1

CHAPTER - I
INTRODUCTION OF THE STUDY

1.1 INTRODUCTION
Training is the process of assisting a person for enchanting his efficiency and
effectiveness at work by improving and updating his professional knowledge by developing
skills relevant to his work and cultivating appropriate behavior and attitude towards work and
people.
Training could be designed either for improving present at work or for preparing a person
for assuming higher responsibilities in further which would call for additional knowledge and
superior skills.
Training is different education particularly formal education. While education is
concerned mainly with enhancement of knowledge, training aims essentially at increasing
knowledge, stimulating attitude and imparting skills related to a specific job.

Meaning
A business' most important asset is often its people. Training and developing them can be
one of the most important investments a business can make. The right training can ensure that
your business has the right skills to tackle the future. It can also help attract and retain good
quality staff, as well as increasing the job satisfaction of those presently with you - increasing the
chances that they will satisfy your customers.
Thus Training is the act of increasing the knowledge and skills of employee. It is a
universal truth that the human resources available in an organization have to be managed more
efficiently than the material resources comprising of machines and money.
Eloquently putting Training is a systematic development of the knowledge, skills and
attitudes required by employees to perform adequately on a given task or job.

Definition
Training is the continuous, systematic development among all levels of employees of that
knowledge and those skills and attitudes which contribute to their welfare and that of the
company. - M.C Lord and Efferson
2

Training may be defined as a process of developing an understanding of some organized body
of facts, rules and methods. This information concerns largely the operative phases of an applied
knowledge. - R.C Davis

1.2 TRAINING AND DEVELOPMENT
Human resources, are the most valuable assets of any organization, with the
machines, materials and even the money, nothing gets done without man-power. The effective
functioning of any organization requires that employees learn to perform their jobs at a
satisfactory level of proficiency. Here is the role of training. Employee training tries to improve
skills or add to the existing level of the knowledge so that the employee is better equipped to do
his present job or to prepare him for higher position with increased responsibilities. However
individual growth is not an end itself. Organization growth needs to be meshed with the
individuals growth. The concern is for the organization viability, that it should adapt itself to a
changing environment. Employee growth and development has to be seen in the context of this
change. So training can be defined as:
Training is a systematic development of the knowledge, skills and attitudes required by
employees to perform adequately on a given task or job. The need for improved productivity in
organization has become universally accepted and that it depends on efficient and effective
training. However, the need for organizations to embark on staff development programme for
employees has become obvious. Absence of these programme often manifest tripartite problems
of incompetence, inefficiency and ineffectiveness. So training and development aim at
developing competences such as technical, human, conceptual and managerial for the
furtherance of individual and organization growth which makes it a continuous process.

1.3 THEORIES OF TRAINING AND DEVELOPMENT
Kirkpatrick evaluation model
The Kirkpatrick evaluation model or theory was developed in 1959 by University of
Wisconsin professor emeritus Donald Kirkpatrick. It consists of four levels of evaluation:
reaction of participants; learning, or the knowledge and skills gained; behavior, or the ability to
apply the new skills; and results, or the organizational impact. Each level of evaluation builds
upon and adds precision to the previous level.

3

The reaction
The reaction level measures how training participants react, including their level of
participation; ease and comfort of experience; and the level of effort required to make the most
of the learning. A reaction evaluation is inexpensive and simple to administer using interaction
with the participants, post-training surveys and online questionnaires. The evaluation can be
done immediately after the training ends. It is important that participants have a positive reaction
to the training sessions because a negative reaction leads to poor learning.

The learning
Learning evaluations are usually conducted before and after a training program to assess
the impact the program has had on the learning process. Evaluations assess whether participants
have advanced in knowledge, skills and intellectual capacity as a result of the training. Learning
evaluation tools include self-assessment using online questionnaires and tests, and formal
assessment through interviews and observations. Learning evaluation is especially relevant for
technical training because technical skill level changes are usually more quantifiable.

Behavior
Behavior evaluation assesses the extent to which training participants apply the learning
in their jobs. The evaluation is usually done over a period of time to determine if the participants
use the new skills and knowledge on the job, improve their performance and transfer the
knowledge to their peers. Tools include observations, questionnaires, tests and interviews.
Behavior evaluations take more time and effort than reaction and learning evaluations. It is
important to involve the line managers and immediate supervisors in the process because they
are in the best position to observe and assess participant behavior changes.

Results
Results evaluation determines the success of a training program in operational and
strategic terms, such as increased sales, reduced expenses, improved quality and reduced cases of
workplace injuries. However, it may not always be possible to correlate improved operational
performance with training. For example, improvements in product quality may be due to better
design tools and more qualified staff, not just a new quality training program. External factors,
4

such as changes in the economy and the competitive environment, may also influence
operational results.

1.4 NEED FOR THE STUDY
Training is the act of increasing the knowledge and skills of an employee for doing a
particular job. It utilizes a systematic and organized procedure by which employee learns
technical knowledge and skills. Training refers to the teaching and learning activities carried on
for the primary purpose of helping members of an organization.
Training is closely related with education and development but needs to be differentiated
from these terms. It is aimed at improving the behavior and performance of a person.
Training is a continuous and life long process. Training provides an atmosphere of
sharing synthesizing with the help of the trainers, the information already available on the
subject.

1.5 SIGNIFICANCE OF THE STUDY
The development of any organization depends on its employees. For organizational
productivity training and development assumes great significance. Training aims at increasing
the knowledge and skills of the employee whereas organizational development on the other hand
refers to overall improvement of the organization such as its structure, objectives, policies and
procedures including managers and employees. Organizational development can be achieved by
hiring the services of the professionals consultants. Training and development programs are
often viewed as part of organizational development.
A better knowledge about these things can facilitate the trainer as well as the trainee in
conducting and benefiting from the training. But training being a very complex process makes it
a bit difficult. So the best way to achieve it is by studying and analyzing the feedback of
employees as well as managers.

