C HAPTER 1 INTODUCTION
1.1 INRODUCTION: Human Resource refers to the talents and energies of people who are available to an organization as potential contributors to the creation and realization of the organization’s mission, vision, values and goals. Development refers to a process of active learning from experience, leading to systematic and purposeful development of the whole person: body, mind and spirit. hus, Human Resource Development is the integrated use of training, organizational development, and career development efforts to improve individual, group and organizational effectiveness.
he reacti reaction on of employ employees ees’’ is determ determine ined d by attitu attitude de and percep perceptio tion n develop developmen mentt by the employees’ within themselves. he attitude and perception have a significant impact on their performance which in turn decides the performance of the organization. here is a necessity n ecessity for fulfilling the needs and wants of the employees which would be the outcome of their enthusiasm shown by them towards their wor! accomplishment.
1.2 DATA COLLECTION:
Sample of study:
he sample for this study consisted of "# respondents. he selected respondents in the age group of $#%## years belonged to varied employment, gender and income groups. &onvenient sampling techni'ue was applied in selecting respondents as sample. sa mple. Data sou!"e:
he study is based on primary and secondary data. 1# P!$ma!y data:
( self%d self%desi esigned gned 'uesti 'uestionna onnair iree consis consists ts of ") 'uesti 'uestions ons,, which which deals deals with with the respond respondent ent’s ’s perception, was used for the purpose of primary data collection. 2# Se"o%da!y data:
*econdary data have been collected from the different boo!s and websites. &# Data a%alys$s:
he data collected from various sources have been analyzed by using the techni'ues of simple percentages, averages etc.
C HAPTER 2 CONCEPTUAL DATA
2.1 'EANIN( O) TRAININ( AND DE*ELOP'ENT:
T!a$%$%+ a%d de,elopme%t $s ,$tal pa!t of t-e -uma% !esou!"e de,elopme%t . +t is assuming
ever important role in wa!e of the advancement of technology which has resulted in ever increasing competition, rise in customer’s expectation of 'uality and service and a subse'uent need to lower costs. +t is also become more important globally in order to prepare wor!ers for new obs. +n the current write up, we will focus more on the emerging need of training and development, its implications upon individuals and the employers. -oted management author eter Druc!er said that the fastest growing industry would be training and development as a result of replacement of industrial wor!ers with !nowledge wor!ers. +n /nited *tates, for example, according to one estimate technology is de%s!illing 0# 1 of the population. his is true for the developing nations and for those who are on the threshold of development. +n 2apan for example, with increasing number of women oining traditionally male obs, training is re'uired not only to impart necessary ob s!ills but also for preparing them for the physically demanding obs. hey are trained in everything from sexual harassment policies to the necessary ob s!ills.
2.2 THE NEED )OR TRAININ( AND DE*ELOP'ENT:
3efore we say that technology is responsible for increased need of training inputs to employees, it is important to understand that there are other factors too that contribute to the latter. raining is also necessary for the individual development and progress of the employee, which motivates him to wor! for a certain organisation apart from ust money. 4e also re'uire training update employees of the mar!et trends, the change in the employment policies and other things. he following are the two biggest factors that contribute to the increased need to training and development in organisations: ". C-a%+e: he word change encapsulates almost everything. +t is one of the biggest factors that contribute to the need of training and development. here is in fact a direct relationship between the two. &hange leads to the need for training and development and training and development leads to individual and organisational change, and the cycle goes on and on. 5ore specifically it is the technology that is driving the need6 changing the way how businesses function, compete and deliver. $. De,elopme%t: +t is again one the strong reasons for training and development becoming all the more important. 5oney is not the sole motivator at wor! and this is especially very true for the $"st century. eople who wor! with organisations see! more than ust employment out of their wor!6 they loo! at holistic development of self. *pirituality and self%awareness for example are gaining momentum world over. eople see! happiness at obs which may not be possible unless an individual is aware of the self. (t ford, for example, an individual can enrol himself 7 herself in a course on 8self%awareness’, which apparently seems inconse'uential to ones performance at wor! but contributes to the spiritual wellbeing of an individual which is all the more important.
