08 - Chapter 4 PDF

of acceptance of induction programmes as important among trainees/software engineer respondents
and system analysts. But project leaders/managers do not carry that good opinion about induction
programmes. On the whole the respondents carry a high level of satisfaction with acquisition function of
the respondents. More than 99 per cent of the respondents are of the opinion that executives/superiors
take interest and spend time with new recruits during induction. All the project leaders/managers and
more than 74 per cent of others know recruitment policy of the company.
References
1. Sandeep Ray Chaudhuri, Trends in Recruitment of Executives in IT sector in India, HRM Review,
Aug 2006, ICFAI University press.
2. Flippo, Edwin B., Personnel Management, McGraw Hill, New Delhi, 1980.
3. C.B.Mamoria, S.V.Gankar “Human Resource Management”, Himalaya Publishing House, Seventh
edition.
4. http://recruitment.naukrihub.com/meaning-of-recruitment.html
5. http://recruitment.naukrihub.com/sources-of-recruitment.html
6. http://recruitment.naukrihub.com/recent-trends.html
CHAPTER – 4
TRAINING AND DEVELOPMENT
The main thrust of this chapter is on the development of
human resources in the IT industry. The focus naturally is on
employee development to improve the individual abilities. Based
on these aspects, the researcher has tried to focus on the human

resource development functions and the practices in the
software industry.
We live in the world of knowledge and skill. Every human activity needs up-to-date knowledge
and required skills to perform it. Similarly, organizations too cannot survive without training and
development of employees.1 Employee training and development becomes more important, when job
becomes more complex. It is necessary to raise the skill levels and increase the versatility and
adaptability of employees of the current and potential job occupations to meet the required
performance level in the organization.
4.01 Meaning and Definition
Training is a key to productivity. Training is a learning process that seeks to bring about
permanent improvement in the ability and behavior of employees by enabling them to learn new skills,
knowledge, attitude and behavior. Training is a systematic process of altering the behavior and or
attitude of employees in a direction to achieve organizational goals.2 Train to perform, train to improve
and train to develop have become the buzzwords of the present-day corporate. Training in a general
sense refers to a planned effort by an organization to facilitate employees in acquiring skill, attitude and
behavior that are critical for successful performance on the job.
Every organisation needs to have well-trained manpower to perform various activities. Training
is essential even if the employees highly meet the job demands. This is due to constantly changing
business models and technological advancements which necessitate possession of different skill sets by
the employees. Moreover, jobs are becoming increasingly complex.
Training helps employees improving the preference on the current job or prepares them for an
intended job. Development covers not only those activities which improve job performance but also
those which bring about growth of the personality. Development is intended to equip the persons to
earn promotion and hold greater responsibility. Training and development are closely related to each
other, training a person for bigger and higher job is development. This may well include not only
imparting specific skills and knowledge but also inculcating certain personality and mental attitudes.
Training includes updating knowledge, skill and attitude in tune with the changing requirements
of the organization. Accordingly the training process ensures the improvement in the participant’s
behavior and organizational effectiveness. Mirza S. Saiyadain termed training as “an activity aimed at
improving the performance of the existing staff to meet the future needs of the organization”.3 He views
the proactive nature of the training and emphasizes the much-needed prospective function of the
trained activity in making the staff broaden their vision from the immediate context. It prepares the
employees to chalk out and work for a better future.
Beach observed “Training is the organized procedure by which people learn knowledge or skill
or attitude for a definite purpose”.4 This definition emphasizes need based nature of the training
calculated to serve a definite objective.
Monappa refers to the teaching activities carried on for the primary purpose of helping
members of an organization to acquire and supply the knowledge, skills, abilities and attitudes needed
by that organization.5
The Training and Development function in an organization has gained a lot of importance due to
advancement in technology and changes in market force. The need for training and development can be
emphasized in various work situations, such as in harnessing skills for existing jobs, planning out one’s
future job profile, elevating employee’s performance and so on.6
Training makes a very important contribution to the development of the organization’s human
resource and hence to the achievement of its aims and objectives. To achieve its purpose, training needs
to be effectively managed so that the right training is given to the right people, in the right form, at the
right time and the right costs.
The term ‘training’ indicates the process involved in improving the aptitudes, skills and abilities
of the employees to perform specific jobs. Training helps in updating old talents and developing new
ones. Training also offers them a possibility to keep abreast with the latest developments in the fields of
technology and management. This helps them to respond effectively to competition. In order to build up
a strong, efficient, effective, motivated and dedicated managerial cadre, continuing management
training is required. Training is a vital part of human resource management.
The effectiveness of business activities demands that the managers should possess diverse skills
and performance management abilities. This can be accomplished only through training efforts. Thus,
training and development activities can play a key role in the development of individuals for
organizational growth.
4.02 Importance of Training
An organization which aspires to grow must be in tune with the changing needs of the society.
Training is an organized activity for increasing the knowledge and skills of people for a definite purpose.
It involves systematic procedures for transferring technical know-how to the employees so as to
increase their knowledge and skills for doing specific jobs with proficiency. In training, the trainees
acquire technical knowledge, skills and problem solving ability by undergoing the training programme.
Through training an individual can gain the competencies that help to cope with day-to-day
problems of living and manage interpersonal relations, improving their interpersonal effectiveness.
Training imparts the ability to detect and correct error. Furthermore, it provides skills and abilities that
may be called on in the future to satisfy the organizations human resources needs. Training is a means
of reducing obsolescence among the employees and to keep pace with the technological and social
changes which are rapidly taking place. In order to build up a strong, efficient, effective, motivated and
dedicated managerial cadre, continuing management training is required.
Training enriches knowledge, skill and ability of the employees. It contributes in keeping people
dynamic and provides an opportunity to the employees to develop better understanding of what they
do apart from enriching their capability individually. Training as a developmental activity induces every
employee to act physically and mentally. It is one of the best tools to motivate and change the behavior
of the employees.
4.03 Need for Training
As the knowledge, skill and attitude of the work force has a direct bearing on the quality of the
output, training occupies a pivotal position in the organizational context. None is perfect at the time of
recruitment. Some sort of training and development is required for better fit of the employees into the
job and organization. In addition to it the employees who are assigned new roles need the imparting of
the required knowledge and skill to perform the new tasks effectively and efficiently.
When employees are recruited, they lack practical skills though they possess enough theoretical
knowledge. There is an urgent need to reorient the methods of T&D so that the employees become
performance-oriented and not merely bookish-knowledge-oriented.
4.04 Training as a Strategy
In hectic workplace environment, employees face numerous challenges like new technology,
global competition, the responsibilities of home and a career, burnout and depression are becoming
common. In such situation it is quite natural employees desire to work for caring employers who are
looking out for their interests as well as those of the company. By investing in employee training shows
how much the company values those employees.
The purpose of human resource training in the work situation is to develop the abilities of the
individual and satisfy the current and future human resource needs of the organization. Training
employees creates a more positive corporate culture by adding value to its key resources. By continuous
support and development employees can face the challenges easily, and also it creates a more
competent workforce, increased productivity, profits and employee loyalty.
4.05 Training and Development in IT Industry
The need to continuously keep abreast of changes in technology and have a workforce
with marketable skills has made training a key focus area in the IT industry. In reality however,
training levels in the industry were perhaps lower than desirable due to the pressure of meeting
deadlines and the tremendous stresses attached with high growth. Most companies had induction
training and had periodic skill up gradation training which was entirely linked to projects. A
structured approach to training was undertaken by very few companies. The focus of training
was on technical training. Technical training was typically focused on product training or
application areas. Over the years training on languages has diminished since most employees had
the requisite knowledge or often picked up on their own. Quality process training is another
important area that many companies have focused on.
Behavioral training has gained in importance in the last three years as companies
recognized its importance. Team building programs and inter personal skills training were the
major areas. Communication and culture sensitivity training were also emphasized especially for
staff required to spend time on site.

