Report on Summer Training

LOVELY PROFESSIONAL UNIVERSITY DEPARTMENT OF MANAGEMENT

Report on Summer Training [Title] Training Evaluation Methodology With refrence to ROI.

Submitted to Lovely Professional University

In partial fulfillment of the Requirements for the award of Degree of Master of Business Administration Submitted by: Name of the student: Gagandeep Kaur University Roll No.: A07 (10900893)

DEPARTMENT OF MANAGEMENT LOVELY PROFESSIONAL UNIVERSITY JALANDHAR NEW DELHI GT ROAD PHAGWARA

CERTIFICATION/THESIS APPROVAL BY FACULTY ADVISOR

TO WHOMSOEVER IT MAY CONCERN

This is to certify that the project report titled Training Evaluation Methodology With Reference To ROI , carried out by Ms. Gagandeep Kaur , D/o Mr. Daminder Pal Singh has been accomplished under my guidance & supervision as a duly registered MBA student of the Lovely Professional University, Phagwara. This project is being submitted by her in the partial fulfillment of the requirements for the award of the Master of Business Administration from Lovely Professional University.

Her dissertation represents his original work and is worthy of consideration for the award of the degree of Master of Business Administration. _________________________________

___________________________________ (Name & Signature of the Faculty Advisor) Date:

ACKNOWLEDGEMENT

I am extremely thankful & indebted to the numerous L&T Executives and Managerial Staff who provided vital information about the functioning of their respective department thus helping me to gain an over all idea about the working of organization. I am highly thankful for the support & guidance of each of them. I am grateful to Mr.Sanjeev Kumar, HR Manager, Larsen and Toubro, and who is the inspiration behind this Project, and Mr. Ankit Thakor, for his unrelenting support,and for his sagacious advice and inputs, for being a constant source of motivation. I am grateful to faculty members at LFBAA and my friends for contributing to this document. I would also like to thanks my Mentor Mrs. Megha Mehta, Assistance Lecturer, LFBBA ,LPU who has supported me a lot during my training period and helped me in making me this project. Last but not the least, I would like to thank my parents & all my fellow trainees & One of My Very Best Friend who has helped me a lot and been an encouragement & inspiration during my studies

DECLARATION OF AUTHENTICITY BY STUDENT

DECLARATION

I, Gagandeep Kaur, hereby declare that the work presented herein is genuine work done originally by me and has not been published or submitted elsewhere for the requirement of a degree programme. Any literature, data or works done by others and cited within this dissertation has been given due acknowledgement and listed in the reference section.

Gagandeep Kaur (Student's name & Signature)

10900893 (Registration No.)

Date:

Executive Summary

This report contains analysis of a research that was conducted on the Training Evaluation Methodology with refrence to ROI.The term Training evaluation is the systematic and objective assessment of an ongoing or completed project, program or policy, its design, implementation and results. The aim is to determine the relevance and fulfillment of objectives, development efficiency, effectiveness, impact and sustainability. The Term ROI (Return on investment) is return on what we have invested in training . In this Research report there is analysis of evaluation of training programme which was organised in L & T programme named , WORKER DEVELOPMENT INITIATIVE.In this report there is evaluation of this programme using the Jack Phillips ROI training evaluation model . Effectiveness of the programme to the workers and the company with reference to ROI.

Literature Review

Worker Development Programs are designed to meet specific objectives, which contribute to both Worker and organizational effectiveness. There are several steps in the process of management development. These includes reviewing organizational objectives, evaluating the organizations current management resources, determining individual needs, designing and implementing development programs and evaluating the effectiveness of these programs and measuring the impact of training on participants quality of work life. In simple way, it can be denoted as per the following formula. Worker development Development = Worker Education + Worker Skills + Training Effectiveness + Worker Quality of work life

INDEX S.NO 1 CONTENT Introduction to the Subject 2 Concept Introduction Training evaluation defined Training Management cycle Five steps of Training Evaluation Need of Training evaluation Model of TrainingEvaluation PAGE. NO

Intoduction to Industry Manufacturing sector in India Intoduction to company researched

Research Methodology Introduction to Research Methodology Need of the study Research objective Scope of the study Research design and methodology

Data interpretation and analysis Anaysis of data collection from workers

Recommendations & conclusion Recommendations Conclusion

Refrences Appendices Appendices 1 Questionnaire for workers

Chapter 1 Introduction to the Subject

Evaluation
Several definitions of evaluation have been offered, and the following are some of those most commonly used: An evaluation is the systematic and objective assessment of an ongoing or completed project, program or policy, its design, implementation and results. The aim is to determine the relevance and fulfillment of objectives, development efficiency, effectiveness, impact and sustainability. A program evaluation is the systematic collection of information about the activities, characteristics, and outcomes of programs to make judgments about the program, improve program effectiveness, and/or inform decisions about future programming.