2.3 TRAINING AND DEVELOPMENT (T&D) METHODS:
here are several 9D methods available. he use of a particular method depends which method accomplishes the training needs and obectives. raining methods can b e cla ssified into two categories: I. ONTHEO/ 'ETHODS
his refers to the methods of training in which a person learns a ob by actually doing7performing it. ( person wor!s on a ob and learns and develops expertise at the same time. 1. U%de!study
+n this the employee is trained by his or her supervisor. he trainee is attached with his or her senior and called understudy or assistant. or example, a future manager might spend few months as assistant to the present manager. 2. o0 !otat$o%
his refers to shifting7movement of an employee from one ob to another on regular intervals. &. Spe"$al p!oe"ts
h e t r ai n ee s ; m a y a s ! t o w o r! o n s p ec i al p r o e ct s r e la t ed w it h d ep ar tm en ta l obectives. 3y this, the trainees will ac'uire the !nowledge of the assigned wor! and also learn how to w or! with others. . E3pe!$e%"e
+t refers to learning by doing. his is one of the oldest methods of on%the%ob training. (lthough this is very effective method but it al so ver y ti me% con sum ing and wast efu l. hus it should be followed by other training methods. 4. Comm$ttee ass$+%me%t
+n th is, t he tra in ee s b ec ome me mb ers o f a c om mit te e. h e c o m m i t t e e
is
assigned a problem to discuss and ma!e recommendations. 5. Coa"-$%+
+n this, the supervisor or the superior acts as a guide and instructor of the trainee. his inv olv es extens ive demonstration and continuous critical evaluation and correction. II. O))THEO/ 'ETHODS:
hese methods re'uire trainees to leave their wor!place and concentrate their entire time towards the training obectives. hese days off%the%ob training methods have become popular due to limitations of the on%the%ob training methods such as facilities and environment, lac! of group discussion and full participation among the trainees from different disciplines, etc. +n the off%the% ob methods, the development of trainees is the primary tas! rest everything is secondary. ollowing are the main off%the%ob training methods: 1. Spe"$al "ou!ses a%d le"tu!es
hese are the most traditional and even famous today, method of developing personnel. *pecial courses
and
lectures
are
either
designed
by
the
company
itself
or
by
the
management7professional schools. &ompanies then sponsor their trainees to attend these courses or lectures. hese are the 'uic! and most simple ways to provide !nowledge to a large group of trainees. 2. Co%fe!e%"es a%d sem$%a!s
+n this, the participants are re'uired to pool their thoughts, ideas, viewpoints, suggestions and recommendations. 3y attending conferences and seminars, trainees try to loo! at a problem from different angles as the participants are normally from different fields and sectors. &. Sele"ted !ead$%+
his is the self%improvement training techni'ue. he persons ac'uire !nowledge and awareness by reading various trade ournals and magazines. 5ost of the companies have their own libraries. he employees become the members of the professional associations to !eep abreast of latest developments in their respective fields. . Case study met-od
his techni'ue was developed by Harvard 3usiness *chool, /.*.(. +t is used as a supplement to lecture method. ( case is a written record of a real business situation7problem faced by a company. he case is provided to the trainees for discussion and analysis. +dentification and diagnose of the problem is the aim in case study method. (lternate courses of action are suggested from participants. 4. P!o+!ammed $%st!u"t$o%6lea!%$%+
his is step%by%step self%learning method where the medium may be a textboo!, computer or the internet. his is a systematic method for teaching ob s!ills involving presenting 'uestions or facts, allowing the person to respond and giving the learner immediate feedbac! on the accuracy of his or her answers.< 5. /!a$%sto!m$%+
his is creativity%training techni'ue, it helps people to solve problems in a new and different way. +n this techni'ue, the trainees are given the opportunity to generate ideas openly and without any fear of udgement. &riticism of any idea is not allowed so as to reduce inhibiting forces. =nce a lot of ideas are generated then they are evaluated for their cost and feasibility. 7. Roleplay$%+
+n this method, the trainees are assigned a role, which they have to play in an artificially created situation. or example, a trainee is as!ed to play the role of a trade union leader and another trainee is re'uired to perform the role of a HR manager. his techni'ue results in better understanding of each other;s situation by putting foot in other;s shoes.
