependence of one factor over the other. Formula: X2 = (O-E)2/ E. Where E is the expected frequency O is the observed frequency Degree of Freedom = (r-1) (c-1) Properties of Chi- Square: X2 cannot be negative in value, it is Zero or Positive X2 are not symmetrical, it is skewed to the right There is a different X2 distribution for every number of degree of freedom

For degree of freedom exceeding 30, the X2 distribution is approximated by normal distribution.

RANKING METHOD [ USING WEIGHTAGES]: Weights or points are allotted for each of the ranks and here the individual

responses for various ranks of a single factor are multiplied by their weightages. For example rank 1 is given 4 points; rank 2 is given 3 points. The summation is obtained. The procedure is similarly done for the other attributes and finally the attributes are ranked accordingly. 19

REVIEW OF LITERATURE

Training is an act of increasing the knowledge and skill of an employee for doing a particular job. It is concerned with imparting specific job related skill to the employee. The aim of training is to develop some specific skill in an individual. It is mostly a preparation to meet individuals present needs. It can thus be seen as a reactive process. Need for Training: To train the employees in the company culture pattern To train the employee to increase his quantity and quality of output. This may involve improvement in work methods or skills To train employee for promotion to higher jobs To train the bright but dronish employee in the formation of his goals. This may involve instructions in initiative and drive To train employee towards better job adjustment and high morale To reduce supervision, wastage and accidents. Development of effective work habits and methods of work should contribute towards a reduction in the accident rate, less supervision and wastage of material Principles of training:

The most important objective of HRD is to create learning environment in organization so that the member of organization continuously learns and acquires competencies. In order to make the learning environment effective certain principles need to be followed.

20 KNOWLEDGE OF RESULTS: Every employee in a learning situation wants to know what is expected of him and how well he is doing. He seeks information, appraisal and guidance about his progress and is made uneasy by the possibility that he may be making some serious error in his behavior and not knowing that he is doing so. Knowledge of results affects learning in 2 ways: It provides the trainees basis for correcting his error It produces motivational effect on the trainee

MOTIVATION: A motivated worker learns better than an unmotivated one. Until the worker has become convinced of the need of training and of the worthwhileness of the returns the level of motivation will be low and learning will be slow. REINFORCEMENT:

In order for behavior to be acquired, modified and sustained it must be rewarded. But reward should be distributed cautiously or discretely. Praising an inefficient and poor learner may disappoint good trainees. Principle of reinforcement also states that punishment is les effective than reward. Punishment tends to fix the undesirable behavior rather than to eliminate it. It may also develop in the trainee a dislike for the punishment giver. However mild punishment is quite effective if administered immediately following the incorrect response. Similarly fairy immediate reinforcement should be provided for desirable behavior.

21 SUPPORTING CLIMATE AND PRACTICE: Practice makes a man perfect. In order that the trainee may not revert back to the old behavior, it is essential that he practice the new learning daily. The internal environments of many organizations are hostile to this. Too often the trainee is not able to implement in his work place what he has learned during the training session. PART vs. WHOLE LEARNING: This controversial issue is concerned with whether it is more efficient to practice a whole task all at once or whether sub tasks or component tasks should be mastered first before integrating them into the whole task performance. In a comprehensive literature review Naylor found that the answer to this question seemed to depend on the characteristics of the tasks which the trainees were attempting to master. Tasks were seen to differ in complexity (the difficulty of each of the separate task component viewed individually) and organization (the extent to which such tasks are interrelated). Naylor then suggested the following training principles: Given a task of relatively high organization, as task complexity increases whole learning becomes more efficient than part learning. Given a task if relatively low organization, as task complexity increases part learning becoming more efficient than whole.

