Post on 25-Nov-2014
“A STUDY ON EMPLOYEE’S PERCEPTION
TOWARDS TRAINING AND DEVELOPMENT AT
HINDUSTAN COCA-COLA BEVERAGES PRIVATE
LIMITED”
Undertaken at
HINDUSTAN COCA-COLA BEVERAGES PRIVATE
LIMITED.
NEMAM
A PROJECT REPORT
Submitted by
MADANAPALEM RAJESH
(Reg. No: 10606631023)
Of
JAYA ENGINEERING COLLEGE
In partial fulfillment for award of the degree
Of
MASTER OF BUSINESS ADMINISTRATION
IN
HR
JUNE 2008
DECLARATION
I Mr. MADANAPALEM RAJESH , (10606631023) a bonafied student of
Department of Management Studies, Jaya Engineering College, Thiruninravur,
would like to declare that the project entitled “A Study On employees
Perception Towards training and development programmes in Hindustan Coca-
Cola Beverages private Limited”
In partial fulfillment of Master of Business Administration Course of Anna
University is my original work.
Place: Chennai SIGNATURE
Date: 20/08/07
ACKNOWLEDGEMENT
My very special thanks and gratitude to our chairman
Prof. A. Kanagaraj, M.A., M.Phil and Secretary Mrs. Vijaya Kumari
M.A., B.Ed, and the vice-chairman Mr. K. Navaraj M.Tech.
My very special thanks and gratitude to our beloved
principal Prof. G. S. Kandaswami.
My very special thanks and gratitude to our beloved
Director of Department Dr. Latha Krishnadass who provided me an
opportunity to do this project.
My very special thanks and gratitude to the Hindustan Coca-Cola
Beverages Private Limited, which has given me its consent to undertake a
project. I am also indebted to convey my sincere thanks to Mr.P.Deepak &
P.B.Ragavendran who guided me well and all other staff members of the
company.
I would like to thank Mr. G.Vinodkumar, for his valuable guidance, advice
and continuous encouragement during this project work. And I would like
to thank all the staff of my department for their valuable guidance, advice
and continuous encouragement during the project work.
Finally I thank who was with me and spared their time with me to do the
project work, and they are none other than my Parents, Respondents
Friends and Relatives who supported me to complete my project work.
ABSTRACT
ABSTRACT
TABLE OF CONTENTS
CHAPTER
NO.
TITLE PAGE NO
ABSTRACT
LIST OF TABLES
LIST OF FIGURES
1. INDUSTRY PROFILE
2. INTRODUCTION OF THE PROBLEM
2.1 TITLE OF THE PROJECT
2.2 NEED FOR THE STUDY
2.3 OBJECTIVE OF THE STUDY
2.4 SCOPE OF THE STUDY
2.5 STATEMENT OF THE STUDY
3. ORGANISATION PROFILE
4. REVIEW OF LITERATURE
CHAPTER NO.
TITLE PAGE NO.
5. RESEARCH METHODOLOGY
5.1 RESEARCH DESIGN
5.2 DATA COLLECTION METHODS
5.3 RESEARCH INSTRUMENT
5.4 SAMPLING
5.5 ANALYSIS TOOLS
5.6 LIMITATIONS OF THE STUDY
6. DATA ANALYSIS & INTERPRETATION
6.1 PERCENTAGE ANALYSIS
6.2 GRAPHICAL ANALYSIS
6.3 STASTICAL ANALYSIS 6.3.1 CHI-SQUARE 6.3.2 WEIGHTED AVERAGE METHOD 6.3.3 CORRELATION
7. FINDINGS
8. SUGGESTIONS & RECOMMENDATIONS
9. CONCLUSIONAPPENDIXBIBLIOGRAPHY
LIST OF TABLES
TABLE NO
TITLE PAGE NO.
1TABLE SHOWING THE AGE GROUP OF THE
RESPONDENTS.
2 TABLE SHOWING THE DEPARTMENT OF
THE RESPONDENTS
3 TABLE SHOWING RESPONDENTS
EDUCATIONAL QUALIFICATION
4 TABLE SHOWING TOTAL EXPERIENCE OF
THE RESPONDENTS
5 TABLE SHOWING COCA-COLA EXPERIENCE
OF THE RESPONDENTS
6 TABLE SHOWING UNDER GONE THE
TRAINING PROGRAMME
7 TABLE SHOWING TRAINING PROGRAMME
IMPORTENT
TABLE NO
TITLE PAGE NO.
7(i) TABLE SHOWING TO DEVELOP SKILLS
7(ii) TABLE SHOWING TO DEVELOP KNOWLEDGE
7(iii)TABLE SHOWING TO DEVELOP INTERPERSONAL RELATIONSHIP
7(iv) TABLE SHOWING TO DEVELOP ATTITUDE
8TABLE SHOWING HOW FREQUENTLY TRAINING PROGRAMMES ARE CONDUCTED
9TABLE SHOWING WHAT ARE THE TRAINING METHODS ADOPTED IN THE ORGANIZATION
10TABLE SHOWING RESPONDENTS PRESENT TRAINING MODULE SATISFACTION
11(i)TABLE SHOWING IF 'YES' IMPROVED YOUR SKILLS
11(ii)TABLE SHOWING IMPROVED YOUR KNOWLEDGE
TABLE NO
TITLE PAGE NO.
11(iii)TABLE SHOWING IMPROVED YOUR INTERPERSONAL RELATIONSHIP
11(iv) TABLE SHOWING DEVELOP YOUR ATTITUDE
12TABLE SHOWING HANDLING DAY TO DAY ACTIVITIES EFFECTIVELY AFTER ATTENDING THE TRAINING PROGRAMME
13TABLE SHOWING IF 'NO' REASON FOR THE DISSATISFACTION
14TABLE SHOWING RESPONDENTS PLACE PREFERE FOR THE TRAINING
15TABLE SHOWING RESPONDENTS NO OF DAYS PREFERE FOR THE TRAINING
16(i)TABLE SHOWING RESPONDENTS RATE THE FACILITIES FOR DURING THE TRAINING PROGRAMME - TRAINING MATERIAL
16(ii) TABLE SHOWING MODE OF TRAINING
16(iii) TABLE SHOWING ABOUT TRAINER
16(iv) TABLE SHOWING ABOUT TRAINING ROOM
TABLE NO
TITLE PAGE NO.
16(v) TABLE SHOWING ABOUT AMBIENCE
16(vi) TABLE SHOWING ABOUT FOOD
17TABLE SHOWING RESPONDENTS SATISFACTION LEVEL OF EVALUATION PROCEDURE
18TABLE SHOWING RESPONDENTS PREFERE FOR LIKE TO GET TRAINED
19TABLE SHOWING RESPONDENTS PARTICIPATION LEVEL
20TABLE SHOWING GIVEN OPPORTUNITY TO PRESENT THE PROBLEM
CHART NO
TITLE PAGE NO.
1
THE AGE GROUP OF THE RESPONDENTS.
2THE DEPARTMENT OF THE RESPONDENTS
3 EDUCATIONAL QUALIFICATION
4TOTAL EXPERIENCE OF THE RESPONDENTS
5 COCA-COLA EXPERIENCE OF THE
RESPONDENTS
6 UNDER GONE THE TRAINING PROGRAMME
7TRAINING PROGRAMME IMPORTENT
7(i) TO DEVELOP SKILLS
7(ii) TO DEVELOP KNOWLEDGE
7(iii)TO DEVELOP INTERPERSONAL RELATIONSHIP
7(iv) TO DEVELOP ATTITUDE
8HOW FREQUENTLY TRAINING PROGRAMMES ARE CONDUCTED
CHART NO
TITLE PAGE NO.
9WHAT ARE THE TRAINING METHODS ADOPTED IN THE ORGANIZATION
10RESPONDENTS PRESENT TRAINING MODULE SATISFACTION
11(i) IF 'YES' IMPROVED YOUR SKILLS
11(ii) IMPROVED YOUR KNOWLEDGE
11(iii)SHOWING IMPROVED YOUR INTERPERSONAL RELATIONSHIP
11(iv) DEVELOP YOUR ATTITUDE
12HANDLING DAY TO DAY ACTIVITIES EFFECTIVELY AFTER ATTENDING THE TRAINING PROGRAMME
13 IF 'NO' REASON FOR THE DISSATISFACTION
14RESPONDENTS PLACE PREFERE FOR THE TRAINING
15RESPONDENTS DAYS PREFERE FOR THE TRAINING
CHART NO
TITLE PAGE NO.
16(i)RESPONDENTS RATE THE FACILITIES FOR DURING THE TRAINING PROGRAMME - TRAINING MATERIAL
16(ii) MODE OF TRAINING
16(iii) TRAINER
16(iv) TRAINING ROOM
16(v) AMBIENCE
16(vi) FOOD
17RESPONDENTS SATISFACTION LEVEL OF EVALUATION PROCEDURE
18RESPONDENTS PREFERE FOR LIKE TO GET TRAINED
19 RESPONDENTS PARTICIPATION LEVEL
20GIVEN OPPORTUNITY TO PRESENT THE PROBLEM
CHAPTER - 1
INDUSTRY PROFILE
INDUSTRY PROFILE
Soft drinks are one of the common drinks which are basically used for
thirst quenching purpose. It was introduced in the 17th century. Due to the
changing life scenario it is now positioned as a fun drink and virtually luxury.
Soft drink is consumed by almost every section of the society for its cool and
tasty attributes.
HISTORY
The first marketed soft drinks (non-carbonated) appeared in the 17th
century. They were made from water and lemon juice sweetened with honey. In
1676, the campaign de Limonadiers of Paris were granted a monopoly for the
sale of lemonade soft drinks. Vendors would carry tanks of lemonade on their
backs and dispensed cups of the soft drink to thirsty Parisians.