8. *est$0ule s"-ools
>arge organisations fre'uently provide what are described as vestibule schools a preliminary to actual shop experience. (s far as possible, shop conditions are duplicated, but instruction, not output is maor obective.< ( vestibule school is operated as a specialised endeavor by the personnel department. his training is re'uired when the amount of training that has to be done exceeds the capacity of the line supervisor6 a portion of training is evolved from the line and assigned to staff through a vestibule school.< he advantage of a vestibule school is specialisation. 9. App!e%t$"es-$p t!a$%$%+
his training approach began in the 5iddle (ges when those who wanted to learn trade s!ill bound themselves to a master craftsman and wor!ed under his guidance. (pprenticeship training is a structured process by which people become s!illed wor!ers through a combination of classroom instruction and on%the%ob training. 1. I%0as;et e3e!"$se
+n this techni'ue, the trainees are provided bac!ground information on a simulated firm and its products, and !ey personnel. (fter this, the trainees are provided with in%bas!et of memos, letters, reports, re'uests and other documents related with the firm. he trainee must ma!e sense out of this mass of paperwor! and prepare memos, ma!e notes and delegate tas!s within a limited time period.<
11. /us$%ess +ames
3usiness games involve teams of trainees. he teams discuss and analyse the problem and arrive at decisions. ?enerally, issues related with inventories, sales, R9D, production process, etc. are ta!en up for consideration. 12. /e-a,$ou! model$%+
his is structured approach to teach specific supervisory s!ill. his is based on the social learning theory in which the trainee is provided with a specific model of behaviour and is informed in advance of the conse'uences of engaging in that type of behaviour. 1&. Se%s$t$,$ty
+n this type of training, a small group of trainees consisting of "@ to "$ persons is formed which meets in an unstructured situation. here is no set agenda or schedule or plan. he main obectives are more openness with each other, increased listening s!ills, trust, support, tolerance and concern for others. he trainers serve a catalytic role. he group meets in isolation without any formal agenda. here is great focus on inter%personal behaviour. (nd, the trainer provides honest but supportive feedbac! to members on how they interacted with one another. 1. 'ult$ple ma%a+eme%t
his techni'ue of training was first introduced by 5c&ormic!, resident of 5c&ormic! 9 co. of 3altimore in "A)$. He gave the idea of establishing a unior board of directors. (uthority is given to the unior board members to discuss any problem that could be discuss in senior board and give recommendations to the senior board. +nnovative and productive ideas became available for senior board.
2.
E'PLO=EE
PERCEPTION
DE*ELOP'ENT IN IT SECTOR:
TO>ARDS
TRAININ(
AND
Bmployees training in + sector help companies as well as employees to improve their performance. Hence, !eeping these in mind, the companies are eager to go for the training programs for their employees with regular intervals in the + sector.
hese training programs definitely result in s!ill enhancement, improved efficiency and productivity and growth opportunities for employees. his paper attempts to study the factors which affect the employee;s perception towards training in + sector.
+n this respect different + companies in -&R region were selected and data was collected from "0@ employees of different + companies through a structured 'uestionnaire. he data collected was then subected to actor (nalysis i.e. rincipal &omponent (nalysis with Carimax rotation. ( total of seven factors affecting employee;s perception came to the forefront from this study of + sector.
he +ndian + industry has a prominent global presence today largely due to the software sector. romotion of the software industry and protection of the hardware industry from external competition has resulted in this s!ewed growth. 5ore recently however, policy changes have led to a tremendous influx of leading multinational companies into +ndia to set up manufacturing facilities, R9D &enters and offshore software development facilities.
he domestic mar!et for both software and hardware is getting revitalized. (ll these developments have had a significant impact not only on the economy but also the
environmental and social milieu. he vision of +nformation echnology +E policy is to use + as a tool for raising the living standards of the common man and enriching their lives. hough, urban +ndia has a high internet density, the government also wants & and +nternet penetration in the rural +ndia. +n +nformation technology +E, +ndia has built up valuable brand e'uity in the global mar!ets. +n +%enabled services +B*E, +ndia has emerged as the most preferred destination for business process outsourcing 3=E, a !ey driver of growth for the software industry and the services sector. +ndia;s most prized resource in today;s
!nowledge economy is its readily available technical wor! force. +ndia has the second largest Bnglish%spea!ing scientific professionals in the world, second only to the /.*.
he share of hardware and non%software services in the + sector has declined consistently every year in the recent past. he share of software services in electronics and + sector has gone up from )F.0 percent in "AAF%AA to GA.$ percent in $@@G%@0. However, Blectronic hardware exports have logged a growth rate of )F.F1 at $." billion during (pril%December I@0, compared to ".# billion grossed in the corresponding period of the previous year. + software and +%enabled services exports, which enoy a lion;s share of the high%tech export booty, registered $".# billion during the period, a growth of $F.$1 over the year%ago period. +n rupee terms, the growth in software and 3= exports was an estimated )@.)1 during the period in reference. 5eanwhile, the growth in hardware exports was an estimated J"."1, according to export statistics by the Blectronics and &omputer *oftware Bxport romotion &ouncil.
