Description
"Effectiveness of pre placement training"
Career Craft Centre Leading Soft Skills Training Institute
EFFECTIVENESS OF PRE-PLACEMENT TRAINING FOR ENGINEERING STUDENTS (A STUDY CONDUCTED FOR CAREER CRAFT CENTRE, BANGALORE)
PROJECT REPORT SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS OF TWO YEAR POST GRADUATE DIPLOMA IN BUSINESS ADMINISTRATION
BY BINTY AGARWAL Reg No.- 2K10016 UNDER THE GUIDANCE OF PROF. NITU SHARMA
MOUNT CARMEL INSTITUTE OF MANAGEMENT BANGALORE 560052 2010-2012
Mount Carmel Institute Of Management, Bangalore
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Career Craft Centre Leading Soft Skills Training Institute
Mount Carmel Institute Of Management, Bangalore
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CERTIFICATE BY THE GUIDE
This is to certify that the Training Report is based on the original study entitled, ³Effectiveness of Pre- Placement Training for Engineering Students´. (A study conducted for Career Craft Centre, Bangalore). Ms. Binty Agarwal has conducted the project study under my guidance. She has attended all the required guidance sessions held. This project report has not formed the basis, for the award of any other Degree/Diploma of any University or Institute.
Signature of the Guide Prof. Nitu Sharma
Signature of the Director Sr.Albina
Date: Place: Bangalore
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DECLARATION
I hereby declare that this project report entitled ³Effectiveness of Pre Placement Training for Engineering Students´ (A study conducted for Career Craft Centre, Bangalore) has been prepared by me in partial fulfillment of the two year Post Graduate Program in Business Administration at Mount Carmel Institute of Management. I also declare that this project report has not formed the basis for the award of any other Degree/Diploma of any University or Institution.
Ms.Binty Agarwal
Date: Place: Bangalore
Mount Carmel Institute Of Management, Bangalore
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ACKNOWLEDGEMENTS
I would like to express my sincere thanks to Director Sr. Albina and Dean Academics
Prof. Michael Noronha, Mount Carmel Institute of Management for giving me an
Opportunity to take up this study.
I would like to take this opportunity to extend my deepest gratitude to Director, Mr. BS
Sandesh Career Craft center, Bangalore for giving me an opportunity of conducting my
project in the esteemed Organization and for guiding me during the preparation of my Project. My hearty thanks to all the members of Career Craft who co -operated with me to complete my work.
I would like to thank Prof. Nitu Sharma for her invaluable guidance and unconditional support during the entire duration of the project and for making this kind of a project possible.
I have immense gratitude to my beloved family and friends who have contributed towards the accomplishment of this arduous task. Finally, I would like to thank all those who have helped me directly or indirectly in the completion of this project.
Ms.Binty Agarwal Bangalore
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LIST OF CONTENTS
SL NO. 1. 2.
CHAPTER 1
PAGE NO.
INTRODUCTION
CHAPTER 2 (RESEARCH DESIGN)
1 - 16 17 - 26 17 18 19 20 20 - 21 21 22 22 - 23 23 24 24 - 26
a. b. c. d. e. f. g. h. i. j. k.
A brief introduction of the subject background Statement of the problem Scope of the study Objective of the study Operational definitions of the concepts Methodology Sampling plan for Collection of Data Tools and techniques for collection of data Plan of analysis Limitations of the study An overview of the chapter scheme
CHAPTER 3
3.
COMPANY PROFILE
CHAPTER 4
27 - 47
4.
ANALYSIS AND INTERPRETATION OF DATA
CHAPTER 5
48 - 93
5.
SUMMARY OF FINDINGS, CONCLUSIONS AND SUGGESTIONS
94 - 101
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LIST OF TABLES AND GRAPHS
TABLE NO.
SUBJECT
PAGE NO.
Table 4.1.1 Showing the regularity of Employees. Chart 4.2.1 Table 4.1.2 Showing the trainer¶s initiative regarding Nomination. Chart 4.2.2 Table 4.1.3 Showing the relevance and timeliness Of training program. Chart 4.2.3 Table 4.1.4 Showing clarity in the training objective. 56 Chart & Inference 54 Chart & Inference 52 50
Chart & Inference
51
53
55
Chart 4.2.4 Table 4.1.5
Chart & Inference Showing the effectiveness of training Program.
57 58
Chart 4.2.5 Table 4.1.6
Chart & Inference Showing improvements in knowledge and Self-confidence after training.
59 60
Chart 4.2.6
Chart & Inference
61
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TABLE NO.
SUBJECT
PAGE NO.
Table 4.1.7 Showing training as a key to Career Growth. Chart 4.2.7 Table 4.1.8 Showing the usefulness of training programs. Chart 4.2.8 Table 4.1.9 Showing the responsiveness of training dept. to training requests. Chart 4.2.9 Table 4.1.10 Showing the responsiveness of feedback given by the trainees. Chart 4.2.10 Table 4.1.11 Showing constructive feedback provided after training. Chart 4.2.11 Table 4.1.12 Showing regularity in attending the training sessions. 72 70 Chart & Inference 68 66 64 62
Chart & Inference
63
Chart & Inference
65
Chart & Inference
67
69
Chart & Inference
71
Chart 4.2.12
Chart & Inference
73
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TABLE NO.
SUBJECT
PAGE NO.
Table 4.1.13 Showing the relevance and timeliness of training programs. Chart 4.2.13 Table 4.1.14 Showing the level of satisfaction. Chart 4.2.14 Table 4.1.15 Showing the idealness of the training Programs. Chart 4.2.15 Table 4.1.16 Showing the number of trainees enrolled to the E-Learning course. Chart 4.2.16 Table 4.1.17 Showing the level of satisfaction with the assignment based methodology. Chart 4.2.17 Table 4.1.18 Showing the usage of case study methodology during training. 84 Chart & Inference 82 80 Chart & Inference 78 76 Chart & Inference 74
75
Chart & Inference
77
79
Chart & Inference
81
83
Chart 4.2.18
Chart & Inference
85
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TABLE NO.
SUBJECT
PAGE NO.
Table 4.1.19 Showing the sufficiency of reference materials. Chart 4.2.19 Table 4.1.20 Showing the improvement in knowledge and Self-confidence due to training. Chart 4.2.20 Table 4.1.21 Showing the responsiveness towards the feedback given by trainees. Chart 4.2.21 Table 4.1.22 Showing the response of trainees regarding their upcoming placement. Chart 4.2.22 92 Chart & Inference 90 Chart & Inference 88 86
Chart & Inference
87
89
91
Chart & Inference
93
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CHAPTER - 1
INTRODUCTION
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1.0 INRODUCTION
Human Resource Management: An Introduction:
An organization is made up of four resources, namely, men, material, money and machinery. Of these, the first one is living one, that is, human and other three are non living that is, non-human. It is the human/people that make use of non-human resources. Hence, people are the most significant resources in an organization.
Human Resource Management
(HRM) is the management
of an
organization's employees. This includes employment and arbitration in accord with the law, and with a company's directives. Thus, HRM can be defined as a process of procuring, developing and maintaining competent human resources of the organization so that the goals of an organization are achieved in an effective and efficient manner. In short, HRM is an art of managing people at work in such a manner that they give their best to the organization for achieving its set goals.
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Its features include: Organizational management Personnel administration Manpower management Industrial management.
HRM AS A CENTRAL SUBSYSTEM:
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Role of Human Resources Management:
Human Resources Management plays the most crucial role in the conversion process of inputs into outputs. Product design, quality maintenance, rendering services etc. depend upon the efficiency of human resources. Similarly, human resources plays critical role in marketing the products and services. Human Resources also play significant role in managing finances and managing information systems.
Human Resources Development (HRD) is a framework for the expansion of
human capital within an organisation. Human Resources Development is a combination of Training and Education that ensures the continual improvement and growth of both the individual and the organisation.
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Training:
Organization and individual should develop and progress simultaneously for their survival and attainment of mutual goals. So, every modern management has to develop the organization through human resources development. Training is a specialized function and is one of the fundamental operative functions for human resource management. Training is a process whereby an individual acquires job-related skills and knowledge. It is a cost to firms to pay for the training and also to suffer the loss of working hours whilst an employee is being trained.
A formal definition of training & development is« ³It is any attempt to improve current or future employee performance by increasing an employee¶s ability to perform through learning, usually by changing the employee¶s attitude or increasing his or her skills and knowledge´. The need for training & development is determined by the employee¶s performance deficiency, computed as follows:
Training & Development Need = Standard Performance ± Actual Performance.
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Development:
Employee training is distinct from management development or executive development. While the former refers to the training given to employees in the areas of operations, technical and allied areas, the latter refers to developing an employee in the areas of principles and techniques of management, administration, organization and allied areas . Training, as was stated earlier, refers to the process of imparting specific skills. Education, on the other hand, is confined to theoretical learning in classrooms.
Training refers to the process of imparting specific skills. Development refers to the learning opportunities
designed to help employees grow.
Education is theoretical learning in classroom.
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Pre- Placement Training:
With the world still recovering from recession the opportunities for fresh graduates are very few. In such times one cannot afford to let go of any chance to succeed in pre-placements. The Pre-Placement Training aims at sharpening the skills of individual¶s for success in placement tests from Personal Interviews, to Group Discussions and resume building. Extensive
brainstorming, highly personalized environment, great lectures and feedbacks set the stage right for individuals to go ahead and succeed. A perfe ct blend of soft skills and relevant information ensures that the students develop confidence and are ready to face the selection process.
Though the number of eligible students for campus tests has been on an upward spiral, the success rate in the job corridors continues to be abysmal ² around 15 to 18 per cent, according to recent statistics. The reason, in most instances, is lack of soft skills and aptitude skills in students seeking placements.
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Importance of Pre-Placement Training:
Pre-Placement Training is conducted to enable the student to appreciate the importance of teamwork and to assist in understanding the nuances of corporate grooming & dressing, soft skills, corporate etiquette and the ethical dilemmas present in businesses.
Students are trained to develop the necessary skill-sets to handle interviews in the best manner possible. Industry related technical workshops are being organized to ensure better strike rate in placements. The Program aims at covering all the aspects involved in v arious campus placement processes of different companies like:
HR Related Activities:
A dedicated team of HR professionals carry out various activities which aim at helping students to handle the challenges of the corporate world.
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Aims/Objectives of Training and Development:
The fundamental aim of training is to help the organization achieve its purpose by adding value to its key resourc e ± the people it employs. The particular objectives of training are to:
Develop the competences of employees and improve their performance; Help people to grow within the organization in order that, as far as possible, its future needs for human resource can be met from within; To impart the new entrants the basic knowledge and skills they need for an intelligent performance of a definite job. To prepare employees for higher level tasks. To promote individual and collective morale, a sense of responsibility, co-operative attitudes and good relationships.
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Need for Training: Training is the act of improving one¶s knowledge and skill
to improve his/her job performance. Training is job -oriented. It bridges the gap between what the employee has and what the job demands. As a matter of fact, the need for training has been recognized as an essential activity not onl y in the business organizations, but also in Academic Institutions, Professional Bodies and the Government Departments.
The needs for training are as follows:
The ever widening gap between planning, implementation and completion of projects. Technological change necessitating acquisition of new knowledge, ability and skills. Increasing qualitative demand for managers, workers and students in colleges. Need for both individuals and organizations to grow at rapid pace. To meet challenges posed by the global competition.
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Training and Development as a source of competitive Advantage:
Companies derive competitive advantage from training and development. Training and development programmes, help remove performance deficiencies in employee. This is particularly true when:
The deficiency is caused by a lack of ability rather than a lack of motivation to perform. Supervisors and peers are supportive of the desired behaviors.
Importance/Benefits of Employee Training:
How Training Benefits the Organization:
Leads to improved profitability and/or more positive attitudes towards profit orientation. Improves the job knowledge and skills at all levels of the organization. Helps people identify with organizational goals .
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Helps create a better corporate image. Fosters authenticity, openness and trust. Improves relationship between boss and subordinate . Aids in organizational development . Learns from the trainee. Aids in understanding and carrying out organizational policies. Provides information for future needs in all areas of the organization . Organization gets more effective decision -making and problem-solving skills.
Benefits to an Employee/Student:
Helps the individual in making better decisions and effective problem solving. Through training and development, motivational variables of recognition, achievement, growth, responsibility and advancement are internalized and operationalised. Aids in encouraging and achieving self -development and self-confidence.
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Helps a person handle stress, tension, frustration and conflict . Increases job satisfaction and recognition . Moves a person towards personal goals while improving interactive skills. Satisfies personal needs of the trainer (and trainee) . Provides the trainee an avenue for growth and a say in his/her own future . Develops a sense of growth in learning.
Benefits in Personnel and Human Relations, Intra-group & Inter-group Relations and Policy Implementation:
Improves communication between groups and individu als. Provides information on equal opportunity and affirmative action . Improves interpersonal skills. Improves morale. Builds cohesiveness in groups. Provides a good climate for learning, growth, and co -ordination. Makes the organization a better place to work and live.