Joseph Priestley
In 1776, Englishmen created the first drinkable man-made glass of carbonated
water three years later, Swedish chemist Torbern Bergman invented a
generating apparatus that made carbonated water from chalk by the use of
sulphuric acid. Bergman’s apparatus allowed imitation mineral water to be
produced in large amounts.
John Mathews
In 1810, the first united states patent was issued for the ;means of mass
manufacturer of imitation mineral waters’ to Simons and rundell of Charleston
south Carolina however, carbonated beverages did not adhesive great popularity
in America until l1832, when john Mathew invented his apparatus for the
making carbonated water. John Mathews then mass manufactured his apparatus
for a sale to soda fountain owners.
THE SOFT DRINK BOTTLING INDUSTRY
Over 1,500 U.S. patents were filed for a cork, cap or lid for the carbonated drink
bottle tops during the early days of the bottling industry. Carbonated drink
bottles are under a lot of pressure form the gas. Inventors were trying to find the
best way to prevent the carbon dioxide or bubbles form escaping. In 1892,
William painter a Baltimore machine shop operator patented the “crown cork
bottle seal”. It was the first very successful method of keeping the bubbles in
the bottle.
Automatic Production of Glass Bottles:
In 1899, the first patent was issued for a glass bowling machine for the
automatic production of glass bottles. Earlier glass bottles had all been hand
blown. Four years later the new bottle bowing machine was in operation. The
inventor Michael Owens, an employee of Libby Glass Company first operated it
within a few years glass bottle production increased from 1,500 bottles a day to
57,000 bottles a day.
Horn Paks and Vending Machines
During the 1920’s the first”Horn-Paks” were invented hornpaks are the familiar
pack beverage carrying cartons made from cardboard. Automatic vending
machines also began to appear in the 1920 the soft drink had become an
American mainstay.
SOFT DRINK MARKET IN INDIA
The history of the soft drink market in India started by back in early
1940’s by Glucose Company and next by Parle group in 1949 followed by
another manufacturers of soft drinks like pure drinks. Mc Dowell, dukes etc.
after the exit of the coca-cola in 1977 Parle became the undisputed market
leader till recent past.
Since the introduction these soft drinks were served in 2oo ml packs that
too in bottles only. In September – October 1998 Parle had decided to go for
250 ml bottles and introduced thumps up in Delhi. The main factor that
influenced them in going to 250ml instead of 200ml was to counter attack the
entry of Pepsi.
PRESENT SCENARIO
Latter on when globalizing our economy opening it up for MNC’s like
Pepsi, Coca-Cola, and Cadbury etc to enter the real cola war had begun.
Although the import and manufacture of international brands like coke and
Pepsi is enhanced in India, the local brands are being stabilized by
advertisement good quality and low cost.
Ever since the entry of Pepsi, the competition between Pepsi and Parle
was a battle of small arms, as the alliance of Parle with coke and constant reveal
of sophisticated management techniques by Coke and full fledge highly
innovative promotional activates by Pepsi has really made the industry as a
battle field of cannons.
One can make above statement by seeing advertisement expenditure and
investment of Coke and Pepsi. Coke is expected to pump 2400 crores and Pepsi
300 crores into the Indian markets apart their initial investment of 250 crores
and 500 crores respectively.
MARKET SHARE
Cola products account for nearly 61-62% of the total soft drink market.
The brands that fall in the this category are Pepsi, Thumps Up, Diet Coke, Diet
Pepsi, Bovonto etc. Non-Cola segments which constitute 36% can be divided
into four categories based on the types of flavors available namely orange,
cloudy Lime, Clear Lime and mango. Coca Cola, king of soft drinks industry
boasts a global market share of around 50% followed by Pepsi Company at
about 21% and Cadbury Schweppes at 7%.
INDIAN ORGANIZATION STRUCTURE
CEOJohn Ustas
CEOJohn Ustas
VP SalesVP Sales VP Supply Chain
VP Supply Chain
CFOCFO Director HRDirector HR VP BSGVP BSG
Region VP (North)
Region VP (North)
Region VP (Central)
Region VP (Central)
Region VP (South)
Region VP (South)
WORLD ORGANIZATION STRUCTURE
Chairman and CEOE. Neville Isdell
Chairman and CEOE. Neville Isdell
President CCNAPresident CCNAEVP & President,
Coca-Cola International
EVP & President,Coca-Cola
International
EVP & President, Marketing, Strategy &
Innovation
EVP & President, Marketing, Strategy &
Innovation
President, Bottling Investments & Supply Chain
Irial Finan
President, Bottling Investments & Supply Chain
Irial Finan
CFOCFO
CFO Director , HRDirector , HR Region DirectorSteve BuffingtonRegion DirectorSteve Buffington
Region DirectorRegion Director
Singapore CBOSingapore CBO
Brazil CBOBrazil CBO
India CBO(HCCBPL)India CBO(HCCBPL)
China CBOChina CBO
CHAPTER-2
INTRODUCTION TO THE PROBLEM
2.1 TITLE OF THE PROJECT
“A STUDY ON EMPLOYEE PERCEPTION TOWARDS TRAINING
AND DEVELOPMENT AT HINDUSTAN COCA-COLA
BEVERAGES PRIVATE LIMITED”
2.2NEED FOR THE STUDY
In spite of rapid growth technology, HR has become a critical factor in making
the technology efficient enough to compete in the market. To make the HR
more competitive training and development has gained lots of importance in
making HR a success factor. The organizational personnel at different levels
require different skills these skills can be developed though various training and
development programmes. This project is to be helpful for HCCBPL to find out
the perception on training and development.
2.3 OBJECTIVES OF THE STUDY
PRIMARY OBJECTIVE:
To Study the Employee Perception towards Training and
development in Hindustan Coca-Cola Beverages private limited
SECONDARY OBJECTIVE:
To find out the expectations of employees on the training and
development
To assess the satisfaction level of employees on current training
module
To identify the employees preference on
Place of training
Training method
Duration of training
SCOPE OF THE STUDY
Training is a long-term investment in human resource management. So, when
proper training methods are designed, it reflects on both employees’
productivity and morale of the employees’
This project will help the management in understanding the employees’
perception on training and development module. This will reveal the
satisfaction level, the performance on training method / trainer / period and etc.
The above information will contribute a lot in redesigning the
training module that will balance the organization need and personnel needs.
2.4 STATEMENT OF THE STUDY
This topic is chosen because training is a key success factor of any
organization in today’s context.
The organizational personnel at different levels require different skills.
So, these can be developed through various training and development
programmes.
This study helps to identify the opinion regarding the existing training
programmes and perception on training and development programmes.
CHAPTER – 3
COMPANY PROFILE
COMPANY PROFILE
Dr.John S.Pemberton in Atlanta, Georgia invented coca-cola with coke
leaves and kola nut as a basis in may1886. Dr.John S.Pemberton’s first coke
leaf drink, French winecok, was actually imitation of Vin mariani, a coke wine
drink invented by Angelo Mariani and the same was considered superior than
the original drink. As Dr.John S.Pemberton was not in good health he sold part
of the company to Willis Veneable and George Lowndes in 1887. Neither had
the time to make marker or sell coke and they sold their share of the company to
Wool folk Walter and his younger sister Margaret Dozier.
Dozier owned two-ninths and walker four-ninths of the formula rights.
Later venable somehow disposed of his portion of coca-cola in 1887 to Joseph
Jacobs owner of Jacob’s pharmacy in early October 1887 Dr. John S.
Pemberton got three investors with and ad and he took $2000 from
J.C.Mayfield, A.O.Murphey and E. H. Bloodworth. The three new partners
were ready to produce all of Pemberton’s wonderful medicines. At this point the
formula of Coca-Cola was officially owned by Pemberton, Walker and Dozier
and several others had interest in it.
Candler, an ambitious Atlanta druggist some how acquired control of the
company in 1888. With Charley Pemberton (John’s Son) claiming his rights to
the drink. This kicked off two coke clones by the name of Yum Yum and Koke.
Despite illness Pemberton continued with his work and developed a new drink,
a modified cola with celery extract but died on August 16, 1888 before finishing
the drink. Exactly two weeks after Pemberton died Candler bought the
remaining interest of Walker and Dozier for $1000 with the expectation of the
Walker, Candler & company had legal right to coca-cola.
In 1891, nine years prior to the invention of paper clip, Asa Candler
became the owner of the five year ole coca-cola business and the incorporated
the coca-cola company and registered the “Coca-Cola” trademark with the U.S.
patent. The secret formula dubbed “7X” and was only shared with a handful of
his most trusted associates.
In 1899, two Chattanooga, Tennessee entrepreneurs who bought the
rights to bottle and sell coca-cola across the united states ushered large scale
bottling in that operation was the forerunner of the targets, most widespread
production and distribution network in the world. The Coca-Cola Spenserian
script as a reminder was splashed on the side of buildings and banner walls to
the extent of 2.5 million. Sq.feet in the America by 1908. By 1960’s the
company moved onto more modern methods of promotion as other means of
advertising had emerged.
Candler sold the coca-cola company in 1919 for $25 million to an Atlanta
banker named Woodruff and investor group he had organized in 1923
E.Woodruff’s 33 year old son Robert Woodruff was elected as the president of
Coca-Cola Company. “The
Business was re-incorporated as Delaware Corporation and 500,000 shares of
common stock were sold publicly for $40 per share”. Robert Woodruff bought
Coca-Cola Company to even greater highs for more than six decades.
“Fundamental to his success was a commitment to the highest standards for
product quality a commitment that remains a hall mark of the Coca-Cola system
today”.
In 1960 the Coca-Cola Company purchased minute maid corporation
adding frozen citrus juice concentrates and adds along with the trademarks
minute maid and Hi-c the company’s beverage line. The company later acquired
Duncan foods a coffee producer and formed the Coca-Cola company foods
divisions in 1967, now known as the “Minute Maid Company” during 1977-
1983 the company produced and marketed wine in the United States and bought
Belmont Spring Water Company incorporated in 1982.