Technical training was generally conducted by in house trainers and was generally not in
the purview of the HR function. Getting internal managers to spend time in training is a major
issue for several companies and is often considered as a factor in individual evaluation.
Behavioral training was however largely outsourced.
Training schools to develop an internal cadre of professionals is a major activity
undertaken by most of the major companies. This has enabled them to develop training resources
besides developing captive manpower sources.
The information technology sector is by now recognized as the sunrise industry worldwide and
is generally growing at a rate of around 25-30 per cent every year. A growth rate of this dimension
needs a very robust and flexible support in the learning and development function so as to lead.
4.06 Training and Development Function in IT Industry should meet The Objectives
Scalability: The training process should be able to meet the accelerating growth of an
organization. So organizations should continuously maintain the necessary talent pool to seize
opportunities for expansion and diversification.
Reusability: The human resources should be dynamically updated and converted for reuse and
customization where necessary, as it takes enormous time to create learning assets.
Multi-Modal Requirements: The learning and development function happens at three levels in
IT sector i.e., technical, functional and behavioral dimensions. Apart from this at the middle and senior
levels learning process cater to leadership development and succession planning.

Virtual Modes: Organizations in the IT sector operate across geographic and time zones.
Therefore, a major part of learning and development needs to be delivered in the virtual mode.7
4.07 Types of Training
Technical Training: Technical training at the basic level equips the associates to meet the
immediate project or client requirements. This training generally has a high rate of obsolescence and
thus needs continuous enhancements. It addresses basic technical knowledge followed by domain
knowledge and thereafter, migrates to the basic tenets of project and program management. This
training spans up to five to eight years in the work life of a software professional.
Functional Skills: Every professional needs to gain functional expertise like sales, marketing,
infrastructure management, information security management, finance and accounts as well as legal
and statutory compliance, to manage teams and interfaces both within and outside the organization.
Behavioral Skills: The IT industry recognizes a small team as the most important brick for
performance. Most of the behavioral skills training revolves around team-building competencies and
skills like emotional intelligence, empowerment and management of societal interfaces. These skills are
imparted through role-plays, experiential learning and out bound training. 8
4.08 Training Procedure at SUBEX
The company follows both on-the-job and off-the-job methods to train its employees. Need for
training arises when there is internal transfer of employees, or if there are changes in technologies of a
product or to introduce new tools in the company to suit to the requirements the company provides
training to its employees. The training will be for both freshers and for laterals. Every new recruit has to
undergo training process.

Among freshers there will be both testers and developers. It will be in classroom and this will be
usually handled by external trainers. The duration of training for testers will be for one and half month
and for developers it will be for three months. It will be on technical skills where they learn about basics
and advanced concepts like C, C++, Java, UNIX, Oracle etc., and also about the products of the company.
Training will be in the following ways:
For fresher after learning the basics then on-job-training will be followed by the class room
training in the respective teams. They will be applying the technologies on the products that are being
developed in the form of smaller tasks given by their Lead/peer. Slowly they will be given major tasks
based on their performance.
For experienced people (laterals) it will be just knowledge transfer and no technical training. If
the laterals know the concept and the technology is new to them, then they will be trained on the new
technology. This may be by the external trainers or by the team members. The duration is not specific
because it depends upon the person to learn and get familiar and also it differs from person to person.
For people who are changing the technologies (based on the requirements from the customers),
they will be cross trained on different technologies either by internal trainers or external trainers.
1. If people are promoted to higher levels like Senior Engineer or Analyst then they will be
trained on communication and interpersonal skills by external trainers.
2. If people are promoted as managers, they will be trained on Bullet proof management by
our internal trainers. This will be managerial training to lead teams successfully. This
happens in many sessions.

The company provides required material to the trainees which will be in soft copy. After
providing training, employees will be moved to their respective teams where they will know about their
duties and responsibilities through their manager.
4.09 Responses of the Respondents to the Statements on Training and Development
With this background, to collect the opinions on various aspects of the training and
development activity prevailing in Subex Limited, fourteen statements/questions have been framed.
Responses have been structured on a five point scale. The responses of the respondents have been
analyzed, statement-wise, by three variables namely educational qualification, gender and designation.
The responses have been structured on a five point scale and weights have been assigned in the
following manner.
Responses Weights
Highly Satisfied/Strongly Agree 5
Satisfied/Agree 4
Undecided/Neutral 3
Dissatisfied/Disagree 2
Highly Dissatisfied/Strongly Disagree 1
The least score assigned is 1, which indicates “strongly disagree”, whereas maximum score is 5
which represents “highly satisfied/strongly agree”. Thus weighted average score will be between 1 and
5. The calculated weighted average score (WAS) is interpreted as follows. WAS 1.00-1.99 indicates “very
low level of satisfaction or agreement, WAS 2.00-2.99 indicates “low level of satisfaction or agreement”,
WAS 3.00-3.99 indicates “high level of satisfaction or agreement”, WAS 4.00-4.99 indicates “very high
level of satisfaction or agreement”.
Table: 4.01
Awareness of Training Policy among the Respondents
Are you aware of Training Policy of the Company?

Particulars
Yes No Total
72 31 103
B.E./ B.Tech.
(69.91) (30.09) (100)
Education
97 18 115
M.C.A./ M.Tech.
(84.35) (15.65) (100)
97 23 123
Male
(78.86) (21.14) (100)
Gender
72 23 95
Female
(75.79) (24.21) (100)
Trainee/ 33 8 41
Software Engineer (80.49) (19.51) (100)

Designation
89 36 125
System Analyst
(71.20) (28.80) (100)
Project Leader/ 47 5 52
Manager (90.38) (9.62) (100)
169 49 218
Total
(77.52) (22.48) (100)
Source: Field Survey
Note: Figures in the parentheses are the percentages on row totals.

Table 4.01 depicts awareness of training policy of the company among the members. More than
three-fourths (77.52 per cent) of the respondents know of the training policy of the company and the
remaining 22.48 per cent of the respondents do not know.
Education-wise analysis shows that 69.91 per cent of the engineering graduate respondents and
84.35 per cent of the M.C.A./M.Tech. qualified respondents do know of the training policy of the
company and others do not know about it.
Gender wise analysis shows that 78.86 per cent of the male respondents and 75.79 per cent of
the female respondents do know about it and others do not.
Designation-wise analysis shows that 80.49 per cent of the trainees/software engineers, 71.20
per cent of the system analysts and 90.38 per cent of the project leaders/managers are aware of the
training policy of the company, whereas other do not know about it.
To conclude a great majority of the employees are aware of training policy of the company.
Table: 4.02
Educational Qualification-, Gender-, and Designation-Wise Analysis of the Responses to the Statement
that “Training Policy in the Company is a Structured, Widely Shared and Based on the Business Needs”
No. of the Respondents
Variable Strongly Strongly
Agree Neutral Disagree Total
Agree Disagree
35 50 8 10 0 103
(33.98) (48.54) (7.77) (9.71) (0.00) (100)