Advantages of study
Our project is conducted to know the level of knowledge and skills imparted into
employees.
This will help the management to know the efficiency of their training programs as well
as the satisfaction level of employees and thus take necessary managerial decisions.
5

The inferences made out of the project can help the employer and employee to contribute
for the better training facilities.
Any training and development program should meet both primary and secondary
objectives of the organization. The study will give light in the designing of better training
programs aiming solely at the desired results.



























6


1.6 OBJECTIVES OF STUDY
To study the methods used in training the employees

To analyze whether the quality of training and satisfaction of Respondents related.

To analyze whether the employees are satisfied with their current training methods.

To collect and analyze the views of the participants and superior on the training.

To study the training program on the basis of relevance, implementation and
outcomes.



















7


1.7 METHODOLOGY
Research methodology is a way to systematically solve the research problem. It may be
understood as a science of studying how research is done scientifically. In it we study the various
steps that are generally adopted by a researcher in studying his research problem along with the
logic behind them.
Methodology gives us the blueprint of activities to be carried out systematically in order
to complete the study successfully. The methodology of our study has several steps[listed below]
each of them are explained in chapter IV.
Formulating the Research Problem
Extensive Literature Review
Developing the objectives
Preparing the Research Design including Sample Design
Collecting the Data
Analysis of Data
Generalization and Interpretation
Preparation of the Report or Presentation of Results-Formal write ups of
conclusions reached.














8


1.8 SCOPE OF STUDY
In this project I have tried to present details about the training and development programs
being presently followed in the feedback, I collected from different employees during my
interaction with them.
The scope of training and development can be explained with the help of following points
Exact position of performance of employees through their feedback
Development of the employees through various training and development programs.
Developing altered of unbiased treatment to all employees























9


1.9 REVIEW OF LITERATURE
(Michael S. Lane, Gerald L. Blakely, 1990):
Management development programmes are increasingly being studied and evaluated,
regarding their efficiency and effectiveness. Presents the results of a survey of 155 directors and
vice-presidents of personnel and human resource management departments regarding the current
status of their management development programmes. The results indicate that management
development programmes do not seem to differentiate between levels of management.
Oladele Akin (1991)
Evaluation is increasingly being regarded as a powerful tool to enhance the effectiveness
of training. Three major approaches to training evaluation: quality ascription, quality assessment
and quality control are highlighted. In order to enhance the effectiveness of training, evaluation
should be integrated with organizational life.
Phillip C. Wright (1992)
Reports on a study of current and past training literature which suggests that, to be
effective and to isolate both training needs and those problems having other, non-trainable
solutions, training must be preceded by a needs analysis. Proposes a needs assessment model to
illustrate an optimum needs assessment process, and compares this model with the Ontario
Government's.
Farhad Analoui (1995)
Traditionally, the effectiveness of the senior officials within the public sector has been
disproportionately associated with task instead of people-related skills. A study of 74 senior
managers within Indian Railways, over three years, has revealed that managers, in order to
become effective, not only require task and people skills but also self-development knowledge
and skills. Moreover, the above broad categories of managerial skills form a hierarchy which
suggests that the more senior positions which managers occupy, the greater the need for people
and self-development. Explores the implications of the above for senior management training
and development in public sector.
According to the Michel Armstrong, Training is systematic development of the
knowledge, skills and at
Attitudes required by an individual to perform adequately a given task or job. (Source:
A Handbook of Human Resource Management Practice, Kogan.8
th
Ed., 2001)
10

According to the Edwin B Flippo, Training is the act of increasing knowledge and skills
of an employee for doing a particular job.(Source: Personnel Management, McGraw Hill;
6thEdition, 1984).
The term training indicates the process involved in improving the aptitudes, skills and
abilities of The employees to perform specific jobs. Training helps sin updating old talents and
developing new ones. Successful candidates placed on the jobs need training to perform their
duties effectively.
(Source: Aswathappa, K. Human resource and Personnel Management, New Delhi: Tata
McGraw-Hill Publishing CompanyLimited,2000, p.189).
According to Casse and Banahan (2007), the different approaches to training and
development need to be explored. It has come to their attention by their own preferred model and
through experience with large Organisations. The current traditional training continuously facing
the challenges in the selection of the employees, in maintaining the uncertainty related to the
purpose and in introducing new tactics for the environment of work and by recognizing this, they
advising on all the problems, which reiterates the requirement for flexible approach.
Usually the managers have the choice to select the best training and development
programme for their staff but they always have to bear in mind that to increase their chances of
achieve the target they must follow the five points highlighted by Miller and Desmarais (2007).
According to Davenport (2006), mentioned in his recent studies that its easy to implement
strategy with the internet supported software.
Some of the Training theories can be effective immediately on the future of the skill and
developments. The content and the access are the actual factors for the process. It is a
representation itself by the Access on main aspect what is effective to the adopted practice in
training development. As per the recent theories to access the knowledge is changing from
substantial in the traditional to deliver the knowledge for the virtual forms to use the new
meaning of information with electronic learning use. There is a survey confirmation for using
classroom to deliver the training would drop dramatically, (Meister, 2001).
A manager is that what the other members of the organization wants them to be because
it is a very popular trend of development training for the managers in the training for the
management (Andersson, 2008, Luo, 2002). Most of the managers seems to reject a managerial
personality in support of the other truth for themselves (Costas and Fleming, 2009). It has been...