TRANSFER OF LEARNING: Transfer of learning from the training to the job would depend upon the extent to which there are identical elements in two. Thus if the devices used in training were similar to those on the job and there would be positive transfer of learning. This means that the trained employee would be superior in performance on the job to an untrained individual. But if the physical and psychological fidelities are wanting there would be negative transfer of learning. This means that the trained would display inferior performance on the job. If incorrect work methods are learned once, there may be considerable difficulty encountered in rejecting these methods. 22 PEDAGOGY vs. ANDRAGOGY: Pedagogy is based on the mechanistic model of man. In this model man is regarded as a passive robot, reactive organism, which is inherently at rest. Activity in him is viewed as the result of external forces. The purpose of education according to this model is to transmit knowledge and skill and shape the individual to a predetermined mould. As a consequence pedagogy emphasizes designing the content of learning in advance. It says that the trainer should decide in advance what knowledge or skills need to be transmitted. Andragogy is based on the organic model man. This model regards man as an inherently active organism- the source of acts rather than the collection of acts initiated by the external forces. The purpose of education according to this model is the continuous development of individuals towards their full potentials a consequence, andragogys emphasis is on the significance of the processes over products and on qualitative change over quantitative change. Its stress is on the role of training as the source of development.

HRD is mostly based on andragogy. The andragogical teacher prepares in advance a set of procedures for involving the learners in a process involving the following elements: Establishing a climate conducive to learning Creating a mechanism for mutual planning Formulating the needs for learning Diagnosing the needs for learning Formulating programme objectives that will satisfy these needs Designing a pattern of learning experiences in which the learner can examine the implications of his behavior and finally reflect on his experience Developing human resources development personnel Evaluating the learning outcomes and rediagnosing learning needs 23 CRITERIA FOR SETTING TRAINING OBJECTIVE Nature and size of the group to be trained Roles and tasks to be coined out by the target group Relevance, applicability and compatibility of training to the work situation Existing and desired behavior defined in terms of ratio, frequency, quality of interaction, repetitiveness, innovations, supervision etc., Operational results to be achieved through training e.g, productivity cost, down time, creativity, turnover etc., Identification of the behavior where change is required Indicators to be used in determining changes from existing to the desired level in terms of ratio and frequency.

METHODS OF TRAINING; ON THE JOB TRAINING:

In this method the trainee is placed on a regular job and taught the skills necessary to perform it. The trainee learns under the guidance and supervision the superior or an instructor. The trainee learns by observing and handling the job. Therefore it is called learning by doing. Several methods are used to provide on the job training e.g. Coaching, job rotation, commitment assignments etc., A popular form of the on the job training is Job Instruction Training (JIT) or step by step learning. It is widely used in the US to prepare supervisors. It appropriate for acquisition or improvement of motor skills and routine and repetitive operations JIT method provides immediate feedback, permits quick correction of errors and provides extra practice when required. But it needs skilled trainers and preparation in advance. 24 VESTIBULE TRAINING: In this method a training centre called vestibule is set up and actual job conditions are duplicated or stimulated in it. Expert trainers are employed to provide training with the help of equipment and machines which are identical with those is used at the work place. APPRENTICESHIP TRAINING: In this method, theoretical instruction and practical learning are provided to trainees in training institutes. In India the Government has established Industrial Training Institute for this purpose. Under the apprenticeship act 1962 employers in specified industries are required to train the prescribed number of persons in designated trades. The aim is to develop all round craftsmen. Generally a stipend is paid during the training period. Thus it is an earn when you learn scheme. CLASS ROOM TRAINING:

Under this method training is provided in company class rooms or in educational institutions. Lectures, case studies, group discussions and audio visual aids are used to explain knowledge and skills to the trainees. Classroom training is suitable for teaching concepts and problem solving. INTERNSHIP TRAINING: It is a joint of training in which educational institutions and business firms cooperate. Selected candidates carry on regular studies for the prescribed period. They also work in some factory or office to acquire practical knowledge and skills. This method helps to provide a good balance between theory and practice. 25 ORIENTATION TRAINING: Induction or orientation training seeks to adjust newly appointed employees to the work environment. Every new employee needs to be made fully familiar with his job, his supervisors and sub ordinates and with the rules and regulations of the organization. Induction training creates self confidence in the employees. It is also known as pre job training. It is brief and informative. JOB TRAINING: It refers to the training provided with a view to increase the knowledge and skills of an employee for improving performance on the job. Employees may be taught the correct methods of handling equipment and machines used in a job. Such training helps to reduce accidents, waste and inefficiency in the performance of the job. SAFETY TRAINING:

Training provided to minimize accidents and damage to machinery is known as safety training, it involves instruction in the use of safety devices and in safety consciousness. PROMOTIONAL TRAINING: It involves training of existing employees to enable them to perform higher level jobs. Employees with potential are selected and they are given training before their promotion so that they do not find it difficult to shoulder the higher responsibilities of the new positions to which they are promoted.

26 REFRESHER TRAINING: When existing techniques become obsolete due to the development of better techniques, employees have to be trained in the use of new methods and techniques. With the passage of time employees may forgot some of the methods of doing work. Refresher training is designed to revive and refresh the knowledge and to update the skills of the existing employees. Short term refresher courses have become popular on account of rapid changes in technology and work methods. Refresher or re training are conducted to avoid obsolescence of knowledge and skills. REMEDIAL TRAINING: Such training is arranged to overcome the short comings in the behavior and performance of old employees. Some of the experienced employees might have picked up appropriate methods and styles of working. Such employees are identified and correct work methods and procedures are taught to them. Remedial training should be conducted by psychological experts.

Training Methods with regard to HCL Infosystems: Purpose: To define systems for identifying the training/ competence needs providing them and evaluating the effectiveness of training provided Scope: Applicable to all employees whose work affects the quality of products. Training Process at HCL Infosystems: Training needs are identified by respective departments every year in June through the training need identification matrix 27 The copy of the training needs identified are sent to the HR department for scrutinisation and importance with top management and respective department need. Based on the approval on training need by the top management an annual training plan is prepared The training plan details the topics to be covered and tentative month of training Based on the training plan, HR Manager prepares the training schedule for the month well in advance detailing the participant date, venue, topic and faculty and duration All the training arrangements, training materials will be co coordinated by HR department Training will be conducted as per plan and training attendance will be recorded through training attendance report A training feed back effectiveness form is circulated to the participants and their feed back is obtained

The training effectiveness is evaluated by means of post testing by trainer or implementation effectiveness review by the respective HOD on the training feed back effectiveness record

The record is sent to the HR department by the respective department as evidence of effectiveness verification In case of the report is satisfactory, the stock report is recorded and updated in the HR department If it is not satisfactory, retraining schedule is prepared and executed till the expected results are achieved.

Process Measure: Number of training conducted against the number of trainings targeted and also the training effectiveness. 28 STEPS IN TRAINING PROGRAMME: Identify the training needs

Preparing training programmers

Preparing the learners

Implementing training programme

Performances try out

Follow up actions

29

DATA ANALYSIS AND INTERPRETATION

Table No: 1 Age Group of Employees Options 21 to 30 years 31 to 40 years 41 to 50 years Above 50 years Total No. of. Respondents 18 56 98 28 200 % of Respondents 9 28 49 14 100

Inference: Out of 200 employees,

9% fall under the age group of 2- to 30 years 28% fall under the age group of 31 to 40 years 49% fall under the age group of 41 to 50 years 14% fall under the age group of above 50 years

30 Chart No: 1

Age Group of Employees

60

50

49

40 % of respondents

30

28

20 14 10 9

0 21 to 30 years 31 to 40 years 41 to 50 years Above 50 years

31

Table No: 2

Gender of Employees Options Male Female Total No. of. Respondents 137 63 200 Inferences: Out of 200 employees 68.5% of the employees are male 31.5% of the employees are female % of Respondents 68.5 31.5 100

32

Chart No:2

Gender of Employees

Female, 31.5

Male, 68.5

33 Table No: 3 Educational Qualification of the employees

Options Graduate Post Graduate Technical Others Total

No. of. Respondents 85 31 31 53 200

% of Respondents 42.5 15.5 15.5 26.5 100

Inferences: Out of 200 employees 42.5% of employees are graduates 15.5% of employees are post graduate 15.5% of employees are technicians 26.5% of the employees are others qualifiers.