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The Training Process
Needs assessment (a) Organization al support (b) Organization al analysis (c) Task and KSA analysis (d) Person analysis
Instructional Objective Selection and design of instructional programs Training
Developm ent of criteria
Training Validity
Transfer Validity Intraorgan izational validity Interorgan izational validity
Use of evaluation models
The Training Process
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Training Effectiveness:
The effectiveness of training is a measurement of learning. It is determined by comparing post-test scores with pre-test scores and then measuring the net change. A measurement of learning is not training effectiveness - it's a measure of learning. If you learn everything required, but fail to put it to use the required outcomes are not achieved. Generally effectiveness measures are defined in terms of the extent to which a set of objectives are met.
Training efficiency is generally defined as the number of units output for the number of units input. Here are some examples:
Number of training courses achieving the required outcomes ----------------------------------------------------------------- x 100% Total number of training courses delivered
or
100% x Total benefits / Total costs
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Why Measure Training Effectiveness?
Many training programs fail to deliver the expected organizational benefits. Having a well-structured measuring system in place can help to determine where the problem lies. On a positive note, being able to demonstrate a real and significant benefit to the organization from the training, the skills and abilities of the available resources can be improved.
Impediments to Effective Training: There are many impediments which can
make a training programme ineffective. Following are the major hindrances:
Management Commitment is Lacking and Uneven. Aggregate Spending on Training is Inadequate. Educational Institutions Award Degrees but Graduates Lack Skills. Large-scale Poaching of Trained Workers. Employers and B Schools Must Develop Closer Ties.
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The Kirkpatrick Model:
The most well-known and used model for measuring the effectiveness of training programs was developed by Donald Kirkpatrick in the late 1950s. The basic structure of Kirkpatrick¶s four-level model is shown below. Kirkpatrick Model for Evaluating Effectiveness of Training Programs
Level 4 Results
The organizational benefits resulting from training.
Level 3 Behavior
Change in the behavior of participants as a result of training.
Improvements in the knowledge, skills and
Level 2 -
attitude of the participants as a result of
Learning
training.
Level 1 Reaction
Reaction of the participants to the training program.
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CHAPTER - 2
DESIGN OF THE STUDY
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2.0 DESIGN OF THE STUDY
2.1. Introduction:
Human Resource Management is the management of an organization's
employees. This includes employment and arbitration in accord with the law, and with a company's directives. Human Resource Management is also a strategic and comprehensive approach to managing people and the workpla ce culture and environment.
Training plays a vital role in effective functioning of any company. The purpose is to determine whether or not the training achieved the desired objective. The project is based on the ³Effectiveness of pre-placement training for engineering students carried out at Career Craft Centre, Bangalore´. Evaluation serves the purpose of providing the measurable and tangible feedback on the effectiveness of the program. It aims at providing training in analytical and soft skills to students of Engineering colleges appearing for campus placements.
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The pre-placement training programmes conducted by Career Craft Centre aims at sharpening the skills of students for success in placement tests from Personal Interviews, to Group Discussions and resume building. Extensive brainstorming, highly personalized environment and feedbacks and great lectures set the stage right for individuals to go ahead and succeed.
2.2. Statement of the problem:
The study deals with the ³Effectiveness of pre -placement training for engineering students at Career Craft Centre´. Career Craft being a start up firm poses a problem for its trainers, managers, executives and other professionals. The factors affecting/constraints in the evaluation of training are time, people, money and resources. Many training programs fail to deliver the expected organizational benefits. Therefore, this study seeks to help the company in measuring the effectiveness of pre-placement training for engineering students.
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2.3. Scope of the study:
Training is a critical component in any organiz ation¶s strategy. A robust cross functional strategy will be carried out with statistical methodologies and analysis. Evaluations will be based on Kirkpatrick¶s model of evaluation.
The study covers the Management staff and the trainers at Career Craft Centre and the students who have received pre -placement training. The geographical area selected for the purpose of study is Bangalore. The study is conducted on the trainers and engineering students. The study seeks to explain practical approach to the eff ectiveness of preplacement training. Identification of the program¶s strengths and weaknesses. Determining the financial benefits and costs of the program. Testing the validity and clarity of tests, cases and exercises.
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2.4. Objective of the study:
To study the training procedures provided by Career Craft centre. To study the frequency of pre-placement training conducted by Career Craft centre. To examine the effectiveness and impact of pre -placement training on students. To study the improvements in students due to pre-placement training. To implement the Kirk Patrick¶s Model.
2.5. Operational definitions of the concepts:
Kirk Patrick¶s four levels of evaluation: Reaction: what the students thought and felt about the training Learning : the resulting increase in knowledge or capability Behavior: extent of behavior and capability improvement and implementation/application Results: the effects on the business or environment resulting from the trainee's performance
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Feedback Forms ± Forms which consists of questions relating to the training
undergone by the students and their feedbacks.
2.6. Research design:
Methodology:
Conclusive Research : Conclusive research is meant to provide information
that is useful in reaching conclusions or decision - making. It tends to be quantitative in nature that is to say in form of numbers that can be quantified and summarized. It relies on both primary and secondary data. The p urpose of conclusive research is to provide a reliable or representative picture of the population through the use of a valid research instrument (Hypothesis).
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2.7. Sampling plan:
2.7.1. Sampling size: A representative sample size of 60 is taken to minimize
the sampling error. The target audience mainly comprises of employees who are trained at Career Craft Centre and students of engineering colleges, Bangalore.
2.7.2. Sampling area: The sample is taken from the employees who are trained
in career craft centre and students of engineering colleges, Bangalore.
2.7.3. Sampling design: The sample was selected through questionnaire.
2.8. Tools and techniques for collection of data :
Primary Data: Data is collected specifically for the purpose of answering the
research question.
The data is collected by personal interview with the t rainers. The tools of data collection were questionnaires and interview schedule. Information from correspondents through feedback forms.
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Secondary Data: The existing data collected for another purpose tha t is used to
answer the research question.
Published Sources such as Journals. Survey. Websites. Other published sources.
2.9. Plan of analysis:
MS Excel or SPSS software was used for analyzing and interpretation of the data. The data was analyzed based on the feedback received from th e trainees and students. The data so obtained was based on Kirkpatrick¶s model and was analyzed using simple percentage method. It was graphically represented and explained. Findings were summarized and suggestions were made.
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2.10. Limitations of the study:
Due to non-availability of all members of the target audience, due to work commitments, the sample is limited to 60. Some employees have not undergone any training program. This being an academic study suffers from cost constraints. Time was the crucial limiting factor. Due to the limited time period, it was quite difficult to make a survey that provided a consistent and accurate result. Respondents¶ bias while answering the questionnaires.
2.11. Overview of the chapter scheme:
Chapter 1: Introduction:
This chapter mainly deals with an introduction to the topic of Training and effectiveness of pre placement training. This chapter consists of an introduction to Training, the meaning, definition, scope, characteristics, objectives and functions of pre placement training. It also includes an introduction to training, definition, methods, measuring training effectiveness etc.
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Chapter 2: Research Design
This chapter deals with research design. It consists of introduction to research, meaning of research, research design, title of the study, objectives of the study, scope of the study, data collection and review of literature.
Chapter 3: Company Profile
This chapter is based on the company profile. It involves a brief introduction about the company and its services, social responsibility of the company and future plans.
Chapter 4: Data analysis and interpretation
This chapter is based on data analysis and interpretation. It gives a list of tables and graphs based on which the analysis is done and the interpretation is given.
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Chapter 5: Summary of findings, conclusions and suggestions
This chapter gives the findings, recommendations and conclusions of the study. It is mainly based on the facts that have been found out through the study, the various problems faced by employees and the recommendations to improve the effectiveness of training and finally the concluding part.
Bibliography
Annexure
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CHAPTER - 3
PROFILE OF THE COMPANY
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3.0 CAREER CRAFT CENTRE
³BE THE FIRST TO MOVE AHEAD´
Career Craft Centre
Career Craft Centre (CCC), Bangalore is professional career management and international admissions firm based out in IT capital Bangalore. Main area of operations is into Certification Training Programs for UG and PG Students, Career Counselling, International Admissions and Counselling. Career path designing, HR consulting and payroll management.
Career Craft Centre (CCC) evaluates students¶ needs and expectations and designs the customized and tailored training program. CCC as on today deals with several top level universities across Karnataka and India with var ious career management activities including Training and Admissions program. Career Craft offers a customized and complete package of pre-Placement Training to Engineering and MBA students to tackle the hefty and tricky selection procedure of different Corporate Players.
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About Career Craft Centre:
Career Craft Center was started by ex industry professionals and
Academicians 2 and half years back. It is professional training institute concentrating on training Engineering and Management students on Soft skills, Aptitude, Time Management, interpersonal Skills, Basic Etiquettes,
Presentation Skills, Group discussion skills, Interview handling skills, Resume Building etc by having below training methodology into place. Class Room Sessions Mock GD, Interviews Sessions One on One Feedback Sessions Individual Assessment Sessions Mentoring Sessions Industry Knowledge Presentations Team Building Activities Communication Training
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Ideology:
They strongly believe in the following principles: The best quality education and t raining. Customized and up-dated module. Student satisfaction. Reasonable price without compromising in quality. Outward manifestation of hidden qualities of students to materialize their dreams.
Vision Statement:
To offer the best quality placement and c onsultation. To deliver optimum client satisfaction. To build long term relationships with our clients.
Mission statement:
To promote leadership and guidance in the development, implementation, and equitable administration of policies and procedures, thus foste ring a positive atmosphere.
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Career Craft Center is associated with several numbers of esteemed institutes
in terms of training and teaching sessions for both Engineering and Management Students. Some of the Institutes Career Craft Center is involved with, in Bangalore are: Amity Business School IBMR IBS Alliance Business Academy Presidency Institutions Adarsh Business School Mount Carmel College Atria College of Engineering JNTU Ananthpur
Trainers working with Career Craft education are from top corporate having qualification starting from B.E to MBA, Global MBA certified with Professional Training Certificates and Professional Training Degrees.
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Services: Recruitment Outsourcing: They are specialized in Handling complete
recruitment process both Lateral and Campus hiring, this includes Setting the Question Papers, Managing the hiring process and Candidate Assessments.
HR Consulting: They design complete HR Modules for the clients,
Payroll Management, Attendance Tracking System, HR Budgeting and Forecasting, Work force Management.
Career Counseling: Student counseling, individual Assessments, and
Career Path Designing.
Career
Based
Training
and
Certifications
Program:
Career
Management Certification Program, Customized Training and Mentoring Programs.
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Experts in soft skill Training: Soft Skills and Aptitude Training, Mock
Sessions on interviews and Group Discussions for Graduates and Post Graduate Students.
MBA Entrances coaching and training workshops : MBA Entrances
coaching and training workshops for CAT, GMAT, GRE and State / National Level Competitive examinations.
International Education Counseling and Admissions: They are
Authorized Higher Education Consu ltants for reputed International and National Universities in the Area of Science and Management degrees.
They offer customized training programs catering to your needs. They impart training through the following activities; Presentation Interaction Practice Video-Shoots and replays (for effective evaluation of learning).
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Pre-Placement Training:
To enable the student to appreciate the importance of teamwork and to assist in understanding the nuances of corporate grooming & dressing, corporate etiquette and the ethical dilemmas present in business, soft skills and leadership training programmes are being held at
Career Craft Centre.
µCareer Craft Centre¶ offers a customized and complete package of Pre-
Placement Training (PPT) to Engineering and MBA students to tackle the hefty and tricky selection procedure of different Corporate Players.
Students are trained to develop the necessary skill -sets to handle interviews in the best manner possible. Industry related technical workshops are being organized to ensure better strike rate in placements. This training is their effort to develop the personality and technical knowledge to remove the shortcomings observed during campus placement .
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HR Related Activities:
A dedicated team of HR professionals carry out various activities which aim at helping students to handle the challenges of the corporate world.
The activities that are being carried out are:
Visiting the companies for requirements and industry tie-ups. Organizing Soft-skills and Technical skills training programmes to match industry standards. Obtaining feedbacks from the industry on students¶ performance and accordingly identifying training needs Career Guidance & Counselling
Personality Development:
Overall grooming and personality development is an essential aspect of training that the HR Department focuses on. In order to truly empower students, the HRD works on grooming them completely so that the challenges can be dealt with effectively.
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Courses Offered:
The Pre-Placement Training Programme offered by ³Career Craft Centre´ is of 120 hours duration consists of complete package required to face campus recruitment drive and come out with flying colours. The different areas of the package are:
i. ii. iii. iv. v. vi. vii.
Quantitative Aptitude: Logical and Analytical Reasoning Language Skill (Written) Communication Skill Technical- Basics of Computer, Operating System, C, C++, DS, etc. Group Discussion Personal Interview
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Course Content: Resume Building
Does your resume instantly reflect your personality? With thousands of resumes coming in for screening, recruiters have very little time to read information buried in pages of material. Make your resume shout your strengths. The Resume Builder session gives the students innovative methods to project thei r persona that best fits the job profile.
