summer internship project on analysis of training effectiveness in bank of baroda(ahmedabad)

Ch- 1 Introduction to Project

1.1 TrainingAccording to the dictionary meaning, training means organized activity aimed at imparting information and/or instructions to improve the recipient's performance or to help him or her attain a required level of knowledge or skill.

From organization point of view, Training is a program that helps employees to learn specific knowledge or skills to improve performance in their current roles.

1.2 EffectivenessAccording to dictionary meaning, effectiveness means “producing intended or expected result”.

1.3 Training EffectivenessTraining Effectiveness is an indication that (the) training efforts are making a visible difference and a positive impact in those areas of application after the training is completed.

1.4 Significance of the Analysis This analysis can help the management in knowing the effectiveness of their training

programs as well as the satisfaction level of employees and thus take necessary managerial decisions

The inferences made out of the project can facilitate the employee and employer in contributing for better training facilities

1.5 Objectives of the Project

1.5.1 Primary Objective To analyze the effectiveness of training programs in Bank of Baroda, Ahmedabad

1.5.2 Secondary Objectives To study whether the employees are satisfied with their current training methods To collect and analyze the views of the participants on the training To study the training programme on the basis of relevance, implementation and outcomes

1.6 ScopeThe scope of this study was limited to interviewing employees who attended the training programs at Baroda Academy, Gandhinagar during May 2016 and interpreting & analyzing their responses.

Analysis of Training Effectiveness in Bank of Baroda

Ch-2 Introduction to Organization

2.1 Bank of BarodaIt all started with a visionary Maharaja's uncanny foresight into the future of trade and enterprising in his country. On 20th July 1908, under the Companies Act of 1897, and with a paid up capital of Rs 10 Lacs started the legend that has now translated into a strong, trustworthy financial body, THE BANK OF BARODA.

2.2 Mission StatementTo be a top ranking National Bank of International Standards committed to augmenting stake holders' value through concern, care and competence.

2.3 The EthicsBetween 1913 and 1917, as many as 87 banks failed in India. Bank of Baroda survived the crisis, mainly due to its honest and prudent leadership. This financial integrity, business prudence, caution and an abiding care and concern for the hard earned savings of hard working people, were to become the central philosophy around which business decisions would be effected. This cardinal philosophy was over years of its existence, to become its biggest asset. It ensured that the Bank survived the Great War years. It ensured survival during the Great Depression. Even while big names were dragged into the Stock Market scam and the Capital Market scam, the Bank of Baroda continued its triumphant march along the best ethical practices.


Ch-3 Training

3.1 Needs of Training

To enable the new recruits to understand work Training programs help the new joiners to get familiar with the work and work

environment.

To enable existing employees to update skill and knowledge Training programs are not only useful for new recruits but also for the existing

employees as it would help them improve their performance

3.2 Importance of Training

Job Satisfaction Trained employees will be able to make better use of their skill. This increases their level

of confidence and commitment towards work. Such employees bound to have higher job satisfaction.

Stability “The employees of today are going to be managers of tomorrow”. The retirement of key

managers may not affect the stability of an organization if it has a team of trained, efficient and committed employees who are ever ready to take over management.

3.3 Types of Training

1) Induction trainingAlso known as orientation training given for the new recruits in order to make them familiarize with the internal environment of an organization. It helps the employees to understand the procedures, code of conduct, policies existing in that organization.

2) Job Instruction trainingThis training provides an overview about the job and experienced trainers demonstrates the entire job. Addition training is offered to employees after evaluating their performance if necessary.

3) Vestibule TrainingIt is the training on actual work to be done by an employee but conducted away from the work place.


4) Refresher TrainingThis type of training is offered in order to incorporate the latest development in a particular field. This training is imparted to upgrade the skills of employees. This training can also be used for promoting an employee.

5) Apprenticeship TrainingApprentice is a worker who spends a prescribed period of time under a supervisor.

3.4 Methods of Training

A. On-the-job Training Methods:Under these methods new or inexperienced employees learn through observing peers or managers performing the job and trying to imitate their behavior. These methods do not cost much and are less disruptive as employees are always on the job, training is given on the same machines and experience would be on already approved standards, and above all the trainee is learning while earning. Some of the commonly used methods are:

1. CoachingCoaching is a one-to-one training. It helps in quickly identifying the weak areas and tries to focus on them. It also offers the benefit of transferring theory learning to practice.