Education
B.E./ B.Tech.
[175] [200] [24] [20] [0] [419]
--- --- --- --- --- {4.07}

49 48 6 12 0 115
(42.61) (41.74) (5.22) (10.43) (0.00) (100)

M.C.A/ M.Tech.
[245] [192] [18] [24] [0] [479]
--- --- --- --- --- {4.17}
45 55 9 14 0 123
(36.58) (44.71) (7.32) (11.38) (0.00) (100)

Male
[225] [220] [27] [28] [0] [500]
--- --- --- --- --- {4.06}

Gender
39 43 5 8 0 95
(41.05) (45.26) (5.26) (8.42) (0.00) (100)

Female
(195] [172] [15] [16] [0] [398]
--- --- --- --- --- {4.19}
12 26 3 0 0 41
Trainee/ (29.27) (63.41) (7.32) (0.00) (0.00) (100)
Software Engineer [60] [104] [15] [0] [0] [179]
--- --- --- --- --- {4.22}
57 45 11 12 0 125
Designation
(45.60) (36.00) (8.80) (9.60) (0.00) (100)

System Analyst
[285] [180] [33] [24] [0] [522]
--- --- --- --- --- {4.18}
15 27 0 10 0 52
Project Leader/ (28.85) (51.92) (0.00) (19.23) (0.00) (100)

Manager [75] [108] [0] [20] [0] [203]
--- --- --- --- --- {3.90}

84 98 14 22 0 218
(38.53) (44.95) (6.42) (10.09) (0.00) (100)

Total
[420] [392] [42] [44] [0] [898]
--- --- --- --- --- {4.12}

Note: 1. Figures in the parentheses are the percentages on row totals.
2. Figures in the square brackets are weighted scores.
3. Figures in flower brackets are weighted average scores.
Table 4.02 shows educational qualification-, gender-, and designation-wise analysis of the
responses to the statement that “Training policy in the company is a structured, widely shared and
based on the business needs.” Irrespective of education, gender and designation more than 80 per cent
of all categories of the respondents either strongly or simply agree with the statement “training policy in
the company is a structured, widely shared and based on the business needs.” Remaining 15 to 18 per
cent of the respondents are either neutral or disagree with the statement. Weighted average scores of
all categories of respondents show a very high level of agreement with the statement.
Table: 4.03
Educational Qualification-, Gender-, and Designation-Wise Analysis of the Responses to the Question
“Do the Employees in the Organization Participate in Determining the Training needs?”
Variable
Yes No Sometimes Total
65 33 5 103
B.E./ B.Tech.
(63.11) (32.04) (4.85) (100)
Education
83 26 6 115
M.C.A/M.Tech.
(72.17) (22.61) (5.22) (100)
88 30 5 123
Male
(71.54) (24.39) (4.06) (100)
Gender
60 29 6 95
Female
(63.16) (30.53) (6.31) (100)
Trainee/ 24 9 8 41
Software Engineer (58.54) (21.95) (19.51) (100)

Designation
86 39 0 125
System Analyst
(68.60) (31.20) (0.00) (100)
Project Leader/ 38 11 3 52
Manager (73.08) (21.15) (5.77) (100)
148 59 11 218
Total
(67.89) (27.06) (5.04) (100)

Note: Figures in the parentheses are the percentages on row totals.
responses to the question “Do the employees in the organization participate in determining the training
needs?”
Education-wise analysis of the responses of the respondents shows that 63.11 per cent of the
B.E./ B.Tech. qualified respondents and 72.17 per cent of the M.C.A./M.Tech. qualified respondents say
that employees in the organization do participate in determining the training they need, 32.04 per cent
of the respondents with B.E./ B.Tech. qualification and 22.61 per cent of the respondents with
M.C.A./M.Tech. qualification do not think so. Remaining 4.85 per cent of the respondents with B.E./
B.Tech. qualification and 5.22 per cent of the respondents with M.C.A./M.Tech. qualification say
sometimes employees in the organization participate in determining the training needs.
Gender-wise analysis of the responses shows that 71.54 per cent of the male respondents and
63.16 per cent of the female respondents say that “employees in the organization do participate in
determining the training they need”, 24.39 per cent of the male respondents and 30.53 per cent of the
female respondents do not think so. Remaining 4.06 per cent of the male respondents and 6.31 per cent
of the female respondents say that “sometimes employees in the organization participate in
determining the training needs”.
Designation-wise analysis of the responses shows that 58.54 per cent of the trainees/software
engineers, 68.60 per cent of the system analysts, and 73.08 per cent of the project leaders/managers
agree that “employees in the organization participate in determining the training need”. Around 22 per
cent of the trainees/software engineers, 31.20 per cent of the system analysts, and 21.15 per cent of the
project leaders/managers do not agree with the statement that ‘employees in the organization
participate in determining the training they require’. None of the system analysts, 19.51 per cent of the
trainees/software engineers and 5.77 per cent of the project leaders/managers are of the opinion that
‘sometimes employees in the organization participate in determining the training they need’. On the
whole 67.89 per cent of the respondents think that ‘employees in the organization participate in
determining the training they need’, 27.06 per cent of the respondents do not think so and 5.04 per cent
of the respondents think that sometimes it so happens. From this it can be concluded that generally
‘employees in the organization participate in determining the training needs’.
Table: 4.04
that “Employees are Helped to Upgrade their Technical Knowledge and Skills through Training”

Variables Strongly Strongly
Agree Neutral Disagree Total
Agree Disagree
37 63 2 1 0 103
(35.92) (61.16) (1.94) (0.97) (0.00) (100)

B.E./ B.Tech.
[185] [252] [6] [2] [0] [445]
--- --- --- --- --- {4.32}

Education
64 50 0 1 0 115
M.C.A./ (55.65) (43.48) (0.00) (0.87) (0.00) (100)

M.Tech.. [320] [200] [0] [2] [0] [522]
--- --- --- --- --- {4.54}
54 66 2 1 0 123
(43.90) (53.66) (1.63) (0.81) (0.00) (100)

Male
[270] [264] [6] [2] [0] [542]
--- --- --- --- --- {4.41}

Gender
47 47 0 1 0 95
(49.47) (49.47) (0.00) (1.05) (0.00) (100)

Female
[235] [188] [0] [2] [0] [425]
--- --- --- --- --- {4.47}
15 24 1 1 0 41
Designation
Trainee/ (36.59) (58.54) (2.44) (2.44) (0.00) (100)

Software
Engineer [75] [96] [3] [2] [0] [176]
--- --- --- --- --- {4.29}

58 65 1 1 0 125
(46.40) (52.00) (0.8) (0.8) (0.00) (100)

System Analyst
[290] [260] [3] [2] [0] [555]
--- --- --- --- --- {4.44}
28 24 0 0 0 52
Project Leader/ (53.85) (46.15) (0.00) (0.00) (0.00) (100)

Manager [140] [96] [0] [0] [0] [236]
--- --- --- --- --- {4.54}
101 113 2 2 0 218
(46.33) (51.83) (0.92) (0.92) (0.00) (100)