11

CHAPTER II
COMPANY PROFILE

2.1 COMPANY PROFILE
Incorporated in April 2008 is the youngest addition to Amphenol facilities in India.
Amphenol started in India in the year 1972 in Pune and had its second unit in Bangalore both
under the Amphenol Interconnect name.
In view of the increasing demand in the Indian Telecom sector and in a bid to keep
ourselves ready and prepared for increasing customer demand, corporate of Amphenol has set up
a new facility in Chennai India by the name of Amphenol Omniconnect India Pvt Limited.
Leveraging on the years of expertise Amphenol R.F Danbury U.S.A (R.F Components
and cable assembly), Amphenol ConneXus Sweden (Power, Data & signal cable assembly),
Amphenol Antenna Solutions Rockford USA, Amboise France (Mobile tower Antennas) &
Amphenol Tuchel (Mobile Phone Components & Industrial Connectors) and inline with the
corporate vision have setup their assembly lines in this new facility at Maraimalai Nagar
Chennai.

Amphenol Industrial
Amphenol Industrials use of state-of-the-art CNC machining, die-casting, molding,
impact and extruding, plating, screw machining and process controls gives its interconnect
systems a high degree of engineering sophistication and precision manufacturing that has made
Amphenol Industrial the undisputed leader in harsh environment applications and a world leader
in cylindrical connectors.

Amphenol Aerospace
Amphenol Aerospace, a Division of Amphenol Corporation, is one of the largest
manufacturers of interconnect products in the world for the Military, Commercial Aerospace and
Industrial markets. The Company designs, manufactures and markets cylindrical and rectangular,
electronic, fiber optic, EMI/EMP filter, and a variety of special applications connectors and
interconnect systems.

12


Amphenol RF India
Amphenol RF India is the world's largest manufacturer of coaxial connectors for use in
radio frequency, microwave, and data transmission system applications. Headquartered in
Danbury, Connecticut, USA, Amphenol RF has global sales, marketing and manufacturing in
North America, Asia and Europe and Chennai is a newly added manufacturing location in
Amphenol RF's global foot print.

Product
RF connectors
Mobile phone connectors
LF cable assembly
Antenna
Fiber cable

RF connectors
A coaxial RF connector (radio frequency connector) is an electrical connector designed to
work at radio frequencies in the multi-megahertz range. RF connectors are typically used with
coaxial cables and are designed to maintain the shielding that the coaxial design offers. Better
models also minimize the change in transmission line impedance at the connection.
Mechanically, they provide a fastening mechanism (thread, bayonet, braces, push pull) and
springs for a low ohmic electric contact while sparing the gold surface, thus allowing above 1000
reconnects and reducing the insertion force. Research activity in the area of radio-frequency (RF)
circuit design has surged in the 2000s in direct response to the enormous market demand for
inexpensive, high-data-rate wireless transceivers

Standard types
BMA connector, also known as OSP (Omni Spectra push-on)
BNC connector (Bayonet Neill-Concelman)
C connector (Concelman)
GR
13



Miniature types
DIN 47223 connector
FME connector
IPX connector
MCX connector
Miniature BNC connector

Micro-miniature types
IMP connector
MMCX connector
MMS connector
MMT connector
UMP connector

Sub-miniature types
SMC connector
SMP connector

High voltage types
HN connector, a high voltage version of the N connector
MHV connector, a coaxial connector designed for high voltages
SHV connector, a safer coaxial connector designed for high voltages

Industry standard cable assemblies
Volex offers a full range of custom and industry standard cable assemblies for telecoms,
data coms, healthcare and industrial sectors, including USB,Round-to-Flat,SCSI,ultra SCSI and
MII 802.3.All our cable assemblies are manufactured by these factories that certified by ISO
9000 and through the final quality test.

14



Industry Standard Product Roadmap
Injection Molding/Machinery Manufacturing Series
- Universal Serial Bus (USB)
- IEEE 1394.2
- Serial Storage Architecture (SAA)
Special/Custom
- Circular
- Flat Grey
- Round-to-Flat (RTF)
Other Injection Molding/Machinery Manufacturing Series
- IEEE 802.3 MII
- Low Force Helix (LFH)
- Gigabit Ethernet
- IBM Bus & Tag
- V.35

Contact
Should you want to know more about our high speed cable assemblies, please contact
your local Volex Sales Engineer. He/she will be able to advice on custom product specifications
and samples.

Antenna
An antenna is a specialized transducer that converts radio-frequency (RF) fields into
alternating current (AC) or vice-versa. There are two basic types: the receiving antenna, which
intercepts RF energy and delivers AC to electronic equipment, and the transmitting antenna,
which is fed with AC from electronic equipment and generates an RF field.
In computer and Internet wireless applications, the most common type of antenna is the
dish antenna, used for satellite communications. Dish antennas are generally practical only at
microwave frequencies (above approximately 3 GHz). The dish consists of a paraboloidal or
15

spherical reflector with an active element at its focus. When used for receiving, the dish collects
RF from a distant source and focuses it at the active element. When used for transmitting, the
active element radiates RF that is collimated by the reflector for delivery in a specific direction.

Fiber cable assemblies
This is a cable made up of super-thin filaments of glass or other transparent materials
that can carry beams of light. Because a fiber-optic cable is light-based, data can be sent through
it at the speed of light. Using a laser transmitter that encodes frequency signals into pulses of
light, ones and zeros are sent through the cable. The receiving end of the transmission translates
the light signals back into data which can be read by a computer.
Because fiber-optics are based entirely on beams of light, they are less susceptible to
noise and interference than other data-transfer mediums such as copper wires or telephone lines.
However, the cables are fragile and are usually placed underground, which makes them difficult
and expensive to install. Some fiber-optic cables are installed above ground, but if they break,
they often need to be completely replaced, which is not cheap. While copper wires can be spliced
and mended as many times as needed, it is much harder to fix glass fiber-optic cables.