2. MentoringThe focus in this training is on the development of attitude. It is used for managerial employees. Mentoring is always done by a senior inside person. It is also one-to- one interaction, like coaching.

3. Job RotationIt is the process of training employees by rotating them through a series of related jobs. Rotation not only makes a person well acquainted with different jobs, but it also alleviates boredom and allows to develop rapport with a number of people.

4. Job Instruction TechnologyIt is a Step by step (structured) on the job training method in which a suitable trainer (a) prepares a trainee with an overview of the job, its purpose, and the results desired, (b) demonstrates the task or the skill to the trainee, (c) allows the trainee to show the demonstration on his or her own, and (d) follows up to provide feedback and help. The trainees are presented the learning material in written or by learning machines through a series called ‘frames’. This method is a valuable tool for all educators (teachers and trainers). It helps us:

a. To deliver step-by-step instruction

b. To know when the learner has learned

c. To be due diligent (in many work-place environments)


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5. ApprenticeshipApprenticeship is a system of training a new generation of practitioners of a skill. This method of training is in vogue in those trades, crafts and technical fields in which a long period is required for gaining proficiency. The trainees serve as apprentices to experts for long periods. They have to work in direct association with and also under the direct supervision of their masters.

The object of such training is to make the trainees all-round craftsmen. It is an expensive method of training. Also, there is no guarantee that the trained worker will continue to work in the same organization after securing training. The apprentices are paid remuneration according the apprenticeship agreements.

6. UnderstudyIn this method, a superior gives training to a subordinate as his understudy like an assistant to a manager or director (in a film). The subordinate learns through experience and observation by participating in handling day to day problems. Basic purpose is to prepare subordinate for assuming the full responsibilities and duties.

B. Off-the-job Training Methods:Off-the-job training methods are conducted in separate from the job environment, study material is supplied, there is full concentration on learning rather than performing, and there is freedom of expression. Important methods include:

1. Lectures and Conferences:Lectures and conferences are the traditional and direct method of instruction. Every training programme starts with lecture and conference. It’s a verbal presentation for a large audience. However, the lectures have to be motivating and creating interest among trainees. The speaker must have considerable depth in the subject. In the colleges and universities, lectures and seminars are the most common methods used for training.

2. Vestibule Training:Vestibule Training is a term for near-the-job training, as it offers access to something new (learning). In vestibule training, the workers are trained in a prototype environment on specific jobs in a special part of the plant.

An attempt is made to create working condition similar to the actual workshop conditions. After training workers in such condition, the trained workers may be put on similar jobs in the actual workshop.

This enables the workers to secure training in the best methods to work and to get rid of initial nervousness. During the Second World War II, this method was used to train a large number of workers in a short period of time. It may also be used as a preliminary to on-the job training.


Duration ranges from few days to few weeks. It prevents trainees to commit costly mistakes on the actual machines.

3. Simulation Exercises:Simulation is any artificial environment exactly similar to the actual situation. There are four basic simulation techniques used for imparting training: management games, case study, role playing, and in-basket training.

(a) Management Games:

Properly designed games help to ingrain thinking habits, analytical, logical and reasoning capabilities, importance of team work, time management, to make decisions lacking complete information, communication and leadership capabilities. Use of management games can encourage novel, innovative mechanisms for coping with stress.

Management games orient a candidate with practical applicability of the subject. These games help to appreciate management concepts in a practical way. Different games are used for training general managers and the middle management and functional heads – executive Games and functional heads.

(b) Case Study:

Case studies are complex examples which give an insight into the context of a problem as well as illustrating the main point. Case Studies are trainee centered activities based on topics that demonstrate theoretical concepts in an applied setting.

A case study allows the application of theoretical concepts to be demonstrated, thus bridging the gap between theory and practice, encourage active learning, provides an opportunity for the development of key skills such as communication, group working and problem solving, and increases the trainees” enjoyment of the topic and hence their desire to learn.