C HAPTER & DATA ANAL=SIS
1# Ho? ma%y t!a$%$%+ p!o+!ammes -a,e you atte%ded $% last 4 yea!s@
-o.
of -o. of Respondents
rogrammes
1 of Responses
@%#
F
J@1
G%"@
#
$#1
"@%"#
J
$@1
5ore than "#
)
"#1
M!" #$ 15; 15% 0_5; 40% 10_15; 20%
6_10; 25%
INTERPRETATION
J#1 of the officers have attended G%"# training programmes in the last # years, which is an indication of an effective training policy of the organization. However, J@1 of the officers have attended only @%# training programmes, which needs to be evenly monitored by the organization.
2# T-e p!o+!amme o0e"t$,es ?e!e ;%o?% to you 0efo!e atte%d$%+ $t.
=ptions
-o. of Respondents
1 of Responses
*trongly agree
#
$#1
5oderately agree
0
)#1
&an’t *ay
)
"#1
5oderately Disagree
"
#1
*trongly Disagree
J
$@1
'#!* /'!""; 20%
'#!* !""; 25%
-"!#"* /'!""; 5% +,# '*; 15%
INTERPRETATION
)#1 of the respondents moderately agree to the fact of !nowing the training obectives beforehand, in addition to $#1 who strongly agree. 3ut a small population disagrees as $@1 strongly disagree to this notion. raining obectives should therefore be made !nown compulsorily before imparting training in the organization.
&# T-e t!a$%$%+ p!o+!amme ?as !ele,a%t to you! de,elopme%tal %eeds.
=ptions
-o. of Respondents
1 of Responses
*trongly agree
G
)@1
5oderately agree
F
J@1
&an’t *ay
)
"#1
5oderately
$
"@1
"
#1
Disagree *trongly Disagree
'#!* /'!""; 5% -"!#"* /'!""; 10%
'#!* !""; 30%
+,# '*; 15%
-"!#"* !""; 40%
INTERPRETATION 0@1 of the respondents feel that the training programmes were in accordance to their developmental needs. "#1 respondents could not comment on the 'uestion and "#1 thin! that the programmes are irrelevant to their developmental needs and the organization must ensure programmes that satisfy the developmental needs of the officers.
T-e pe!$od of t!a$%$%+ sess$o% ?as suff$"$e%t fo! t-e lea!%$%+.
=ptions
-o. of Respondents
1 of Responses
*trongly agree
G
)"1
5oderately agree
J
$"1
&an’t *ay
J
$"1
5oderately
)
"G1
$
""1
Disagree *trongly Disagree
'#!* /'!""; 11% -"!#"* /'!""; 16%
+,# '*; 21%
'#!* !""; 32%
-"!#"* !""; 21%
INTERPRETATION
#$1 respondents feel that the time limit of the training programme was ade'uate but $#1 feel that it was insufficient. (lso, $"1 could not comment on the 'uestion. (ll the respondents though felt that increase in time limit of the programmes would certainly be beneficial and the organization should plan for this to be implemented in the near future.
4# T-e t!a$%$%+ met-ods used du!$%+ t-e t!a$%$%+ ?e!e effe"t$,e fo! u%de!sta%d$%+ t-e su0e"t.
=ptions
-o. of Respondents
1 of Responses
*trongly agree
J
$@1
5oderately agree
F
J@1
&an’t *ay
)
"#1
5oderately
)
"#1
$
"@1
Disagree *trongly Disagree
'#!* /'!""; 10% -"!#"* /'!""; 15%
'#!* !""; 20%
+,# '*; 15% -"!#"* !""; 40%
INTERPRETATION
J@1 of the respondents believe that the training methods used during the programmes were helpful in understanding the subect, yet $#1 disagree to this notion. he organization should use better, hi%tech methods to enhance the effectiveness of the methods being used. 5# T-e t!a$%$%+ sess$o%s ?e!e e3"$t$%+ a%d a +ood lea!%$%+ e3pe!$e%"e.