Training Management Cycle

A training management cycle can be divided into three major steps: Step 1: Planning Step 2: Implementation Step 3: Evaluation. The evaluation is the final step of the training management cycle. The results of the training evaluation are reflected in the next phase of training planning to improve future training programs as shown by the arrow in the figure.

Five Steps of Training Evaluation

The processes of training evaluation can be divided into five steps: 1.Identify purposes of evaluation 2. Select evaluation methods 3.Design evaluation tools, 4. Collect data 5.Analyze and report results.

Step 1: Identify Purposes of Evaluation

Why do we want to evaluate training programs? Before developing evaluation systems, the purposes of evaluation must be determined. These will affect the types of data and the data collection methods. Learn from Experience for Future Improvement The most common reason for evaluating training programs may be to determine the effectiveness of training programs in order to improve future programs. Evaluation can help us learn from experience of past training programs. For example, we may want to know which parts of the training were successful and which not, or whether the approach to the training should be changed. We can use these lessons learned to improve plans for future training programs. Purposes identified : To determine whether the objectives of the training were achieved. To see how the knowledge and skills learned in the training are put into practice. To assess the results and impacts of the training programs. To assess the effectiveness of the training programs. To assess whether the training programs were properly implemented. To identify the strengths and weaknesses of the training programs. To assess whether the training programs were suitable in terms of the training contents, timing, participants and other aspects. To find problems of the training programs and solutions for improvement. Other Reasons for Evaluation Depending on the objectives, contents, participants, and other factors, each training program might have different purposes of evaluation. Therefore, the evaluation design can be adjusted for each training program to meet the specific purposes of the evaluation. Some examples of the reasons for evaluating training programs are shown as follows: To determine success or otherwise in accomplishing program objectives. To identify the strengths and weaknesses in the human resource development process. To compare the costs and benefits of a human resource development program. To decide who should participate in future programs. To identify which participants were the most successful with the program. To reinforce the key points made to the participants. To determine whether the program was an appropriate solution for the specific need. To establish a database that can assist management in making decisions. 10

Step 2 : Select Evaluation Method

Phillips Evaluation approach: The Phillips model measures training outcomes at five levels: Level 1. Reaction, Satisfaction, & Planned Action Brief Description

2. Learning 3. Application and Implementation

4. Business Impact 5. Return on Investment (ROI)

Measures participant reaction to and satisfaction with the training program and participants plans for action Measures skills and knowledge gains Measures changes in on-the-job application, behaviour change, and implementation. Measures business impact Compares the monetary value of the business outcomes with the costs of the training program

The following provides a summary of the five levels: Level 1 - Reaction, Satisfaction, and Planned Action: Level 1 measures participants satisfaction with a program as well as their plans to use what they have learned. Although most organizations evaluate at Level 1 exclusively, it should be noted that this level of evaluation does not guarantee that participants have learned new skills or knowledge or will use them on the job. Level 2 Learning: Using tests, skill practices, role playing, simulations, group evaluations, and other assessment tools, level 2 evaluations assess how much participants have learned. Again, although it is useful to know that participants have absorbed the new skills and knowledge, a positive outcome here does not mean that participants will use the new learning when they are back on the job. Level 3 - Behaviour, Application and Implementation: Level 3 evaluation assesses whether (and how much) participants applied the new knowledge and skills on the job. The extent to which the new learning is applied in the workplace (or changes behaviours) determines Level 3 success. Here too, it should be remembered, a favourable Level 3 evaluation does not guarantee that business outcomes will be positive. Level 4 - Business Impact: Level 4 measures the extent to which business measures have improved after training. Typical Level 4 measures are output, quality, costs, and time. It is important to go beyond Level 4 business results, however, because even if the training program results in substantial business improvement, there is still a concern that the programs costs may outweigh its business benefits. Level 5 - Return on Investment (ROI): ROI is the ultimate level of evaluation. It compares the monetary benefits from the program with the program costs. Although the ROI can be expressed in several ways, it is usually presented as a percentage or cost/benefit ratio. (Phillips 2005)