(c) Role Playing:

Each trainee takes the role of a person affected by an issue and studies the impacts of the issues on human life and/or the effects of human activities on the world around us from the perspective of that person.

It emphasizes the “real- world” side of science and challenges students to deal with complex problems with no single “right” answer and to use a variety of skills beyond those employed in a typical research project.

In particular, role-playing presents the student a valuable opportunity to learn not just the course content, but other perspectives on it. The steps involved in role playing include defining objectives, choose context & roles, introducing the exercise, trainee preparation/research, the role-play, concluding discussion, and assessment. Types of role play may be multiple role play, single role play, role rotation, and spontaneous role play.


(d) In-basket training:

In-basket exercise, also known as in-tray training, consists of a set of business papers which may include e-mail SMSs, reports, memos, and other items. Now the trainee is asked to prioritize the decisions to be made immediately and the ones that can be delayed.

4. Sensitivity Training:Sensitivity training is also known as laboratory or T-group training. This training is about making people understand about themselves and others reasonably, which is done by developing in them social sensitivity and behavioral flexibility. It is ability of an individual to sense what others feel and think from their own point of view.

It reveals information about his or her own personal qualities, concerns, emotional issues, and things that he or she has in common with other members of the group. It is the ability to behave suitably in light of understanding.

A group’s trainer refrains from acting as a group leader or lecturer, attempting instead to clarify the group processes using incidents as examples to clarify general points or provide feedback. The group action, overall, is the goal as well as the process.

Sensitivity training Program comprises three steps (see Figure 18.7)

5. Transactional Analysis:It provides trainees with a realistic and useful method for analyzing and understanding the behavior of others. In every social interaction, there is a motivation provided by one person and a reaction to that motivation given by another person.

This motivation reaction relationship between two persons is known as a transaction. Transactional analysis can be done by the ego (system of feelings accompanied by a related set of behaviors states of an individual).



Child:It is a collection of recordings in the brain of an individual of behaviors, attitudes, and impulses which come to him/her naturally from his/her own understanding as a child. The characteristics of this ego are to be spontaneous, intense, unconfident, reliant, probing, anxious, etc. Verbal clues that a person is operating from its child state are the use of words like “I guess”, “I suppose”, etc. and non verbal clues like, giggling, coyness, silent, attention seeking etc.

Parent:It is a collection of recordings in the brain of an individual of behaviors, attitudes, and impulses imposed on her in her childhood from various sources such as, social, parents, friends, etc.

The characteristics of this ego are to be overprotective, isolated, rigid, bossy, etc. Verbal clues that a person is operating from its parent states are the use of words like, always, should, never, etc and non-verbal clues such as, raising eyebrows, pointing an accusing finger at somebody, etc.

Adult:It is a collection of reality testing, rational behavior, decision making, etc. A person in this ego state verifies, updates the reaction which she has received from the other two states. It is a shift from the taught and felt concepts to tested concepts.

All of us show behavior from one ego state which is responded to by the other person from any of these three states.

3.5 Training Process The following are the steps involved for conducting training:-

1. Identifying Training NeedsTraining need is a difference between standard performance and actual performance. Hence, it tries to bridge the gap between standard performance and actual performance. The gap clearly underlines the need for training of employees. Hence, under this phase, the gap is identified in order to assess the training needs.

2. Establish Specific ObjectivesAfter the identification of training needs, the most crucial task is to determine the objectives of training. Hence, the primary purpose of training should focus to bridge the gap between standard



performance and actual performance. This can be done through setting training objectives. Thus, basic objective of training is to bring proper match between man and the job.

3. Select Appropriate MethodsTraining methods are desired means of attaining training objectives. After the determination of training needs and specification of objectives, an appropriate training method is to be identified and selected to achieve the stated objectives. There are number of training methods available but their suitability is judged as per the need of organizational training needs.

4. Implement ProgramsAfter the selection of an appropriate method, the actual functioning takes place. Under this step, the prepared plans and programs are implemented to get the desired output. Under it, employees are trained to develop for better performance of organizational activities.

5. Evaluate ProgramIt consists of an evaluation of various aspects of training in order to know whether the training program was effective. In other words, it refers to the training utility in terms of effect of training on employees' performance.