34 Chart No:3

Educational Qualification of the employees

Others

26.5

Technical

15.5

Post Graduate

15.5

Graduate

42.5

10

20

30

40

50

% of Respondents

35 Table No: 4 Experience of employees

Options Less than 5 years 6 to 8 years 8 to 10 years Above 10 years Total

No. of. Respondents 94 47 43 16 200 Inferences: Out of 200 employees, 47% are less than 5 years experienced 23.5% are 6 to 8 years experienced 21.5% are 8 to 10 years experienced 8% are above 10 years of experienced

%5 of Respondents 47 23.5 21.5 8 100

36 Chart No: 4

Experience of employees

50 45 40 35 30 % of 25 Respondents 20 15 10 5 0 Less than 5 years

47

23.5

21.5

6 to 8 years 8 to 10 years

Above 10 years

37

Table No: 5

Income of Employees Options Below 8000 8001 to 16000 16001 to 24000 Above 24000 Total No. of. Respondents 9 66 78 47 200 Inferences: Out of 200 employees, 4.5% earn below 8000 33% earn 8001 to 16000 39% earn 16001 to 24000 23.5% earn above 24000 % of Respondents 4.5 33 39 23.5 100

38

Chart No: 5

Income of Employees

Above 24000

23.5

16001 to 24000

39

8001 to 16000

33

Below 8000

4.5

10

20

30

40

50

% of Respondents

39 Table No: 6 Group of employees

Options A B C D Total

No. of. Respondents 19 48 89 41 200 Inferences: Out of 200 employees 9.5% belong to group A 24% belong to group B 44.5% belong to group C 22% belong to group D

% of Respondents 9.5 24 44.5 22 100

40 Chart No: 6

Group of employees

A, 9.5 D, 22

B, 24

C, 44.5

41

Table No: 7

Is training an excellent opportunity to learn?

Options Strongly agree Agree Neither Agree nor disagree Disagree Total

No. of. Respondents 48 101 46 5 200 Inferences: Out of 200 employees,

% of Respondents 24 50.5 23 2.5 100

24% strongly agree that training is an excellent opportunity to learn 50.5% agree that training is an excellent opportunity to learn 23% neither agree nor disagree that training is an excellent opportunity to learn 2.5% disagree that training is an excellent opportunity to learn

42

Chart No: 7

Is training an excellent opportunity to learn

60 50.5 50

% of Respondents

40

30 24 20 23

10 2.5 0 Strongly agree Agree Neither Agree nor disagree Disagree

43

Table No: 8 In your opinion training is conducted for the benefit of:

Options Organization Employee Both Total

No. of. Respondents 44 62 94 200 Inferences: Out of 200 employees

% of Respondents 22 31 47 100

44% say that training is for the benefit of organization 31% say that training is for the benefit of employee 47% say that training is for the benefit of both

44

Chart No: 8

In your opinion training is conducted for the benefit of:

Both

47

Employee

31

Organization

22

10

20

30

40

50

% of respondents

45 Table No: 9 Do you think that the training is given according to the need of Options No. of. Respondents % of Respondents

Employee Organization Total

152 48 200 Inferences: Out of 200 employees,

76 24 100

76% feel that training is given according to employees need 24% feel that training is given according to organizations need

46 Chart No: 9

Do you think that the training is given according to the need of

Organization, 24

Employee, 76

47

Table No: 10 Do you participate in determining the training needs?

Options Yes No Total

No. of. Respondents 120 80 200 Inference: Out of 200 employees

% of Respondents 60 40 100

60% participate in determining the training needs 40% do not participate determining the training needs

48

Chart No: 10

Do you participate in determining the training needs

No, 40

Yes, 60

49

Table No: 11 Why you are not participating in determining training needs?