Step 3: Design Evaluation tools

Evaluation Tools Various evaluation tools can be selected depending on the purposes and methods of evaluation. Questionnaires Surveys 11

Tests Interviews Focus group discussions Observations Performance records

For the training programs tools may be used for : Level 1: Reaction -Questionanires The questionnaire is probably the most common form of evaluating training programs. Questionnaires to evaluate the reactions of training participants can be developed. Level 2: Learning- Pre/ Post Tests The pre/post test is a common form of evaluating training programs in terms of improving the knowledge of the participants. Identical tests may be used for pre- and post-tests to compare scores before and after the training. Level 3 Behaviour & 4 Results :an impact survey may be used . An impact survey can be carried out as a follow-up evaluation within several months of completing the training program. The main purpose of the impact survey is to assess the behavioral change of participants (Level 3) and improvements or outputs on their work that can be linked to the training program (Level 4).

Step 4: Collect Data

Questionnaire The most common way to collect data is through questionnaire . .Distribute questionnaire forms in advance For lengthy evaluations for training programs that span several days, or if you want the participants to evaluate each individual session, it is helpful to distribute questionnaire forms early in the program. This will allow the participants to familiarize themselves with the questions, and to answer specific questions as they are covered in the program. Please note, however, that the participants should wait until the end of the program to reach a final conclusion on general issues. For this reason, questionnaire forms for general questions could be distributed at the end of the program. Explain the purpose of the questionnaire and how the information will be used The purposes of the questionnaire and how the data will be used should be explained clearly to the participants. This will help improve the response rate and encourage them to make comments that can be useful to improve future programs. Allow enough time for completing the questionnaire If we ask the participants to fill in the questionnaire forms at the end of the program, they may be in a hurry to leave and may provide incomplete information. It is recommended to set aside enough time to fill in the questionnaire forms as a scheduled session before the end of the program.

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Step 5: Analyze and report result

Data Input
Before summarizing and analyzing the questionnaire or pre/post test data that are collected in Step 4, the data need to be entered into a compute in statistical software . Unless you have extremely large data sets or must conduct highly sophisticated analysis, a simple program like Excel may be enough.

Data Analysis
There are many ways to analyze data, but the analysis should be as simple as possible and limited to what is necessary to draw the required conclusions from the data.

Training Evaluation: Purpose And Need

An evaluation of a training programme can help an organisation meet different goals during the life of training programme. Evaluation of training programme has two basic rules aims assessing training effectiveness, and using it as a training aid. The primary aim of evaluation is to improve training by discovering which training processes are successful in achieving their stated objectives. Since evaluation affects learning, it can also be put to use as a training aid (knowledge of results facilities good learning). The other purposes of training evaluation include the following: 1.To determine whether the training and development objectives are being met. 2. To determine the effectiveness of the different components of training and development programme (e.g. contents, training aids, facilities and environment, programme schedule, presentation style, the instructor etc.) 3. To determine whether the training and development programme justifies the cost. 4. To decide who (number and type of potential participants) should participate in future programme. 5. To assess which participants gained the most or the least from specific programmes. 6. To gain practical insight in order to design, develop and deliver more effective future programmes. 7. To conform to policy guidelines and documentation of training and development efforts. 8. To check the extent of transfer of learning i.e. the extent to which a trainees applies to his/her job. 9. To determine if the training programme maps to the needs the trainees. Bramley and Newby (1984) identify four main purposes of evaluation. 1. Feedback: Linking learning outcomes to objectives and providing a form of quality control; 2. Control: Making links from training to organisational activities and to consider cost effectiveness; 3. Research: Determining the relationship among learning, training and transfer of training to the job; 4. Intervention: The results of the evaluation influence the context in which it occurs