Although Coca-Cola had debled on several industries over the years in
1981 Roberto Goizueta a chemical engineer rejuvenated the business and
engineered the largest diversification the $700 million acquisition of Columbia
picture in 1982. In 1985 Coke changed its original recipe for a “New Coke”.
Market shares had fallen and Guizueta changed the name to “New Coke” the
same was rejected by the customers. This forced the company to get back to the
original recipe. In 1986, it consolidated the
U.S. bottling operation it owned into Coca-Cola enterprises and sold 51% of the
new company to the public.
Coca-Cola company thought that the entertainment business would be
good for ;them and in 1982 acquired Columbia pictures industries which joined
Tri Star pictures in 1987, to form the independent corporation Columbia
pictures entertainment inc. Coca-Cola the sold Belmont springs water
companying. In 1989 closing out a decade of accelerated growth and change
while Robert was in the company the value rose form $4 billion to $145 billion.
In 1977, Douglas Ivester, the architect of Coca-Cola’s restructured bottling
operations took over the company.
COCA-COLA IN INDIA
After a 16 years absence, Coca-Cola returned to India in 1993 Coca-Cola
India has made significant investments to build and continually improve its
business in India including new production facilities, waste water treatment
plants and distribution systems and marketing equipment. During the past
decade the Coca-Cola system has invested more than US $ 1 billion in India. In
2003 Coca-Cola India pledged to invest further US$100 million in its
operations. Coca-Cola business system directly employees approximately 6000
local people in India and indirectly created employment for more than 125,000
people in related industries through their various Vast supply and distribution
system. The Coca-Cola system in India companies comprises 27 wholly owned
company-owned bottling operations another 17 franchise owned bottling units.
A network of 29 contract packers also manufactures a range of product for the
company.
Coca-Cola India has 50% market share nationally in the soft drink
segment. Despite accumulating losses of Rs.2,086 crores in its bottling
subsidiary, Hindustan Coca-Cola Beverages in the last two years, the coal giant
has signaled its intention to stay the long haul in India. Coca-Cola India’s
biggest has come from Kinley, it packaged water brand Kinley has a market
share of 35.1% nationally in this segment.
FRAME WORK OF THE COMPANY
VISION STATEMENT
Our Vision:
Sustainable Growth
Profit: Maximizing
return to shareowners while being mindful of
our overall responsibilities.
People: Being a great place to work where people are
inspired to be the best they can
be.
Plant: Being a responsible
global citizen that makes a difference.
Partners: Nurturing a
winning network of
partners and building mutual
loyalty.
Portfolio: Bring to the world a portfolio of
beverage brands that anticipate and
satisfy peoples desire & needs.
MISSION STATEMENT
OUR MISSION:
“To refresh the world… in mind body and spirit. To inspire moments of
optimism… through our brands and our actions. To create value and make a
difference… everywhere we engage.”
QUALITY POLICY
“We at Chennai unit will ensure customer and consumer satisfaction by
providing the best quality products and services through continuous
improvement of our system and processes.”
ENVIRONMENT POLICY
“We at Coca-Cola India are in the business of beverages that refresh people. We
will carry out our operations in ways that Protect, Preserve and Enhance the
Environment we work in. Our activities are guided by Coca-Cola eKOsystem,
which provides a framework to transform this principle in actions.”
UNIT ORGANIZATION STRUCTURE
AGM / AODAGM / AOD
Plant ManagerPlant Manager Route to Market
Route to Market
HR Manager
HR Manager
Finance ManagerFinance Manager
Sales Manager / GSM
Sales Manager / GSM
ASMsASMs Channel ManagerChannel Manager
Area CapabilityDev Manager
Area CapabilityDev Manager
Market DevelopersMarket
DevelopersDistributors/
SalesmenDistributors/
Salesmen
MarketingMarketing Key AccountsKey Accounts
Sales TrainersSales TrainersSales ExecutivesSales Executives
PRODUCT PROFILE
Coca cola from an average six drinks a day at the time of invention is consumed
currently at the rate of more than 834 million drinks per day generating sales
over $15 billion a year. The objective of the Coca-Cola is to benefit and refresh
everyone. Founded in1886, Coca Cola Company is the world’s leading
manufacturer, marketer and distributor of non-alcoholic beverage concentrates
and syrup, owns nearly 400 beverage brands. The corporate headquarters is
located at Atlanta, with local operations in over 200 countries around the world.
Another aspect involving Coca-Cola distribution system is the company’s
ambitious product line.
These beverages are classified into four separate groups, which consist of
the following: carbonated Soft Drinks (CSD) – Coke, Sprite, Limca, Fanta,
Mazza, Dr.pepper etc., No-carb-Nestea juices, Fruitopia etc., Isotonic –
PowerAde and Water-Desani (filtered water) and Evian (pure spring water is
imported from Sweden).
Products of Coca-Cola Beverages:
Coca-cola HBC products are alcohol-free beverages. The majority of sales
(approximately 77%) are carbonated soft drinks (CSDs) from The Coca-Cola
Company that are among the most famous brands in the world.
We have the right, in the countries where we operate, to produce,
package, distribute and sell specific beverages of The Coca-Cola
Company, principally Coca-Cola, Coca-Cola light, Fanta, Sprite,
Minute Maid, BonAqua and Lift. Four of these brands-- Coca-
Cola, Coca-Cola light, Fanta, Sprite—are four of the world’s top
five CSD brands. Coca-Cola HBC’s product line also includes
juices, water, sports and energy drinks (Burn and Power), and
ready-to-drink beverages such as teas and coffees.
We are constantly expanding our product range in response to changing
consumer preferences. A prime example of this is the Fanta brand. Coca-Cola
HBC now offers Fanta in 34 flavors that are tailored to satisfy local tastes. In
Greece, we introduced limited edition flavors of Fanta, including Fanta
Madness and Fanta Mandarin. Hungary has launched Fanta Blue-Grape and
Fanta Wild Berry, and the Fanta line was extended in Italy by adding Fanta
Bitter Orange, Fanta Blood Orange and Fanta Chinotto. Nigeria, celebrated the
country’s 40th anniversary by presenting consumers with Fanta Black Currant.
The Fanta range is now the second largest brand in Nigeria, after Coca-Cola.
DIFFERENT FLAVORS COCA-COLA PRODUCT
Coca-Cola
Thums Up
Sprite
Fanta
Diet Coke
Limca
Maaza
WATER & SODA:
Kinley
Schweppes (Soda water)
CHAPTER – 4
REVIEW OF LITERATURE
REVIEW OF LITERATURE
Training is a process of learning a sequence of programmed behaviour. It
is application of knowledge. It attempts to improve their performance of their
current job or prepare them for an intended job.
Development is related process and it covers not only those activities, which
improve job performance, but also those, which brings about the growth of the
personality and helps the individuals in the progress towards maturity and
actualization of their potential capacity so that they become not only effective
employee but also better citizen.
Training and development is a process that attempts to improve an employee
with information, skills, and an understanding of the organization and its goals.
In addition, training and development are designed to help a person continue to
make positive contribution in the forms of good performance.
“Training and development of the employees is not an optional, it
is an intrinsic part of practice of human resource management in
people”.
- Mr. Keep
“Training was treated as a necessary overhead in the past. But in
today’s knowledge based economy, training employees to the
changing world is considered mandatory’.
- Dr. Amitabh Kodwari, HRM Review
Quality of work life
"Training is a continuous, systematic development among all levels
of employee of that knowledge and those skills and attitude which
contributes to their welfare and that of the company”
- Planty, M.C. Cord
“The strategic move to outsourcing the human resource function,
especially training and development, has gained momentum. The
key strategic issue in sourcing versus out sourcing training and
development depends on whether a company can achieve
competitive advantage by performing the training and development
function internally on a continual basis, or would it gain more
efficiency by out sourcing it
- B.Sumalatha – HRM Review
Organizational strategy and HR
“Training is the act of increasing the knowledge and skill of an
employee for doing a particular job”.
“Development is a broad one. It includes both training and
education. Its aim is to improve the overall personality of an
individual”.
- Tripathi
“Training is a learning experience in that it seeks a relatively
permanent change in an individual that will improve his or her
ability to perform on the job”.
- David A.Decenzo
- Stephen P.Robbins
Success of any training programme largely depends upon proper
identification of training needs. Training needs are felt by the
managers when they discover/perceive deviation between standard
performance and actual performance of its employees. It is not that
only workers need training of course workers need training to
operate machines reduce scrap and avoid accidents simultaneously
supervisors, managers and executives do need to be trained and
development to grow and acquire maternity of thought and action.
International journal of training and development
“Training tools and methodologies”
Volume xxii No.1 – Jan-mar 2002
Training typically involves providing employees the knowledge
and skills needed to do a particular task or job, though attitude
change may also be attempted
Randy c. defimone
John m. Harris
Thomson publication
Most training is directed at upgrading and improving an
employee’s technical skills. This includes basic skills-the ability to
read, write, and perform math computations-as well as job specific
competencies.
Stephen P.Robbins & Mary coulter
TRAINING
Training is the process of enhancing knowledge developing skills and
changing attitudes of people so that they are effective in their work
responsibilities.
Hassling defines “training as a sequence of experience of opportunities
designed to modify behaviour in order to attain a stated objective”.
Oaten define training as any activity, which deliberately attempts to
improve persons, a skill at a task.
DEVELOPMENT
According to Richardson development is a step process and day-to-day
growth where the people define the problem and they plan for the future.
Why training?
Selection for employment us from a perfect process of necessity, it is
almost always a compromise candidates rarely offers a perfect match for the job
specification strength in some areas must compensate for deficiencies in other.
Training and development is the simple term used for the process of inducing
behaviour modification for matching the employee’s characteristics with the
organization needs. The training process differ from managerial level to
workers from the superior to subordinates according to dale and yahoo, training
is taken to imply to educated somewhat narrowly, mainly by instruction drill
and discipline.
EVALUATION OF TRAINING
WHAT IS EVALUATION?