Group Discussion
Can you be an effective team player who communicates, listens and participates effectively in discussions that lead teams to success? Learning to break out of your shell and talk and be heard is an important personality trait. The GD session helps give hands on experience of discussions and debates that are a part of everyday life at work and opens the eyes to critical areas of improvements for an individual.
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Tech Interviews
Do you need to know all the math, physics, chemistry, electronics, mechanics, computers, programming languages etc to get through a tech interview? What are the tech skills the industry looks at in a newbie? Being right at the basics can give you a big boost in interviews. With sample technical rounds, the Tech Interview session helps to bridge the gap in the knowledge -expectation chain to help you make a mark at the most important element of a placement routine.
Presenting Yourself
How do you make yourself ³heard´ without talking? Unimpressive body language, poor presentation skills fails to catch a recruiter¶s eye. The Presenting Yourself session helps you fine tune many aspects of unspoken communication enabling you to make an effective impression instantly on recruiters.
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Study Materials:
Basic study Materials: Basic study materials are given in the form of hand-outs covering all the areas to be asked in Campus Recruitment Drive. Easy-to-follow steps have been incorporated by means of fundamental concept, short-cut tricks and techniques, examples with solutions, exercise with solutions, etc.
Practice Test Papers: This section covers class test papers, weekly test papers, monthly test papers, comprehen sive test series, etc.
Simulation Test Papers: Two Simulation Test Papers each on TCS, Infosys, Wipro, CTS, and five test papers covering pattern of standard companies.
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Salient Features:
120 hours complete module. 60 unit/weekly tests. Communication Skill-Listening Skill & Speaking Skill. Highly experienced faculties from industry and institute. Two mock GD and two mock PI. Special class on FAQ on Computer Fundamentals, C, C++ etc. Audio-visual teaching learning process for optimum result. Online support regarding selection procedure and latest information regarding Company Profile.
Modules Offered by Career Craft Centre :
Regular Course
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Summer Training Campus Package
Regular Course: Regular Course of Pre-placement Training is provided
in the centre throughout the year. This package is ideal for city based students who can join the training programme any time as per their convenience.
Summer Training: Summer Training (PPT) is ideal for those students
who have missed or neglected or been deprived of their regular training programme conducted in their college campus. Just after the Semester Examination students may join the course for a period of approximately two months starting from mid May to mid July.
Campus Package: Campus Package for Pre-placement Training
Programme is conducted in colleges as per the convenience of students
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and colleges. Readymade packages are available with µCareer Craft Centre¶ but they can customize specific module to meet the need of students/colleges.
Placement Training:
Through the placement training conducted by µCareer Craft¶ , they effectively increase the employability skills of the students. They also undergo Soft Skills Training to enhance their all-round development. Through their activity based learning, competency, they aim at equipping mentioned below: students with the various skills
Interviewing Skills: Interviews are considered to be the gateway to the
corporate world. They train participants through mock interviews and provide tips on preparing for interviews.
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Communication Skills: Essentials of communications skills are taught to
participants in this module. It helps them to provide structure to their thoughts and comprehend others¶ ideas in a better manner.
Voice and Accent Training This training has been incorporated in their Job
Placement training to encourage participants into speaking with a neutral accent, the importance of voice modulation, pitch, inflection, and so on.
English
Language
Training:
English
is
the
medium
of
business
communication in today¶s world. Hence it is a vital tool and strength to possess when appearing for interviews. Their training will give participants the courage to participate in discussions and to answer interview questions in a clear and intelligent manner. Email Etiquette Training: Email is the most favored and accepted form of formal business communication that exists in today¶s global business. Evidence shows that people who communicate well are more favored
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during times of promotion. They train their participants on how to convey thoughts and ideas in a clear and easy to understand manner.
Number of Branches in Bangalore : One main Branch.
Number of Staff : 60 including internal and external trainers.
Competitors:
Prospero DM Solutions Evolution Corporate Solutions
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Organization Structure:
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SWOT ANALYSIS
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Strengths:
Career Craft Center (CCC) is Professional Career Management and International Admissions Firm Based out in IT Capital Bangalore. It provides effective Certification Training Programs for UG and PG Students like Career Counselling, International Admissions and
Counselling. Career Path Designing, HR Consulting and Payroll Management. It evaluates Students Needs and Expectations and Designs the customized and tailored training program. It is associated with several numbers of esteemed institutes in terms of training and teaching Sessions for both Engineering and Management Students. Trainers working with Career Craft are from top corporate having qualification starting from B.E to MBA, Global MBA certified with Professional Training Certificates and Professional Training Degrees. The company has a well defined training process.
Weakness:
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There are loopholes in the training process and may have to be reviewed often to ensure that the training needs of the students and employees are met simultaneously. Career Craft Centre has very limited departments, which other training institutes have other departments too like Finance, Marketing, and Advertising. The staffs do not represent themselves in single dress code. This lacks professionalism among the employees in the eyes of visito rs. Speaking of publicity, Career Craft mainly focuses on classified advertisements unlike its competitors who emphasize on huge text cum pictorial advertisements.
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Opportunities:
Career Craft Centre can widen its service to the customers by opening sub-branches in Bangalore since Bangalore has only one main branch. Continuous review and improvement of the training process will help Career Craft follow a better and standardized training process and the employees and students can gain maximum b enefit out of it. It can target more engineering colleges in Bangalore through education fairs. Career Craft can grow wider in the field of publicity to widen its scope and number of student¶s intake.
Threats:
Career Craft has many existing competito rs in the market. New entrants in the market provide stiff competition to Career Craft. It has only one branch in Bangalore.
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CHAPTER - 4
ANALYSIS AND INTERPRETATION OF DATA
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4.0 ANALYSIS AND INTERPRETATION
Total Number of Respondents: 60 Respondents are: i. Trainers of Career Craft Centre Internal External
ii.
Engineering students
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ANALYSIS
A well trained workforce is the backbone of every organization. Yet, finding the best way to deliver that training is the never -ending ordeal of the business world. Training boosts up the organizational efficiency, productivity, progress and development to a greater extent. Organizational objectives like viability, stability, and growth can also be achieved through training. Training has been important, as it constitutes a significant part of management control. Therefore, this study is an enquiry in the same direction. The objectives of the study are:
First- To study the current training practices at Career Craft Centre. Second- To determine the effectiveness of pre-placement training conducted for engineering students at Career Craft Centre, Bangalore.
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ANALYSIS TABLE 4.1.1. Showing the regularity of the Employees of Career Craft Center
in attending the training programs. PARTICULARS NO. OF RESPONDENTS
100%
PERCENTAGE
Strongly Agree Agree Neutral Disagree Strongly Disagree
TOTAL
06 12 03 06 03
30
20 40 10 20 10
100
Analysis: In the above table we see that 20% of the Employees µStrongly Agree
that they are very regular in attending the training sessions held at Career Craft
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C Leadi
C
tC t Instit te
Soft Skill Trai i
Center. While 40% µAgree¶ to the same. 10% attend the training sessions at times. 20% µDisagree¶ that they attend the training sessions regularly. While 10% µStrongly Disagree¶ to the same.
CHART 4. .1. Showing the regularity of the Employees of Career Craft Centre in attending the training programs.
No. of Respondents
10% 20% Strongly Agree 20% Agree
Neutral Disagree 10% 40%
Strongly Disagree
Inferences: From the above chart we infer that most of the Employees of Career Craft Center attend the training sessions regularly. They opine that the
organi ation gives top priority to training and development and has a well
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defined training process.
TABLE 4.1.2. Showing the trainer¶s initiative regarding nomination for a
training program.
PARTICULARS
NO. OF RESPONDENTS
PERCENTAGE
100%
Strongly Agree Agree Neutral Disagree Strongly Disagree
TOTAL
09 06 08 05 02
30
30 20 27 17 6
100
Analysis: In the above table we see that 30% of the respondents µStrongly
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Agree¶ that they take the initiative regarding their nomination for a training program. 20% only µAgree¶ to the same. 27% of the respondents usually don¶t take the initiative regarding their nomination. 17% µDisagree¶ to the same.
CHART 4. . . Showing the trainer¶s initiative regarding nomination for a training program.
No. of Respondents
6%
17% 30%
Strongly Agree
Agree Neutral
Disagree
7%
Strongly Disagree 0%
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Inferences: From the above chart we infer that most of the employees give their
names for a training program to be held. There exists a well-defined training process which enables employees to acquire specific knowledge and develop specialized skill sets required for key roles.
TABLE 4.1.3. Showing the relevance and timeliness of conducting the training
program.
PARTICULARS
NO. OF RESPONDENTS
PERCENTAGE
100%
Strongly Agree Agree Neutral Disagree Strongly Disagree
TOTAL
05 12 02 04 07
30
30 20 27 17 6
100
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Analysis: In the above table we see that 30% of the respondents µStrongly
Agree¶ that the training sessions conducted are relevant and timely while 20% only µAgree¶ to the same. 27% say that the training programs are relevant and timely at times. 17% µDisagree¶ that the training programs are rele vant and timely while 6% µStrongly Disagree¶ to the same.
CHART 4.2.3. Showing the relevance and timeliness of conducting the training
program.
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No. of Respondents
23%
17%
Strongly Agree Agree
Neutral
1 %
6%
Inferences: From the above chart we infer that the training programs held at Career Craft Center are relevant and timely. The training program helps them in playing their specific roles at workplace.
TABLE 4.1.4. Showing clarity in the stated training objective much before the training program is conducted.
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Diagree
0%
Strongly Disagree
71
Career Craft Centre Leading Soft Skills Training Institute
PARTICULARS
NO. OF RESPONDENTS
PERCENTAGE
100%
Strongly Agree Agree Neutral Disagree Strongly Disagree
TOTAL
09 12 06 02 01
30
30 40 20 7 3
100
Analysis: In the above table we see that 30% of the respondents µStrongly
Agree¶ that they are clear about the stated training objective in advance. 40% of the respondents µAgree¶ to the same. 20% of the respondents are at times clear about their training objective. 7% of the respondents µDisagree¶ that they are clear about the training objective in advance and onl y 3% µStrongly Disagree¶ to the same.
CHART 4.2.4. Showing clarity in the stated training objective much before the
training program is conducted.
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No. of Respondents
7%
3%
30%
Strongly Agree
Agree Neutral Disagree
20%
Strongly Disagree
0%
Inferences: From the above chart we infer that most of the respondents are aware of the training objective much in advance before any training program is conducted. It also conveys that there exists a good interaction between the training department and its employees.
TABLE 4.1.5. Showing the effectiveness of training programs at Career Craft Centre.
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PARTICULARS
NO. OF RESPONDENTS
PERCENTAGE
100%
Strongly Agree Agree Neutral Disagree Strongly Disagree
TOTAL
15 09 04 01 01
30
50 30 14 3 3
100
Analysis: In the above table we see that 50% of the respondents µStrongly
Agree¶ that the training is very effective. 30% only µAgree¶ to the fact that training is effective. 14% think that some training programs are effective. 3% µDisagree¶ that the training programs are effective. While 3% also µStrongly Disagree¶ that the training is effective.
CHART 4.2.5. Showing the effectiveness of training programs at Career Craft
Centre.
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No. of Respondents
30% 1 % 3%
Strongly Agree
Agree Neutral Disagree
50%
Inferences: From the above table we infer that most respondents feel that the training is very effective. Training programs enable employees to acquire specific knowledge and develop speciali ed skill sets. The employees are trained in behavioral skills and leadership skills as well.
TABLE 4.1.6. Showing the improvement in knowledge and self-confidence due to training.
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7%
3%
Strongly Disagree
75
Career Craft Centre Leading Soft Skills Training Institute
PARTICULARS
NO. OF RESPONDENTS
PERCENTAGE
100%
Strongly Agree Agree Neutral Disagree Strongly Disagree
TOTAL
08 11 04 02 05
30
27 36 14 6 17
100
Analysis: In the above table we see that 27% of the respondents µStrongly
Agree¶ the training have really helped them in increasing their knowledge and self confidence. 36% µAgree¶ to the same. 14% find the training programs to be knowledgeable at times. 6% µDisagree¶ that the training programs were knowledgeable and helped in increasing their self confidence. While 17% µStrongly Disagree¶ to the same.
CHART 4.2.6. Showing the improvement in knowledge and self -confidence
due to training.
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No. of Respondents
17%
27% Strongly Agree
7% Agree Neutral
13%
Disagree
Strongly Disagree 36%
Inferences: From the above table we infer that the training needs of the respondents are met and it helps them in increasing their knowledge and selfconfidence. Most respondents seem to be very enthusiastic about undergoing different areas of training.
TABLE 4.1.7. Showing training as a key to career growth.