Options Not Permitted Not Interested Not Accepted Total

No. of. Respondents 132 45 73 200 Inferences: Out of 200 employees,

% of Respondents 66 22.5 36.5 100

66% says they are not permitted to participate in determining training needs 45% says they are not interested to participate in determining training needs 73% says their views are not accepted in determining the training needs

50

Chart No: 11

Why you are not participating in determining training needs

70 60 50

66

36.5 % of Respondents 40 30 20 10 0 Not Permitted Not Interested Not Accepted 22.5

51 Table No: 12 Rate the importance given to training in your organization

Options Very High High Moderate Low Very low Total

No. of. Respondents 49 97 50 4 200 Inferences: Out of 200 employees

% of Respondents 24.5 48.5 25 2 0 100

24.5% says organization gives very high importance for training 48.5% says organization gives high importance for training 25% says organization gives moderate importance for training 2% says organization gives low importance for training

52

Chart No: 12

Rate the importance given to training in your organization

60 50 % of Respondents 40 30 20 10 2 0 Very High High Moderate Low 0 Very low 48.5

24.5

25

53 Table No: 13 Are you satisfied with the duration of the training programme?

Options Highly satisfied Satisfied Neither satisfied nor dissatisfied Dissatisfied Highly dissatisfied Total

No. of. Respondents 32 117 43 5 3 200

% of Respondents 16 58.5 21.5 2.5 1.5 100

Inferences: Out of 200 employees 16% of the employees are highly satisfied with the duration of the training programme 58.5%f the employees are satisfied with the duration of the training programme 21.5 %the employees are neither satisfied nor dissatisfied with the duration of training 2.5%of the employees are highly dissatisfied with the duration of the training programme 1.5%of the employees are dissatisfied with the duration of the training programme

54 Chart No: 13

Are you satisfied with the duration of the training programme

Highly dissatisfied

1.5

Dissatisfied

2.5

Neither satisfied nor dissatisfied

21.5

Satisfied

58.5

Highly satisfied

16

10

20

30

40

50

60

70

55

Table No: 14

Do you think the training content matches the job requirements? Options Yes No Total No. of. Respondents 165 35 200 Inferences: Out of 200 employees 82.5% feels training contents match job requirements 17.5% feels training contents dont match job requirements % of Respondents 82.5 17.5 100

56 Chart No: 14

Do you think the training content matches the job requirements

No, 17.5

Yes, 82.5

57 Table No: 15 In your organization training is conducted by:

Options Internal resource person External resource person Both Total

No. of. Respondents 35 69 96 200 Inferences: Out of 200 employees

% of Respondents 17.5 34.5 48 100

17.5% says that training is conducted by internal resource persons 34.5% says that training is conducted by external resource persons 48% says that training is conducted by both internal and external persons

58 Chart No: 15

In your organization training is conducted by:

50 45 40 35 30 % of 25 Respondents 20 15 10 5 0 Internal resource External person resource person 17.5 34.5

48

Both

59 Table No: 16 Rate the quality of external resource persons:

Options Excellent Good Average Poor Total

No. of. Respondents 60 112 23 5 200 Inferences: Out of 200 employees 30% says external faculty is excellent 56% says external faculty is good 11.5% says external faculty is average 2.5% says external faculty is poor

% of Respondents 30 56 11.5 2.5 100

60 Chart No: 16

Rate the quality of external resource persons:

Poor

2.5

Average

11.5

Good

56

Excellent

30

10

20

30

40

50

60

% of Respondents

61

Table No: 17 Does competent faculty handle the training programme? Options Yes No Total No. of. Respondents 183 17 200 Inferences: Out of 200 employees 91.5% says that competent persons handle training sessions 8.5% says that competent persons doesnt handle training sessions % of Respondents 91.5 8.5 100