Careers
Amphenol Omni connect, a division of Amphenol Corporation, is proud of our reputation
as an excellent employer. Our main focus is to provide the highest level of support and
responsiveness to our customers, the world's largest telecommunications and instrumentation
companies.
Amphenol Omni connect offers the opportunity for career growth within a global
organization. We are always looking for talented and motivated individuals to join our team. We
believe that Amphenol RF is unique in that every employee, regardless of their position, has the
ability to positively impact the business






16


CHAPTER III
RESEARCH METHODOLOGY

3.1 RESEARCH METHODOLOGY
Research methodology is a way to systematically solve the research problem. It may be
understood as a science of studying how research is done scientifically. In it we study the various
steps that are generally adopted by a researcher in studying his research problem along with the
logic behind them.
Research methodology has many dimensions and research methods do constitute a part of
the research methodology. The scope of research methodology is wider than that of research
methods. Thus, when we talk of research methodology we not only talk of the research methods
but also consider the logic behind the methods we use in the context of our research study and
explain why we are using a particular method or technique and why we are not using others so
that research results are capable of being evaluated either by the researcher himself or by others.
Why a research study has been undertaken, how the research problem has been defined, in what
way and why the hypothesis has been formulated, what data have been collected and what
particular method has been adopted, why particular technique of analyzing data has been used
and a host of similar other questions are usually answered when we talk of research methodology
concerning a research problem or study.

3.2 SOURCES OF DATA
Data refers to information or facts however it also includes descriptive facts, non
numerical information, qualitative and quantitative information
Data could be broadly classified as
Primary data
Secondary data

3.2.1 Primary data
Primary data is the data collected for the first time through field survey. It is collected
with a set of objectives to assess the current status of any variable studied. Primary data reveals
17

the cross-section picture of the object under scrutiny. Therefore primary data are those collected
by the investigator (or researcher) himself for the first time and thus they are original in
character.

3.2.2 Secondary data
Secondary data refers to the information or facts already collected. It is collected with
objective of understanding the part status of any variable or the data collected and reported by
some source is accessed and used for the objective of a study. Normally in research, the scholars
collect published data analyze it in order to explain the relationship between variables.

3.2.1 Sources of information
Primary data
i. Questionnaire or schedule
ii. Observation
iii. Feedback form
iv. Interview
Secondary data
i. Book
ii. Footnotes
iii. Statistical data sources
iv. Websites/blogs

3.3 TOOLS USED FOR ANALYSIS
Chi Square
T Test
Anova
Correlation
Weighted average




18


3.3.1 Questionnaire
The questionnaire contains two parts; Part A and Part B. Part A contain personal questions. The
question about name is avoided to get true answers from respondents. The questions such as
marital status, age, gender are asked because they have individual influence on the study.
Part B contains 16 questions. All questions are provided with options and all of them were given
with checkbox such that the employees can easily record their response.

3.4 RESEARCH DESIGN
A research design is the assignment of conditions for collection and analysis of data in a
manner that aims to combine relevance to the search purpose formidable problem that follow the
fact defining the research is the preparation in this study the researcher has made use of the
descriptive research design this is used to determine some definitive purpose with the help of
structured questionnaire to further primary information to focus on the accurate description of
the variable present in the problem

3.5 SAMPLING
Sampling is concerned with the selection of a subset of individuals from within a
population to estimate characteristics of the whole population.
Researchers rarely survey the entire population because the cost of a census is too high.
The three main advantages of sampling are that the cost is lower, data collection is faster, and
since the data set is smaller it is possible to ensure homogeneity and to improve the accuracy and
quality of the data. In the study researcher has used probability sampling.

3.6 SAMPLE SIZE
The total number of population [employees] is 728. It would be time consuming as well
as difficult to interview all 135 employees. So he researcher has selected 30% of population for
sampling. The samples were selected using simple random sampling techniques ie every
individual in the total population had equal chances of being selected.



19


3.7 SELECTION OF SAMPLE RESPONDENTS
3.7.1 Simple random sampling
A simple random sample is a subset of individuals (a sample) chosen from a larger set (a
population). Each individual is chosen randomly and entirely by chance, such that each
individual has the same probability of being chosen at any stage during the sampling process,
and each subset of k individuals has the same probability of being chosen for the sample as any
other subset of k individuals. This process and technique is known as simple random sampling.
In our study the total population (employees who participated in training ) is 120. Every
employee of the population had equal chances of being selected among which 45 (30%)
employees were chosen to conduct the study.

3.8 TOOLS USED FOR DATA ANALYSIS
For this research researcher has used some of the tolls like probability, graphical
methods, pie charts, bar diagram etc for doing the data analysis.
Statistical Test
Chisquare test (
2
) =

E
E O
2
) (

Degrees of freedom = (R-1) (C-1)
Whereas, O = Observed frequency
E

= Expected frequency
R = Number of rows
C = Number of columns

To find E:
Row Total Column Total
Expected Frequency = ------------------------------------------------------
Grand Total
Level of Significance ()
A value indicating the percentage of sample values that is outside certain limits, assuming
the null hypothesis is correct, that is, the probability of rejecting the null hypothesis when it is
true.
20


Weighted average
The weighted average method, where the importendance of the item varies, it is essential
to allocate weight to the item. Thus weight age is a number standing for the relative importance
of the items. Weighted average can be defined as an average of component items.
Formula: Weighted average = XW = WX / W

MS excel
Microsoft Excel is a commercial spreadsheet application written and distributed by
Microsoft for Microsoft Windows and Mac OS X. The application was used to organize and
analyze the raw data collected from survey. Excel was also helpful in making graphical
representations of the organized data.
SPSS
SPSS is a computer program used for survey authoring and deployment (IBM SPSS Data
Collection), data mining (IBM SPSS Modeler), text analytics, statistical analysis, and
collaboration and deployment. The program was helpful in conducting the chi square test.