Though people use the term evaluation in different ways, according
to the dictionary it means getting to know the value of something”. The key to
good training lies in good design on a realistic assessment of training needs but
the success is measured by evaluation.
The evaluation is a process of using the outcome of assessment testing and
measuring is widest sense to make one or more informed value judgments that
help to know the degree of success achieved. Now, it is obvious that it is
evolution the makes any effort (like training) complete and more meaningful.
WHY EVALUATE (NEED FOR EVALUATING TRAINING
PROGRAMS)
Organizations spent vast sums of money time and efforts in equipping their
human resources with skills so necessary for achieving organizing rules, and
training has come to stay as the most preferred intervention style in equipping
the staff.
Since we like to think of training as an investment rather than a cost so we feel we should demonstrate a return. But how do training institutions come to know whether:
They are getting values for their money or the sponsoring agent.
The extent to which training has helped to solve the organization’s problems.
The existence of the training functions is fully justified or not.
Anything better can be done in the future and its effectiveness improved upon or not.
All the above queries are answerable by EVALUATING the training programmes.
TRAINING AND THE WORK PLACE
Most training takes place in an organizational setting, typically in support of
skill and knowledge requirements originating in the work place. This
relationship between training and the workplace is illustrated in the figure
below.
The Structure of the Training Evaluation Problem
1 2 3 4 5
TRAINING WORK PLACE
REACTIONSRESULTS
LEARNING BEHAVIOUR
Using the diagram in figure 1 as a structural framework, we can identify five
basic points at which we might take measurements, conduct assessments, or
reach judgments. These five points are indicated in the diagram by the numbers
1 through 5.
1) Before training.
2) During training.
3) After training or before entry (Reentry).
4) In the workplace.
5) Upon existing the workplace.
EVALUATING STRATEGIES
In the current climate of cost cutting and downsizing, training professionals are
under increasing pressure to provide positive, measurable evidence of the
bottom line contribution of training. Yet evaluating the effects and results of
training is notoriously difficult. Here are a few thoughts on evaluation, collected
from our own experience, which you may find useful in planning what to
evaluate, and how to go about doing it.
PLANNING EVALUATION
A common mistake which many organizations make is that they leave
evaluation considerations until after they have planned and delivered their
training. For evaluation to be truly effective the evaluation strategy needs to be
planned and designed in conjunction with, rather than after the training planning
and design stages.
Level 1: Reaction – a measure of satisfaction
Level 2: Learning – a measure of learning
Level 3: Behavior – a measure of behavior change
Level 4: Results – a measure of results
LEVELS OF EVALUATION
ASSESSING TRAINING EFFECTIVENESS often entails using the four-
level model developed by Donald Kirkpatrick (1994). According to this model.
Evolutions should always begin with level one, and then, as time and budget
allows. Should move sequentially through levels two, three and four.
Information from each prior level serves as a base for the next level’s
evaluation. Thus, each successive level represents a more precise measure of the
effectiveness of the training program. But at the same time requires a more
rigorous and time consuming analysis.
LEVEL 1 EVALUATION – REACTIONS
Just as the word implies, evaluation at this level measures how participants on a
training program react to it. It attempts to answer questions regarding the
participant’s perceptions – Did they like it? Was the material relevant to their
work? According to Kirkpatrick, every program should at least be evaluated at
this level to provide for the improvement of the training program. In addition,
the participant’s reactions have important consequences for learning (level two).
Although a positive reaction does not guarantee learning, a negative reaction
almost certainly reduces its possibility
LEVEL 2 EVALUATION – LEARNING
Assessing at this level moves the evolution beyond learner satisfaction and
attempts to assess the extent students have advanced in skills, knowledge, or
attitude. Measurement at this level is more difficult and arborous than level one.
Methods range from formal to informal testing to team assessment and self-
assessment. If possible, participants take the test or assessment before the
training (pretest) and after training (post test) to determine the amount of
learning that has occurred.
LEVEL 3 EVALUATIONS – TRANSFER
This level measures the transfer that has occurred in learner’s behavior due to
the training program. Evaluating at this level attempts to answer the question –
Are the newly acquired skills, knowledge, or attitude being used in the everyday
environment of the learner? For many trainers this level represents the truest
assessment of a program’s effectiveness. However, measuring at this level is
difficult as it often impossible to predict when the change in behavioral will
occur, and thus requires important decisions in terms of when to evaluate, how
often to evaluate, and how to evaluate.
LEVEL 4 EVALUATIONS – RESULTS
Frequently thought of as the bottom line, this level measures the success of the
program in terms that managers and executives can understand increased
production, improved quality, decreased costs, reduced frequency of accidents,
increased sales, and even higher profits or return on investment. From a
business and organizational perspective, this is the overall reason for a training
program yet level four results are not typically addressed. Determining results in
financial terms is difficult to measure, and is hard to link directly with training.
TRAINING NEED ANALYSIS(TNA)
An analysis of training need is an essential requirement to the design of
effective training. The purpose of training need analysis is to determine whether
there is a gap between what is required for effective performance and present
level of performance.
Why training need analysis?
Training need analysis is conducted to determine whether resources required are
available or not. It helps to plan the budget of the company, areas where training
is required, and also highlights the occasions where training might not be
appropriate but requires alternate action.
TYPES OF NEEDS ANALYSES
Many needs assessments are available for use in different employment contexts.
Sources that can help you determine which needs analysis is appropriate for
your situation are described below.
Context Analysis. An analysis of the business needs or other reasons the
training is desired. The important questions being answered by this
analysis are who decided that training should be conducted, why a
training program is seen as the recommended solution to a business
problem, what the history of the organization has been with regard to
employee training and other management interventions.
User Analysis. Analysis dealing with potential participants and
instructors involved in the process. The important questions being
answered by this analysis are who will receive the training and their level
of existing knowledge on the subject, what their learning style is, and
who will conduct the training.
Work analysis. Analysis of the tasks being performed. This is an
analysis of the job and the requirements for performing the work. Also
known as a task analysis or job analysis, this analysis seeks to specify the
main duties and skill level required. This helps ensure that the training
which is developed will include relevant links to the content of the job.
Content Analysis. Analysis of documents, laws, procedures used on
the job. This analysis answers questions about what knowledge or
information is used on this job. This information comes from manuals,
documents, or regulations. It is important that the content of the training
does not conflict or contradict job requirements. An experienced worker
can assist (as a subject matter expert) in determining the appropriate
content.
Training Suitability Analysis. Analysis of whether training is the
desired solution. Training is one of several solutions to employment
problems. However, it may not always be the best solution. It is important
to determine if training will be effective in its usage.
Cost-Benefit Analysis. Analysis of the return on investment (ROI) of
training. Effective training results in a return of value to the organization
that is greater than the initial investment to produce or administer the
training.
TRAINING NEED ANALYSIS ARISES THREE LEVELS
Corporate need and training need are interdependent because the organization
performance ultimately depends on the performance of its individual employee
and its subgroup.
Organizational Level – Training need analysis at organizational level
focuses on strategic planning, business need, and goals. It starts with the
assessment of internal environment of the organization such as, procedures,
structures, policies, strengths, and weaknesses and external environment such as
opportunities and threats.
After doing the SWOT analysis, weaknesses can be dealt with the training
interventions, while strengths can further be strengthened with continued
training. Threats can be reduced by identifying the areas where training is
required. And, opportunities can be exploited by balancing it against costs.
For this approach to be successful, the HR department of the company requires
to be involved in strategic planning. In this planning, HR develops strategies to
be sure that the employees in the organization have the required Knowledge,
Skills, and Attributes (KSAs) based on the future KSAs requirements at each
level.
Individual Level – Training need analysis at individual level focuses on each
and every individual in the organization. At this level, the organization checks
whether an employee is performing at desired level or the performance is below
expectation. If the difference between the expected performance and actual
performance comes out to be positive, then certainly there is a need of training.
However, individual competence can also be linked to individual need. The
methods that are used to analyze the individual need are:
• Appraisal and performance review
• Peer appraisal
• Competency assessments
• Subordinate appraisal
• Client feedback
• Customer feedback
• Self-assessment or self-appraisal
Operational Level – Training Need analysis at operational level focuses on
the work that is being assigned to the employees. The job analyst gathers the
information on whether the job is clearly understood by an employee or not. He
gathers this information through technical interview, observation, psychological
test; questionnaires asking the closed ended as well as open ended questions,
etc. Today, jobs are dynamic and keep changing over the time. Employees need
to prepare for these changes.
CHAPTER - 5
RESEARCH METHODOLOGY
RESEARCH METHODOLOGY
INTRODUCTION
Research methodology is a way to systematically solve the research
problem is to how research is done scientifically. It consists of the
different steps that are generally adopted by the researcher to the study his
research problem along with logic behind them. It is necessary to the
researcher to develop certain tests.
5.1 RESEARCH DESIGN
Research design is a plan to answer whom, when, where, and how the
subject under investigation conceived so as to obtain answers to research
questions. Here in order to meet the research objectives Descriptive
research design is used.
DESCRIPTIVE RESEARCH
It is undertaken when the researcher wants to know the characteristics
of certain friars such as age, educational level, income, occupation etc.
The study, which is carried out, is descriptive in nature, because the
researcher is done after an analysis of the problem and the survey, which is
followed in order to collect primary data.
5.2 DATA COLLECTION METHOD
Primary data
Secondary data
PRIMARY DATA
The primary data are those which are collected afresh and for the
first time, and thus happen to be original in character.
Primary data was collected by the method of survey by using
questionnaire.
SECONDARY DATA
Secondary data, on the other hand, is those which have already
been collected by someone else and which already been passed
through the statistical process.
Secondary data pertaining to this study was obtained from
company documents, brouchers, departmental information’s etc.
5.3 RESEARCH INSTRUMENT
Questionnaire:
In this method, a questionnaire is sent to the concerned persons
with the request to answer the questions and return the questionnaire. A
questionnaire consists of number of questions printed or typed in a definite
order on a form.