Phillips ROI Model To evaluate Training with reference to ROI in L &T

Phillips ROI Model Kirkpatrics model has numerous positive features, but there is a need for understanding the support that training gives to establishment values. Within this perspective revenues, profits and return on investment terms become popular. Consequently, Phillips ROI model can be thought as a fifth and final level. Phillips model gives benefits of training in terms of 13

monetary aspects, and allows a comparison of benefits with costs (i.e., Phillips and Phillips, 2001: 241). The difference between the Kirkparic model and Phillips model is the fifth level (ROI level). Many establishments measure their training results with the help of ROI method. In order to complete the ROI measure, all levels in the model must be taken into consideration. Benefit-cost analysis and finding net profit are the important calculations of ROI. Generally, profit can be planned for the subsequent year following the training period. After several years, the impact on profit starts to decrease . The first three levels measure effects of human resource functions. The fourth level measures the effects directly to establishment; and the fifth level shows costs and benefits of the training program. With ROI model it is possible to analyse monetary and non-monetary results of training programs.

1. Objective of training evaluation a) Measuring the effectiveness of training programs in L&T With reference to ROI. b) Effectiveness of training on trainee and company. c) Measuring ROI of training d)Enhancing the effectiveness and ROI of training 2. Develop Evaluation Plans and Baseline Data 1. Defining the objectives of the study 2. Framing of questionnaire keeping objectives in mind (considering the objectives) 3. Feedback from the employees 4. Analysis of feedback 5. Conclusion, findings and suggestions. 14

100 trainees have been selected at random from training department of the organization and feedback forms (questionnaire) have been obtained. The data has been analyzed in order to evaluate training practices in L & T. To determine the appropriate data for research mainly two kinds of data was collected namely primary & secondary data Primary Data : 1. Questionnaire 2. Informal Interviews 3. Observation Secondary Data : 1. Articles 2. Journals 3. Websites DATA COLLECTION 3 . Collect Data During Programme Implementation In this step basically we have to collect data on two bases: Stage 1 : REACTION AND PLANNED ACTION Did they like the training ? Stage 2: LEARNING AND CONFIDENCE Did they learn it ? We will collect data by the help of Questionnaire . Questionnaires regarding evaluation of training during training period were distributed to participants (100 trainees) during the training session(for reaction and learning stage ) 4 Collect Data after implementation of training Programme 10 days after training (for implementation and business impact) questionnaire were distributed to supervisors , who will give feedback, about the change in behavior of the employees after taking training and the impact og training on business.

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Chapter 2 Introduction to the Industry

16

Introduction
India is largely moving towards high-end manufacturing with the Government announcing multiple reforms and policies in the sector. Indian manufacturing industry is largely driven by low-cost, skilled labour, adequate land laws and reasonable cost of capital. McKinsey and Co believes that India's manufacturing sector has the potential to create up to 90 million jobs by 2025. Today, the sector generates about 45 million jobs, 80 per cent of which are in the unorganised segment. India is increasingly adopting global approach to become a strategic player on international platform. Entry of foreign companies in manufacturing industry has anchored technology-based orientation which is subsequently helping India create a core and contemporary manufacturing sector, fed by ancillary manufacturers that rely on simple technical skills. Deloittes global index, 2013, for 38 nations, has ranked India the fourth most competitive manufacturing nation, behind China, the US and Germany. Not only this, but even the Global Manufacturing Competitiveness Index, 2013, based on a survey of CEOs, executives and other officials of 550 global manufacturing companies, has positioned India as second five years down the line, next only to China. Growth Trend The HSBC India Manufacturing Purchasing Managers' Index (PMI) - a measure of factory production - stood at 50.1 in May 2013. The official data showed that the Indian economy grew 4.8 per cent in the January-March 2013 quarter. Manufacturing sector recorded a year-on-year (y-o-y) growth at 2.6 per cent in the three months to March 2013. The survey indicated that orders from abroad came in at a faster pace than in April 2013.