21


3.9 LIMITATIONS OF STUDY
Some difficulties were encountered while doing the project. The limitations were listed below.
The employees of the omni connect and services found it difficult to answer questions
properly due to their busy and heavy workload.
Some were reluctant to answer some question thinking that might affect their job
negatively.
The primary collection of data was time consuming, as the employees were busy.
Sample size was 20% of total population.
The total time allowed by company to do the project.
Being a very lengthy and complex process it is difficult to analyze the details of training
and process.
The working personals are not proffered to give complete information

















22

CHAPTER IV
DATA ANALYSIS AND INTERPRETATION

4.1 Introduction
Analysis and interpretation is the one of the important stage of a project. In this stage the
recorded responses are coded into symbols, for making counting, edited, tabulated and
represented in appropriate pictorial form.
The responses in the questionnaire have its own value in making a true interpretation.
There are 135 respondents for the study. The questions are created in a way that the ambiguity is
avoided. After preliminary scrutiny of the filled questionnaires, it is noticed that all the
respondents marked their responses to important questions which will lead the study.
The responses of the questionnaires are tabulated and represented in percentages to get a
clear cut picture about the responses. It made the interpretation quite easier on the basis of
percentages chart is drawn. The selected pie chart was very useful for the interpretation.
The interpretation for questions which seeks Yes or No answers was easy because
comparative majority can be identified by the percentage. Diagrammatic representations are
given for each question in order to make the finding s more clearly to the reader. Along with
simple bar diagrams and pie charts new 3D representation methods are also used to make the
presentation more interactive.












23


Table 4.01

AGE OF RESPONDENTS

S.No. Age Group No. of Respondents Percentage %
1 18-23 38 28.1
2 24-28 66 48.9
3 29-33 19 14.1
4 34-39 12 8.9
Total 135 100%


(Sources: primary data)

















24



Chart 4.01

AGE OF RESPONDENTS




INTERPRETATION

The most level of age group of Respondents 48.9% of the 24-28 and 28.1% of the 18-23
and 14.1% of the 29- 33 and 8.9% of the 34-39 of the respondents training process.









0
10
20
30
40
50
60
18-23 24-23 29-33 34-39
Percentage
25



Table 4.02

GENDER OF RESPNDENTS

S.No. Gender No. of Respondents Percentage %
1 Male 118 87.4
2 Female 17 12.6
Total 135 100%

(Sources: primary data)

















26




Chart 4.02

GENDER OF RESPNDENTS






INTERPRETATION
The most level of gender of Respondents 87.4 % of the male and 12.6% of the female of
the respondents training process.





Male Female
Percentage
27



Table 4.03

MARITAL STATUS OF RESPONDENTS

S.No. Status No. of Respondents Percentage %
1 Single 57 42.2
2 Married 78 57.8
Total 135 100

(Sources: primary data)


















28



Table 4.03

MARITAL STATUS OF RESPONDENTS




INTERPRETATION
The most level of marital status of Respondents 57.8% of the Married and 42.2% of the
single of the respondents training process.








0
10
20
30
40
50
60
Single Married
Percentage
29



Table 4.04


OPINION ABOUT THE REGULAR ASSESSMENT OF TRAINING
NEEDS AT THE COMPANY
S.No. Opinion No. of Respondents Percentage
1 Yes 97 71.9
2 No 38 28.1
Total 135 100

(Sources: primary data )
















30



Chart 4.04

OPINION ABOUT THE REGULAR ASSESSMENT OF TRAINING
NEEDS AT THE COMPANY




INTERPRETATION

The most level of tabulation of responses of employees respondents 71.9% of the yes
and 28.1% of the no of the respondents training needs at the company.






71.9
28.1
Yes No
Percentage
31



Table 4.05

OPINION ABOUT TRAINING PROCESS AS A LEARNING EXPERIENCE

S.No. Opinion No. of Respondents Percentage
1 Very Good 14 10.4
2 Good 68 50.4
3 Satisfactory 37 27.4
4 Bad 8 5.9
5 Very Bad 8 5.9
Total 135 100

(Sources: primary data )















32



Chart 4.05

OPINION ABOUT TRAINING PROCESS AS A LEARNING EXPERIENCE




INTERPRETATION

The most level of tabulation of responses of employees respondents 50.4% of the good
and 27.4% of the satisfactory and 10.4% of the very good and 5.9% of the bad & very bad of the
respondents training process as a learning experience.







10.4
50.4
27.4
5.9 5.9
0
10
20
30
40
50
60
Very good Good Satisfactory Bad Very bad
Percentage
33



Table 4.06

OPINION ABOUT THE PERFORMANCE OF TRAINER/GUEST
FACULTY/INSTRUCTOR

S.No. Opinion No. of Respondents Percentage
1 Very Good 33 24.4
2 Good 48 35.6
3 Satisfactory 19 14.1
4 Bad 29 21.5
5 Very Bad 6 4.4
Total 135 100

(Sources: Primary Data )















34



Chart 4.06

OPINION ABOUT THE PERFORMANCE OF TRAINER/GUEST
FACULTY/INSTRUCTOR




INTERPRETATION

The most level of tabulation of responses of employees respondents 35.6% of the good
and 24.4 % of very good and 21.5 % of the bad and 14.1% of the satisfactory and 4.4% of the
very bad of the respondents training process of faculty/ instructor.






0
5
10
15
20
25
30
35
40
very good good satisfactory bad very bad
Percentage
35



Table 4.07

ACHIEVEMENT OF LEARNING OBJECTIVE FROM TRAINING PROGRAM

S.No. Opinion No. of Respondents Percentage
1 Yes 89 65.9
2 Partially 36 26.7
3 No 3 2.2
4 Can't say 7 5.2
Total 135 100

(Sources: primary data )














36



Chart 4.07

ACHIEVEMENT OF LEARNING OBJECTIVE FROM TRAINING PROGRAM





INTERPRETATION

The most level of tabulation of responses of employees respondents 65.9% of the yes
and 26.7 % of the partially and 5.2 % of the No and 2.2% of the cant say of the respondents
training program.