Total
[505] [452] [6] [4] [0] [967]
--- --- --- --- --- {4.43}
Company’s training programs should always be planned in such a way it helps its employees’ in
improving their skills. Table 4.04 educational qualification-, gender-, and designation-wise analysis of the
responses to the statement that “employees are helped to upgrade their technical knowledge and skills
through training.”
Irrespective of education, gender and designation more than 98 per cent of all categories of the
respondents either strongly or simply agree with the statement “employees are helped to upgrade their
technical knowledge and skills through training.” Remaining 2 and odd per cent of the respondents are
either neutral or disagree with the statement. Weighted average scores of all categories of respondents
show a very high level of agreement with the statement (WAS = 4.00 to 5.00).
Table: 4.05
Number of the Training Programmes Attended by the Respondents
No. of the Training Programmes Percentage of the

S.No No. of the Respondents
Attended Respondents
1 1-2 96 44.04
2 3-5 91 41.74
3 6 and Above 30 13.76
4 Nil 1 0.46
--- Total 218 100
Table 4.05 educational qualification-, gender-, and designation-wise number of the training
programmes attended by the respondents.
Training is to bridge the gap between existing performance/ability and desired performance.
Training can contribute to the individual’s growth and the organization. To know the number of training
programmes attended by the respondents a question was posed and the results are presented in table
4.04. As many as 44.04 per cent of the respondents have attended 1 to 2 training programmes, 41.74
per cent of the respondents have attended 3 to 5 training programmes, 13.76 per cent of the
respondents have attended six or more training programmes and only one employee has not attended
any training programmes so far. As characteristic of the industry requires updating of knowledge of
employees at all levels on a continuous basis to keep pace with market conditions, it seems, training is
given to all at regular intervals on a continuous basis.
Table: 4.06
Educational Qualification-, Gender-, and Designation-Wise Analysis of the Satisfaction with Training
Methods in the Company

Variables Highly Highly
Satisfied Undecided Dissatisfied Total
Satisfied Dissatisfied
45 55 1 1 1 103
(43.69) (53.39) (0.97) (0.97) (0.97) (100)

B.E./ B.Tech.
[225] [220] [3] [2] [1] [451]
-- -- -- -- -- {4.38}
Education
29 76 4 6 0 115
(25.22) (66.09) (3.48) (5.22) (0.00) (100)

M.C.A/ M.Tech.
[145] [304] [12] [12] [0] [473]
-- -- -- -- --- {4.11}
42 74 3 4 0 123
(34.15) (60.16) (2.44) (3.25) (0.00) (100)

Male
[210] [296] [9] [8] [0] [523]
-- -- -- -- --- {4.25}
Gender
32 57 2 3 1 95
(33.68) (60.00) (2.11) (3.16) (1.05) (100)

Female
[160] [228] [6] [6] [1] [401]
-- -- -- -- -- {4.22}
20 16 4 0 1 41
Designation
Trainee/ (48.78) (39.02) (9.76) (0.00) (2.44) (100)

Software
Engineer [100] [64] [12] [0] [1] [177]
-- -- -- --- --- {4.32}

41 82 1 1 0 125
(32.80) (65.60) (0.80) (0.80) (0.00) (100)

System Analyst
[205] [328] [3] [2] [0] [538]
-- -- -- -- --- {4.30}
13 33 0 6 0 52
Project Leader/ (25.00) (63.46) (0.00) (11.54) (0.00) (100)

Manager [65] [132] [0] [12] [0] [209]
-- -- --- -- --- {4.02}
74 131 5 7 1 218
(33.94) (60.09) (2.29) (3.21) (0.46) (100)

Total
[370] [524] [15] [14] [1] [924]
-- -- -- -- -- {4.24}

2. Figures in the square brackets are Weighted Scores.
3. Figures in the flower brackets are the Weighted Average Scores.
respondents’ satisfaction with training methods in the company.
Educational qualification-wise analysis shows that 97.08 per cent of the B.E./ B.Tech. qualified
respondents and 91.31 per cent of the M.C.A./M.Tech. qualified respondents are either highly or simply
satisfied with the training methods in the company. Weighted average scores (WASs) show a very high
level of satisfaction among the respondents.

Gender-wise analysis shows 94.31 per cent of the male respondents and 93.68 per cent of the
female respondents are either highly or simply satisfied with the training methods used in the company.
engineers, 98.40 per cent of the system analysts and 88.46 per cent of the project leaders/managers are
either highly or simply satisfied with the training methods used in the company. When compared to
system analysts and project leaders/managers less number of trainees/software engineers are satisfied
with the training methods used in the company.
On the whole 33.94 per cent of the respondents are highly satisfied, 60.09 per cent of the
respondents are satisfied, 2.29 per cent of the respondents are undecided, 3.21 per cent of the
respondents are dissatisfied and 0.46 per cent of the respondents are highly dissatisfied.
Weighted averages show a very high level of satisfaction among the respondents.
Table: 4.07
Educational Qualification-, Gender-, and Designation-Wise Analysis of the Satisfaction with Course
Contents in the Training
17 64 12 10 0 103
(16.50) (62.14) (11.65) (9.71) (0.00) (100)

Education
B.E./ B.Tech.
[85] [256] [36] [20] [0] [397]
-- -- -- -- --- {3.85}
17 80 14 4 0 115
(14.78) (69.57) (12.17) (3.48) (0.00) (100)

M.C.A./ M.Tech.
[85] [320] [42] [8] [0] [455]
-- -- -- -- --- {3.96}
21 90 7 5 0 123
(17.07) (73.17) (5.69) (4.06) (0.00) (100)

Male
[105] [360] [21] [10] [0] [496]
-- -- -- -- --- {4.03}
Gender
13 54 19 9 0 95
(13.68) (56.84) (20.00) (9.47) (0.00) (100)

Female
[65] [216] [57] [18] [0] [356]
-- -- -- -- --- {3.75}
8 32 1 0 0 41
Trainee/ (19.51) (78.05) (2.44) (0.00) (0.00) (100)

Software
Engineer [40] [128] [3] [0] [0] [171]
-- -- -- --- --- {4.17}
3 92 17 13 0 125
Designation
(2.40) (73.60) (13.60) (10.40) (0.00) (100)

System Analyst
[15] [368] [51] [26] [0] [460]
-- -- -- -- --- {3.68}
23 20 8 1 0 52
Project Leader/ (44.23) (38.46) (15.38) (1.92) (0.00) (100)

Manager [100] [80] [24] [2] [0] [221]
-- -- -- -- --- {4.25}
34 144 26 14 0 218
(15.59) (66.05) (11.93) (6.42) (0.00) (100)