Introduction to company Larsen & Toubro Limited, also known as L&T, is an Indian multinational conglomerate headquartered in Mumbai, India. The company has business interests in engineering, construction, manufacturing goods, information technology and financial services. L&T is India's largest engineering and construction company. Considered to be the "bellwether of India's engineering sector", L&T was recognized as the Company of the Year in 2010. & Tubro is Indias fourth largest company in the private sector. For more than five decades L&T has held leadership position in designing, manufacturing, installing plant and equipment for vital industries-food, chemical, petrochemical, fertilizer, cement, steel, nuclear and thermal power generation. L&T also supports Indias space programme by manufacturing rocket motor casings. L&Ts range of activities includes shipping, manufacture of switchgear, petrol pumps, valves, electronics, computer peripherals, cement and a comprehensive range of construction services. Today the focus is on turnkey projects demanding innovative technology. The company has spent half a century developing the expertise. Its strength lies in its largely diversified range of products and services, the commitment of its people and its ability to absorb technology from collaborations worldwide. L&T has been manufacturing petrol pumps for 25 years. Thousands of L&T petrol pumps serve motorists on Indias roans and highways. These pumps are installed at the worlds highest service station at Leh, Ladakh 17 Larsen

(India) at 3658 meters. This installation has the unique distinction of being featured in the Guinness Book of World Records. Over 8,000 petrol pumps have been exported to several countries. They are used by leading companies like SHELL, BP, CALTEX, TOTAL.Around 1,000- 1,500 pumps of each type are manufactured per month and 12,000 pumps per annum. The volume of production is 5 crores per month and around 80-90 crores per annum. The Mission The companys mission is to provide Equipment, Sales and Services for dispensing petroleum products to oil industry, distributors and consumers in India and abroad. They shall retain their market leadership and grow by providing the best value for money to their customers through: Enhanced product reliability Prompt after sales service Faster introduction of state-of-art product Effective communication

VISION L&T shall be a professionally-managed Indian Multinational, committed to total consumer satisfaction and enhancing shareholder value. L&T-ites shall be an innovative, entrepreneurial and empowered team constantly creating value and attaining global benchmarks. &T shall foster a culture of caring, trust and continuous learning while meeting expectations of employees, stakeholders and society.

E&A
E&A, leaders in the low voltage switchgear category, is one of the key business portfolios of USD 13.5 billion Larsen & Toubro Limited, Indias Largest Engineering, technology and construction conglomerate in the private sector With over five decades of experience in this field, the Company today enjoys a leadership postion in the Indian market with growing international presence. E&A business comprises low and medium voltage switchgear, electrical systems, marine switchgear, electrical and automation systems integration, energy meters & relays. Its products and solutions cater to industries, utilities, and infrastructure, building, and agriculture segments The manufacturing operations of E&As business are located at Mumbai( Pawaii) ,Navi Mumbai(Mahape & Rabale ), Ahmednagar, Vadodara, Coimbatore & Mysore in India as well as in Saudi Arabia, UAE(Jebel Ali, Dubai), Malaysia, Indonesia Australia and UK. these facilities follow word-class processes including Lean manufacturing, Forced draft ventilation system, TQM, 18

Value Engineering , JIT &Y 6 Sigma. The manufacturing facilities have a testing facility that includes 85kA short circuit test station. A major strength is its in house SWITCHGEAR Design and Development centre (SDDC) as well as well equipped Engineered Tooling Solutions (ETS) that design and manufacture a wide range of high precision tools, prerequisites for high quality products.

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Chapter 3 RESEARCH METHODOLOGY

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Intoduction to the research Methodology

Research Methodology is a way to systematically solve the research problem. The Research Methodology includes the various methods and techniques for conducting a Research. Marketing Research is the systematic design, collection, analysis and reporting of data and finding relevant solution to a specific marketing situation or problem. D. Slesinger and M. Stephenson in the encyclopedia of Social Sciences define Research as the manipulation of things, concepts or symbols for the purpose of generalizing to extend, correct or verify knowledge, whether that knowledge aids in construction of theory or in the practice of an art.

Need of the study An evaluation of a training programme can help an organisation meet different goals during the life of training programme. Evaluation of training programme has two basic rules aims assessing training effectiveness, and using it as a training aid. The primary aim of evaluation is to improve training by discovering which training processes are successful in achieving their stated objectives. Since evaluation affects learning, it can also be put to use as a training aid (knowledge of results facilities good learning).

Objective of the study 1. To analyze the existing training practices, its effectiveness and recommend measures to improve training practices in L & T. 2. To study the frequency of Worker Development initiave , methods and their effects on the trainees and recommend certain measures for improvement . 3. To take feedback and analyze the level of satisfaction amongst the employees in respect of worker development initiative programme and suggest alternatives.

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4. Evaluation of training program (Worker Development Initiative ) in L&T With reference to Return on Investment .