In the research closed ended questions were used.
5.4 SAMPLING DESIGN
SAMPLING
Sampling is the process of selecting a sufficient number of elements
from the population, so that a study of sample and an understanding of its
properties or characteristics would make it possible for us to generalize
such properties or characteristics to the population elements.
SAMPLING SIZE
The total numbers of respondents are termed as sample size. The
sample size for this analysis is 202 respondents.
SAMPLING UNIT
Sampling unit is that of “who is to be surveyed”. The survey is on
Hindustan Coca-Cola Beverages Private Ltd.
SAMPLING PROCEDURE:
Sampling procedure is about “how respondents should be chosen”
Census Method (Cover all workers) was chosen.
PERIOD OF STUDY:
The research is carried out for 100 days between 02.01.08 to 08.04.08
SAMPLING AREA:
“Hindustan Coca-Cola Beverages Private Limited”, Madura-Nemam
Village, Poonamallee Taluk, Thiruvellore Dist.,
5.5 ANALYSIS TOOLS
The information gathered is analyzed by using the following appropriate tools
such as:
PERCENTAGE ANALYSIS:
Percentage refers to a special kind of ratio. Percentage is used in making
comparison between two or more serious of data. Percentage Method is used to
describe relationship.
Formula:
No. of respondents
Percentage (%) = _________________________ X 100
Total respondents
Bar charts, Pie charts, Cone charts are used to explain the tabulation
clearly.
CHI-SQUARE TEST:
The objective of chi-square is to determine whether the real or significant
difference exists among the various groups. Chi-square test involves
comparison of observed frequency (Oi) and the expected frequency (Ei)
The Null Hypothesis is rejected if the computed value is greater than the
tabulated value.
The Null Hypothesis is accepted if the computed value is less than the
tabulated value.
Formula:
X2 = ∑ (Oi - Ei)2/ Ei
Where,
Oi = Observed frequency
Ei = Expected frequency
Expected frequency is calculated using this formula.
Ei = RT x CT
RT = Row total for the containing cell
CT = Column total for the containing cell
N = Total number of observations
WEIGHTED AVERAGE METHOD:
XW = Σ Wi Xi Σ Xi
ΣWi = Add the reverse order rank.
COEFFICIENT CORRELATION:
Correlation is a statistical tool which the studies the relationships between two variables, and correlation involves methods and techniques used for studying and measuring the extent of the relationship between two variables.
It is a statistical procedure by which we can determine the degree of association or relationship between two or more variables.
Correlation may be defined as a tendency towards interrelation variation and the coefficient of correlation is a measure of such tendency. i.e the degree to which the two variables are interrelated is measured by a coefficient which is called coefficient correlation, it gives degree of correlation.
Check whether there is a correlation between Department and present training module satisfaction level & Age and present training module satisfaction level.
n ΣXY - ΣX ΣYr = ________________________ √n ΣX2-(ΣX)2 √n ΣY2-(ΣY)2
LIMITATIONS OF THE STUDY
CHAPTER – 6
DATA ANALYSIS AND
INTERPRETATION
AGETABLE- 6.1.1
S.no ParticularsNo of respondents
% Of respondents
1 25&below 11 6%2 26-30 41 20%3 31-35 69 34%4 36&above 81 40%
TOTAL 202 100%
CHART-6.2.1
AGE
6%
20%
34%
40% 25&below
26-30
31-35
36&above
INFERENCE In this survey 40% and 34% of the respondents are 31-35 and 36& above age group.
DEPARTMENTTABLE-6.1.2
S.no ParticularsNo of respondents
% of respondents
1 Production 64 32%2 Quality 46 23%3 Maintenance 38 19%4 Supply chain 14 7%5 Stores 10 5%6 Shipping 21 10%7 Logistic 9 4%
TOTAL 202 100%
CHART-6.2.2
32%
23%19%
7%5%
10%
4%
0%5%
10%15%20%25%30%35%
PE
RC
EN
TA
GE
Production
Quality
Maintenance
Supply chain
Stores
Shipping
Logistic
DEPARTMENTS
DEPARTMENT
INFERENCE: In this 32% of the respondents are production department and 23% of the respondents are quality department.
EDUCATION QUALIFICATIONTABLE-6.1.3
S.no ParticularsNo of respondents
% Of respondents
1 Below SSLC 29 14%2 SSLC/HSC 34 17%3 ITI 38 19%4 Diploma 25 12%5 Graduation 49 24%
6Post graduation 27 14%TOTAL 202 100%
CHART-6.2.3
EDUCATIONAL QUALIFICATION
14%
17%
19%12%
24%
14% Below SSLC
SSLC/HSC
ITI
Diploma
Graduation
Post graduation
INFERENCE: The 24% and 19% of the respondents are graduation and ITI.
TOTAL EXPERIENCETABLE-6.1.4
S.no ParticularsNo of respondents
% Of respondents
1 0-3 Years 15 7%2 4-6 Years 26 13%3 7-9 Years 24 12%
4Above 9 Years 137 68%TOTAL 202 100%
CHART-6.2.4
TOTAL EXPERIENCE
7%13% 12%
68%
0%
10%
20%
30%
40%
50%
60%
70%
80%
0-3 Years 4-6 Years 7-9 Years Above 9 Years
YEARS
PE
RC
EN
TA
GE
INFERENCE: In this survey shows that 68% of the respondents are above 9 years total experience they have.
COCO-COLA EXPERIENCETABLE-6.1.5
S.no ParticularsNo of respondents
% Of respondents
1 0-3 Years 32 15%2 4-6 Years 33 16%3 7-9 Years 40 20%
4Above 9 Years 97 49%TOTAL 202 100%
CHART-6.2.5
COCA-COLA EXPERIENCE
15% 16%20%
49%
0%
10%
20%
30%
40%
50%
60%
0-3 Years 4-6 Years 7-9 Years Above 9 Years
YEARS
PE
RC
EN
TA
GE
INFERENCE: The survey shows that 49% of the respondents are above 9 years experience in coca-cola.
UNDER GONE TRAINING PROGRAMMETABLE-6.1.6
S.no ParticularsNo of respondents
% Of respondents
1 Yes 202 100%2 No 0 0%
TOTAL 202 100%
CHART-6.2.6
UNDER GONE THE TRAINING PROGRAMME
100%
0%
Yes
No
INFERENCE: The survey show that 100% of the respondents are under gone the training programme.
TRAINING PROGRAMME IMPORTANT
A) TO DEVELOP SKILLS TABLE-6.1.7 (i)
S.no FactorsNo of
respondents% Of
respondents1 Strongly agree 136 67%2 Agree 58 29%3 Strongly disagree 5 2.5%4 Disagree 1 0.5%
5Neither agree or disagree 2 1%
TOTAL 202 100%
CHART-6.2.7 (i)
67%
29%
2.50% 0.50% 1%
0%
10%
20%
30%
40%
50%
60%
70%
PE
RC
EN
TA
GE
Stronglyagree
Agree Stronglydisagree
Disagree Neitheragree ordisagree
FACTORS
DEVELOP SKILL
INFERENCE: In this survey shows that 67% percentage of the respondents is strongly agree to develop the skills.
B) IMPROVE KNOWLEDGETABLE-6.1.7 (ii)
S.no FactorsNo of
respondents% Of
respondents1 Strongly agree 74 37%2 Agree 115 57%3 Strongly disagree 4 2%4 Disagree 2 1%
5Neither agree or disagree 7 3%TOTAL 202 100%
CHART-6.2.7 (ii)
37%
57%
2% 1% 3%
0%
10%
20%
30%
40%
50%
60%
PE
RC
EN
TA
GE
Stronglyagree
Agree Stronglydisagree
Disagree Neitheragree ordisagree
FACTORS
IMPROVE KNOWLEDGE
INFERENCE: : In this survey shows that 57% percentage of the respondents is agree to develop the knowledge.
C) DEVELOPE INTERPERSONAL RELATIONSHIP
TABLE-6.1.7 (iii)
S.no FactorsNo of
respondents% Of
respondents1 Strongly agree 69 34%2 Agree 95 47%3 Strongly disagree 15 7%4 Disagree 6 3%
5Neither agree or disagree 17 9%TOTAL 202 100%
CHART-6.2.7 (iii)
34%
47%
7% 3%9%
0%5%
10%15%20%25%30%35%40%45%50%
PE
RC
EN
TA
GE
Stronglyagree
Agree Stronglydisagree
Disagree Neitheragree ordisagree
FACTORS
DEVELOP INTERPERSONAL RELATIONSHIP
INFERENCE: : In this survey shows that 47% percentage of the respondents is agree to develop the interpersonal relationship.
D) IMPROVE ATTITUDETABLE-6.1.7 (iv)
S.no ParticularsNo of respondents
% Of respondents
1 Strongly agree 74 37%2 Agree 94 46%3 Strongly disagree 14 7%4 Disagree 4 2%
5Neither agree or disagree 16 8%
TOTAL 202 100%
CHART-6.2.7 (iv)
37%
46%
7%2%
8%
0%5%
10%15%20%25%30%35%40%45%50%
PE
RC
EN
TA
GE
Stronglyagree
Agree Stronglydisagree
Disagree Neitheragree ordisagree
FACTORS
IMPROVE ATTITUDE
INFERENCE: : In this survey shows that 46% percentage of the respondents is agree to develop the attitude.
HOW FREQUENTLY TRAINING PROGRAMMES ARE CONDUCTEDTABLE-6.1.8
S.no ParticularsNo of respondents
% Of respondents
1 Monthly 16 8%2 Quarterly 75 37%3 Half yearly 75 37%4 Yearly 36 18%
TOTAL 202 100%
CHART-6.2.8
FREQUENTLY TRAINING PROGRAMMES ARE CONDUCTED
8%
37%
37%
18%
Monthly
Quarterly
Half yearly
Yearly
INFERENCE: : In this survey shows that 37% percentage of the respondents said quarterly and half yearly training programmes are conducted.