6. FeedbackFinally, a feedback mechanism is created in order to identify the weak areas in the training program and improve the same in future. For this purpose, information relating to class room, food, lodging etc. is obtained from participants. The obtained information, then, tabulated, evaluated, and analyzed in order to mark weak areas of training programs and for future improvements.

3.6 Key Elements of Training Program Effectiveness

1) Training EnvironmentThe training environment in an organization should be such that it motivates the employees to gain maximum out of the training programme.

2) Training Design and DevelopmentThe training programme must be designed and developed in a way that matches with the requirements of the employees from the training programme.

3) Training DeliveryThis involves some set of activities and methods to evaluate training delivery effectiveness.

4) Training ImplementationThe implementation step of the training programme becomes very critical as this would be the step where the plans that are made to make the design of the training programme are to be executed.

5) Training EvaluationThis helps in assessing to what extent the training and development efforts contribute to improved performance and results


3.7 Ways to Measure and Evaluate Training Effectiveness

Kirkpatrick’s Four-Level Training Evaluation ModelDonald Kirkpatrick, Professor Emeritus at the University of Wisconsin and past president of the American Society for Training and Development (ASTD), first published his Four-Level Training Evaluation Model in 1959, in the US Training and Development Journal.

The model was then updated in 1975, and again in 1994, when he published his best-known work, "Evaluating Training Programs."

The four levels are:

1. Reaction

2. Learning

3. Behavior

4. Results

Let's look at each level in greater detail:-

Level 1: ReactionThis level measures how your trainees (the people being trained), reacted to the training. Obviously, you want them to feel that the training was a valuable experience, and you want them to feel good about the instructor, the topic, the material, its presentation, and the venue.

It's important to measure reaction; because it helps you understand how well the training was received by your audience. It also helps you improve the training for future trainees, including identifying important areas or topics that are missing from the training.

Level 2: LearningAt level 2, you measure what your trainees have learned. How much has their knowledge increased as a result of the training?

When you planned the training session, you hopefully started with a list of specific learning objectives: these should be the starting point for your measurement. Keep in mind that you can measure learning in different ways depending on these objectives, and depending on whether you're interested in changes to knowledge, skills, or attitude.

It's important to measure this, because knowing what your trainees are learning and what they aren't will help you improve future training.

Level 3: BehaviorAt this level, you evaluate how far your trainees have changed their behavior, based on the training they received. Specifically, this looks at how trainees apply the information.It's important to realize that behavior can only change if conditions are favorable. For instance, imagine you've skipped measurement at the first two Kirkpatrick levels and, when looking at


your group's behavior, you determine that no behavior change has taken place. Therefore, you assume that your trainees haven't learned anything and that the training was ineffective.

However, just because behavior hasn't changed, it doesn't mean that trainees haven't learned anything. Perhaps their boss won't let them apply new knowledge. Or, maybe they've learned everything you taught, but they have no desire to apply the knowledge themselves.

Level 4: ResultsAt this level, you analyze the final results of your training. This includes outcomes that you or your organization have determined to be good for business, good for the employees, or good for the bottom line.


Ch-4 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 various steps that are generally adopted by a researcher in studying his research problem along with the logic behind them.

Methodology gives us a blueprint of activities to be carried out systematically in order to complete the study successfully. 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.The methodology of my study has several steps which are as follows:-

Developing the Objectives Explaining Significance of Analysis Formulating Questionnaire Deciding the sample size Collecting Data Analysis of Data Interpretation Conclusion Recommendation

4.1. Topic of StudyThis study focuses on the effectiveness of training and development processes in Bank of Baroda (Ahmedabad). Training is the process of increasing the knowledge and skills of the employee. 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. The project includes collecting information from staffs of Bank of Baroda and, analyzing it, interpreting it, and making observation and providing useful suggestions from it.

This study helps to know the impact of training process on employees in the organization. And also it enables to know the attitude of employees towards training, satisfaction of employees, efficiency of training programs and trainers, and impact of training on the productivity of the organization.

This study provides the management with information regarding the effectiveness of their training process and the satisfaction level of their employees with which they can understand the areas of strengths and weaknesses of their training program and their by take necessary managerial decisions.