SCOPE OF THE STUDY Training Effectiveness is the process wherein the management finds out how effective it has been at training the employees in an organization. This study gives some suggestions for making the present training and development system more effective. It gives organization the direction, how to deal differently with different employees. It identifies the training & development needs present among the employees.

Research Methodology Project work is based on certain methodology , which is the way to systematically attain its objective. It is a very important guideline and lead to completion of any project work through observation, data collection and data analysis. According to Clifford Woody, Research Methodology comprises of defining & redefining problems, collecting, organizing &evaluating data, making deductions &researching to conclusions. Accordingly, the methodology used in the project is as follows: 1. Defining the objectives of the study 2. Framing of questionnaire keeping objectives in mind (considering the objectives) 3. Feedback from the employees 4. Analysis of feedback 5. Conclusion, findings and suggestions. SELECTION OF SAMPLE SIZE In order to take a reasonable sample size and not to disturb the functioning of the organization, a sample size of reasonable strength of the Company has been taken in order to evaluate training programmes in L & T. Accordingly, 20 trainees have been selected at random from training department of the organization and feedback forms (questionnaire) have been obtained. The data has been analyzed in order to evaluate training practices in L & T. DATA COLLECTION To determine the appropriate data for research mainly two kinds of data was collected namely primary & secondary data as explained below: PRIMARY DATA Primary data are those, which were collected fresh & for the first time and thus happen to be original in character. However, there are many methods of collecting the primary data, all have not been used for the purpose of this project. The ones that have been used are: Questionnaire Informal Interviews Observation 22

SECONDARY DATA Secondary data is collected from previous researches and literature to fill in the respective project. The secondary data was collected through: Text Books Articles Journals Websites

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Chapter 4 DATA INTREPRETATION & ANALYSIS

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DATA ANALYSIS
. 1) The programme objectives were known to you before attending it.

Options Strongly agree Moderately agree Cant say Moderately Disagree Strongly Disagree Total

No. Of Repondents
5 7 3 1 4 20

% of Responses
25% 35% 15% 5% 20% 100%

INTERPRETATION 35% of the respondents moderately agree to the fact of knowing the training objectives beforehand, in addition to 25% who strongly agree. But a small population disagrees as 20% strongly disagree to this notion. Training objectives should therefore be made known compulsorily before imparting training in the organization.

2) The training programme was relevant to your developmental needs

Options Strongly agree Moderately agree Cant say Moderately Disagree Strongly Disagree Total

No. Of Repondents
6 8 3 2 1 20

% of Responses
30% 40% 15% 10% 5% 100%

25

Interpetation
70% of the respondents feel that the training programmes were in accordance to their developmental needs. 15% respondents could not comment on the question and 15% think that the programmes are irrelevant to their developmental needs and the organization must ensure programmes that satisfy the developmental needs of the workers.

3.

The period of training session was sufficient for the learning.

Options Strongly agree Moderately agree Cant say Moderately Disagree Strongly Disagree Total

No. Of Repondents
6 4 4 3 2 20

% of Responses
32% 21% 21% 16% 10% 100%

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INTERPRETATION 52% respondents feel that the time limit of the training programme was adequate but 25% feel that it was insufficient. Also, 21% could not comment on the question. All the respondents though felt that increase in time limit of the programmes would certainly be beneficial and the organization should plan for this to be implemented in the near future. 3) The training methods used during the training were effective for understanding the subject.

Options Strongly agree Moderately agree Cant say Moderately Disagree Strongly Disagree Total

No. Of Repondents
4 8 3 3 2 20

% of Responses
20% 40% 15% 15% 10% 100%

INTERPRETATION
40% of the respondents believe that the training methods used during the programmes were helpful in understanding the subject, yet 25% disagree to this notion. The organization should use better, hi-tech methods to enhance the effectiveness of the methods being used during the training programmes.

5) The training sessions were exciting and a good learning experience.