WHAT ARE THE TRAINING PROGRAMMES ADOPTEDTABLE-6.1.9
S.no ParticularsNo of respondents
% Of respondents
1On-the-job training 58 29%
2Classroom training 32 16%
3 Both 112 55%TOTAL 202 100%
CHART-6.2.9
TRAINING PROGRAMMES ADOPTED
29%
16%
55%
0%
10%
20%
30%
40%
50%
60%
On-the-job training classroom training Both
TRAINING METHODS
PE
RC
EN
TA
GE
INFERENCE: : In this survey shows that 55% percentage of the respondents said both the On-the-job training and class room training adopted in the HCCBPL.
TRAINING MODULE SATISFACTION
TABLE-6.1.10
S.no ParticularsNo of respondents
% Of respondents
1 Yes 185 92%2 No 17 8%
TOTAL 202 100%
CHART-6.2.10
TRAINING MODULE SATISFACTION
92%
8%
Yes
No
INFERENCE: : In this survey shows that 92% percentage of the respondents are satisfied in the present training module.
A) IF‘YES’ IMPROVED YOUR
i) SKILLS
TABLE-6.1.11 (i)
S.no ParticularsNo of respondents
% Of respondents
1 Great extent 111 60%2 Some extent 72 39%3 Never 2 1%
TOTAL 185 100%
CHART-6.2.11 (i)
SKILLS
1%
39%
60%
0%
10%
20%
30%
40%
50%
60%
70%
Great extent Some extent Never
FACTORS
PE
RC
EN
TA
GE
INFERENCE: : In this survey shows that 60% percentage of the respondents is great extent to develop the skills.
ii) KNOWLEDGE
TABLE-6.1.11 (ii)
S.no ParticularsNo of respondents
% Of respondents
1 Great extent 111 60%2 Some extent 74 40%3 Never 0 0%
TOTAL 185 100%
CHART-6.2.11 (ii)
KNOWLEDGE
0%
40%
60%
0%
10%
20%
30%
40%
50%
60%
70%
Great extent Some extent Never
FACTORS
PE
RC
EN
TA
GE
INFERENCE: : In this survey shows that 60% percentage of the respondents is great extent to develop the knowledge.
iii) INTERPERSONAL RELATIONSHIP
TABLE-6.1.11 (iii)
S.no ParticularsNo of respondents
% Of respondents
1 Great extent 83 45%2 Some extent 96 52%3 Never 6 6%
TOTAL 185 100%
CHART-6.2.11 (iii)
INTERPERSONAL RELATIONSHIP
6%
52%
45%
0%
10%
20%
30%
40%
50%
60%
Great extent Some extent Never
FACTORS
PE
RC
EN
TA
GE
INFERENCE: : In this survey shows that 52% percentage of the respondents is some extent to develop the interpersonal relationship.
iv) ATTITUDE
TABLE-6.1.11 (iv)
S.no ParticularsNo of respondents
% Of respondents
1 Great extent 93 50%2 Some extent 90 49%3 Never 2 1%
TOTAL 185 100%
FIGURE-6.2.11 (iv)
ATTITUDE
1%
49%50%
0%
10%
20%
30%
40%
50%
60%
Great extent Some extent Never
FACTORS
PE
RC
EN
TA
GE
INFERENCE: : In this survey shows that 50%&49% of the respondents is great extent and some extent to develop the attitude.
a) HANDLING DAY TO DAY ACTIVITIES
TABLE- 6.1.12
S.no ParticularsNo of respondents
% Of respondents
1 Strongly agree 63 34%2 Agree 94 51%3 Strongly disagree 3 2%4 Disagree 2 1%
5Neither agree nor disagree 23 12%
TOTAL 185 100%
CHART-6.2.12
34%
51%
2% 1%
12%
0%
10%
20%
30%
40%
50%
60%
PE
RC
EN
TA
GE
Stronglyagree
Agree Stronglydisagree
Disagree Neitheragree nordisagree
FACTORS
HANDLING DAY TO DAY ACTIVITIES
INFERENCE: : In this survey shows that 51% percentage of the respondents are agree to handling day to day work effectively after attending the training programme..
REASON FOR DISSATISFACTION
TABLE-6.1.13
S.no ParticularsNo of respondents
% Of respondents
1Trainers are not satisfied 6 35%
2No on-the-job training 11 65%
3 Language barrier 0 0%TOTAL 17 100%
CHART-6.2.13
REASON FOR DISSATISFACTION
35%
65%
0%0%
10%
20%
30%
40%
50%
60%
70%
Trainers are notsatisfied
No on-the-jobtraining
Language barrier
FACTORS
PE
RC
EN
TA
GE
INFERENCE: In this reason for dissatisfaction total 17 respondents are not satisfied. In that 65% of the respondents are no on-the-job training.
PLACE PREFERE FOR TRAINING
TABLE-6.1.14
S.no ParticularsNo of respondents
% Of respondents
1 Training institute 60 30%2 Training workshop 55 27%
3With in the company 56 28%
4 Other company 31 15%TOTAL 202 100%
CHART-6.2.14
PLACE PREFERE FOR TRAINING
30%
27%
28%
15%
Training institute
Training workshop
With in the company
Other company
INFERENCE: : In this survey shows that 30% percentage of the respondents are like to prefer training institute .
NUMBER OF DAYS PREFERE FOR TRAINING
TABLE-6.1.15
S.no ParticularsNo of respondents
% Of respondents
1 One day 64 32%2 Two days 71 35%3 Three days 45 22%4 Four days 22 11%
TOTAL 202 100%
CHART-6.2.15
NUMBER OF DAYS PREFERE FOR TRAINING
32%
35%
22%
11%
One day
Two days
Three days
Four days
INFERENCE: : In this survey shows that 35% percentage of the respondents are preferring two days for training.
RATE THE FACILITIES PROVIDED DURING THE TRAINING PROGRAMME
a) TRAINING MATERIAL
Table-6.1.16 (i)
S.no ParticularsNo of respondents
% Of respondents
1 Excellent 110 55%2 Good 67 33%3 Fair 17 8%4 Poor 6 3%5 Very poor 2 1%
TOTAL 202 100%
CHART-6.2.16 (i)
TRAINING MATERIAL
55%
33%
8%3% 1%
0%
10%
20%
30%
40%
50%
60%
Excellent Good Fair Poor Very poor
FACTORS
PE
RC
EN
TA
GE
INFERENCE: : In this survey shows that 55% percentage of the respondents are excellent for providing the training material during the training programme.
b) MODE OF TRAINING
TABLE-6.1.16 (ii)
S.no ParticularsNo of respondents
% Of respondents
1 Excellent 44 21.5%2 Good 131 65%3 Fair 22 11%4 Poor 4 2%5 Very poor 1 0.5%
TOTAL 202 100%
CHART-6.2.16 (ii)
MODE OF TRAINING
21.50%
65%
11%
2% 0.50%0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
Excellent Good Fair Poor Very poor
FACTORS
PE
RC
EN
TA
GE
INFERENCE: In this survey shows that 65% percentage of the respondents is good for providing the mode of training during the training programme.
b) TRAINER
TABLE-6.1.16 (iii)
S.no ParticularsNo of respondents
% Of respondents
1 Excellent 51 25%2 Good 99 49%3 Fair 47 23.5%4 Poor 4 2%5 Very poor 1 0.5%
TOTAL 202 100%
CHART-6.2.16 (iii)
TRAINER
25%
49%
23.50%
2% 0.50%0%
10%
20%
30%
40%
50%
60%
Excellent Good Fair Poor Very poor
FACTORS
PE
RC
EN
TA
GE
INFERENCE: In this survey shows that 49% percentage of the respondents is good for providing the trainer during the training programme.
d) TRAINING ROOM
TABLE-6.1.16 (iv)
S.no ParticularsNo of respondents
% Of respondents
1 Excellent 57 28%2 Good 102 51%3 Fair 39 19%4 Poor 4 2%5 Very poor 0 0%
TOTAL 202 100%
CHART-6.2.16 (iv)
TRAINING ROOM
28%
51%
19%
2% 0%0%
10%
20%
30%
40%
50%
60%
Excellent Good Fair Poor Very poor
FACTORS
PE
RC
EN
TA
GE
INFERENCE: In this survey shows that 51% percentage of the respondents is good for providing the training room during the training programme.
e) AMBIENCE
TABLE-6.1.16(v)
S.no ParticularsNo of respondents
% Of respondents
1 Excellent 54 27%2 Good 96 48%3 Fair 42 21%4 Poor 7 3%5 Very poor 3 1%
TOTAL 202 100%
CHART-6.2.16 (v)
AMBIENCE
27%
48%
21%
3% 1%0%
10%
20%
30%
40%
50%
60%
Excellent Good Fair Poor Very poor
FACTORS
PE
RC
EN
TA
GE
INFERENCE: In this survey shows that 48% percentage of the respondents is good for providing the ambience during the training programme.
f) FOOD
TABLE-6.1.16 (vi)
S.no ParticularsNo of respondents
% Of respondents
1 Excellent 32 16%2 Good 72 36%3 Fair 65 32%4 Poor 20 10%5 Very poor 13 6%
TOTAL 202 100%
CHART-6.2.16(vi)
FOOD
16%
36%
32%
10%
6%
0%
5%
10%
15%
20%
25%
30%
35%
40%
Excellent Good Fair Poor Very poor
FACTORS
PE
RC
EN
TA
GE
INFERENCE: In this survey shows that 36% percentage of the respondents is good for providing the food during the training programme.
EVALUATION PROCEDURE
TABLE-6.1.17
S.no ParticularsNo of respondents
% Of respondents
1 Excellent 47 23%2 Good 112 56%3 Fair 37 18%4 Poor 6 3%5 Very poor 0 0%
TOTAL 202 100%
CHART-6.2.17
EVALUATION PROCEDURE
23%
56%
18%
3% 0%
Excellent
Good
Fair
Poor
Very poor
INFERENCE: In this survey shows that 56% percentage of the respondents is good for maintaining the evaluation procedure in the company.