The study mainly deals with the efficiency of training processes which has to be increased. The objective, relevancy of training, methods, materials, environment and time duration of training, personal satisfaction of employees all affect the effectiveness of training. The study tries to cover as many areas


as possible in order to come with the best and accurate conclusions. The feedbacks of the participants of training process have contributed a lot to achieve this.

4.2. Sources of DataData 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

4.2.1. Primary dataPrimary 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 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.

Advantages of primary data

They are the first hand information.

The data collected are reliable as they are collected by the researcher for himself.

The primary data are useful for knowing opinion, qualities and attitudes of respondents.

4.2.2. Secondary dataSecondary 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 and analyze it in order to explain the relationship between variables.

Advantages of secondary data

The information can be collected by incurring least cost.

The time required for obtaining the information is very less.

Most of the secondary data are those published by big institutions. So they contain large quantity of information.


4.3 Sources of informationPrimary data

i. Questionnaire

ii. Observation

iii. Feedback form

iv. Interview

v. Projective techniques

vi. Content analysis

vii. Consumer panels

Secondary data

i. Book

ii. Periodicals or journals

iii. Research thesis and dissertations

iv. Footnotes

v. Encyclopedias

vi. Statistical data sources

vii. Websites/blogs

4.4. Tools Used for Data CollectionData collection tools are instruments used to collect information for performance assessments, self-evaluations, and external evaluations. The data collection tools need to be strong enough to support what the evaluations find during research. I have used the method of interview to collect the information in that organization to collect primary data.

4.4.1. Questionnaire The questionnaire contains 12 questions. The question about name is avoided to get true answers from respondents. There are 2 questions that are not provided with options, of which one asks for the Name of Training Program attended and the second asks for suggestions/comments related to the training program.

All the other 10 questions are provided with options and all of them were given with checkbox such that the employees can easily record their response.


4.5. SamplingSampling 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.

4.5.1. Sample sizeThe total number of population [employees] is 175. It would be time consuming as well as

difficult to interview all 175 employees. So I have selected 30% of population for sampling.

4.6 Selection of Sample RespondentsThe respondents (employees) who attended the training programs that were scheduled in May, 2016 were interviewed as it wasn’t possible to interview the employees who attended the training program during June 2016 because wouldn’t leave with time to complete my project by 18 th June, 2016.

4.7. Tools Used for Data AnalysisFor this research, I have used pie charts for doing the data analysis.

4.7.1. MS excelMicrosoft 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.

4.8. Definition of Important Terms

4.8.1. TrainingThis term is often interpreted as the activity when an expert and learner work together to

effectively transfer information from the expert to the learner (to enhance a learner's knowledge, attitudes or skills) so the learner can better perform a current task or job. Here's another perspective.

4.8.2. DevelopmentThis term is often viewed as a broad, ongoing multi-faceted set of activities (training activities

among them) to bring someone or an organization up to another threshold of performance. This development often includes a wide variety of methods, e.g., orienting about a role, training in a wide variety of areas, ongoing training on the job, coaching, mentoring and forms of self-development. Some view development as a life-long goal and experience.

4.8.3. InformationAt its most basic form, a piece of information about something is a "unit of awareness" about

that thing. (A field of philosophy, epistemology, includes analysis of what is really information and what isn't. This field might visit the question: "If a tree falls in the forest, does it make a sound?") Some people think that this awareness occurs only in the brain and, therefore, usually comes from some form of


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thought. Other people also accept information as a form of realization from other forms of inquiry, e.g., intuition.

4.8.4. KnowledgeKnowledge is gleaned by organizing information. Typically, information evolves to knowledge by

the learner's gaining context, perspective and scope about the information.

4.8.5. SkillsSkills are applying knowledge in an effective and efficient manner to get something done. One

notices skills in an employee by their behaviors.

4.8.6. TaskA task is a typically defined as a unit of work, that is, a set of activities needed to produce some

result, e.g., vacuuming a carpet, writing a memo, sorting the mail, etc. Complex positions in the organization may include a large number of tasks, which are sometimes referred to as functions.

4.8.7. JobA job is a collection of tasks and responsibilities that an employee is responsible to conduct. Jobs

have titles.