62

Chart No: 17

Does competent faculty handle the training programme

No, 8.5

Yes, 91.5

63 Table No: 18 Are you provided with sufficient training materials?

Options Yes No Total

No. of. Respondents 175 25 200 Inferences: Out of 200 employees

% of Respondents 87.5 12.5 100

87.5% says they are provided with sufficient training materials 12.5% says they are not provided with sufficient training materials

64 Chart No: 18

Are you provided with sufficient training materials

No, 12.5

Yes, 87.5

65

Table No: 19 Does the HR department conduct briefing and debriefing sessions before and after training programmes? Options Yes No Total No. of. Respondents 154 46 200 Inferences: Out of 200 employees 77% says that HR dept brief and debrief before and after training sessions 23% says that HR dept do not brief and debrief before and after training sessions % of Respondents 77 23 100

66 Chart No: 19

Does the HR department conduct briefing and debriefing sessions before and after training programmes 90 80 70 % of Respondents 60 50 40 30 20 10 0 Yes No 23 77

67

Table No: 20

What is your involvement in training? Options Very high High Moderate Low Very low Total No. of. Respondents 56 79 31 18 16 200 Inferences: Out of 200 employees 28% had very high involvement in training 39.5% had high involvement in training 15.5% had moderate involvement in training 9% had low involvement in training 8% had very low involvement in training % of Respondents 28 39.5 15.5 9 8 100

68 Chart No : 20

What is your involvement in training?

Very low

Low

Moderate

15.5

High

39.5

Very high

28

10

20

30

40

50

% of Respondents

69 Table No: 21

Are you satisfied with the infrastructure in the training programme? Options Highly satisfied Satisfied Neither satisfied nor dissatisfied Dissatisfied Total No. of. Respondents 39 126 35 200 Inferences: Out of 200 employees 19.5% are highly satisfied with infrastructure of training programme 63% are satisfied with the infrastructure of training programme 17.5% are neither satisfied nor dissatisfied with the infrastructure of the training programme % of Respondents 19.5 63 17.5 100

70 Chart No: 21

Are you satisfied with the infrastructure in the training programme

Dissatisfied

Neither satisfied nor dissatisfied

17.5

Satisfied

63

Highly satisfied

19.5

10

20

30

40

50

60

70

% of Respondents

71

Table No: 22

After training did you observe that productivity is increasing? Options Yes No Total No. of. Respondents 154 46 200 Inferences: Out of 200 employees 77% says that productivity increases after training sessions 23% says that productivity doesnt increases after training session % of Respondents 77 23 100

72 Chart No: 22

After training did you observe that productivity is increasing

No, 23

Yes, 77

73

Table No: 23

Are you allowed to participate and implement your ideas during training sessions? Options Yes No Total No. of. Respondents 129 71 200 Inferences: Out of 200 employees 64.5% says that they are allowed to participate and implement their ideas during training session 35.5% says they are not allowed to participate and implement their ideas during training session % of Respondents 64.5 35.5 100

74

Chart No: 23

Are you allowed to participate and implement your ideas during training sessions

No, 35.5

Yes, 64.5

75 Table No: 24 Does your organization get feedback after training sessions? Options No. of. Respondents % of Respondents

Always Sometimes Rarely Never Total

142 52 4 2 200 Inferences: Out of 200 employees 71% says that feedback is always received 26% says that feedback is sometimes received 2% says that feedback is rarely received 1% say that feedback is never received

71 26 2 1 100

76 Chart No: 24

Does your organization get feedback after training sessions

Never

Rarely

Sometimes

26

Always

71

20

40 % of Respondents

60

80

77 Table No: 25 Rate the overall satisfaction of the training programme in your organization:

Options Excellent Good Average Bad Total

No. of. Respondents 47 110 30 13 200 Inferences: Out of 200 employees

% of Respondents 23.5 55 15 6.5 100

23.5% says excellent about the overall satisfaction of training prograame 55% says well about the overall satisfaction of training prograame 15 says average about the overall satisfaction of training prograame 6.5% says badly about the overall satisfaction of training prograame