=ptions
-o. of Respondents
1 of Responses
*trongly agree
#
$#1
5oderately agree
F
J@1
&an’t *ay
$
"@1
5oderately
)
"#1
$
"@1
Disagree *trongly Disagree
'#!* /'!""; 10% -"!#"* /'!""; 15%'#!* !""; 25%
+,# '*; 10%
INTERPRETATION
-"!#"* !""; 40%
G#1 respondents believe that the training sessions were exciting and a good learning experience. "@1 respondents could not comment on this while $#1 differ in opinion. hey feel that the training sessions could have been more exciting if the sessions had been more interactive and in line with the current practices in the mar!et.
7# T-e t!a$%$%+ a$ds used ?e!e -elpful $% $mp!o,$%+ t-e o,e!all effe"t$,e%ess of t-e p!o+!amme.
=ptions
-o. Respondents
of 1 of Responses
*trongly agree
J
$@1
5oderately agree
#
$#1
&an’t *ay
0
)#1
5oderately
)
"#1
"
#1
Disagree *trongly Disagree
'#!* /'!""; 5% -"!#"* /'!""; 15% '#!* !""; 20% -"!#"* !""; 25%
+,# '*; 35%
INTERPRETATION
J@1 of the respondents believe that the training aids used were helpful in improving the overall effectiveness, yet $@1 disagree to this notion. )#1 respondents did not comment on the issue.
Iet the total mindset of the respondents was that the organization should use better scientific aids to enhance the presentation and acceptance value of the training programme.
8# T-e t!a$%$%+ ?as effe"t$,e $% $mp!o,$%+ o% t-e o0 eff$"$e%"y.
=ptions
-o. Respondents
of 1 of Responses
*trongly agree
)
"#1
5oderately
G
)@1
&an’t *ay
J
$@1
5oderately
J
$@1
)
"#1
agree
Disagree *trongly Disagree
'#!* /'!""; 15% '#!* !""; 15% -"!#"* /'!""; 20% -"!#"* !""; 30% +,# '*; 20%
INTERPRETATION
J#1 respondents believe that the training programmes increase their ob efficiency but )#1 disagree to this. he 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%ob efficiency.
AE
+n your opinion, the numbers of training programmes organized during the year were sufficient for officers of 3HB>.
=ptions
-o.
of 1 of
Respondents
Responses
*trongly agree
$
"@1
5oderately agree
)
"#1
&an’t *ay
#
$#1
5oderately
$
"@1
F
J@1
Disagree *trongly Disagree
'#!* !""; 10% '#!* /'!""; 40%
-"!#"* !""; 15%
+,# '*; 25% -"!#"* /'!""; 10%
INTERPRETATION
$#1 respondents have the opinion that the fre'uency of the training programmes is sufficient but #@1 of the respondents differ to this. hey believe that the number of training programmes organized in a year should be increased and some in house training programmes should also be organized by the organisation regularly.
1# lease suggest any changes you would li!e to have in the existing training programmes.
he maor suggestions for changes in the existing training programmes are as follows:%
he fre'uency of the training programmes organized in a year should be increased.
he duration of the training sessions should be amplified.
-ew programmes for personal as well as professional development of the officers should be developed.
=fficers should be referred for the training programmes as per their developmental needs.
he training programmes should be organized outside the office in order to avoid disturbance in the wor!.
*ome training sessions should also be organized in house for the officers who find it difficult to attend them if held outside the office premises.
3etter presentation technologies should be used in order to increase the effectiveness of the programmes.
he course curriculum for the training programmes should be current in terms of the new developments in the world.
11# Ho? ma%y t!a$%$%+ p!o+!ammes -a,e you atte%ded du!$%+ t-e last yea!@
-o.
of -o. of Respondents
rogrammes
1 of Responses
/pto $
F
J@1
)%#
G
)@1
G%F
)
"#1
5ore than F
)
"#1
M!" #$ ; 15% # 2; 40%
6_; 15%
3_5; 30%
INTERPRETATION
J#1 of the wor!ers have attended )%F training programmes in the last year, which is the clue of a useful training policy of the organization. However, J@1 of the wor!ers have attended only @%$ training programmes, which should be effectively seen by the organization. (lso, every wor!er should be given chances to attend as many training programmes as possible. 12# T-e t!a$%$%+ +$,e% $s useful to you.