LIKE TO GET TRAINED
TABLE-6.1.18
S.no ParticularsNo of respondents
% Of respondents
1 Training faculty 89 44%
2Industry
supervisors/managers 64 32%3 Consultants 35 17%4 Co-employees 14 7%
TOTAL 202 100%
CHART-6.2.18
LIKE TO GET TRAINED
44%
32%
17%
7%0%5%
10%15%20%25%30%35%40%45%50%
Training faculty
Industry supervisors/managers
Consultants
Co-employees
FACTORS
PE
RC
EN
TA
GE
INFERENCE: In this survey shows that 44% percentage of the respondents like to get training training faculty.
RATE THE PARTICIPATION WITH COLLEAGUES/FACULTY
TABLE-6.1.19
S.no ParticularsNo of respondents
% Of respondents
1 Excellent 70 34%2 Good 98 49%3 Fair 34 17%4 Poor 0 0%5 Very poor 0 0%
TOTAL 202 100%
CHART-6.2.19
34%
49%
17%
0% 0%
0%5%
10%15%20%25%30%35%40%45%50%
PE
RC
EN
TA
GE
Excellent Fair Verypoor
FACTORS
PARTICIPATION
INFERENCE: In this survey shows that 49% percentage of the respondents is good for participation.
GIVEN OPPORTUNITY TO PRESENT THE PROBLEM
TABLE-6.1.20
S.no ParticularsNo of respondents
% Of respondents
1 Yes 162 80%2 No 40 20%
TOTAL 202 100%
CHART-6.2.20
GIVEN OPPORTUNITY TO PRESENT THE PROBLEM
80%
20%
Yes
No
INFERENCE: In this survey shows that 80% percentage of the respondents are said yes to given the opportunity to present problem.
6.3-STATISTICAL TOOLS
6.3.1-CHI SQUARE ANALYSIS
I. DEPARTMENT & EMPLOYEES PLACE PERFERE FOR TRAINING
Place Prefer
Department
Training Institute
Training Workshop
With in the company
Other company
TOTAL
Production 16 22 13 13 64Quality 12 16 11 7 46Maintenance 11 11 13 3 38Supply chain
6 2 5 1 14
Stores 3 3 2 2 10Shipping 9 0 8 4 21Logistic 3 2 3 1 9TOTAL 60 56 55 31 202
H0: There is no significant difference between Department and Place prefer for training.
H1: There is significant difference between Department and Place prefer for training.
X2 = ∑ (Oi - Ei)2/ Ei
Where,
Oi = Observed frequency
Ei = Expected frequency
S.no Oi Ei (Oi-Ei)2 (Oi-Ei)2/Ei
1 16 19.01 9.06 0.482 22 17.74 18.15 1.023 13 17.43 19.62 1.134 13 9.82 10.11 1.035 12 13.66 2.76 0.26 16 12.75 10.56 0.837 11 12.52 2.31 0.188 7 7.06 0.004 0.0019 11 11.29 0.08 0.00710 11 10.53 0.22 0.0211 13 10.35 7.02 0.6812 3 5.83 8.01 1.3713 6 4.16 3.39 0.8114 2 3.88 3.53 0.9115 5 3.81 1.42 0.3716 1 2.15 1.32 0.6117 3 2.97 0.001 0.000318 3 2.77 0.053 0.01919 2 2.72 0.52 0.1920 2 1.53 0.22 0.1421 9 6.24 7.62 1.2222 0 5.82 33.87 5.8123 8 5.72 5.2 0.9124 4 3.22 0.61 0.1925 3 2.67 0.11 0.0426 2 2.5 0.25 0.127 3 2.45 0.3 0.1228 1 1.38 0.14 0.1
TOTAL X2=18.487
Degree of freedom = (4-1) (7-1)
= (3)(6)
= 18
Tabulated value @ 5% for degree of freedom 18 = 28.869
Calculated value < Tabulated value = 18.487 < 28.869
There fore, we accept H0
INFERENCE: There is no significant difference between Department and Place prefer for training.
II. DEPARTMENT AND EMPLOYEES LIKE TO GET TRAINED
Like to get Trained
Department
Training faculty
Industry supervisors/managers
ConsultantsCo-
employeesTOTAL
Production 30 19 10 5 64Quality 18 18 6 4 46Maintenance 21 10 4 3 38Supply chain
3 6 5 0 14
Stores 4 4 2 0 10Shipping 7 7 6 1 21Logistic 6 0 2 1 9TOTAL 89 64 35 14 202
H0: There is no significant difference between Departments and like to get trained.
H1: There is significant difference between Departments and like to get trained.
S.no Oi Ei (Oi-Ei)2 (Oi-Ei)2/Ei
1 30 28.2 3.24 0.112 19 20.28 1.64 0.083 10 11.1 1.21 0.114 5 4.44 0.31 0.075 18 20.27 5.15 0.256 18 14.57 11.76 0.817 6 7.97 3.88 0.498 4 3.19 0.66 0.219 21 16.74 18.15 1.0810 10 12.04 4.16 0.3511 4 6.58 6.66 1.0112 3 2.63 0.14 0.0513 3 6.17 10.04 1.6314 6 4.44 2.43 0.5515 5 2.43 6.6 2.7216 0 0.97 0.94 0.9717 4 4.41 0.17 0.0418 4 3.17 0.69 0.2219 2 1.73 0.07 0.0420 0 0.69 0.48 0.721 7 9.25 5.06 0.5522 7 6.65 0.12 0.0223 6 3.64 5.57 1.5324 1 1.46 0.21 0.1425 6 3.96 4.06 1.0326 0 2.85 8.12 2.8527 2 1.56 0.19 0.1228 1 0.62 0.14 0.23
TOTAL X2=17.96
Degree of freedom = (4-1) (7-1)
= (3)(6)
= 18
Tabulated value @ 5% for degree of freedom 18 = 28.869
Calculated value < Tabulated value = 17.96 < 28.869
There fore, we accept H0
INFERENCE: There is no significant difference between Department and
employees like to get trained.
6.3.2-WEIGHTED AVERAGE METHOD
I-TRAINING PROGRAMME IMPORTANT
Factors
Particulars
Strongly agree
AgreeNeither
agree nor disagree
Strongly disagree
Disagree
Skills 136 58 2 5 1Knowledge 74 115 7 4 2Interperson
al relationship
69 95 17 15 6
Attitude 74 94 16 14 4
5 4 3 2 1 Strongly Agree Neither agree Strongly Disagree
agree nor disagree disagree
Skill 136 58 2 5 1
Knowledge 74 115 7 4 2
Interpersonal Relationship 69 95 17 15 6
Attitude 74 94 16 14 4
XW = Σ Wi Xi Σ Xi
Σ Wi = 5+4+3+2+1 = 15
Skill - (136*5) +(58*4)+(2*3)+(5*2)+(1*1)/15 = 680+232+6+10+1/15 = 929/15 = 61.93 IKnowledge - (74*5)+(115*4)+(7*3)+(4*2)+(2*1)/15 = 370+460+21+8+2/15 = 861/15 = 57.4 IIInterpersonal Relationship - (69*5)+(95*4)+(17*3)+(15*2)+(6*1)/15 = 345+380+51+30+6/15 = 812/15 = 54.13 IV
Attitude - (74*5)+(94*4)+(16*3)+(14*2)+(4*1)/15 = 370+376+48+28+4/15 = 826/15 = 55.07 III
CONCLUSION:
In this important for training while using the weighted average method they are giving the important to Skill – I and Knowledge –II weight they had given.
II- EMPLOYEES ARE IMPROVED
Factors
Particulars
Great extent
Some extent Never
Skills 111 72 2
Knowledge 111 74 0
Interpersonal
relationship83 96 6
Attitude 93 90 2
3 2 1Great extent Some extent Never
Skill 111 72 2
Knowledge 111 74 0
Interpersonal Relationship 83 96 6
Attitude 93 90 2
XW = Σ Wi Xi Σ Xi
Σ Wi = 3+2+1 = 6
Skill - (111*3) +(72*2)+(2*1)/6 = 333+144+2/6 = 479/6
= 79.83 IIKnowledge - (111*3)+(74*2)+(0*1)/6 = 333+148+0/6 = 481/6 = 80.17 IInterpersonal Relationship - (83*3)+(96*2)+(6*1)/6 = 249+192+6/6 = 447/6 = 74.5 IV
Attitude - (93*3)+(90*2)+(2*1)/6 = 279+180+2/6 = 461/6 = 76.83 III
CONCLUSION:
In this method employee’s what they improved while using the weighted average method they are giving the important to Knowledge –I and Skill – II weight they had given.
III-FACILITIES PROVIDING DURING THE TRAINING PROGRAMME
Factors
ParticularsExcellent Good Fair Poor Very poor
Training material
110 67 17 6 2
Mode of training
44 131 22 4 1
Trainer 51 99 47 4 1
Training room
57 102 39 4 0
Ambience 54 96 42 7 3
Food 32 72 65 20 13
5 4 3 2 1 Excellent Good Fair Poor Very poor
Training material 110 67 17 6 2
Mode of training 44 131 22 4 1
Trainer 51 99 47 4 1
Training room 57 102 39 4 0
Ambience 54 96 42 7 3
Food 32 72 65 20 13
XW = Σ Wi Xi Σ Xi
Σ Wi = 5+4+3+2+1 = 15
Training material - (110*5) +(67*4)+(17*3)+(6*2)+(2*1)/15 = 550+268+51+12+2/15 = 883/15 = 58.87 IMode of training - (44*5)+(131*4)+(22*3)+(4*2)+(1*1)/15 = 220+524+66+8+1/15 = 819/15 = 54.6 IITrainer - (51*5)+(99*4)+(47*3)+(4*2)+(1*1)/15 = 255+396+141+8+1/15 = 801/15 = 53.4 IV
Training room - (57*5)+(102*4)+(39*3)+(4*2)+(0*1)/15 = 285+408+117+8+0/15 = 818/15 = 54.53 III
Ambience - (54*5)+(96*4)+(42*3)+(7*2)+(3*1)/15 = 270+384+126+14+3/15 = 797/15 = 53.13 V
Food - (32*5)+(72*4)+(65*3)+(20*2)+(13*1)/15 = 160+288+195+40+13/15 = 696/15 = 46.4 VI
CONCLUSION:
In this Facilities providing during the training programme while using the weighted average method they are giving the importance to Training material – I and Mode of training –II weight they had given.