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PARTICULARS
NO. OF RESPONDENTS
PERCENTAGE
100%
Strongly Agree Agree Neutral Disagree Strongly Disagree
TOTAL
08 09 03 09 01
30
27 30 10 30 3
100
Analysis: In the above table we see that 27% of the respondents µStrongly
Agree¶ that the training programs help them in their career growth. 30% µAgree¶ to the same. 10% are neutral. 30% µDisagree¶ that the training would help them in their career growth. While 3% µStrongly Disagree¶ to the same .
CHART 4.2.7. Showing training as a key to career growth.
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No. of Respondents
3%
27%
30%
Strongly Agree Agree
Neutral Disagree
10%
Strongly Disagree
30%
Inferences: From the above chart we infer that the most respondents agree to the fact that the training programs would actually help them in their career growth. The respondents find the seminars/conferences very effective. According to them the firm gives top priority to training and it is actually very helpful.
TABLE 4.1.8. Showing improvement in the task related knowledge, usefulness of the training programs and ability to diagnose problems through training.
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PARTICULARS
NO. OF RESPONDENTS
PERCENTAGE
100%
Strongly Agree Agree Neutral Disagree Strongly Disagree
TOTAL
12 09 02 04 03
30
40 30 6 14 10
100
Analysis: In the above table we see that - 40% of the respondents µStrongly
Agree¶ that the training programs held has improved their ability to analyze and diagnose problems that they confront. 30% µAgree¶ to the same. 6% feel that the training programs at times help them to diagnose problems that they confront. 14% µDisagree¶ that the training programs help them in diagnosing the problems that they confront and 10% µStrongly Disagree¶ for the same.
CHART 4.2.8. Showing improvement in the task related knowledge, usefulness
of the training programs and ability to diagnose problem s through training.
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No. of Respondents
10% Strongly Agree 40%
7% Agree Neutral Disagree
13%
Strongly Disagree
30%
Inferences: From the above chart we conclude that the training department is very responsive to their training needs and it actually helps them in improving their ability to analyze and diagnose problems that they confront.
TABLE 4.1.9. Showing the responsiveness of training department to the training requests.
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PARTICULARS
NO. OF RESPONDENTS
PERCENTAGE
100%
Strongly Agree Agree Neutral Disagree Strongly Disagree
TOTAL
11 09 05 03 02
30
37 30 17 10 6
100
Analysis: In the above table we see that 37% of the respondents µStrongly
Agree¶ that the training department is responsive to their training requests. 30% µAgree¶ for the same. 17% at times feel that the training department is responsive to their training needs. 10% µ Disagree¶ that the training department is responsive to their training needs and 6% µStrongly Disagree¶ for the same.
CHART 4.2.9. Showing the responsiveness of training department to the
training requests.
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No. Of Respondents
%
30% 0%
%
36%
Inferences: From the above table we infer that the training department is responsive to the needs of the employees. The requirements of the employees are made from time to time.
TABLE 4.1.10. Showing the responsiveness towards the modifications in the training modules based on the feedback given by the trainees.
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4
2 45
32
Strongly Agree
Agree Neutral Disagree
%
Strongly Disagree
83
Career Craft Centre Leading Soft Skills Training Institute
PARTICULARS
NO. OF RESPONDENTS
PERCENTAGE
100%
Strongly Agree Agree Neutral Disagree Strongly Disagree
TOTAL
07 06 02 08 07
30
23 20 7 27 23
100
Analysis: In the above table we see that 23% of the respondents µStrongly
Agree¶ that the training modules are modified regularly based on the feedback given by the students. 20% µAgree¶ for the same. 7% believe that the training modules are modified at times based on the feedback given by the trainees. 27% µDisagree¶ that the training modules are modified regularly. And 23% µStrongly Disagree¶ for the same.
CHART 4.2.10. Showing the responsiveness towards the modifications in the
training modules based on the feedback given by the trainees.
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No. of Respondents
23%
23%
Strongly Agree
Agree Neutral Disagree 20%
Strongly Disagree
27% 7%
Inferences: From the above chart we infer that the training department at Career Craft is responsive towards the modifications in the training modules based on the feedback given by the trainees.
TABLE 4.1.11. Showing constructive feedback provided on the job after training.
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8 76
85
Career Craft Centre Leading Soft Skills Training Institute
PARTICULARS
NO. OF RESPONDENTS
PERCENTAGE
100%
Strongly Agree Agree Neutral Disagree Strongly Disagree
TOTAL
06 13 03 03 05
30
20 43 10 10 17
100
Analysis: In the above table we can see that - 20% of the respondents µStrongly
Agree¶ that they have been provided with regular and constructive feedback concerning their progress. 43% µAgree¶ for the same. 10% think that they are provided with the feedback at times.10% µDisagree¶ that they have been provided with regular and constructive feedback. And 17% µStrongly Disagree¶ for the same.
CHART 4.2.11. Showing constructive feedback provided on the job after
training.
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No. of Respondents
17%
20% Strongly Agree
10%
Agree Neutral
10%
Disagree
Strongly Disagree 43%
Inferences: From the above chart we infer that the Employees are provided constructive feedback on the job after training. This acts as a motivation for them for improvement.
TABLE 4.1.1 . Showing the regularity in attending the training sessions.
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PARTICULARS
NO. OF RESPONDENTS
PERCENTAGE
100%
Strongly Agree Agree Neutral Disagree Strongly Disagree
TOTAL
08 11 04 02 05
30
27 36 14 4 17
100
Analysis: In the above table we see that 27% of the respondents µStrongly
Agree¶ that they regularly attend the training sessions. 36% µAgree¶ for the same. 14 % sometimes attend the training sessions. 4% µDisagree¶ that they attend the training sessions regularly. 17% µStrongly Disagree¶ for the same.
CHART 4.2.12. Showing the regularity in attending the training sessions.
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No. of Respondents
17%
27% Strongly Agree 7%
Agree Neutral 13% Disagree
Strongly Disagree
36%
Inferences: From the above chart we infer that thethe employees at Career Craft are regular in attending the training programs. Majority of the employees also seem to be dissatisfied and they don¶t attend the training sessions regularly.
TABLE 4.1.13. Showing the relevance and timeliness of conducting the training programs.
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PARTICULARS
NO. OF RESPONDENTS
PERCENTAGE
100%
Strongly Agree Agree Neutral Disagree Strongly Disagree
TOTAL
06 13 03 03 05
30
20 43 10 10 17
100
Analysis: In the above table we see that 20% of the respondents µStrongly
Agree¶ to the relevance and timeliness of the training programs. 43% only µAgree¶ to the relevance and timeliness of the training programs. 10% seem to be neutral. 10% µDisagree¶ to the relevance and timeliness of the train ing programs. And 17% also µStrongly Disagree¶ for the same.
CHART 4.2.13. Showing the relevance and timeliness of conducting the
training programs.
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No. of Respondents
17%
20% Strongly Agree
10%
Agree Neutral Disagree
10% 43%
Strongly Disagree
Inferences: From the above chart we infer that the training programs conducted for the employees at Career Craft Centre are relevant and timely. The respondents opine that prior notification is given in case the training programs are to be postponed.
TABLE 4.1.14. Showing the level of satisfaction with the number of training sessions being conducted.
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G FE
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PARTICULARS
NO. OF RESPONDENTS
PERCENTAGE
100%
Strongly Agree Agree Neutral Disagree Strongly Disagree
TOTAL
09 06 08 05 02
30
30 20 27 17 6
100
Analysis: In this table we see that 30% of the respondents are satisfied with the
number of training sessions being conducted. 20% µAgree¶ that the training timings are comfortable for them. 27% are of the view that the training timings are not comfortable for them. 17% are dissatisfied with the timings and the rest 6% are very dissatisfied with the timings of the trainings.
CHART 4.2.14. Showing the level of satisfaction with the number of training
sessions being conducted.
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6%
17%
30%
Strongly Agree
Agree Neutral
Disagree Strongly Disagree 27% 20%
Inferences: From the above table we infer that the employees are satisfied with the number of training sessions being conducted. The training sessions are held regularly. Some respondents seem to be dissatisfied with the number of training sessions.
TABLE 4.1.15. Showing the idealness of the current timings of the training program.
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P IH
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PARTICULARS
NO. OF RESPONDENTS
PERCENTAGE
100%
Strongly Agree Agree Neutral Disagree Strongly Disagree
TOTAL
09 12 06 02 01
30
30 40 20 7 3
100
Analysis: In the above table we see that - 30% of the respondents µStrongly
Agree¶ to the idealness of the current timings of the training program. 40% µAgree¶ to the same. 20% at times find it difficult to adjust with the timings of the training program. 7% of the respondents µDisagree¶ to the idealness of the current timings of the training program. 3% µStrongly Disagree¶ to the same.
CHART 4.2.15. Showing the idealness of the current timings of the training
program.
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No. of Respondents
3% %
30%
20%
Inferences: From the above chart we infer that the trainees have ideal timings for training programs at Career Craft Centre. Some seem to be dissatisfied with the current timings.
TABLE 4.1.16. Showing the number of trainees enrolled to the E-Learning course and their level of satisfaction.
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S RQ
T
Strongly Agreee
Agree Neutral Disagree
Strongly Disagree
40%
95
Career Craft Centre Leading Soft Skills Training Institute
PARTICULARS
NO. OF RESPONDENTS
PERCENTAGE
100%
Strongly Agree Agree Neutral Disagree Strongly Disagree
TOTAL
07 06 02 08 07
30
23 20 7 27 23
100
Analysis: In the above table we see that 23% of the respondents µStrongly
Agree¶ that they are satisfied with the E- Learning course provided by Career Craft. 20% µAgree¶ to the same. 7% of the respondents are at times satisfied with the E-Learning course provided by Career Craft. 27% respondents µDisagree¶ that the E-Learning course is actually helpful. 23% µStrongly Disagree¶ to the same.
CHART 4.2.16. Showing the number of trainees enrolled to the E -Learning
course.
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No. of Respondents
23%
23%
Strongly Agree
Agree Neutral Disagree 20%
Strongly Disagree
27% 7%
Inferences: From the above chart we infer that majority of the employees are aware of the E=Learning course and are satisfied also with the course. At the same time some respondents seem to be unaware of the E-Learning course offered by Career Craft Centre.
TABLE 4.1.17. Showing the satisfaction level of trainees with the assignment based methodology.
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PARTICULARS
NO. OF RESPONDENTS
PERCENTAGE
100%
Strongly Agree Agree Neutral Disagree Strongly Disagree
TOTAL
06 13 03 03 05
30
20 43 10 10 17
100
Analysis: In the above table we see that- 20% of the respondents are satisfied
with the assignment based methodology used by the trainers. 43% µAgree¶ to the same. 10% of the respondents at times are satisfied with the assignment based methodology used by the trainers. 10% of the respondents are not satisfied with the assignment based methodology used by the trainers. 17% responde nts µStrongly Disagree¶ to the same.
CHART 4.2.17. Showing the satisfaction level of trainees with the assignment
based methodology.
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No. of Respondents
17%
20% Strongly Agree
10%
Agree Neutral
10%
Disagree
Strongly Disagree 43%
Inferences: From the above table we infer that the respondents are satisfied with the assignment based methodology. At the same time some respondents find it to be time taking and ineffective.
TABLE 4.1.18. Showing the usage of case study methodology during training.
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` YX
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PARTICULARS
NO. OF RESPONDENTS
PERCENTAGE
100%
Strongly Agree Agree Neutral Disagree Strongly Disagree
TOTAL
08 09 03 09 01
30
27 30 10 30 3
100
Analysis: In the above table we see that - 27% of the respondents µStrongly
Agree¶ that the trainers use case study methodology during training. 30% µAgree¶ to the same. 10% respondents are of the view that the trainers use the case study methodology at times. 30% respondents µDisagree¶ that the t rainers use case study methodology during training. 3% µStrongly Disagree¶ to the same.
CHART 4.2.18. Showing the usage of case study methodology during training.
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No. of Respondents
10% Strongly Agree
Agree
30% 30% 33%
Neutral Disagree
Strongly Disagree
3% 27%
Inferences: From the above table we infer that the trainers use case study methodology during the training programs for easy understandability of the subject matter and increase their in-depth knowledge on the subject.
TABLE 4.1.19. Showing the sufficiency of reference materials.
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c ba
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PARTICULARS
NO. OF RESPONDENTS
PERCENTAGE
100%
Strongly Agree Agree Neutral Disagree Strongly Disagree
TOTAL
06 12 03 06 03
30
20 40 10 20 10
100
Analysis: In the above table we see that 20% of the respondents µStrongly
Agree¶ that the reference materials provided during the training programs is sufficient. 40% µAgree¶ for the same. 10% are of the view that some reference materials are really helpful while the others are not. 20% of the r espondents µDisagree¶ that the reference material provided during the training program is sufficient. 10% µStrongly Disagree¶ for the same.
CHART 4.2.19. Showing the sufficiency of reference materials.
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No. of Respondents
10% Strongly Agree
40% Agree 10% 20% Disagree
30%
Neutral
Strongly Disagree 20%
Inferences: From the above table we infer that the reference materials provided to the students during the training programs are sufficient at large. Still it needs to be more relevant concerning the subject matter.