=ptions
-o. of Respondents
1 of Responses
*trongly agree
"@
#@1
5oderately agree
G
)@1
&an’t *ay
$
"@1
5oderately
"
#1
"
#1
Disagree *trongly Disagree
-"!#"* /'!""; 5% '#!* /'!""; 1% +,# '*; 10% '#!* !""; 52% -"!#"* !""; 31%
INTERPRETATION
#@1 of the respondents feel that the training programmes were useful. "@1 respondents could not comment on the 'uestion and "@1 thin! that the programmes were irrelevant to their obective of being useful. he organization must ensure programmes that are useful and prove to cater to the developmental needs of the wor!ers.
1&# T-e t$me l$m$t of t-e t!a$%$%+ p!o+!amme ?as suff$"$e%t.
=ptions
-o. Respondents
of 1 of Responses
*trongly agree
0
)#1
5oderately agree
0
)#1
&an’t *ay
$
"@1
5oderately
$
"@1
$
"@1
Disagree *trongly Disagree
'#!* /'!""; % -"!#"* /'!""; 10% '#!* !""; 36% +,# '*; 10%
-"!#"* !""; 36%
INTERPRETATION
)#1 respondents feel that the time limit of the training programme was ade'uate but $#1 feel that it was insufficient. (lso, "@1 could not comment on the 'uestion. (ll the respondents
though felt that increase in time limit of the programmes would certainly be advantageous and the organization should ta!e some steps in this direction.
C HAPTER CONCLUSION
.1 CONCLUSION: he study shows that there are seven maor factors which affect the perception of employees towards training in the + sector. hese factors include raining Duration, raining 5ethod, raining +mpact, raining =utcome, 2ob erformance, raining benefit and raining Bffectiveness. hese seven factors include all the factors that were aimed to study the factors affecting perception towards training in + sector. 5oreover, the study suggests that + companies should be able to understand the different factors, which affects employee;s perception towards training. (s we have studied the employees of + sector, we came to !now that they support the costs of their general training by accepting a wage below their potential current marginal product during the training period. urther, they reap the full return from their investments through higher wages after the training period, even if there is ob turnover. he training level reached corresponds to the socially optimal condition, although under%investment in general training may occur if wor!ers face wage inflexibility or are li'uidity constrained. urthermore, employees are predicted to invest wisely according to their own expected rates of return. &oncentrating training amongst wor!ers who perform complex tas!s and have high levels of formal education may create a virtuous circle for these high s!ill wor!ers resulting in higher wages, further training opportunities, longer tenure and greater social status.
C HAPTER 4 ANNEURE
4.1 /I/LIO(RAPH=:
Bffective lanning in raining and Development >eslie RaeE 4orld &lass raining Kaye horneE raining in ractice 3lac!wellE Human Resource 5anagement &.3.?uptaE Human Resource 5anagement .-.&habraE Human &apital 2ournalE
4.2 BUESTIONNAIRE: "E How many training programmes have you attended in last # yearsL @%# G%"@ "@%"# 5ore than "#
$E he programme obectives were !nown to you before attending it.
*trongly agree
5oderately agree
&an’t *ay
5oderately Disagree
*trongly Disagree
)E he training programme was relevant to your developmental needs.
*trongly agree
5oderately agree
&an’t *ay
5oderately Disagree
*trongly Disagree
he period of training session was sufficient for the learning.
*trongly agree
5oderately agree
&an’t *ay
5oderately Disagree
*trongly Disagree
#E he training methods used during the training were effective for understanding the subect.
*trongly agree
5oderately agree
&an’t *ay
5oderately Disagree
*trongly Disagree
GE he training sessions were exciting and a good learning experience.
*trongly agree
5oderately agree
&an’t *ay
5oderately Disagree
*trongly Disagree
0E he training aids used were helpful in improving the overall effectiveness of the programme.
*trongly agree
5oderately agree
&an’t *ay
5oderately Disagree
*trongly Disagree
FE he training was effective in improving on% the% ob efficiency.
*trongly agree
5oderately agree
&an’t *ay
5oderately Disagree
*trongly Disagree
AE +n your opinion, the numbers of training programmes organized during the year were sufficient for officers of 3HB>.
*trongly agree
5oderately agree
&an’t *ay
5oderately Disagree
*trongly Disagree
1# lease suggest any changes you would li!e to have in the existing training programmes.
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% ""E How many training programmes have you attended during the last yearL /pto $ )%# G%F 5ore than F "$E he training given is useful to you.
*trongly agree