4.8.8. RoleA role is the set of responsibilities or expected results associated with a job. A job usually

includes several roles.

4.8.9. LearningTypically, learning is viewed as enhancing one's knowledge, understanding or skills. Some

people see learning as enhancement to one's knowledge, awareness and skills. Some professionals view learning as enhancing one's capacity to perform. Some view learning as a way of being that includes strong value on receiving feedback and increasing understanding.

It's important to note that learning is more than collecting information -- more than collecting unreferenced books on a shelf. Depending on the needs of the learner, knowledge is converted to skills, that is, the learner knows how to apply the knowledge to get something done. Ideally, the skills are applied to the most appropriate tasks and practices in the organization, thereby producing performance -- results needed by the organization. Here's another perspective.

4.8.10. Continuous LearningSimply put, continuous learning is the ability to learn to learn. Learning need not be a linear

event where a learner goes to a formal learning program, gains areas of knowledge and skills about a process, and then the learning ceases. If the learner can view life (including work) as a "learning program", then the learner can continue to learn from almost everything in life. As a result, the learner continues to expand his or her capacity for living, including working.

4.8.11. EducationThis term seems to be the most general of the key terms in employee training. Some

professionals view education as accomplishing a personal context and understanding of the world, so that one's life and work are substantially enhanced, e.g., "Go get an education." Others view the term as the learning required to accomplish a new task or job. Here's another perspective.


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4.10. Period of the StudyThis study was conducted in Bank of Baroda (Ahmedabad) with a period of 60 days.

Initial 5 days were spent on Introduction of Company, Area and Assignment. Next 8 days were spent on explaining Types of Training, Methods of Training, Process of

Training, Key Elements of Training and Ways to Measure Training Program Effectiveness. Next 30 days were spent on data collection by interviewing the employees who

attended the training program during these 30 days at Baroda Academy, Gandhinagar. The next 10 days were used to analyze and interpret the data. The last 7 days were spent on preparing the conclusion and providing

recommendations/suggestions.

4.11. Limitations of StudySome difficulties were encountered while doing the project. The limitations were listed below.

The employees of the Bank of Baroda (Ahmedabad) 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 30% of total population.


CH – 5 DATA ANALYSIS AND INTERPRETATION

IntroductionAnalysis 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 51 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 findings more clearly to the reader.

Figure 1.0

Inference: From figure 1.0 we can see that 19.6% of the employees think that the training program hasn’t helped them improve their performance while 80.4% agree to the statement that the training program has helped them improve their performance.


Figure 2.0

Inference: From figure 2.0, we can see that nearly 37.3 % of the employees who attended the training programs think that the training program was not of sufficient duration while the other 62.7 % of the employees think that duration of training program was sufficient.

Figure 3.0


Inference: According to Figure 3.0, 13.7% of the respondents revealed that the training program wasn’t helpful enough in improving their skills. On the other hand, 86.3 % employees stated that it was helpful in improving their skills.

Figure 4.0

Inference: From this figure, we get to know that only 5.9% of the respondents said that the training program wasn’t helpful in increasing their knowledge else 94.1% of the respondents said that the training program enabled them to increase their knowledge.


Figure 5.0

Inference: From this figure, we can infer that 11.8% of the respondents weren’t satisfied with the content delivered in the training program and found it irrelevant while the other 88.2% of the respondents said that the content delivered in the training program was relevant and that they were satisfied with the content.

Figure 6.0


Inference: From this figure, the inference that can be made is that 2% of the respondents weren’t satisfied with the training methods used in the training program while 98% of the respondents thought that they training methods used in the training program was able to solve the purpose of the training program.

Figure 7.0

Inference: From the above figure, we can say that 3.9% of the respondents weren’t satisfied with overall effectiveness of the training .On the contrary, 96.1% of the respondents said that they found the training program to be overall effective and thus were satisfied.


Ch-6 Summary and Findings

Though by and large, substantial number of employees are content with the way the training is conducted, still there is a scope to analyze at micro level whether the negatives respondents were either non attentive, confronted, confused or otherwise. Based up on the data there is a scope to take corrective action.

With regards to the enhancement of knowledge of the employees who have attended the training program, 94.1% of them have cited there was an enhancement in their knowledge and that the knowledge learned through training was helpful to them in exercising on the job while the other 5.9% of them stated that the training program wasn’t able to add anything to their knowledge.