TABLE 4.1. 0. Showing the improvement in knowledge and self-confidence due to training.
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PARTICULARS
NO. OF RESPONDENTS
PERCENTAGE
100%
Strongly Agree Agree Neutral Disagree Strongly Disagree
TOTAL
15 09 04 01 01
30
50 30 14 3 3
100
Analysis: In the above table we see that 50% of the respondents µStrongly
Agree¶ that the training programs that they have attended have helped them in increasing their knowledge and self -confidence. 30% respondents µAgree to the same. 14% respondents are of the view that some training programs helped them in increasing their knowledge and self -confidence. 3% µDisagree¶ that the training programs that they have attended have helped them in increasing their knowledge and self-confidence. 3% µStrongly Disagree¶ for the same.
CHART 4.2.20. Showing the improvement in knowledge and self-confidence
due to training.
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No. of Respondents
3% 3% 14% Strongly Agree
Agree
50%
Neutral Disagree
30%
Strongly Disagree
Inferences: From the above table we infer that there has been a considerable improvement in the knowledge and self-confidence of the respondents from the training sessions. The training sessions have helped them in increasing their knowledge, skill sets and confidence to face job interviews.
TABLE 4.1. 1. Showing the responsiveness towards the modifications in the training modules based on the feedback given by the trainees.
i hg
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PARTICULARS
NO. OF RESPONDENTS
PERCENTAGE
100%
Strongly Agree Agree Neutral Disagree Strongly Disagree
TOTAL
11 09 05 03 02
30
37 30 17 10 6
100
Analysis: In the above table we see that - 37% of the respondents µStrongly
Agree¶ that the training modules are modified based on the feedback given by the students. 30% respondents µAgree¶ to the same. 17% respondents are of the view that the training modules are modified at times. 10% µDisagree ¶ that the training modules are modified regularly based on the feedback of the trainees. 6% µStrongly Disagree¶ for the same.
CHART 4.2.21. Showing the responsiveness towards the modifications in the
training modules based on the feedback given by the t rainees.
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No. of Respondents
3%
26%
31%
Strongly Agree
Agree Neutral Disagree
14% 26%
Strongly Disagree
Inferences: From the above chart we infer that the training modules are regularly modified based on the feedback given by the students. Only some respondents seem to be unhappy with the training modules.
TABLE 4.1. placement.
. Showing the response of trainees regarding their upcoming
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r qp
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PARTICULARS
NO. OF RESPONDENTS
PERCENTAGE
100%
Strongly Agree Agree Neutral Disagree Strongly Disagree
TOTAL
12 11 04 02 01
30
40 36 14 7 3
100
Analysis: In the above table we see that - 40% of the respondents µStrongly
Agree¶ regarding the improvements in their upcoming placement. 36% µAgree¶ to the same. 14% think that the placement can be affected. 7% µDisagree¶ regarding the improvements in their upcoming placement. 3% µStrongly Disagree¶ for the same.
CHART 4.2.22. Showing the response of trainees regarding their upcoming
placement.
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No. of Respondents
37%
13%
Strongly Agree 3%
Agree Neutral
10% 7% 40%
Disagree
Strongly Disagree
Inferences: From the above table we infer that majority of the respondents have a positive response regarding their upcoming placement. They are of the view that there would be considerable improvements after undergoing pre-placement training.
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CHAPTER - 5
SUMMARY OF FINDINGS CONCLUSIONS AND SUGGESTIONS
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5.1 SUMMARY OF FINDINGS
The respective findings are recorded on analyz ing and evaluating the data obtained from the samples of respondents- Trainers and Trainees: Career Craft gives top priority to training and development. It assists in personality development, soft skills training, HR outsourcing, corporate training and student counseling. There exists a well defined training process for the students and regular sessions are conducted as per the schedule of the students. Most of the students feel that the training sessions are relevant and are conducted on time. Respondents are of the view that if at times they are unable to attend the training sessions, they are rescheduled. Students are trained in communication skills, behavioral skills and leadership skills. Respondents believe that the training department at Career Craft is responsive of their training needs.
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Most of the respondents are satisfied with the training sessions related to communication skills, behavioral skills and leadership skills. However the respondents still feel that it would be better if more training programs are offered in these areas and also more frequently. Classroom training includes lectures, group activities, role plays, group discussions and other proven methodologies which help in student¶s enhancement in terms of personality and self -confidence. The training sessions combine relevant theory and practical knowledge, ensuring that the learners acquire the required knowledge and build essential skills under the guidance of an experienced, qualified and competent trainer. Most of the respondents feel that their training needs which are requested are met. Respondents believe that the training calendar helps them plan their training requirements. Most respondents seem to be unaware of the E-learning course offered by Career Craft. Only 40% of the respondents have enrolled for an E learning course. 72% of the respondents are satisfied with the internal as well as external trainers chosen by the training department.
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Majority of the respondents agree that reference materials given during the enrolment of the pre -placement training are effective. 72% of the respondents are satisfied with the content of the study materials given during the training sessions. Some respondents are of the view that the content of the books available in their college library are relevant to what they learn during the training sessions. Others are unaware of the books in their college library or are of the view that the books and their training lessons are completely irrelevant. Certain respondents are of the view that in case the students are not able to attend the training sessions, they can be allotted certain convenient timing to meet the trainer. Some respondents feel that the student¶s interaction with the trainers needs to be increased.
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Kirkpatrick's four levels of evaluation mode l:
The four levels of Kirkpatrick's evaluation model essentially measure:
Reaction of student - what they thought and felt about the training Learning - the resulting increase in knowledge or capability Behavior - extent of behavior and capability improvement and
implementation/application
Results - the effects on the business or environment resulting from the
trainee's performance All these measures are recommended for full and meaningful evaluation of learning in organizations, although their application broadly increases in complexity, and usual ly cost, through the levels from level.
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Quick Training Evaluation and Feedback Form, based on Kirkpatrick's Learning Evaluation Model
Level Evaluation Evaluation type description and characteristics 1 Reaction Reaction evaluation is how the delegates felt about the training or learning experience. Learning evaluation is the measurement of the increase in knowledge - before and after.
Examples of evaluation tools and methods 'Happy sheets', feedback forms.
Relevance and practicability Quick and very easy to obtain.
Verbal reaction, Not expensive to gather post-training surveys or to analyse. or questionnaires. Typically assessments or tests before and after the training. Interview or observation can also be used. Relatively simple to set up; clear-cut for quantifiable skills. Less easy for complex learning.
2
Learning
3
Behaviour
Behaviour evaluation is the extent of applied learning back on the job implementation.
Observation and interview over time are required to assess change, relevance of change, and sustainability of change. Measures are already in place via normal management systems and reporting - the challenge is to relate to the trainee.
Measurement of behaviour change typically requires cooperation and skill of line-managers.
4
Results
Results evaluation is the effect on the business or environment by the trainee.
Individually not difficult; unlike whole organisation. Process must attribute clear accountabilities.
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5.2 CONCLUSION
³People do not like to think. If one thinks, one must reach conclusions. Conclusions are not always pleasant´ Helen Keller
o
Training and development is the core of human resource activities as HRD is a tool to empower the human relation to fulfill their objectives as well as complete the objectives in the organization effectively.
The current employment climate in the education sector has put severe limitations on the ability of the firm to recruit and retain employees with experience in the educa tion sector. In many cases, they are promoting from within, or relying on invitation that untrained recruits are trainable. This situation is even more apparent in the limited moderate service sectors.
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In the current climate, they are dealing with employee s often with no experience, whose longetivity is relatively brief. With little training and a steep learning curve, it becomes the µdeep end of the pool¶ training. That is, they throw them into the deep end of the pool and wait on the side. If they float, they figure, they will make it. The other side of the coin is that with such a short average duration on the job, many companies are reluctant to spend thousands and lacs sending them to training.
But, Career Craft increasing the learning curve has enable d employees to generate revenue for the firm as the goal of effective training within the organization. Whether training occurs in seminar setting or one -to-one, results have been tangible in terms of an employee¶s immediate effectiveness and has also been quantifiable.
From the survey, analysis and evaluation of data, it can be concluded that the company has installed a good training process. The training is perceived as the positive activity and training calendar is appropriate for the organizational nee ds and also the employees are enthusiastic and interested to attend more training programs.
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5.3 SUGGESTIONS
To sum up with the feedback of the respondents in the questionnaire, the suggestions for improvement of Career Craft Centre are:
Training program should be made very interactive so that it will be very interesting. The exiting training programs should be made more structured. Every employee should be made aware of the fact that he/she can request for training sessions to be conducted frequently. Training can be made mandatory every year so that all employees are well trained in one area or another. The number of behavioral trainings should be increased. Online tutorials can be offered to students who are not able to attend the training sessions. Soft copy/PPTs of whatever training is being conducted so far should be kept in a shared folder as ³Knowledge Base´ for future reference.
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BIBLIOGRAPHY
Bohlander & Smell, Managing Human Resources, 13 th Edition, Thomson South-Western, Bangalore, 2005. Robyn Peterson, Training Need Analysis in the workplace, 11 th Edition Kogan Page Publishers. S.S Khanka, Human Resource Management, 12 th Edition, S. Chand & Company Ltd., New Delhi, 2008. P.Subba Rao, Personnel and HRM, 4th Edition, Himalaya Publishing House, New Delhi 2010.
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ANNEXURE
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QUESTIONNAIRE
(TRAINERS)
Name: Department: Designation: Number of training sessions conducted:
Note: The values in the following statements represent:
1. 2. 3. 4. 5.
Strongly Agree Agree Neutral Disagree Strongly Disagree
1. I attend training sessions held at Career Craft regularly. 1. 2. 3. 4. 5.
2. I always take the initiative regarding my nomination for a training program. 1. 2. 3. 4. 5.
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3. I am able to manage with my schedule and attend the training sessions held at Career Craft Centre regularly. 1. 2. 3. 4. 5.
4. I am clear about the stated training objective much in advance before the training session is being conducted. 1. 2. 3. 4. 5.
5. I regularly use the knowledge that I gain from the training sessions. 1. 2. 3. 4. 5.
6. Training has helped me a lot in increasing my knowledge and self confidence. 1. 2. 3. 4. 5.
7. The training programs that I have attended have helped me in my career growth. 1. 2. 3. 4. 5.
8. The training programs held have improved my ability to analyse and diagnose problems that I confront. 1. 2. 3. 4. 5.
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9. Is the training department responsive to your training requests? 1. 2. 3. 4. 5.
10. The training modules are modified regularly based on the feedback given by the trainees. 1. 2. 3. 4. 5.
11. I have always been provided with regular and constructive feedback concerning my progress on the job after training. 1. 2. 3. 4. 5.
12. Do you have any suggestion that may help in improving the training process of Career Craft Centre? --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- .
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QUESTIONNAIRE
(TRAINEES)
Name: College: Course: Number of training sessions attended: Training sessions attended None 1-5 Programmes 6-10 Programmes More than 10 Programmes Total
Note: The values in the following statements represent:
6. Strongly Agree 7. Agree 8. Neutral 9. Disagree 10. Strongly Disagree
1.I attend training sessions held at Career Craft regularly. 1. 2. 3. 4. 5.
2.The training programs conducted are relevant and timely. 1. 2. 3. 4. 5.
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3.I am satisfied with the number of training sessions conducted by Career Craft Centre. 1. 2. 3. 4. 5.
4.I am able to manage with my schedule and attend the training sessions conducted by Career Craft Centre regularly. 1. 2. 3. 4. 5.
5.I have enrolled myself for an E- Learning course provided by Career Craft Centre? 1. 2. 3. 4. 5.
6.I am satisfied with the assignment based training methodology. 1. 2. 3. 4. 5.
7. The trainers use case study methodology for us to understand the subject better. 1. 2. 3. 4. 5. 8. The trainers provide ample reference material during the training sessions. 1. 2. 3. 4. 5.
9. The training sessions have helped me in increasing my industry knowledge and self confidence to face interviews. 1. 2. 3. 4. 5.
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10. The training modules are modified regularly based on the feedback given by the students. 1. 2. 3. 4. 5.
11. The training programs conducted by Career Craft would help me for my placements. 1. 2. 3. 4. 5.
12. Do you have any suggestion that may help in improving the pre- placement training pattern of Career Craft Centre? --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- .
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doc_883864748.docx
"Effectiveness of pre placement training"
Career Craft Centre Leading Soft Skills Training Institute
EFFECTIVENESS OF PRE-PLACEMENT TRAINING FOR ENGINEERING STUDENTS (A STUDY CONDUCTED FOR CAREER CRAFT CENTRE, BANGALORE)
PROJECT REPORT SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS OF TWO YEAR POST GRADUATE DIPLOMA IN BUSINESS ADMINISTRATION
BY BINTY AGARWAL Reg No.- 2K10016 UNDER THE GUIDANCE OF PROF. NITU SHARMA
MOUNT CARMEL INSTITUTE OF MANAGEMENT BANGALORE 560052 2010-2012
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CERTIFICATE BY THE GUIDE
This is to certify that the Training Report is based on the original study entitled, ³Effectiveness of Pre- Placement Training for Engineering Students´. (A study conducted for Career Craft Centre, Bangalore). Ms. Binty Agarwal has conducted the project study under my guidance. She has attended all the required guidance sessions held. This project report has not formed the basis, for the award of any other Degree/Diploma of any University or Institute.