Options Strongly agree Moderately agree Cant say Moderately Disagree Strongly Disagree

No. Of Repondents
5 8 2 3 2

% of Responses
25% 40% 10% 15% 10% 27

Total

20

100%

INTERPRETATION 65% respondents believe that the training sessions were exciting and a good learning experience. 10% respondents could not comment on this while 25% differ in opinion. They feel that the training sessions could have been more exciting if the sessions had been more interactive and in line with the current practices in the market. 6) The

training was effective in improving on- the- job efficiency. No. Of Repondents 3 6 4 4 3 20 % of Responses 15 % 30% 20% 20% 15% 100%

Options Strongly agree Moderately agree Cant say Moderately Disagree Strongly Disagree Total

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INTERPRETATION 45% respondents believe that the training programmes increase their job efficiency but 35% disagree to this. The view of the respondents were towards having more technological and current topics for the training programmes which could help them satisfy their creative urge and simultaneously increase their on-the-job efficiency.
7) The Quality of instruction was good.

Options Strongly agree Moderately agree Cant say Moderately Disagree Strongly Disagree Total

No. Of Repondents
4 5 7 3 1 20

% of Responses
20% 25% 35% 15% 5% 100%

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INTERPRETATION 45 % of the respondents believe that the quality of instruction is overall good , yet 20% disagree to this notion. 35% respondents did not comment on the issue. Yet the total mindset of the respondents was that the organization should improve the quality of instruction of the training programme.
8) The Trainer was Knowledgeable .

Options Strongly agree Moderately agree Cant say Moderately Disagree Strongly Disagree Total

No. Of Repondents
6 8 3 2 1 20

% of Responses
30% 40% 15% 10% 5% 100%

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INTERPRETATION 70% of the respondents feel that the trainer was knowledgeable . 15% respondents could not comment on the question and 15% think that the trainer of the programme was not that much knowledgeable and the organization must ensure programmes that the programme should handover to that trainer that having good knowledge . 9) Class participation and interaction was encouraged .

Options Strongly agree Moderately agree Cant say Moderately Disagree Strongly Disagree Total

No. Of Repondents
4 8 3 3 2 20

% of Responses
20% 40% 15% 15% 10% 100%

INTERPRETATION

60% of the respondents believe that the class participation and interaction was encouraged by the trainee, yet 25% disagree to this notion. 15% doesnt reply to the question .The organization should handover training to that person who is knowledgeable and also who can encourage interaction and class participation of the trainees.

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10) Adequate time was provided for questions and discussions .

Options Strongly agree Moderately agree Cant say Moderately Disagree Strongly Disagree Total

No. Of Repondents
4 5 7 3 1 20

% of Responses
20% 25% 35% 15% 5% 100%

INTERPRETATION 45% of the respondents believe that the adequate time for questions and discussion was given to them, yet 25% disagree to this notion. 35% respondents did not comment on the issue. Yet the total mindset of the respondents was that the organization should give adequate time for discussion so that the concept is clear to the trainees and objective of the training fulfilled. 11. How do you rate the training overall ?
Options Excellent Good Average Poor Very poor Total No. Of Respondents 8 5 4 2 1 20 % of responses 40% 25% 20% 10% 5% 100%

Interpretation
40% of the respondents believes that the training was excellent, 25 % of the respondents belives that the traing was good. 20% believes that that the training was not that much good nor poor. ,but 10 % respondents belives that the training was poor ,yet 5 % believes it was very poor. 32

12 ) What aspects of the training could be improved ?

The major suggestions for changes in the existing training programmes are as follows:The frequency of the training programmes organized in a year should be increased. The duration of the training sessions should be amplified. New programmes for personal as well as professional development of the workers should be developed. Workers should be referred for the training programmes as per their developmental needs. The training programmes should be organized outside the office in order to avoid disturbance in the work.