Total
[170] [576] [78] [28] [0] [852]
-- -- -- -- --- {3.91}

satisfaction with course contents in the training.
Educational qualification-wise analysis shows that 16.50 per cent of the B.E./ B.Tech. qualified
respondents and 14.78 per cent of the M.C.A./M.Tech. qualified respondents are highly satisfied, 62.14
per cent of the B.E./ B.Tech. qualified and 69.57 per cent of the M.C.A./M.Tech. qualified respondents
are simply satisfied, 11.65 per cent of the B.E./ B.Tech. qualified 12.17 per cent of the M.C.A./M.Tech.
qualified respondents are undecided, and 9.71 per cent of the B.E./ B.Tech. and 3.48 per cent of the
M.C.A./M.Tech. qualified respondents are dissatisfied with the course contents of the training in the
organization. Weighted average scores (WASs) show a high level of satisfaction among both graduate
and postgraduate respondents.
Gender-wise analysis of the responses shows that 17.07 per cent of the male and 13.68 per cent
of the female respondents are highly satisfied, 73.17 per cent of the male and 56.84 per cent of the
female respondents are simply satisfied, 5.69 per cent of the male and 20 per cent of the female
respondents are undecided, and the remaining 4.06 per cent of the male and 9.47 per cent of the
female respondents are dissatisfied with the course contents of the training in the company. Weighted
average scores show existence of a ‘very high’ level of satisfaction among the male and a ‘high’ level of
satisfaction among the female respondents as far as the course contents of the training in the
organization are concerned.
engineers, only 2.40 per cent of the system analysts and 44.23 per cent of the project leaders/managers
are highly satisfied; 78.05 per cent of the trainees/software engineers, 73.60 per cent of the system
analysts and 38.46 per cent of the project leaders/managers are simply satisfied; 2.44 per cent of the
trainees/software engineers, 13.60 per cent of the system analysts and 15.38 per cent of the project
leaders/managers are undecided; and none of the trainees/software engineers, 10.40 per cent of the
system analysts, 1.92 per cent of the project leaders/managers are dissatisfied with course contents of
training in the company. Weighted average scores show existence of a ‘very high’ level of satisfaction
among trainees/software engineers and project leaders/managers, and a ‘high’ level of satisfaction
among system analysts.
respondents are satisfied, 11.93 per cent of the respondents are undecided, 6.42 per cent of the
respondents are dissatisfied and none of the respondents are highly dissatisfied.
Weighted average scores show a ‘high’ level of satisfaction among the respondents.
Table: 4.08
Educational Qualification-, Gender-, and Designation-Wise Analysis of the Satisfaction with Supply of
Course Material
Variable Highly
Highly Satisfied Satisfied Undecided Dissatisfied Total
Dissatisfied
15 31 17 40 0 103
B.E./ (14.56) (30.09) (16.50) (38.83) (0.00) (100)

B.Tech. [75] [124] [51] [80] [0] [330]
-- -- -- -- --- {3.20}
Education
16 66 9 24 0 115
M.C.A/ (13.91) (57.39) (7.83) (20.87) (0.00) (100)

M.Tech. [80] [264] [27] [48] [0] [419]
-- -- -- -- --- {3.64}
22 50 11 40 0 123
(17.89) (40.65) (8.94) (32.52) (0.00) (100)

Male
[110] [200] [33] [80] [0] [423]
-- -- -- -- --- {3.44}
Gender
9 47 15 24 0 95
(9.47) (49.47) (15.79) (25.26) (0.00) (100)

Female
[40] [188] [45] [48] [0] [321]
-- -- -- -- --- {3.38}
2 25 13 1 0 41
Trainee/ (4.88) (60.98) (31.71) (2.44) (0.00) (100)

Software
Engineer [10] [100] [39] [2] [0] [151]
Designation
-- -- -- -- --- {3.68}
15 53 1 56 0 125
System (12.00) (42.40) (0.80) (44.8) (0.00) (100)

Analyst [75] [212] [3] [112] [0] [402]
-- -- -- -- --- {3.22}
14 19 12 7 0 52
Project (26.92) (36.54) (23.08) (13.46) (0.00) (100)

Leader/
Manager [70] [76] [36] [14] [0] [196]
-- -- -- -- --- {3.77}
31 97 26 64 0 218
(14.22) (44.49) (11.93) (29.36) (0.00) (100)

Total
[155] [388] [78] [128] [0] [749]
-- -- -- -- --- {3.44}

Table 4.08 educational qualification-, gender-, and designation-wise analysis of the satisfaction
with supply of course material.
Education-wise analysis shows that 14.56 per cent of the B.E./ B.Tech. qualified employees and
13.91 per cent of the M.C.A./M.Tech.. qualified employees are highly satisfied, 30.09 per cent of the
B.E./ B.Tech. qualified employees and 57.39 per cent of the M.C.A./M.Tech.. qualified employees are
simply satisfied, 16..50 per cent of the B.E./ B.Tech. qualified employees and 7.83 per cent of the
M.C.A./M.Tech.. qualified employees are undecided, 38.83 per cent of the B.E./ B.Tech. qualified
employees and 20.87 per cent of the employees are dissatisfied. From this it can be said that a majority
of the B.E./ B.Tech. qualified and M.C.A./M.Tech.. qualified employees are satisfied. Weighted average
scores of the responses show that both the categories of employees are highly satisfied, but level of
satisfaction among M.C.A./M.Tech. qualified employees is higher than that of B.E./ B.Tech. qualified
employees.
Gender-wise analysis shows that 17.89 per cent of the male respondents and 9.47 per cent of
the female respondents are highly satisfied, 40.65 per cent of the male respondents and 49.47 per cent
of the female respondents are simply satisfied, 8.94 per cent of the male respondents and 15.79 per
cent of the female respondents are undecided, 32.52 per cent of the male respondents and 25.26 per
cent of the female respondents are dissatisfied. From this it can be concluded that a majority of the
male and female respondents are satisfied. Weighted average scores of the responses show that both
male and female respondents are highly satisfied, but the level of satisfaction among male respondents
is higher than that of level of satisfaction of the female respondents.
Designation-wise analysis shows that 4.88 per cent of the trainee/software engineers, 12.00 per
cent of the system analysts and 26.92 per cent of the project leaders/project managers are highly
satisfied; 60.98 per cent of the trainee/software engineers, 42.40 per cent of the system analysts and
36.54 per cent of the project leaders/managers are simply satisfied; 31.71 per cent of the
trainee/software engineers, 0.80 per cent of the system analysts and 23.08 per cent of the project
leaders/managers are undecided; 2.44 per cent of the trainees/software engineers, 44.8 per cent of the
system analysts and 13.46 per cent of the project leaders/managers are dissatisfied.
From this it can be concluded that a majority of the respondents with irrespective of the
designation are satisfied. Weighted average scores of the responses too show a high degree of
satisfaction with the course material supplied at the training and development programmes. But the
level of satisfaction with the course material supplied is lower among the system analysts when
compared to others.
respondents are simply satisfied, 11.93 per cent of the respondents are undecided, 29.36 per cent of the
respondents are dissatisfied and none of the respondents are highly dissatisfied. Weighted average
score of the responses show a high level of satisfaction with course material supplied at the training
programmes (WAS = 3.44).
Table: 4.09
Educational Qualification-, Gender-, and Designation-Wise Analysis of the Satisfaction with Quality of
the Faculty in the Organization

34 63 0 6 0 103
(33.01) (61.16) (0.00) (5.82) (0.00) (100)

B.E./ B.Tech.
[170] [252] [0] [12] [0] [434]
-- -- --- -- --- {4.21}

Education
38 71 5 1 0 115
M.C.A./ (33.04) (61.74) (4.35) (0.87) (0.00) (100)

M.Tech. [190] [284] [15] [2] [0] [491]
-- -- -- -- --- {4.27}
39 78 1 5 0 123
(31.71) (63.41) (0.81) (4.06) (0.00) (100)

Gender
Male
[195] [312] [3] [10] [0] [520]
-- -- -- -- --- {4.23}
33 56 4 2 0 95
(34.74) (58.95) (4.21) (2.10) (0.00) (100)

Female
[165] [224] [12] [4] [0] [405]
-- -- -- -- --- {4.26}
15 24 1 1 0 41
Trainee/ (36.59) (58.54) (2.44) (2.44) (0.00) (100)