Signature of the Guide Prof. Nitu Sharma
Signature of the Director Sr.Albina
Date: Place: Bangalore
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DECLARATION
I hereby declare that this project report entitled ³Effectiveness of Pre Placement Training for Engineering Students´ (A study conducted for Career Craft Centre, Bangalore) has been prepared by me in partial fulfillment of the two year Post Graduate Program in Business Administration at Mount Carmel Institute of Management. I also declare that this project report has not formed the basis for the award of any other Degree/Diploma of any University or Institution.
Ms.Binty Agarwal
Date: Place: Bangalore
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ACKNOWLEDGEMENTS
I would like to express my sincere thanks to Director Sr. Albina and Dean Academics
Prof. Michael Noronha, Mount Carmel Institute of Management for giving me an
Opportunity to take up this study.
I would like to take this opportunity to extend my deepest gratitude to Director, Mr. BS
Sandesh Career Craft center, Bangalore for giving me an opportunity of conducting my
project in the esteemed Organization and for guiding me during the preparation of my Project. My hearty thanks to all the members of Career Craft who co -operated with me to complete my work.
I would like to thank Prof. Nitu Sharma for her invaluable guidance and unconditional support during the entire duration of the project and for making this kind of a project possible.
I have immense gratitude to my beloved family and friends who have contributed towards the accomplishment of this arduous task. Finally, I would like to thank all those who have helped me directly or indirectly in the completion of this project.
Ms.Binty Agarwal Bangalore
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LIST OF CONTENTS
SL NO. 1. 2.
CHAPTER 1
PAGE NO.
INTRODUCTION
CHAPTER 2 (RESEARCH DESIGN)
1 - 16 17 - 26 17 18 19 20 20 - 21 21 22 22 - 23 23 24 24 - 26
a. b. c. d. e. f. g. h. i. j. k.
A brief introduction of the subject background Statement of the problem Scope of the study Objective of the study Operational definitions of the concepts Methodology Sampling plan for Collection of Data Tools and techniques for collection of data Plan of analysis Limitations of the study An overview of the chapter scheme
CHAPTER 3
3.
COMPANY PROFILE
CHAPTER 4
27 - 47
4.
ANALYSIS AND INTERPRETATION OF DATA
CHAPTER 5
48 - 93
5.
SUMMARY OF FINDINGS, CONCLUSIONS AND SUGGESTIONS
94 - 101
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LIST OF TABLES AND GRAPHS
TABLE NO.
SUBJECT
PAGE NO.
Table 4.1.1 Showing the regularity of Employees. Chart 4.2.1 Table 4.1.2 Showing the trainer¶s initiative regarding Nomination. Chart 4.2.2 Table 4.1.3 Showing the relevance and timeliness Of training program. Chart 4.2.3 Table 4.1.4 Showing clarity in the training objective. 56 Chart & Inference 54 Chart & Inference 52 50
Chart & Inference
51
53
55
Chart 4.2.4 Table 4.1.5
Chart & Inference Showing the effectiveness of training Program.
57 58
Chart 4.2.5 Table 4.1.6
Chart & Inference Showing improvements in knowledge and Self-confidence after training.
59 60
Chart 4.2.6
Chart & Inference
61
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TABLE NO.
SUBJECT
PAGE NO.
Table 4.1.7 Showing training as a key to Career Growth. Chart 4.2.7 Table 4.1.8 Showing the usefulness of training programs. Chart 4.2.8 Table 4.1.9 Showing the responsiveness of training dept. to training requests. Chart 4.2.9 Table 4.1.10 Showing the responsiveness of feedback given by the trainees. Chart 4.2.10 Table 4.1.11 Showing constructive feedback provided after training. Chart 4.2.11 Table 4.1.12 Showing regularity in attending the training sessions. 72 70 Chart & Inference 68 66 64 62
Chart & Inference
63
Chart & Inference
65
Chart & Inference
67
69
Chart & Inference
71
Chart 4.2.12
Chart & Inference
73
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TABLE NO.
SUBJECT
PAGE NO.
Table 4.1.13 Showing the relevance and timeliness of training programs. Chart 4.2.13 Table 4.1.14 Showing the level of satisfaction. Chart 4.2.14 Table 4.1.15 Showing the idealness of the training Programs. Chart 4.2.15 Table 4.1.16 Showing the number of trainees enrolled to the E-Learning course. Chart 4.2.16 Table 4.1.17 Showing the level of satisfaction with the assignment based methodology. Chart 4.2.17 Table 4.1.18 Showing the usage of case study methodology during training. 84 Chart & Inference 82 80 Chart & Inference 78 76 Chart & Inference 74
75
Chart & Inference
77
79
Chart & Inference
81
83
Chart 4.2.18
Chart & Inference
85
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TABLE NO.
SUBJECT
PAGE NO.
Table 4.1.19 Showing the sufficiency of reference materials. Chart 4.2.19 Table 4.1.20 Showing the improvement in knowledge and Self-confidence due to training. Chart 4.2.20 Table 4.1.21 Showing the responsiveness towards the feedback given by trainees. Chart 4.2.21 Table 4.1.22 Showing the response of trainees regarding their upcoming placement. Chart 4.2.22 92 Chart & Inference 90 Chart & Inference 88 86
Chart & Inference
87
89
91
Chart & Inference
93
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CHAPTER - 1
INTRODUCTION
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1.0 INRODUCTION
Human Resource Management: An Introduction:
An organization is made up of four resources, namely, men, material, money and machinery. Of these, the first one is living one, that is, human and other three are non living that is, non-human. It is the human/people that make use of non-human resources. Hence, people are the most significant resources in an organization.
Human Resource Management
(HRM) is the management
of an
organization's employees. This includes employment and arbitration in accord with the law, and with a company's directives. Thus, HRM can be defined as a process of procuring, developing and maintaining competent human resources of the organization so that the goals of an organization are achieved in an effective and efficient manner. In short, HRM is an art of managing people at work in such a manner that they give their best to the organization for achieving its set goals.
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Its features include: Organizational management Personnel administration Manpower management Industrial management.
HRM AS A CENTRAL SUBSYSTEM:
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Role of Human Resources Management:
Human Resources Management plays the most crucial role in the conversion process of inputs into outputs. Product design, quality maintenance, rendering services etc. depend upon the efficiency of human resources. Similarly, human resources plays critical role in marketing the products and services. Human Resources also play significant role in managing finances and managing information systems.
Human Resources Development (HRD) is a framework for the expansion of
human capital within an organisation. Human Resources Development is a combination of Training and Education that ensures the continual improvement and growth of both the individual and the organisation.
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Training:
Organization and individual should develop and progress simultaneously for their survival and attainment of mutual goals. So, every modern management has to develop the organization through human resources development. Training is a specialized function and is one of the fundamental operative functions for human resource management. Training is a process whereby an individual acquires job-related skills and knowledge. It is a cost to firms to pay for the training and also to suffer the loss of working hours whilst an employee is being trained.
A formal definition of training & development is« ³It is any attempt to improve current or future employee performance by increasing an employee¶s ability to perform through learning, usually by changing the employee¶s attitude or increasing his or her skills and knowledge´. The need for training & development is determined by the employee¶s performance deficiency, computed as follows:
Training & Development Need = Standard Performance ± Actual Performance.
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Development:
Employee training is distinct from management development or executive development. While the former refers to the training given to employees in the areas of operations, technical and allied areas, the latter refers to developing an employee in the areas of principles and techniques of management, administration, organization and allied areas . Training, as was stated earlier, refers to the process of imparting specific skills. Education, on the other hand, is confined to theoretical learning in classrooms.
Training refers to the process of imparting specific skills. Development refers to the learning opportunities
designed to help employees grow.
Education is theoretical learning in classroom.
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Pre- Placement Training:
With the world still recovering from recession the opportunities for fresh graduates are very few. In such times one cannot afford to let go of any chance to succeed in pre-placements. The Pre-Placement Training aims at sharpening the skills of individual¶s for success in placement tests from Personal Interviews, to Group Discussions and resume building. Extensive
brainstorming, highly personalized environment, great lectures and feedbacks set the stage right for individuals to go ahead and succeed. A perfe ct blend of soft skills and relevant information ensures that the students develop confidence and are ready to face the selection process.
Though the number of eligible students for campus tests has been on an upward spiral, the success rate in the job corridors continues to be abysmal ² around 15 to 18 per cent, according to recent statistics. The reason, in most instances, is lack of soft skills and aptitude skills in students seeking placements.
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Importance of Pre-Placement Training:
Pre-Placement Training is conducted to enable the student to appreciate the importance of teamwork and to assist in understanding the nuances of corporate grooming & dressing, soft skills, corporate etiquette and the ethical dilemmas present in businesses.
Students are trained to develop the necessary skill-sets to handle interviews in the best manner possible. Industry related technical workshops are being organized to ensure better strike rate in placements. The Program aims at covering all the aspects involved in v arious campus placement processes of different companies like:
HR Related Activities:
A dedicated team of HR professionals carry out various activities which aim at helping students to handle the challenges of the corporate world.
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Aims/Objectives of Training and Development:
The fundamental aim of training is to help the organization achieve its purpose by adding value to its key resourc e ± the people it employs. The particular objectives of training are to:
Develop the competences of employees and improve their performance; Help people to grow within the organization in order that, as far as possible, its future needs for human resource can be met from within; To impart the new entrants the basic knowledge and skills they need for an intelligent performance of a definite job. To prepare employees for higher level tasks. To promote individual and collective morale, a sense of responsibility, co-operative attitudes and good relationships.
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Need for Training: Training is the act of improving one¶s knowledge and skill
to improve his/her job performance. Training is job -oriented. It bridges the gap between what the employee has and what the job demands. As a matter of fact, the need for training has been recognized as an essential activity not onl y in the business organizations, but also in Academic Institutions, Professional Bodies and the Government Departments.
The needs for training are as follows:
The ever widening gap between planning, implementation and completion of projects. Technological change necessitating acquisition of new knowledge, ability and skills. Increasing qualitative demand for managers, workers and students in colleges. Need for both individuals and organizations to grow at rapid pace. To meet challenges posed by the global competition.
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Training and Development as a source of competitive Advantage:
Companies derive competitive advantage from training and development. Training and development programmes, help remove performance deficiencies in employee. This is particularly true when:
The deficiency is caused by a lack of ability rather than a lack of motivation to perform. Supervisors and peers are supportive of the desired behaviors.
Importance/Benefits of Employee Training:
How Training Benefits the Organization:
Leads to improved profitability and/or more positive attitudes towards profit orientation. Improves the job knowledge and skills at all levels of the organization. Helps people identify with organizational goals .
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Helps create a better corporate image. Fosters authenticity, openness and trust. Improves relationship between boss and subordinate . Aids in organizational development . Learns from the trainee. Aids in understanding and carrying out organizational policies. Provides information for future needs in all areas of the organization . Organization gets more effective decision -making and problem-solving skills.
Benefits to an Employee/Student:
Helps the individual in making better decisions and effective problem solving. Through training and development, motivational variables of recognition, achievement, growth, responsibility and advancement are internalized and operationalised. Aids in encouraging and achieving self -development and self-confidence.
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Helps a person handle stress, tension, frustration and conflict . Increases job satisfaction and recognition . Moves a person towards personal goals while improving interactive skills. Satisfies personal needs of the trainer (and trainee) . Provides the trainee an avenue for growth and a say in his/her own future . Develops a sense of growth in learning.
Benefits in Personnel and Human Relations, Intra-group & Inter-group Relations and Policy Implementation:
Improves communication between groups and individu als. Provides information on equal opportunity and affirmative action . Improves interpersonal skills. Improves morale. Builds cohesiveness in groups. Provides a good climate for learning, growth, and co -ordination. Makes the organization a better place to work and live.
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The Training Process
Needs assessment (a) Organization al support (b) Organization al analysis (c) Task and KSA analysis (d) Person analysis
Instructional Objective Selection and design of instructional programs Training
Developm ent of criteria
Training Validity
Transfer Validity Intraorgan izational validity Interorgan izational validity
Use of evaluation models
The Training Process
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Training Effectiveness:
The effectiveness of training is a measurement of learning. It is determined by comparing post-test scores with pre-test scores and then measuring the net change. A measurement of learning is not training effectiveness - it's a measure of learning. If you learn everything required, but fail to put it to use the required outcomes are not achieved. Generally effectiveness measures are defined in terms of the extent to which a set of objectives are met.