78 Chart No: 25

Rate the overall satisfaction of the training programme in your organization: 60 55 50

40 % of Respondents

30 23.5 20 15 10

6.5

0 Excellent Good Average Bad

79 Table No: 26

Group & Participation in determining training needs Using Chi-Square Group A B C D Total Null Hypothesis: Yes 11 26 54 29 120 No 8 22 35 15 80 Total 19 48 89 44 200

There is no significant relationship between the group and participation in determining training needs Alternate Hypothesis: There is significant relationship between group and participation in determining training needs Level of significance: 5% Degrees of freedom: 3 Calculated Value: 1.373 Tabulated Value: 7.815 Conclusion: Since CV < TV, we accept null hypothesis and hence there is no significant relationship between the group and participation in determining training needs 80 Calculation of Chi Square: Observed 11 26 54 29 8 Expected 11.4 28.8 53.4 26.4 7.6 O-E -0.4 -2.8 0.6 2.6 0.4 [O-E]2 0.16 7.84 0.36 6.76 0.16 [O-E]2 / E] 0.0140 0.2722 0.0067 0.2560 0.0210

22 35 15 TOTAL

19.2 35.6 17.6

2.8 -0.6 -2.6

7.84 0.36 6.76

0.4083 0.0101 0.3841 1.3724

81 Table No: 27 Gender and involvement level in training programmes Using Chi-Square Method Involvement Level Very high High Moderate Low Very low Total Null Hypothesis: Male 46 51 23 10 7 137 Female 10 28 8 8 9 63 Total 56 79 31 18 16 200

There is no significant relationship between the gender and involvement level in training

Alternate Hypothesis: There is significant relationship between gender and involvement level in training Level of significance: 5% Degrees of freedom: 4 Calculated Value: 11.8 Tabulated Value: 9.49 Conclusion: Since CV < TV, we reject null hypothesis and there is significant relationship between the gender and involvement level in the training programme 82 Calculation of Chi Square: Observed 46 51 23 10 7 10 28 8 8 9 Total Expected 38.36 54.11 21.24 12.33 10.96 17.64 24.89 9.76 5.67 5.04 O-E 7.64 -3.11 1.76 -2.33 -3.96 -7.64 3.11 -1.76 2.33 3.96 [O-E]2 / E] 1.52 0.18 0.15 0.44 1.43 3.31 0.38 0.32 0.96 3.11 11.8

83

Chart No: 28
Rank the following factors with regard to the training programme:

Using Ranking Method: Weightages:

Factors Facultys competence Training aids Training methods Training environment Duration of the training programme Inference: From the above table it is clear that employees ranked training aids as first, training methods as second, duration as third, facultys competence as fourth and training environment as fifth. Rank: I Rank: II Rank: III Rank IV Rank V Training aids Training methods duration of programme Facultys Competence Training environment 25 63 51 19 42

2
63 10 27 44 56

1
Value 536 726 656 509 573 Rank IV I II V III

No. of Respondents 31 62 19 58 45 34 32 31 40 28 39 38 37 75 31

84

FINDINGS

50.5% of the employees agree that training is necessary and it is an opportunity to learn followed by 24% who strongly agree

The employees have very well understood that training is for the benefit of both company as well as the candidates

The training is given according to the need of the employees it is accepted by 76% Majority of the employees participate in determining the training needs but 40% has disagreed

Reason for not participating is that they are not permitted Majority of the employees have stated that organization gives high importance for training

Majority of the employees have stated that the duration of the training programme is satisfactory and the training content matches the job requirements

It is found that most of them have stated that external faculties are good and they are more competent

HR dept is doing to its best of ability on the training sessions Majority of the employees have told that they have high involvement in training Almost all the employees have stated that training leads to increase in productivity Few of the employees feel that they are not allowed to participate and implement their ideas during training sessions