The ROI Evaluation Process

It worthwhile noting that evaluation may serve a number of key quality control functions in addition to establishing trainings business value. Some of the other objectives of evaluation are to: training and an Human Resources Development (HRD) investments iorities Data Analysis One of the most critical steps in a training evaluation is Isolation. Many other factors (e.g., marketing programs, employee bonus programs, etc.) can impact business outcomes after a new program is implemented. From the standpoint of credibility, therefore, it is important to use one or more isolation strategies to separate the business impact of the training program from the impact of other factors. The following are some of the most often used isolation techniques: Control Groups: The outcomes of pilot group of participants in a program are compared with the outcomes of a control group of participants who are not participating in the program. This is the most effective way to isolate trainings impact. Trend lines: Trend lines are commonly used to project expected business impact data into the future. Such projections are compared with the actual data after a major corporate program or initiative has been implemented to determine if the training has yielded improvement. Participants/stakeholders estimates: Participants are asked to estimate the amount of improvement directly related to a training or HR program. Because participants have received the training and are personally involved in applying the new skills and knowledge to the workplace, they are often in the best position to assess trainings relative impact. Converting Data to Monetary Values In order to calculate the ROI, the data collected in a Level 4 evaluation is converted to monetary values and compared to program costs. To do this, a value must be placed on each unit of improvement (output measure) impacted by the training program. Increases in output measures (increased sales, units produced, etc.) are converted to monetary values based on their unit contribution to profit. Often standard values are available for such measures in most organizations. There are several alternative ways to arrive at monetary value such as converting the value of quality improvements or using participants wages in those situations where the training has resulted in saving employee time. Tabulating Program Costs In order to calculate the Benefit/Cost and the ROI, all of the costs involved in the program must be tabulated. Among the typical cost components of training programs that should be included are the needs assessment, cost 33

to design and develop the program, the cost of all program materials provided to each participant, travel and accommodation, and the fully loaded salaries (i.e., salaries plus benefits) of participantsand facilitators. Calculating the Return on Investment The ROI is calculated using the program benefits and costs. The key metrics are Benefit/Cost ratio (BCR) and ROI. The benefits/cost ratio is the total program benefits divided by the total costs. The BCR formula is BCR = Total Program Benefits Total Program Costs Profit Increase to Rs120000 per year after training program provided .The total cost of program was Rs 90000. The benefit cost ratio is BCR= 120,000 90,000 =1.33:1 In other words for every Re 1 spent on training programme , Rs.1.33 is returned. The ROI of the program is: ROI = 120,000 -90,000 * 100 90,000 = 30000 * 100 90000 = 33% This means that evey rupee spent on training programme is returned and an additional Rs.0.33 is returned as profit

120,000 90,000

Control Group
Training Participants Real Earning

Comaprison group Members

Training period

20 0

34

Comaprison Between Training Group And Control group

35

CONCLUSIONS & IMPLICATIONS The major findings of the project are enumerated as follows: Training is considered as a positive step towards augmentation of the knowledge base by the respondents. The objectives of the training programmes were broadly known to the respondents prior to attending them. The training programmes were adequately designed to cater to the developmental needs of the respondents. Some of the respondents suggested that the time period of the training programmes were less and thus need to be increased. Some of the respondents also suggested that use of latest training methods will enhance the effectiveness of the training programmes. Some respondents believe that the training sessions could be made more exciting if the sessions had been more interactive and in line with the current practices in the market. The training aids used were helpful in improving the overall effectiveness of the training programmes. The training programmes were able to improve on-the-job efficiency. Some respondents also recommended that the number of training programmes be increased.

RECOMMENDATIONS Based on the data collected through the questionnaire and interactions with the Officers and Workers ofL&T the following recommendations are made for consideration: The organization may utilize both subjective and objective approach for the training programmes. The organization may consider deputing each employee to attend at least one training programmes each year. The In-house training programmes will be beneficial to the organization as well as employees since it will help employees to attend their official work while undergoing the training. The organization can also arrange part time training programmes in the office premises for short durations, spanning over a few days, in order to avoid any interruption in the routine work. The organization can arrange the training programmes department wise in order to give focused attention towards the departmental requirements.

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Training Feedback Form

Name : Department : Name of the Training Programme attended : Venue :

Employee Code : Date :

How would you rate the following on a scale of 1-5(1- Strongly Disagree, 2- Disagree, 3-Neutral,4 Agree, 5Strongly Agree)

Strongly Disagree 1. The Programme Objective was known to you before atteng it . 2. The programme was relevant to your development needs . 3.The period of Programme session was sufficient for learning.

Disagree Neutral

Agree

Strongly agree

4. Methods used during during training were effective for understanding the subject. 5.The Programme was excited and good learning experience. 6. The Programme was effective in improving on-the-job efficiency. 7. The quality of instruction was good. 8. The trainer was knowledgeable. 9. Class participation and interaction was encouraged. 10. Adequate time was provided for questions and discussion.

11. How do you rate the training overall? Excellent Good Average Poor Very poor 37

12. What aspects of the training could be improved?

THANK YOU FOR YOUR PARTICIPATION!

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