Software
Engineer [75] [96] [3] [2] [0] [176]
-- -- -- -- --- {4.29}
36 84 0 5 0 125
Designation
System (28.80) (67.20) (0.00) (4.00) (0.00) (100)

Analyst [180] [336] [0] [10] [0] [526]
-- -- --- -- --- {4.21}
21 26 4 1 0 52
Project (40.38) (50.00) (7.69) (1.92) (0.00) (100)

Leader/
Manager [105] [104] [12] [2] [0] [223]
-- -- -- -- --- {4.29}
72 134 5 7 0 218
(33.03) (61.47) (2.29) (3.21) (0.00) (100)

Total
[360] [536] [15] [14] [0] [925]
-- -- -- -- --- {4.24}


Training programs are to be handled by the best possible faculty. The efficacy of the entire
training system depends on the effectiveness of the trainer. The role of the trainer is crucial. Hence
employees’ opinions on the quality of faculty in the training programs organized by the company are
analyzed and presented in table 4.09.
Education-wise analysis shows that 33.01 per cent of the B.E./ B.Tech. qualified employees and
33.04 per cent of the M.C.A./M.Tech.. qualified employees are highly satisfied, 61.16 per cent of the
B.E./ B.Tech. qualified employees and 61.74 per cent of the M.C.A./M.Tech. qualified employees are
simply satisfied, none of the B.E./ B.Tech. qualified employees and 4.35 per cent of the M.C.A./M.Tech.
qualified employees are undecided, 5.82 per cent of the B.E./ B.Tech. qualified employees and 0.87 per
cent of the M.C.A./M.Tech. employees are dissatisfied with quality of faculty in the organisation. From
this it can be said that a majority of the B.E./ B.Tech. qualified (94.17 per cent) and (94.78 per cent)
M.C.A./M.Tech. qualified employees are satisfied. Weighted average scores of the responses show that
both the categories of employees are very highly satisfied. The level of satisfaction among both the
categories of the respondents is almost the same.
of the female respondents are simply satisfied, 0.81 per cent of the male respondents and 4.21 per cent
of the female respondents are undecided, 4.06 per cent of the male respondents and 2.10 per cent of
the female respondents are dissatisfied. From this it can be concluded that a great majority of the male
and female respondents are satisfied. Weighted average scores of the responses show that both male
and female respondents are very highly satisfied (WASs 4.00 to 5.00), but the level of satisfaction among
female respondents is slightly higher than that of the level of satisfaction among the male respondents.
Designation-wise analysis shows that 36.59 per cent of the trainee/software engineers, 28.80
per cent of the system analysts and 40.38 per cent of the project leaders/managers are highly satisfied;
58.54 per cent of the trainee/software engineers, 67.20 per cent of the system analysts and 50.00 per
cent of the project leaders/managers are simply satisfied; 2.44 per cent of the trainee/software
engineers, none of the system analysts and 7.69 per cent of the project leaders/managers are
undecided; 2.44 per cent of the trainees/software engineers, 4.00 per cent of the system analysts and
1.92 per cent of the project leaders/managers are dissatisfied. Calculated weighted average scores show
a very high level of satisfaction with quality of the faculty in the organization.
respondents are dissatisfied and none of the respondents are highly dissatisfied. Weighted average
score of the responses show a very high level of satisfaction with quality of the faculty in the
organization (WAS = 4.24).
Table: 4.10
Educational Qualification-, Gender-, and Designation-Wise Analysis of the Satisfaction with Evaluation
in the Training Programmes
36 61 3 2 1 103
(34.95) (59.22) (2.91) (1.94) (0.97) (100)

B.E./ B.Tech.
[180] [244] [9] [4] [1] [438]
-- -- -- -- -- {4.25}
Education
27 80 5 3 0 115
M.C.A. (23.48) (69.57) (4.35) (2.61) (0.00) (100)

M.Tech. [135] [320] [15] [6] [0] [476]
-- -- -- -- --- {4.14}
32 81 8 2 0 123
(26.02) (65.85) (6.50) (1.63) (0.00) (100)

Male
[160] [324] [24] [4] [0] [512]
-- -- -- -- --- {4.16}
Gender
31 60 0 3 1 95
(32.63) (63.16) (0.00) (3.16) (10.5) (100)

Female
[155] [240] [0] [6] [1] [402]
-- -- --- -- -- {4.23}
13 18 7 2 1 41
Trainee/ (31.71) (43.90) (17.07) (4.88) (2.44) (100)

Software
Engineer [65] [72] [21] [4] [1] [163]
-- -- -- -- -- {3.98}
34 88 1 2 0 125
Designation
System (27.20) (70.40) (0.80) (1.60) (0.00) (100)

Analyst [170] [352] [3] [4] [0] [529]
-- -- -- -- --- {4.23}
16 35 0 1 0 52
Project (30.77) (67.31) (0.00) (1.92) (0.00) (100)

Leader/
Manager [80] [140] [0] [2] [0] [222]
-- -- --- -- --- {4.27}
63 141 8 5 1 218
(28.89) (64.68) (3.67) (2.29) (0.46) (100)

Total
[315] [564] [24] [10] [1] [914]
-- -- -- -- -- {4.19}

satisfaction with evaluation in the training programmes. Education-wise analysis shows that 34.95 per
cent of the B.E./ B.Tech. qualified employees and 23.48 per cent of the M.C.A./M.Tech.. qualified
employees are highly satisfied, 59.22 per cent of the B.E./ B.Tech. qualified employees and 69.57 per
cent of the M.C.A./M.Tech.. qualified employees are simply satisfied; 2.91 per cent of the B.E./ B.Tech.
qualified employees and 4.35 per cent of the M.C.A./M.Tech.. qualified employees are undecided; 1.94
per cent of the B.E./ B.Tech. qualified employees and 2.61 per cent of the M.C.A./M.Tech. qualified
employees are dissatisfied with evaluation in the training programmes. From this it can be said that a
majority of the B.E./ B.Tech. qualified (94.17 per cent) and M.C.A./M.Tech. qualified (93.05 per cent)
employees are satisfied. Weighted average scores of the responses show that both the categories of
employees are very highly satisfied. The level of satisfaction among both the categories of the
respondents is almost the same.
of the female respondents are simply satisfied, 6.50 per cent of the male respondents and none of the
female respondents are undecided, 1.63 per cent of the male respondents and 3.16 per cent of the
female respondents are dissatisfied. From this it can be concluded that a great majority of the male and
female respondents are satisfied. Weighted average scores of the responses show that both male and
female respondents are very highly satisfied (WASs 4.00 to 5.00), but the level of satisfaction among
female respondents is slightly higher than that of the level of satisfaction among the male respondents.
43.90 per cent of the trainee/software engineers, 70.40 per cent of the system analysts and 67.31 per
cent of the project leaders/managers are simply satisfied; 17.07 per cent of the trainees/software
engineers, 0.80 per cent of the system analysts and none of the project leaders/managers are
undecided; 4.88 per cent of the trainees/software engineers, 1.60 per cent of the system analysts and
1.92 per cent of the project leaders/managers are dissatisfied. Calculated weighted average scores show
a high to very high level of satisfaction with evaluation in the training programmes.
respondents are dissatisfied and only one respondent is highly dissatisfied. Weighted average score of
the responses show a very high level of satisfaction with evaluation in the training programmes (WAS =
4.19).
Table: 4.11
Educational Qualification-, Gender-, and Designation-Wise Analysis of the Level of Satisfaction with
the Training Programmes Attended
27 49 4 23 0 103
(26.21) (47.57) (3.88) (22.33) (0.00) (100)