0
10
20
30
40
50
60
70
Yes Partially No Can't say
Percentage
37



Table 4.08

RELEVANCY OF TRAINING PROGRAM WITH THE JOB

S.No. Answer No. of Respondents Percentage
1 Very Good 11 8.2
2 Good 101 74.8
3 Satisfactory 6 4.4
4 Bad 17 12.6
5 Very Bad 0 0
Total 135 100


(Sources: primary data)














38



Chart 4.08

RELEVANCY OF TRAINING PROGRAM WITH THE JOB




INTERPRETATION

The most level of tabulation of responses of employees respondents 74.8% of the good
and 12.6 % of bad and 8.2 % of the very good and 4.4% of the satisfactory and 0% of the very
bad of the respondents training process with the job.








0
10
20
30
40
50
60
70
80
Very good Good Satisfactory Bad Very Bad
Percentage
39


Table 4.09

THERE IS WELL DESIGNED AND WIDELY SHARED TRAINING
POLICY IN THE COMPANY


S.No. Opinion No. of Respondents Percentage
1 Very Good 45 33.4
2 Good 33 24.4
3 Satisfactory 39 28.9
4 Bad 12 8.9
5 Very Bad 6 4.4
Total 135 100

(Sources: primary data)













40


Chart 4.09

THERE IS WELL DESIGNED AND WIDELY SHARED TRAINING
POLICY IN THE COMPANY





INTERPRETATION

The most level of tabulation of responses of employees respondents 33.4% of the very
good and 28.9 % of satisfactory and 24.4 % of the good and 8.9% of the bad and 4.4% of the
very bad of the respondents training policy in the company.







0
5
10
15
20
25
30
35
Very good Good Satisfactory Bad Vert Bad
Percentage
41


Table 4.10

OPINION ABOUT THE CONTENT AND METHODOLOGY USED IN
THE TRAINING PROGRAM

S.No. Answer No. of Respondents Percentage
1 Very Good 18 13.3
2 Good 72 24.3
3 Satisfactory 27 20.0
4 Bad 14 10.4
5 Very Bad 4 3.0
Total 135 100

(Sources: primary data )














42


Chart 4.10

OPINION ABOUT THE CONTENT AND METHODOLOGY USED IN
THE TRAINING PROGRAM




INTERPRETATION

The most level of tabulation of responses of employees respondents 24.3% of the good
and 20 % of Satisfactory and 13.3 % of the very good and 10.4% of the Bad and 3% of the very
bad of the respondents training program.








19%
34%
28%
15%
4%
Percentage
Very good Good Satisfactory Bad Very Bad
43


Table 4.11

USEFULNESS OF TRAINING MATERIALS

S.No. Opinion No. of Respondents Percentage
1 Very Good 20 12.6
2 Good 62 50.4
3 Satisfactory 42 28.9
4 Bad 11 8.1
5 Very Bad 0 0
Total 135 100


(Sources: primary data )















44


Chart 4.11

USEFULNESS OF TRAINING MATERIALS





INTERPRETATION

The most level of tabulation of responses of employees respondents 50.4% of the good
and 28.9 % of satisfactory and 12.6 % of the very good and 8.1% of the bad and 0% of the very
bad of the respondents training materials.







0
10
20
30
40
50
60
Very good Good Satisfactory Bad Very Bad
Percentage
45



Table 4.12

OPINION ABOUT THE USE OF AUDIO-VISUAL AIDS

S.No. Opinion No. of Respondents Percentage
1 Very Good 18 13.3
2 Good 22 16.3
3 Satisfactory 73 54.1
4 Bad 22 16.3
5 Very Bad 0 0
Total 135 100

(Sources: primary data )














46



Chart 4.12

OPINION ABOUT THE USE OF AUDIO-VISUAL AIDS





Interpretation
The most level of tabulation of responses of employees respondents 54.1% of the
satisfactory and 16.3 % of good & bad and 13.3 % of the very good and 0% of the very bad of
the respondents training process of audio-visual aids.









0
10
20
30
40
50
60
Very good Good Satisfactory Bad Very Bad
Percentage
47



Table 4.13

OPINION ABOUT THE PRACTICAL SESSION IN THE TRAINING PROGRAM

S.No. Answer No. of Respondents Percentage
1 Very Good 28 20.7
2 Good 40 29.6
3 Satisfactory 56 41.5
4 Bad 9 6.7
5 Very Bad 2 1.5
Total 135 100


(Sources: primary data )














48



Chart 4.13

OPINION ABOUT THE PRACTICAL SESSION IN THE TRAINING PROGRAM




INTERPRETATION

The most level of tabulation of responses of employees respondents 41.5% of the
satisfactory and 29.6 % of good and 20.7 % of the very good and 6.1% of the Bad and 1.5% of
the very bad of the respondents training process of practical sessions.









0
5
10
15
20
25
30
35
40
45
Very good Good Satisfatory Bad Very Bad
Percentage
49



Table 4.14

OPINION ABOUT THE WORKING ENVIRONMENT

S.No. Opinion No. of Respondents Percentage
1 Strongly satisfied 24 17.8
2 Satisfied 61 45.2
3 Dissatisfied 50 37.0
4 Strongly dissatisfied 0 0
Total 135 100

(Sources: primary data)















50



Chart 4.14

OPINION ABOUT THE WORKING ENVIRONMENT



INTERPRETATION

The most level of tabulation of responses of employees respondents 45.2% of the
satisfied and 37% of the dissatisfied and 17.8 % of strongly satisfied and 0% of the strongly
dissatisfied of the respondents training process of working environment.