With regards to the improvement in skills of the employees who have attended the training program, 86.3% have cited there was an improvement in skills and that the skills acquired through training were helpful to them in exercising on the job while the other 13.7% of the employees said that the training program wasn’t able to improve their skills.

With regards to the training methods used in the training program,98% of the employees who attended the training program stated that the case studies, presentations, etc. used in the training program were able to solve their doubts.

With regards to the content delivered in the training program, 11.8% of the employees who attended the training program said that the content delivered wasn’t relevant to their job and that they weren’t satisfied with the topics chosen to be delivered to the participants.

With regards to the duration of the training program, a big 37.3% of the employees who attended the training program said that they didn’t find the duration to be sufficient and suggested to have the training programs a day or two longer than the current duration.

With regards to improvement in performance, 19.6% of the employees who attended the training program cited that they didn’t notice any improvement in their individual performance after attending the training program.

A 3.9% of the employees who attended the training program said that they weren’t satisfied with the overall effectiveness of the training program while 96.1% of the employees who attended the training program said that the training program turned out to be overall effective.

The training expectations of the respondents were found to be moderate. It could be observed from these facts that the employee’s expectations were not completely fulfilled trough training.


6.1. Suggestions The training needs should be assessed regularly by observing the performance of employees

and also from feedback.

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 increase the duration of the training program so that the employees can get to learn the topics taught in depth.

6.2. ConclusionsAnalysis of all the facts & figures, gives a very positive conclusion/ impression regarding the

training imparted by Bank of Baroda. Bank of Baroda 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.


Ch-7 Referenceshttps://www.mindtools.com/pages/article/kirkpatrick.htm

http://article.sapub.org/10.5923.j.hrmr.20110101.01.html

http://www.businessdictionary.com/definition/training.html

http://www.authorstream.com/Presentation/aSGuest8118-128001-training-effectiveness-enter-tags-others-misc-ppt-powerpoint/

http://www.bankofbaroda.com/hr.asp

http://www.whatishumanresource.com/

http://accountlearning.blogspot.in/2013/03/training-process-or-steps-involved-to.html

http://www.yourarticlelibrary.com/employees/training-methods-on-job-training-and-off-the-job-training-methods/5421/

http://www.yourarticlelibrary.com/human-resource-development/training-meaning-definition-and-types-of-training/32374/

https://bankofbaroda.com/


https://bankofbaroda.com/





http://accountlearning.blogspot.in/2013/03/training-process-or-steps-involved-to.html

http://www.whatishumanresource.com/

http://www.bankofbaroda.com/hr.asp



http://www.businessdictionary.com/definition/training.html

http://article.sapub.org/10.5923.j.hrmr.20110101.01.html

https://www.mindtools.com/pages/article/kirkpatrick.htm

Ch-8 Appendix – Any material provided by the company, or any questionnaire used

Questionnaire

Analysis of Training Effectiveness in Bank of BarodaRespected Sir / Madam,

I am Raghav Ganatra, Summer Intern (HR) in Bank of Baroda at Regional Office,Ahmedabad. I am undertaking a project on “Analysis of Training Effectiveness in Bank of Baroda” as a part of my internship under the mentorship of Mr.Rajesh Gohel (Chief Manager-HRM) . I would be thankful if you could co-operate with me in filling the questionnaire.The details collected will be strictly used for academic purpose only.

How often are training programs conducted in your organization?o Every Montho Every Quartero Half-Yearlyo Once in a Year

Name of Training Program Attended

Do you think that the training was well planned?o Yeso No

Do you think that the training was of sufficient duration?o Yeso No

Are you satisfied with the content delivered in the training program?o Yeso No

Was the training program helpful in improving your skills?o Yeso No

Are you satisfied with the training methods used in training program?o Yeso No


Are you satisfied with the training environment?o Yeso No

Did you see any improvement in your performance due to the training program?o Yeso No

Are you satisfied with the overall effectiveness of the training?o Yeso No

Any suggestions/comments


summer internship project on analysis of training effectiveness in bank of baroda(ahmedabad)

Documents