Education
B.E./ B.Tech.
[135] [196] [12] [46] [0] [389]
-- -- -- -- --- {3.78}
31 64 2 18 0 115
M.C.A/ (26.96) (55.65) (1.74) (15.65) (0.00) (100)

M.Tech. [155] [256] [6] [36] [0] [453]
-- -- -- -- --- {3.94}
40 54 5 24 0 123
(32.52) (43.90) (4.07) (19.51) (0.00) (100)

Male
[200] [216] [15] [48] [0] [479]
-- -- -- -- --- {3.89}
Gender
18 59 1 17 0 95
(18.95) (62.11) (1.05) (17.89) (0.00) (100)

Female
[90] [236] [3] [34] [0] [363]
-- -- -- -- --- {3.82}
13 26 2 0 0 41
Trainee/ (31.71) (63.41) (4.88) (0.00) (0.00) (100)

Software
Engineer [65] [104] [6] [0] [0] [175]
-- -- -- --- --- {4.27}
19 64 4 38 0 125
Designation
System (15.20) (51.20) (3.20) (30.40) (0.00) (100)

Analyst [95] [256] [12] [76] [0] [439]
-- -- -- -- --- {3.51}
26 23 0 3 0 52
Project
(50.00) (44.23) (0.00) (5.77) (0.00) (100)
Leader/
[130] [92] [0] [6] [0] [228]
Manager
-- -- --- -- --- {4.38}
58 113 6 41 0 218
(26.60) (51.83) (2.75) (18.81) (0.00) (100)

Total
[290] [452] [18] [82] [0] [842]
-- -- -- -- --- {3.86}

Table 4.11 shows educational qualification-, gender-, and designation-wise analysis of the level
of satisfaction with the training programmes attended. Education-wise analysis shows that 26.21 per
cent of the B.E./ B.Tech. qualified employees and 26.96 per cent of the M.C.A./M.Tech. qualified
employees are highly satisfied, 47.57 per cent of the B.E./ B.Tech. qualified employees and 55.65 per
cent of the M.C.A./M.Tech. qualified employees are simply satisfied; 3.88 per cent of the B.E./ B.Tech.
qualified employees and 1.74 per cent of the M.C.A./M.Tech. qualified employees are undecided; 22.33
per cent of the B.E./ B.Tech. qualified employees and 15.65 per cent of the M.C.A./M.Tech. qualified
employees are dissatisfied with the training programmes attended. From this it can be said that a
majority of the B.E./ B.Tech. qualified (73.78 per cent) and M.C.A./M.Tech. qualified (82.61 per cent)
employees are satisfied. Weighted average scores of the responses show that both the categories of
employees are highly satisfied (WAS=3.00 to 4.00). The level of satisfaction among M.C.A./M.Tech.
qualified respondents than the level of satisfaction among the B.E./ B.Tech. qualified respondents.
the female respondents are dissatisfied. From this it can be concluded that a great majority of the male
and female respondents are satisfied. Weighted average scores of the responses show that both male
and female respondents are highly satisfied (WASs 3.00 to 4.00), but the level of satisfaction among
male and female respondents is almost the same.
63.41 per cent of the trainees/software engineers, 51.20 per cent of the system analysts and 44.23 per
engineers, 3.20 per cent of the system analysts and none of the project leaders/managers are
undecided; none of the trainees/software engineers, 30.40 per cent of the system analysts and 5.77 per
cent of the project leaders/managers are dissatisfied. Calculated weighted average scores show a high
to very high level of satisfaction with the training programmes attended.
respondents are dissatisfied and none of the respondents is highly dissatisfied. Weighted average score
of the responses show a high level of satisfaction with the training programmes attended (WAS = 3.86).
Table: 4.12
Educational Qualification-, Gender-, and Designation-Wise Analysis of Overall Assessment of the

Existing Training Programmes in the Company

24 37 2 34 6 103
(23.30) (35.92) (1.94) (33.01) (5.82) (100)

B.E./ B.Tech.
[120] [148] [6] [68] [6] [348]
-- -- -- -- -- {3.38}
Education
28 59 2 24 2 115
M.C.A/ (24.35) (51.30) (1.74) (20.87) (1.74) (100)

M.Tech. [140] [236] [6] [48] [2] [432]
-- -- -- -- -- {3.76}
31 51 1 34 6 123
(25.20) (41.46) (0.81) (27.64) (4.88) (100)

Male
[155] [204] [3] [68] [6] [436]
-- -- -- -- -- {3.54}
Gender
21 45 3 24 2 95
(22.10) (47.38) (3.16) (25.26) (2.10) (100)

Female
[105] [180] [9] [48] [2] [344]
-- -- -- -- -- {3.62}
11 29 1 0 0 41
Designation
Trainee/ (26.83) (70.73) (2.44) (0.00) (0.00) (100)

Software
Engineer [55] [116] [3] [0] [0] [174]
-- -- -- --- --- {4.24}

41
20 1 55 8 125
(32.80)
System (16.00) (0.80) (44.00) (6.40) (100)
[164]
Analyst [100] [3] [110] [8] [385]
--
-- -- -- -- {3.08}
21 26 2 3 0 52
Project (40.38) (50.00) (3.85) (5.77) (0.00) (100)

Leader/
Manager [105] [104] [6] [6] [0] [221]
-- -- -- -- --- {4.25}
52 96 4 58 8 218
(23.85) (44.04) (1.83) (26.60) (3.67) (100)

Total
[260] [384] [12] [116] [8] [780]
-- -- -- -- -- {3.58}
Table 4.12 shows educational qualification-, gender-, and designation-wise analysis of overall
assessment of the existing training programmes in the company. Education-wise analysis shows that
23.30 per cent of the B.E./ B.Tech. qualified employees and 24.35 per cent of the M.C.A./M.Tech.
qualified employees are highly satisfied, 35.92 per cent of the B.E./ B.Tech. qualified employees and
51.30 per cent of the M.C.A./M.Tech. qualified employees are simply satisfied; 1.94 per cent of the B.E./
B.Tech. qualified employees and 1.74 per cent of the M.C.A./M.Tech. qualified employees are
undecided; 33.01 per cent of the B.E./ B.Tech. qualified employees and 20.87 per cent of the
M.C.A./M.Tech. qualified employees are dissatisfied; and 5.82 per cent of the B.E./ B.Tech. qualified
respondents and 1.74 per cent of the M.C.A./M.Tech. qualified respondents are highly dissatisfied with
training programmes in the company. From this it can be said that a majority of the B.E./ B.Tech.
qualified (59.22 per cent) and M.C.A./M.Tech. qualified (75.65 per cent) employees are satisfied.
Weighted average scores of the responses show that both the categories of employees are highly
satisfied. The level of satisfaction among M.C.A./M.Tech. qualified respondents is slightly higher than
that of the level of satisfaction among the B.E./ B.Tech. qualified respondents.
the female respondents are dissatisfied, 4.88 per cent of the male respondents and 2.10 per cent of the
female respondents are highly dissatisfied. From this it can be concluded that a majority of the male and
female respondents are satisfied. Weighted average scores of the responses show that both male and
female respondents are highly satisfied (WASs 3.00 to 4.00), but the level of satisfaction among female
respondents appears to be slightly more than that of the level of satisfaction among the male
respondents.
Designation-wise analysis shows that 26.83 per cent of the trainees/software engineers, 16.00
70.73 per cent of the trainees/software engineers, 32.80 per cent of the system analysts and 50.00 per
engineers, 0.80 per cent of the system analysts and 3.85 per cent of the project leaders/managers are
undecided; none of the trainees/software engineers, 44.00 per cent of the system analysts and 5.77 per
cent of the project leaders/managers are dissatisfied; and 6.40 of the system analysts are highly
dissatisfied. Calculated weighted average scores show a high to very high level of satisfaction with the
existing training programmes in the company.
respondents are dissatisfied and 3.67 per cent of the respondents are highly dissatisfied. Weighted
average score of the responses show a high level of satisfaction with the existing training programmes in
the company (WAS = 3.58).
Table: 4.13
that “Training Programs in the Company are Evaluated and Improved upon Every Year”