Training efficiency is generally defined as the number of units output for the number of units input. Here are some examples:
Number of training courses achieving the required outcomes ----------------------------------------------------------------- x 100% Total number of training courses delivered
or
100% x Total benefits / Total costs
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Why Measure Training Effectiveness?
Many training programs fail to deliver the expected organizational benefits. Having a well-structured measuring system in place can help to determine where the problem lies. On a positive note, being able to demonstrate a real and significant benefit to the organization from the training, the skills and abilities of the available resources can be improved.
Impediments to Effective Training: There are many impediments which can
make a training programme ineffective. Following are the major hindrances:
Management Commitment is Lacking and Uneven. Aggregate Spending on Training is Inadequate. Educational Institutions Award Degrees but Graduates Lack Skills. Large-scale Poaching of Trained Workers. Employers and B Schools Must Develop Closer Ties.
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The Kirkpatrick Model:
The most well-known and used model for measuring the effectiveness of training programs was developed by Donald Kirkpatrick in the late 1950s. The basic structure of Kirkpatrick¶s four-level model is shown below. Kirkpatrick Model for Evaluating Effectiveness of Training Programs
Level 4 Results
The organizational benefits resulting from training.
Level 3 Behavior
Change in the behavior of participants as a result of training.
Improvements in the knowledge, skills and
Level 2 -
attitude of the participants as a result of
Learning
training.
Level 1 Reaction
Reaction of the participants to the training program.
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CHAPTER - 2
DESIGN OF THE STUDY
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2.0 DESIGN OF THE STUDY
2.1. Introduction:
Human Resource Management is the management of an organization's
employees. This includes employment and arbitration in accord with the law, and with a company's directives. Human Resource Management is also a strategic and comprehensive approach to managing people and the workpla ce culture and environment.
Training plays a vital role in effective functioning of any company. The purpose is to determine whether or not the training achieved the desired objective. The project is based on the ³Effectiveness of pre-placement training for engineering students carried out at Career Craft Centre, Bangalore´. Evaluation serves the purpose of providing the measurable and tangible feedback on the effectiveness of the program. It aims at providing training in analytical and soft skills to students of Engineering colleges appearing for campus placements.
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The pre-placement training programmes conducted by Career Craft Centre aims at sharpening the skills of students for success in placement tests from Personal Interviews, to Group Discussions and resume building. Extensive brainstorming, highly personalized environment and feedbacks and great lectures set the stage right for individuals to go ahead and succeed.
2.2. Statement of the problem:
The study deals with the ³Effectiveness of pre -placement training for engineering students at Career Craft Centre´. Career Craft being a start up firm poses a problem for its trainers, managers, executives and other professionals. The factors affecting/constraints in the evaluation of training are time, people, money and resources. Many training programs fail to deliver the expected organizational benefits. Therefore, this study seeks to help the company in measuring the effectiveness of pre-placement training for engineering students.
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2.3. Scope of the study:
Training is a critical component in any organiz ation¶s strategy. A robust cross functional strategy will be carried out with statistical methodologies and analysis. Evaluations will be based on Kirkpatrick¶s model of evaluation.
The study covers the Management staff and the trainers at Career Craft Centre and the students who have received pre -placement training. The geographical area selected for the purpose of study is Bangalore. The study is conducted on the trainers and engineering students. The study seeks to explain practical approach to the eff ectiveness of preplacement training. Identification of the program¶s strengths and weaknesses. Determining the financial benefits and costs of the program. Testing the validity and clarity of tests, cases and exercises.
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2.4. Objective of the study:
To study the training procedures provided by Career Craft centre. To study the frequency of pre-placement training conducted by Career Craft centre. To examine the effectiveness and impact of pre -placement training on students. To study the improvements in students due to pre-placement training. To implement the Kirk Patrick¶s Model.
2.5. Operational definitions of the concepts:
Kirk Patrick¶s four levels of evaluation: Reaction: what the students thought and felt about the training Learning : the resulting increase in knowledge or capability Behavior: extent of behavior and capability improvement and implementation/application Results: the effects on the business or environment resulting from the trainee's performance
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Feedback Forms ± Forms which consists of questions relating to the training
undergone by the students and their feedbacks.
2.6. Research design:
Methodology:
Conclusive Research : Conclusive research is meant to provide information
that is useful in reaching conclusions or decision - making. It tends to be quantitative in nature that is to say in form of numbers that can be quantified and summarized. It relies on both primary and secondary data. The p urpose of conclusive research is to provide a reliable or representative picture of the population through the use of a valid research instrument (Hypothesis).
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2.7. Sampling plan:
2.7.1. Sampling size: A representative sample size of 60 is taken to minimize
the sampling error. The target audience mainly comprises of employees who are trained at Career Craft Centre and students of engineering colleges, Bangalore.
2.7.2. Sampling area: The sample is taken from the employees who are trained
in career craft centre and students of engineering colleges, Bangalore.
2.7.3. Sampling design: The sample was selected through questionnaire.
2.8. Tools and techniques for collection of data :
Primary Data: Data is collected specifically for the purpose of answering the
research question.
The data is collected by personal interview with the t rainers. The tools of data collection were questionnaires and interview schedule. Information from correspondents through feedback forms.
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Secondary Data: The existing data collected for another purpose tha t is used to
answer the research question.
Published Sources such as Journals. Survey. Websites. Other published sources.
2.9. Plan of analysis:
MS Excel or SPSS software was used for analyzing and interpretation of the data. The data was analyzed based on the feedback received from th e trainees and students. The data so obtained was based on Kirkpatrick¶s model and was analyzed using simple percentage method. It was graphically represented and explained. Findings were summarized and suggestions were made.
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2.10. Limitations of the study:
Due to non-availability of all members of the target audience, due to work commitments, the sample is limited to 60. Some employees have not undergone any training program. This being an academic study suffers from cost constraints. Time was the crucial limiting factor. Due to the limited time period, it was quite difficult to make a survey that provided a consistent and accurate result. Respondents¶ bias while answering the questionnaires.
2.11. Overview of the chapter scheme:
Chapter 1: Introduction:
This chapter mainly deals with an introduction to the topic of Training and effectiveness of pre placement training. This chapter consists of an introduction to Training, the meaning, definition, scope, characteristics, objectives and functions of pre placement training. It also includes an introduction to training, definition, methods, measuring training effectiveness etc.
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Chapter 2: Research Design
This chapter deals with research design. It consists of introduction to research, meaning of research, research design, title of the study, objectives of the study, scope of the study, data collection and review of literature.
Chapter 3: Company Profile
This chapter is based on the company profile. It involves a brief introduction about the company and its services, social responsibility of the company and future plans.
Chapter 4: Data analysis and interpretation
This chapter is based on data analysis and interpretation. It gives a list of tables and graphs based on which the analysis is done and the interpretation is given.
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Chapter 5: Summary of findings, conclusions and suggestions
This chapter gives the findings, recommendations and conclusions of the study. It is mainly based on the facts that have been found out through the study, the various problems faced by employees and the recommendations to improve the effectiveness of training and finally the concluding part.
Bibliography
Annexure
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CHAPTER - 3
PROFILE OF THE COMPANY
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3.0 CAREER CRAFT CENTRE
³BE THE FIRST TO MOVE AHEAD´
Career Craft Centre
Career Craft Centre (CCC), Bangalore is professional career management and international admissions firm based out in IT capital Bangalore. Main area of operations is into Certification Training Programs for UG and PG Students, Career Counselling, International Admissions and Counselling. Career path designing, HR consulting and payroll management.
Career Craft Centre (CCC) evaluates students¶ needs and expectations and designs the customized and tailored training program. CCC as on today deals with several top level universities across Karnataka and India with var ious career management activities including Training and Admissions program. Career Craft offers a customized and complete package of pre-Placement Training to Engineering and MBA students to tackle the hefty and tricky selection procedure of different Corporate Players.
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About Career Craft Centre:
Career Craft Center was started by ex industry professionals and
Academicians 2 and half years back. It is professional training institute concentrating on training Engineering and Management students on Soft skills, Aptitude, Time Management, interpersonal Skills, Basic Etiquettes,
Presentation Skills, Group discussion skills, Interview handling skills, Resume Building etc by having below training methodology into place. Class Room Sessions Mock GD, Interviews Sessions One on One Feedback Sessions Individual Assessment Sessions Mentoring Sessions Industry Knowledge Presentations Team Building Activities Communication Training
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Ideology:
They strongly believe in the following principles: The best quality education and t raining. Customized and up-dated module. Student satisfaction. Reasonable price without compromising in quality. Outward manifestation of hidden qualities of students to materialize their dreams.
Vision Statement:
To offer the best quality placement and c onsultation. To deliver optimum client satisfaction. To build long term relationships with our clients.
Mission statement:
To promote leadership and guidance in the development, implementation, and equitable administration of policies and procedures, thus foste ring a positive atmosphere.
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Career Craft Center is associated with several numbers of esteemed institutes
in terms of training and teaching sessions for both Engineering and Management Students. Some of the Institutes Career Craft Center is involved with, in Bangalore are: Amity Business School IBMR IBS Alliance Business Academy Presidency Institutions Adarsh Business School Mount Carmel College Atria College of Engineering JNTU Ananthpur
Trainers working with Career Craft education are from top corporate having qualification starting from B.E to MBA, Global MBA certified with Professional Training Certificates and Professional Training Degrees.
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Services: Recruitment Outsourcing: They are specialized in Handling complete
recruitment process both Lateral and Campus hiring, this includes Setting the Question Papers, Managing the hiring process and Candidate Assessments.
HR Consulting: They design complete HR Modules for the clients,
Payroll Management, Attendance Tracking System, HR Budgeting and Forecasting, Work force Management.
Career Counseling: Student counseling, individual Assessments, and
Career Path Designing.
Career
Based
Training
and
Certifications
Program:
Career
Management Certification Program, Customized Training and Mentoring Programs.
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Experts in soft skill Training: Soft Skills and Aptitude Training, Mock
Sessions on interviews and Group Discussions for Graduates and Post Graduate Students.
MBA Entrances coaching and training workshops : MBA Entrances
coaching and training workshops for CAT, GMAT, GRE and State / National Level Competitive examinations.
International Education Counseling and Admissions: They are
Authorized Higher Education Consu ltants for reputed International and National Universities in the Area of Science and Management degrees.
They offer customized training programs catering to your needs. They impart training through the following activities; Presentation Interaction Practice Video-Shoots and replays (for effective evaluation of learning).
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Pre-Placement Training:
To enable the student to appreciate the importance of teamwork and to assist in understanding the nuances of corporate grooming & dressing, corporate etiquette and the ethical dilemmas present in business, soft skills and leadership training programmes are being held at
Career Craft Centre.
µCareer Craft Centre¶ offers a customized and complete package of Pre-
Placement Training (PPT) to Engineering and MBA students to tackle the hefty and tricky selection procedure of different Corporate Players.
Students are trained to develop the necessary skill -sets to handle interviews in the best manner possible. Industry related technical workshops are being organized to ensure better strike rate in placements. This training is their effort to develop the personality and technical knowledge to remove the shortcomings observed during campus placement .
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HR Related Activities:
A dedicated team of HR professionals carry out various activities which aim at helping students to handle the challenges of the corporate world.
The activities that are being carried out are:
Visiting the companies for requirements and industry tie-ups. Organizing Soft-skills and Technical skills training programmes to match industry standards. Obtaining feedbacks from the industry on students¶ performance and accordingly identifying training needs Career Guidance & Counselling
Personality Development:
Overall grooming and personality development is an essential aspect of training that the HR Department focuses on. In order to truly empower students, the HRD works on grooming them completely so that the challenges can be dealt with effectively.
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Courses Offered:
The Pre-Placement Training Programme offered by ³Career Craft Centre´ is of 120 hours duration consists of complete package required to face campus recruitment drive and come out with flying colours. The different areas of the package are:
i. ii. iii. iv. v. vi. vii.
Quantitative Aptitude: Logical and Analytical Reasoning Language Skill (Written) Communication Skill Technical- Basics of Computer, Operating System, C, C++, DS, etc. Group Discussion Personal Interview
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Course Content: Resume Building
Does your resume instantly reflect your personality? With thousands of resumes coming in for screening, recruiters have very little time to read information buried in pages of material. Make your resume shout your strengths. The Resume Builder session gives the students innovative methods to project thei r persona that best fits the job profile.
Group Discussion
Can you be an effective team player who communicates, listens and participates effectively in discussions that lead teams to success? Learning to break out of your shell and talk and be heard is an important personality trait. The GD session helps give hands on experience of discussions and debates that are a part of everyday life at work and opens the eyes to critical areas of improvements for an individual.
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Tech Interviews
Do you need to know all the math, physics, chemistry, electronics, mechanics, computers, programming languages etc to get through a tech interview? What are the tech skills the industry looks at in a newbie? Being right at the basics can give you a big boost in interviews. With sample technical rounds, the Tech Interview session helps to bridge the gap in the knowledge -expectation chain to help you make a mark at the most important element of a placement routine.