6.3.3- CO-EFFICIENT CORRELATION
Correlation is a statistical tool which the studies the relationships between two variables, and correlation involves methods and techniques used for studying and measuring the extent of the relationship between two variables.
It is a statistical procedure by which we can determine the degree of association or relationship between two or more variables.
Correlation may be defined as a tendency towards interrelation variation and the coefficient of correlation is a measure of such tendency. i.e the degree to which the two variables are interrelated is measured by a coefficient which is called coefficient correlation, it gives degree of correlation.
Check whether there is a correlation between Department and present training module satisfaction level & Age and present training module satisfaction level.
I- DEPARTMENT AND TRAINING MODULE SATISFACTION
Training module satisfaction
Department
YES NO TOTAL
Production 60 4 64
Quality 39 7 46
Maintenance 35 3 38
Supply chain 14 0 14
Stores 7 3 10
Shipping 21 0 21
Logistic 9 0 9
TOTAL 185 17 202
P Q M S.C ST SH LOG
YES(X) : 60 39 35 14 7 21 9
NO(Y) : 4 7 3 0 3 0 0
n = 7 X=185 Y=17
n ΣXY - ΣX ΣYr = ________________________
√n ΣX2-(ΣX)2 √n ΣY2-(ΣY)2
X Y XY X2 Y260 4 240 3600 1639 7 273 1521 4935 3 105 1225 914 0 0 196 07 3 21 49 921 0 0 441 09 0 0 81 0
ΣX=185 ΣY=17 ΣXY=639 ΣX2=7113 ΣY2=83
7*639 - 185*17r = _________________________
√7*7113-(185)2 √7*83-(17)2
4473 - 3145r = _______________________
√49791-34225 √581-289
1328r = ______________
√15566 √292
1328r = ______________
124.76 * 17.09
1328r = ____________
2132.15
r = 0.623
INTERPRETATION:
There is positive correlation between departments and present training module satisfaction level.
II- AGE GROUP AND TRAINING MODULE SATISFACTION
Training module satisfaction
Age group
YES NO TOTAL
25 & below 11 0 1126 - 30 38 3 4131 - 35 61 8 69
36 & above 75 6 81
TOTAL 185 17 202
25&below 26 – 30 31 – 35 36&above
YES(X) : 11 38 61 75
NO(Y) : 0 3 8 6
n = 14 X = 185 Y = 17
n ΣXY - ΣX ΣYr = ________________________
√n ΣX2-(ΣX)2 √n ΣY2-(ΣY)2
X Y XY X2 Y211 0 0 121 038 3 114 1444 961 8 488 3721 6475 6 450 5625 36
ΣX=185 ΣY=17 ΣXY=1052ΣX2=1091
1ΣY2=109
4*1052 - 185*17r = _________________________
√4*10911-(185)2 √4*109-(17)2
4208 - 3145r = _______________________
√43644-34225 √436-289
1068r = ______________
√9419 √147
1068r = ______________
97.05*12.12
1068r = ____________
1176.25
r = 0.908
INTERPRETATION:
There is positive correlation between Age group and present training module satisfaction level.
FINDINGS
GENERAL FINDINGS:
SUGGESTIONS AND RECOMMENDATIONS
SUGGESTIONS AND RECOMMENDATIONS
CONCLUSION
CONCLUSION
APPENDIX
QUESTIONNAIRE
“A STUDY ON EMPLOYEE'S PERCEPTION TOWARDS TRAINING AND
DEVELOPMENT AT HINDUSTAN COCA-COLA BEVERAGES PRIVATE
LIMITED”
Sir / madam:
I am MADANAPALEM RAJESH, doing II year MBA in Jaya Engineering College.
As a part of my curriculum I am doing my project on “Employee Perception on Training and
Development” in your organization. I request you to kindly extend your earnest co-operation
in filling up the enclosed questionnaire. The information provided by you will be kept strictly
confidential and will be used for academic purpose only.
Thank you,
With regards,
MADANAPALEM RAJESH
QUESTIONNAIRE
Section - I
Name :
Age : 25 & Below [ ] 26-30 [ ]
31-35 [ ] 36& Above [ ]
Designation : ____________________________________
Department : Production [ ] Quality [ ]
Finance [ ] HR [ ]
Maintenance [ ] Supply Chain [ ]
Stores [ ] Shipping [ ]
IS [ ] Logistic [ ]
Edu.Qualification : Below SSLC [ ] SSLC / HSC [ ]
ITI [ ] Diploma [ ]
Graduation [ ] Post graduation [ ]
Total Experience : 0-3 years [ ] 4-6 years [ ]
7-9 years [ ] above 9 years [ ]
Experience : 0-3 years [ ] 4-6 years [ ]
at Coca-Cola 7-9 years [ ] above 9 years [ ]
Section - II
1. Have you under gone training programmes in your organization?
Yes [ ] No [ ]
2. If ‘Yes’ how many training programmes have you attended in the last 12 months?
______________________________________
3. Why do you consider training programmes are important?
I- Strongly agree II - Agree III - Strongly disagree IV- Disagree V-Neither agree nor disagree
4. How frequently are the training programmes conducted?
Monthly once [ ] Quarterly once [ ]
Half yearly once [ ] Yearly once [ ]
5. What are the training methods adopted by your organization?
On-the-job training [ ] Class room training [ ]
Both [ ] Other (please specify) ____________
6. Are you satisfied with the training module?
Yes [ ] No [ ]
7. If ‘Yes’ training improved your
I- To great extent II- To some extent III- Never
8. I am confident in handling my day to day activities effectively after the
training programme?
Strongly agree [ ] Agree [ ]
Strongly disagree [ ] Disagree [ ]
FACTORS I II III IV V
To develop your skills
To improve your knowledge
To develop your interpersonal relationshipTo improve your attitude
FACTORS I II III
Skills
Knowledge
Interpersonal relationship
Attitude
Neither agree nor disagree [ ]
9. If ‘No’ the reasons for your dissatisfaction?
Trainers are not specialized [ ] No on-the-job training [ ]
Language barrier [ ] Other (Please specify) ___________
10. Which place do you prefer for training?
Training institute [ ] Training Work shop [ ]
With in the company [ ] Other company [ ]
Other (please specify)_________________________________
11. No. of days preferred for a training programme?
One day [ ] Two days [ ]
Three days [ ] Four days [ ]
12. How do you like to rate the facilities provided during the training programme?
I- Excellent II- Good III- Fair IV- Poor V- Very Poor
13. What do you feel about the evaluation procedure followed by the company in the
training programme?
Excellent [ ] Good [ ]
Fair [ ] Poor [ ]
Very poor [ ]
14. From whom would you like to get trained?
Training faculty [ ] Industry supervisors / Managers [ ]
FACILITIES I II III IV V
Training material
Mode of training
Trainer
Training room
Ambience
Food
Consultants [ ] Co-employees [ ]
Other (Please specify) ___________________________________
15. How do you rate your participation with your colleagues / Faculty during the training
programme?
Excellent [ ] Good [ ]
Fair [ ] Poor [ ]
Very poor [ ]
16. Are you given an opportunity to present the problem before your trainer?
Yes [ ] No [ ]
17. Suggestions ………………………………………………………………………..
………………………………………………………………………………
………………………………………………………………………………
THANK YOU
TAMIL QUESTIONNAIRE
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13. c§fsJ epWtdk; gapw;rp epfH;r;rpfspy; gpd;gw;Wk; kjpg;gPl;L
(Evaluation) Kiwia gw;wp vt;thW czh;fpwPh;fs;?
kpfr;rpwe;jJ rpwe;jJ
epahakhdJ
ed;whf ,y;iy kpft[k; ed;whf ,y;iy
14. eP§fs; ahhplk; gapw;rpg; bgw tpUk;g[fpwPh;fs;?
gapw;rpf; bfhLg;gth;
bjhHpw;Jiw nkw;ghh;itahsh; / nkyhsh;
fye;JiuahLgth;
rf bjhHpyhspfs;
kw;wit ,Ug;gpd; Fwpg;gpLf ___________________________________
15. gapw;rp tFg;gpd; nghJ j§fSf;Fk;/ j§fs; rf bjhHpyhspfs; kw;Wk;
j';fs; gapw;rpahsUlDk; ,Uf;Fk; gu!;gu cwit vt;thW
kjpg;gpLfpwPh;fs;?
kpfr;rpwe;jJ rpwe;jJ epahakhd
ed;whf ,y;iy kpft[k; ed;whf ,y;iy
16. gapw;rp tFg;gpd;nghJ j§fSila gapw;rpahshplk; c§fs; gpur;ridia
Kd;itf;f tha;g;g[ fpilf;fpd;wjh?
Mk; ,y;iy
17. fUj;Jf;fs; / nahridfs;:
__________________________________________________________
_____________________________________________________________
_____________________________________________________________
ed;wp!
BIBLIOGRAPHY
BIBLIOGRAPHY
P.N Arora & S.Arora “Stastistical For Management”
Uma Sekaran “Research Methods For Business”
Dr.Subba rao.P 2007, ‘human resource management’ himalaya publishers
The ICFAI Journal of Organizational Behavior “Training and
development practices: A study in Indian Public Sector Banks” Volume
4,No.1
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