All the employees have told that feedback is always received after training sessions

Majority of the employees have stated that the infrastructure of the training is too good and also the overall training performance is good 85

SUGESSTIONS AND
RECOMMENDATIONS

The employees should be made to realize that training is for their benefit and also its importance

Training should be given according to the needs of the employees and they must be permitted to participate in determining the training needs

The duration of the training shall be extended so that all the necessary topics are covered

The number of training programmes will be effective if it is handled by external faculty members

A particular group feels that they are neglected. Measures should be taken to avoid this sort of opinion arising

All employees should be given a chance to let their opinions open and the best of it shall be implemented

Training programmes should be still motivational to achieve 100% effectiveness

86

CONCLUSION

To Study the Effectiveness of Training Programme at HCL Infosystems has been designed mainly to evaluate the system of training which includes training programmes, the infrastructure of the training hall, the faculty handling and other amenities provided

The research was conducted in HCL Infosystems by taking sample size of 200. The research tool was questionnaire and survey method respectively.

Advanced statistical tools were used to analyze the data and the analyzed data helped in interpretation of the information relating to the objective. Suggestions and conclusions are based on the analysis.

The study reveals that the training programmes are really effective and directed towards the objectives. Emphasis is given to needs assessment at all levels. The training should be given to the non executive and the number of programmes and their duration will be more effective if it is increased.

The employees are highly satisfied with the training system of HCL Infosystems. The study also reveals that the training programmes are evaluated and the employees

participate in programmes with high enthusiasm and readiness to implement it in their work.

87

BIBLIOGRAPHY

Aswathappa. K, HUMAN RESOURCES AND PERSONNEL MANAGEMENTtext and cases, Tat McGraw Hill, New Delhi, 3rd edition, 2002

Garry dessler, HUMAN RESOURCE MANAGEMENT, person Education Asia Ravilochanan. P, RESEARCH METHODOLOGY with business

correspondence and report writing, Margham Publications, Chennai, 2002 Sanchetti.D.C & Kapoor VK, BUSINESS STATISTICS, Sultan Chand & Sons , Delhi, 1st Edition, 1979 www.hclinfosystems.in www.google.com

ANNEXURE

Questionnaire:
Name: Gender: Male Female

Educational Qualification: Graduate Post Graduate Technical Others

Experience: Less than 5 years 5-8 years 8-10 years Above 10 years

Income: Below 8000 8001 16000 16001 24000

 Group

Above 24000

A B C D Strongly agree Agree Neither Agree nor disagree Disagree

Is training an excellent opportunity to learn?

In your opinion training is conducted for the benefit of: Organization Employee Both

Do you think that the training is given according to the need of? Employee Organization

Do you participate in determining the training needs? Yes No

If no, why? Not permitted Not interested Not accepted

Rate the importance given to training in your organization: Very high High Moderate Low Very low

Are you satisfied with the duration of the training programme? Highly satisfied Satisfied Neither satisfied nor dissatisfied Dissatisfied Highly dissatisfied

Do you think the training content matches the job requirements? Yes No

In your organization training is conducted by: Internal resource person External resource person both

Rate the quality of external resource persons: Excellent Good Average Poor

Does competent faculty handle the training programme? Yes No

Are you provided with sufficient training materials? Yes No

Does the HR department conduct briefing and debriefing sessions before and after training programmes? Yes No

What is your involvement in training? Very high High Moderate Low Very low

Are you satisfied with the infrastructure in the training programme? Highly satisfied Satisfied Neither satisfied nor dissatisfied Dissatisfied

After training did you observe that productivity is increasing? Yes No

Are you allowed to participate and implement your ideas during training sessions? Yes No

Does your organization get feedback after training sessions? Always Sometimes Rarely Never

Rank the following factors with regard to the training programme: Facultys competence Training aids Training methods Training environment Duration of the training programme

Rate the overall satisfaction of the training programme in your organization: Excellent Good Average Bad