0
5
10
15
20
25
30
35
40
45
50
Strongly satisfied Satisfied Dissatisfied Strongly dissatisfied
Percentage
51



Table 4.15

OPINION ABOUT THE TIME DURATION GIVEN FOR THE TRAINING PERIOD

S.No. Opinion No. of Respondents Percentage
1 Sufficient 9 6.7
2 Good 85 63.0
3 Fair 30 22.2
4 Poor 11 8.1
5 Very poor 0 0
Total 135 100

(Sources: primary data)














52



Chart 4.15

OPINION ABOUT THE TIME DURATION GIVEN FOR THE TRAINING PERIOD



INTERPRETATION

The most level of tabulation of responses of employees respondents 63% of the good
and 22.2% of the fair and 8.1% of poor and 6.7% of the sufficient and 0% of the very bad of the
respondents training period.









0
10
20
30
40
50
60
70
Sufficient Good Fair Poor Very Poor
Percentage
53



Table 4.16

OPINION ABOUT THE PREFERENCES GIVEN TO THE
PARTICIPANTS SUGGESTIONS

S.No. Answer No. of Respondents Percentage
1 Excellent 32 23.7
2 Good 61 45.2
3 Fair 31 23.0
4 Poor 6 4.4
5 Very Poor 5 3.7
Total 135 100

(Sources: primary data)















54



Chart 4.16

OPINION ABOUT THE PREFERENCES GIVEN TO THE
PARTICIPANTS SUGGESTIONS



INTERPRETATION

The most level of tabulation of responses of employees respondents 45.2% of the good
and 23.7% of the excellent and 23 % of fair and 4.4% of the poor and 3.7% of the very poor of
the respondents training process participants suggestions.








0
10
20
30
40
50
Excellent Good Fair Poor Very Poor
Percentage
55




Table 4.17

OPINION ABOUT THE MOTIVATION GIVEN TO THE PARTICIPANTS

S.No. Answer No. of Respondents Percentage
1 Strongly agree 16 11.9
2 Somewhat agree 64 47.4
3 Disagree 45 33.3
4 Strongly disagree 10 7.4
Total 135 100

(Sources: primary data)














56




Chart 4.17

OPINION ABOUT THE MOTIVATION GIVEN TO THE PARTICIPANTS

.

INTERPRETATION

The most level of tabulation of responses of employees respondents 47.4% of the
somewhat agree and 33.3% of the disagree and 11.9 % of strongly agree and 7.4% of the
strongly dissatisfied of the respondents training process of motivation to the participants.





0
5
10
15
20
25
30
35
40
45
50
Strongly agree Somewhat agree Disagree Strongly disagree
Percentage
57




Table 4.18

ARE EMPLOYEES PERMITTED TIMES OFF FROM WORK TO
ATTEND TRAINING

S.No. Answer No. of Respondents Percentage
1 Yes, with pay 0 0
2 Yes, without pay 0 0
3 No 77 57.0
4 No, such thing 58 43.0
Total 135 100

(Sources: primary data)















58




Chart 4.18

ARE EMPLOYEES PERMITTED TIMES OFF FROM WORK
TO ATTEND TRAINING



INTERPRETATION

The most level of tabulation of responses of employees respondents 57% of the No and
43% of the No, such thing and 0% of the yes, with pay & yes, without pay of the respondents
training process of work to attend training.







0
10
20
30
40
50
60
Yes, with pay Yes, without pay No No, such thing
Percentage
59



Table 4.19

DOES TRAINING PROCESS AFFECT NORMAL WORKING HOURS

S.No. Opinion No. of Respondents Percentage
1 Yes 30 22.2
2 No 91 67.4
3 Can't say 14 10.4
Total 135 100

(Sources: primary data)















60



Chart 4.19

DOES TRAINING PROCESS AFFECT NORMAL WORKING HOURS




INTERPRETATION

The most level of tabulation of responses of employees respondents 67.4% of the No
and 22.2% of the yes and 10.4 % of cant say of the respondents training process of working
hours.





22%
67%
11%
Percentage
Yes No Can't say
61



Chi-Square Test
Aim:
To find out whether there is an association between quality of the training program conducted
and satisfaction of the training program conducted.
Null hypothesis: [H0]
There is no significant indifference between quality of the training program conducted and
satisfaction of the training program conducted.
Alternative hypothesis: [H1]
There is indifference between quality of the training program conducted and satisfaction of the
training program conducted.



















62



Frequencies


Observed N Expected N Residual
1 117 67.0 50.0
2 18 67.0 -50.0
Total 135




Test Statistics


Chi-Square 74.627
a

df 1
Asymp. Sig. .000
a. 0 cells (.0%) have expected frequencies less than 5. The minimum expected cell
frequency is 67.0.
63



T Test

One-Sample Statistics

N Mean Std. Deviation Std. Error Mean
1 135 2.04 .883 .076

One-Sample Test

Test Value = 0


95% Confidence Interval of
the Difference

t df
Sig. (2-
tailed)
Mean
Difference Lower Upper
1 26.802 133 .000 2.045 1.89 2.20



64



ANOVA
ANOVA


Sum of Squares df Mean Square F Sig.
Between Groups .296 1 .296 2.683 .104
Within Groups 14.548 132 .110

Total 14.843 133



















65




COORELATION

Correlations

1 2
Spearman's rho 1 Correlation Coefficient 1.000 -.035
Sig. (2-tailed) . .690
N 135 135
2 Correlation Coefficient -.035 1.000
Sig. (2-tailed) .690 .
N 135 135

