Variables Strongly
Agree Neutral Disagree Strongly Disagree Total
Agree
64 34 5 0 0 103
B.E./ (62.13) (33.01) (4.85) (0.00) (0.00) (100)

B.Tech. [320] [136] [15] [0] [0] [471]
--- --- --- --- --- {4.57}

Education
70 40 4 1 0 115
M.C.A./ (60.87) (34.78) (3.48) (0.87) (0.00) (100)

M.Tech. [350] [160] [12] [2] [0] [524]
--- --- --- --- --- {4.56}

73 44 5 1 0 123
(59.35) (35.77) (4.06) (0.81) (0.00) (100)

Male
[365] [176] [15] [2] [0] [558]
--- --- --- --- --- {4.54}

Gender
61 30 4 0 0 95
(64.21) (31.58) (4.21) (0.00) (0.00) (100)

Female
[305] [120] [12] [0] [0] [437]
--- --- --- --- --- {4.6}
9 27 5 0 0 41
Trainee/ (21.95) (65.85) (12.20) (0.00) (0.00) (100)

Software
Engineer [45] [108] [15] [0] [0] [168]
--- --- --- --- --- {4.10}
98 24 2 1 0 125
Designation
System (78.40) (19.20) (1.60) (0.80) (0.00) (100)

Analyst [490] [96] [6] [2] [0] [594]
--- --- --- --- --- {4.75}
27 23 2 0 0 52
Project (51.92) (44.23) (3.85) (0.00) (0.00) (100)

Leader/
Manager [135] [92] [6] [0] [0] [233]
--- --- --- --- --- {4.48}
134 74 9 1 0 218
(61.47) (33.94) (4.13) (0.46) (0.00) (100)

Total
[670] [296] [27] [2] [0] [995]
--- --- --- --- --- {4.56}

responses to the statement that “Training programs in the company are evaluated and improved upon
every year”.
Irrespective of education, gender and designation more than 95 per cent of all categories of the
respondents either strongly or simply agree with the statement “training programmes in the company
are evaluated and improved upon every year.” Remaining 4 and odd per cent of the respondents are
either neutral or disagree with the statement. Weighted average scores of all categories of respondents
show a very high level of agreement with the statement (WAS = 4.00 to 5.00).
Conclusions
Software industry is a technology based industry requiring continuous upgradation of the skills
of the employees in both software and hardware related aspects. It seems the company, under study,
too has realized the need and giving training to its employees on a continuous basis. It seems it is has an
appropriate training policy, right procedures and practices. Most of the employees irrespective of
education, gender, and designation are satisfied with many of the aspects relating to training policy,
procedures, methods and training as a whole.
References:
1. Mukherjee, A. K., Training and Development in Human Resource Outlook for the Future,
HRM Review, ICFAI University press, Aug. 2007, pp. 18-19.
2. Drucker, P. I., The Practice of Management, London Heinemann, 1984, p.201.

3. Mirza S. Saiyadain, Human Resources Management, Tata McGraw Hill Publishing Co.,
Ltd., New Delhi, 1988.
4. Dale S. Beach, Personnel Management, McMillan, New York, 1991.
5. Arun Monappa and Mirza Saiyadain, Personnel Management, Tata McGraw Hill
Publishing Co., Ltd., New Delhi, 1991.
6. Asha, S., Psychological Dimensions of Training and Development, HRM Review, ICFAI
University press, Aug. 2007, p.21.
7. Harikumar, K., Learning and Development-Current Trends in IT, HRM Review, ICFAI
University press, Aug. 2007, pp.12-13.
8. Ibid p.13
CHAPTER – 5
PERFORMANCE APPRAISAL
In this chapter opinions of the employees on the
practices relating performance appraisal in the company have
been collected and analyzed.
5.01 Introduction

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of acceptance of induction programmes as important among trainees/software engineer respondents

Aug 2006, ICFAI University press.

3. C.B.Mamoria, S.V.Gankar “Human Resource Management”, Himalaya Publishing House, Seventh

TRAINING AND DEVELOPMENT

The main thrust of this chapter is on the development of

human resources in the IT industry. The focus naturally is on

employee development to improve the individual abilities. Based

on these aspects, the researcher has tried to focus on the human

performance level in the organization.

4.01 Meaning and Definition

behavior that are critical for successful performance on the job.

the employees. Moreover, jobs are becoming increasingly complex.

employees to chalk out and work for a better future.

calculated to serve a definite objective.

future job profile, elevating employee’s performance and so on.6

right time and the right costs.

training is required. Training is a vital part of human resource management.

4.02 Importance of Training

It involves systematic procedures for transferring technical know-how to the employees so as to

dedicated managerial cadre, continuing management training is required.

4.03 Need for Training

performance-oriented and not merely bookish-knowledge-oriented.

4.04 Training as a Strategy

how much the company values those employees.

competent workforce, increased productivity, profits and employee loyalty.

4.05 Training and Development in IT Industry

important area that many companies have focused on.

staff required to spend time on site.

Behavioral training was however largely outsourced.

Training schools to develop an internal cadre of professionals is a major activity

besides developing captive manpower sources.

opportunities for expansion and diversification.

customization where necessary, as it takes enormous time to create learning assets.

levels learning process cater to leadership development and succession planning.

4.07 Types of Training

imparted through role-plays, experiential learning and out bound training. 8

4.08 Training Procedure at SUBEX

undergo training process.

Training will be in the following ways:

based on their performance.

trained on communication and interpersonal skills by external trainers.

happens in many sessions.

duties and responsibilities through their manager.

4.09 Responses of the Respondents to the Statements on Training and Development

Highly Satisfied/Strongly Agree 5

Highly Dissatisfied/Strongly Disagree 1

level of satisfaction or agreement”.

Awareness of Training Policy among the Respondents

Are you aware of Training Policy of the Company?

Software Engineer (80.49) (19.51) (100)

Source: Field Survey

Note: Figures in the parentheses are the percentages on row totals.

remaining 22.48 per cent of the respondents do not know.

company and others do not know about it.

the female respondents do know about it and others do not.

(33.98) (48.54) (7.77) (9.71) (0.00) (100)

--- --- --- --- --- {4.07}

(42.61) (41.74) (5.22) (10.43) (0.00) (100)

--- --- --- --- --- {4.17}

(36.58) (44.71) (7.32) (11.38) (0.00) (100)

--- --- --- --- --- {4.06}

(41.05) (45.26) (5.26) (8.42) (0.00) (100)

--- --- --- --- --- {4.19}