66




Weighted average



S.No


Particular



Number of Respondents


Weight
W


WX

1
2
3
4
5

Very Good
Good
Satisfied
Bad
Very Bad

28
40
56
9
2

5
4
3
2
1

140
160
168
18
2
Total 135 15 498

Weighted average = XW = WX / W

= 498/135

= 3.69









67



CHAPTER 5
FINDINGS

5.1 FINDINGS

Most of the 100% employees 48.9% of the age of Respondents
Most of the 100% employees 57.8% of the marital status of Respondents.
Most of the 100% employees 71.9 of the regular assessments of training needs of the
company.
Out of the 100% employees 50.4% about training process as a learning experience.
Out of the 100% employees 35.6% the performance of trainer/guest faculty/instructor.
Out of the 100% employees 65.9% of achievement of learning.
Out of the 100% employees 74.8% of relevancy of training program with the job.
Out of the 100% employees 24.3% of the content and methodology used in the training
program.
Out of the 100% employees 50.4% of the usefulness of training materials.
Out of the 100% employees 54.1% the use of audio visual aids.
Out of the 100% employees 29.6% the practical session in the training program.
Out of the 100% employees 45.2% the working environment.
Out of the 100% employees 63% the time duration given for the training period.
Out of the 100% employees 45.2% the preferences the participants suggestions.
Out of the 100% employees 47.4% the motivation given to the participants.
Out of the 100% employees 57% the employees permitted times off from work to attend
training.
Out of the 100% employees 67.4% the training process affect normal working hours.



68



5.2. SUGGESTIONS

In todays competitive world attitude is the factor which is the dividing line between
failure and success. Thus recruitment of the employees must be made not only on skills
and attitude but also the attitude of the employee. If an employee has a positive attitude
then training for him can be more effective, he has a positive effect on the climate.
The training needs should be assessed regularly by observing the performance of
employees and also from feedback.
The training records must be maintained, preserved properly and updated timely.
Proper care should be taken while selecting the trainers.
Trainers must be given continuous feedback and the training should be performed as a
continuous planned activity.
New and different trainers should be invited so that the maximum impact can be got from
the training programmes.
Co ordination and interaction of the employees of all levels must be encouraged to
locate new talents among employees. Individual care should be given as much as possible
in case of practical sessions
Try to consider the personal goals of participants also when designing the training
module. By which the interest and satisfaction of participants can be increased.
Try to use more visual and audio aids to make trainings more interactive and active.










69




5.3. Conclusions
Analysis of all the facts & figures, the observations and the experience during the training
period gives a very positive conclusion/ impression regarding the training imparted by the Omni
connects and Services trainers. The Omni connects and Services is performing its role up to the
mark and the trainees enjoy the training imparted especially the practical sessions and
simulations.
The training imparted meets the objectives like:
o Effectiveness of the training and its resultant in the performance of the employees.
o Assists the employees to acquire skills, knowledge and attitude and also enhance the
same.
o Helps to motivate employees and helps in avoiding mistakes.
It becomes quite clear that there is no other alternative or short cut to the development of human
resources. Training when used in a planned and purposeful manner can be an extremely effective
management tool as they increase the knowledge and skills of workers and thereby increasing the
productivity and wealth of the organization.














70


BIBILOGRAPHY

BOOKS
Organizational Behavior - Steve Robbins
The Art of HRD, Reward Management, Volume 9 by Michael Armstrong and Helen
Mulish
Performance Management, Concepts, Practices and Strategies for Organization success
by S. K. Bhatia
Aswathappa.K. Human Resources and Personnel Management Tata Mc Graw Hill
Eigth Edition 2007
L.M.Prasad., Human Resources Management, 2
nd
edition
Kothari C.R., Research Methodology, New Age International (P) ltd, 6
th
edition, 2008.
Chand.S., Statistical for management, 4
th
edition 2009.


WEB SITES:
www.managementparadise.com
www.wikipedia.com
www.yahoo.com
www.google.com
www.amphenol-omni.com









71



QUESTIONAIRE

A Study on Effectiveness of Training and Development in Amphenol
Omni Connect India Pvt ltd. Chengalpattu

Part I
1. Age of Respondents
a) 18-23 b) 24-28 c) 29-33 d) 34-39
2. Gender of Respondents
a) Male b) Female
3. Marital Status of Respondents
a) Single b) Married

Part -II
1. Opinion about the regular assessment of training needs at the company.
a) Yes b) No
2. Opinion about training process as a learning experience.
a) Very good b) good c) Satisfactory d) Bad e) very Bad
3. Opinion about the performance of trainer/guest faculty/instructor.
a) Very good b) good c) Satisfactory d) Bad e) very Bad
4. Achievement of learning objective from training program.
a) Yes b) Partially c) No d) Can't say
5. Relevancy of training program with the job
a) Very good b) good c) Satisfactory d) Bad e) very Bad
6. There is well designed and widely shared training policy in the company?
a) Very good b) good c) Satisfactory d) Bad e) very Bad
7. Opinion about the content and methodology used in the training program.
a) Very good b) good c) Satisfactory d) Bad e) very Bad
72



8. Usefulness of training materials.
a) Very good b) good c) Satisfactory d) Bad e) very Bad
9. Opinion about the use of audio-visual aids
a) Very good b) good c) Satisfactory d) Bad e) very Bad
10. Opinion about the practical sessions in the training program.
a) Very good b) good c) Satisfactory d) Bad e) very Bad
11. Opinion about the working environment
a) Strongly satisfied b) Satisfied c) Dissatisfied d) Strongly dissatisfied
12. Opinion about the time duration given for the training period.
a) Sufficient b) good c) Fair d) Poor e) very poor
13. Opinion about the preferences given to the participants suggestions.
a) Excellent b) good c) Fair d) Poor e) very Poor
14. Opinion about the motivation given to the participants.
a) Strongly agree b) Somewhat agree c) Disagree d) Strongly disagree
15. Are employees permitted times off from work to attend training
a) Yes, with pay b) Yes, without pay c) No d) No, such thing
16. Does training process affect normal working hours?
a) Yes b) No c) Cant say