Presenting Yourself
How do you make yourself ³heard´ without talking? Unimpressive body language, poor presentation skills fails to catch a recruiter¶s eye. The Presenting Yourself session helps you fine tune many aspects of unspoken communication enabling you to make an effective impression instantly on recruiters.
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Study Materials:
Basic study Materials: Basic study materials are given in the form of hand-outs covering all the areas to be asked in Campus Recruitment Drive. Easy-to-follow steps have been incorporated by means of fundamental concept, short-cut tricks and techniques, examples with solutions, exercise with solutions, etc.
Practice Test Papers: This section covers class test papers, weekly test papers, monthly test papers, comprehen sive test series, etc.
Simulation Test Papers: Two Simulation Test Papers each on TCS, Infosys, Wipro, CTS, and five test papers covering pattern of standard companies.
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Salient Features:
120 hours complete module. 60 unit/weekly tests. Communication Skill-Listening Skill & Speaking Skill. Highly experienced faculties from industry and institute. Two mock GD and two mock PI. Special class on FAQ on Computer Fundamentals, C, C++ etc. Audio-visual teaching learning process for optimum result. Online support regarding selection procedure and latest information regarding Company Profile.
Modules Offered by Career Craft Centre :
Regular Course
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Summer Training Campus Package
Regular Course: Regular Course of Pre-placement Training is provided
in the centre throughout the year. This package is ideal for city based students who can join the training programme any time as per their convenience.
Summer Training: Summer Training (PPT) is ideal for those students
who have missed or neglected or been deprived of their regular training programme conducted in their college campus. Just after the Semester Examination students may join the course for a period of approximately two months starting from mid May to mid July.
Campus Package: Campus Package for Pre-placement Training
Programme is conducted in colleges as per the convenience of students
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and colleges. Readymade packages are available with µCareer Craft Centre¶ but they can customize specific module to meet the need of students/colleges.
Placement Training:
Through the placement training conducted by µCareer Craft¶ , they effectively increase the employability skills of the students. They also undergo Soft Skills Training to enhance their all-round development. Through their activity based learning, competency, they aim at equipping mentioned below: students with the various skills
Interviewing Skills: Interviews are considered to be the gateway to the
corporate world. They train participants through mock interviews and provide tips on preparing for interviews.
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Communication Skills: Essentials of communications skills are taught to
participants in this module. It helps them to provide structure to their thoughts and comprehend others¶ ideas in a better manner.
Voice and Accent Training This training has been incorporated in their Job
Placement training to encourage participants into speaking with a neutral accent, the importance of voice modulation, pitch, inflection, and so on.
English
Language
Training:
English
is
the
medium
of
business
communication in today¶s world. Hence it is a vital tool and strength to possess when appearing for interviews. Their training will give participants the courage to participate in discussions and to answer interview questions in a clear and intelligent manner. Email Etiquette Training: Email is the most favored and accepted form of formal business communication that exists in today¶s global business. Evidence shows that people who communicate well are more favored
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during times of promotion. They train their participants on how to convey thoughts and ideas in a clear and easy to understand manner.
Number of Branches in Bangalore : One main Branch.
Number of Staff : 60 including internal and external trainers.
Competitors:
Prospero DM Solutions Evolution Corporate Solutions
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Organization Structure:
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SWOT ANALYSIS
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Strengths:
Career Craft Center (CCC) is Professional Career Management and International Admissions Firm Based out in IT Capital Bangalore. It provides effective Certification Training Programs for UG and PG Students like Career Counselling, International Admissions and
Counselling. Career Path Designing, HR Consulting and Payroll Management. It evaluates Students Needs and Expectations and Designs the customized and tailored training program. It is associated with several numbers of esteemed institutes in terms of training and teaching Sessions for both Engineering and Management Students. Trainers working with Career Craft are from top corporate having qualification starting from B.E to MBA, Global MBA certified with Professional Training Certificates and Professional Training Degrees. The company has a well defined training process.
Weakness:
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There are loopholes in the training process and may have to be reviewed often to ensure that the training needs of the students and employees are met simultaneously. Career Craft Centre has very limited departments, which other training institutes have other departments too like Finance, Marketing, and Advertising. The staffs do not represent themselves in single dress code. This lacks professionalism among the employees in the eyes of visito rs. Speaking of publicity, Career Craft mainly focuses on classified advertisements unlike its competitors who emphasize on huge text cum pictorial advertisements.
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Opportunities:
Career Craft Centre can widen its service to the customers by opening sub-branches in Bangalore since Bangalore has only one main branch. Continuous review and improvement of the training process will help Career Craft follow a better and standardized training process and the employees and students can gain maximum b enefit out of it. It can target more engineering colleges in Bangalore through education fairs. Career Craft can grow wider in the field of publicity to widen its scope and number of student¶s intake.
Threats:
Career Craft has many existing competito rs in the market. New entrants in the market provide stiff competition to Career Craft. It has only one branch in Bangalore.
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CHAPTER - 4
ANALYSIS AND INTERPRETATION OF DATA
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4.0 ANALYSIS AND INTERPRETATION
Total Number of Respondents: 60 Respondents are: i. Trainers of Career Craft Centre Internal External
ii.
Engineering students
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ANALYSIS
A well trained workforce is the backbone of every organization. Yet, finding the best way to deliver that training is the never -ending ordeal of the business world. Training boosts up the organizational efficiency, productivity, progress and development to a greater extent. Organizational objectives like viability, stability, and growth can also be achieved through training. Training has been important, as it constitutes a significant part of management control. Therefore, this study is an enquiry in the same direction. The objectives of the study are:
First- To study the current training practices at Career Craft Centre. Second- To determine the effectiveness of pre-placement training conducted for engineering students at Career Craft Centre, Bangalore.
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ANALYSIS TABLE 4.1.1. Showing the regularity of the Employees of Career Craft Center
in attending the training programs. PARTICULARS NO. OF RESPONDENTS
100%
PERCENTAGE
Strongly Agree Agree Neutral Disagree Strongly Disagree
TOTAL
06 12 03 06 03
30
20 40 10 20 10
100
Analysis: In the above table we see that 20% of the Employees µStrongly Agree
that they are very regular in attending the training sessions held at Career Craft
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C Leadi
C
tC t Instit te
Soft Skill Trai i
Center. While 40% µAgree¶ to the same. 10% attend the training sessions at times. 20% µDisagree¶ that they attend the training sessions regularly. While 10% µStrongly Disagree¶ to the same.
CHART 4. .1. Showing the regularity of the Employees of Career Craft Centre in attending the training programs.
No. of Respondents
10% 20% Strongly Agree 20% Agree
Neutral Disagree 10% 40%
Strongly Disagree
Inferences: From the above chart we infer that most of the Employees of Career Craft Center attend the training sessions regularly. They opine that the
organi ation gives top priority to training and development and has a well
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defined training process.
TABLE 4.1.2. Showing the trainer¶s initiative regarding nomination for a
training program.
PARTICULARS
NO. OF RESPONDENTS
PERCENTAGE
100%
Strongly Agree Agree Neutral Disagree Strongly Disagree
TOTAL
09 06 08 05 02
30
30 20 27 17 6
100
Analysis: In the above table we see that 30% of the respondents µStrongly
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Agree¶ that they take the initiative regarding their nomination for a training program. 20% only µAgree¶ to the same. 27% of the respondents usually don¶t take the initiative regarding their nomination. 17% µDisagree¶ to the same.
CHART 4. . . Showing the trainer¶s initiative regarding nomination for a training program.
No. of Respondents
6%
17% 30%
Strongly Agree
Agree Neutral
Disagree
7%
Strongly Disagree 0%
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§
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Inferences: From the above chart we infer that most of the employees give their
names for a training program to be held. There exists a well-defined training process which enables employees to acquire specific knowledge and develop specialized skill sets required for key roles.
TABLE 4.1.3. Showing the relevance and timeliness of conducting the training
program.
PARTICULARS
NO. OF RESPONDENTS
PERCENTAGE
100%
Strongly Agree Agree Neutral Disagree Strongly Disagree
TOTAL
05 12 02 04 07
30
30 20 27 17 6
100
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Analysis: In the above table we see that 30% of the respondents µStrongly
Agree¶ that the training sessions conducted are relevant and timely while 20% only µAgree¶ to the same. 27% say that the training programs are relevant and timely at times. 17% µDisagree¶ that the training programs are rele vant and timely while 6% µStrongly Disagree¶ to the same.
CHART 4.2.3. Showing the relevance and timeliness of conducting the training
program.
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No. of Respondents
23%
17%
Strongly Agree Agree
Neutral
1 %
6%
Inferences: From the above chart we infer that the training programs held at Career Craft Center are relevant and timely. The training program helps them in playing their specific roles at workplace.
TABLE 4.1.4. Showing clarity in the stated training objective much before the training program is conducted.
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©¨
Diagree
0%
Strongly Disagree
71
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PARTICULARS
NO. OF RESPONDENTS
PERCENTAGE
100%
Strongly Agree Agree Neutral Disagree Strongly Disagree
TOTAL
09 12 06 02 01
30
30 40 20 7 3
100
Analysis: In the above table we see that 30% of the respondents µStrongly
Agree¶ that they are clear about the stated training objective in advance. 40% of the respondents µAgree¶ to the same. 20% of the respondents are at times clear about their training objective. 7% of the respondents µDisagree¶ that they are clear about the training objective in advance and onl y 3% µStrongly Disagree¶ to the same.
CHART 4.2.4. Showing clarity in the stated training objective much before the
training program is conducted.
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No. of Respondents
7%
3%
30%
Strongly Agree
Agree Neutral Disagree
20%
Strongly Disagree
0%
Inferences: From the above chart we infer that most of the respondents are aware of the training objective much in advance before any training program is conducted. It also conveys that there exists a good interaction between the training department and its employees.
TABLE 4.1.5. Showing the effectiveness of training programs at Career Craft Centre.
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PARTICULARS
NO. OF RESPONDENTS
PERCENTAGE
100%
Strongly Agree Agree Neutral Disagree Strongly Disagree
TOTAL
15 09 04 01 01
30
50 30 14 3 3
100
Analysis: In the above table we see that 50% of the respondents µStrongly
Agree¶ that the training is very effective. 30% only µAgree¶ to the fact that training is effective. 14% think that some training programs are effective. 3% µDisagree¶ that the training programs are effective. While 3% also µStrongly Disagree¶ that the training is effective.
CHART 4.2.5. Showing the effectiveness of training programs at Career Craft
Centre.
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No. of Respondents
30% 1 % 3%
Strongly Agree
Agree Neutral Disagree
50%
Inferences: From the above table we infer that most respondents feel that the training is very effective. Training programs enable employees to acquire specific knowledge and develop speciali ed skill sets. The employees are trained in behavioral skills and leadership skills as well.
TABLE 4.1.6. Showing the improvement in knowledge and self-confidence due to training.
Mount Carmel Institute Of Management, Bangalore
P
7%
3%
Strongly Disagree
75
Career Craft Centre Leading Soft Skills Training Institute
PARTICULARS
NO. OF RESPONDENTS
PERCENTAGE
100%
Strongly Agree Agree Neutral Disagree Strongly Disagree
TOTAL
08 11 04 02 05
30
27 36 14 6 17
100
Analysis: In the above table we see that 27% of the respondents µStrongly
Agree¶ the training have really helped them in increasing their knowledge and self confidence. 36% µAgree¶ to the same. 14% find the training programs to be knowledgeable at times. 6% µDisagree¶ that the training programs were knowledgeable and helped in increasing their self confidence. While 17% µStrongly Disagree¶ to the same.
CHART 4.2.6. Showing the improvement in knowledge and self -confidence
due to training.
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No. of Respondents
17%
27% Strongly Agree
7% Agree Neutral
13%
Disagree
Strongly Disagree 36%
Inferences: From the above table we infer that the training needs of the respondents are met and it helps them in increasing their knowledge and selfconfidence. Most respondents seem to be very enthusiastic about undergoing different areas of training.
TABLE 4.1.7. Showing training as a key to career growth.
Mount Carmel Institute Of Management, Bangalore
P
"!
77
Career Craft Centre Leading Soft Skills Training Institute
PARTICULARS
NO. OF RESPONDENTS
PERCENTAGE
100%
Strongly Agree Agree Neutral Disagree Strongly Disagree
TOTAL
08 09 03 09 01
30
27 30 10 30 3
100
Analysis: In the above table we see that 27% of the respondents µStrongly
Agree¶ that the training programs help them in their career growth. 30% µAgree¶ to the same. 10% are neutral. 30% µDisagree¶ that the training would help them in their career growth. While 3% µStrongly Disagree¶ to the same .
CHART 4.2.7. Showing training as a key to career growth.
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No. of Respondents
3%
27%
30%
Strongly Agree Agree
Neutral Disagree
10%
Strongly Disagree
30%
Inferences: From the above chart we infer that the most respondents agree to the fact that the training programs would actually help them in their career growth. The respondents find the seminars/conferences very effective. According to them the firm gives top priority to training and it is actually very helpful.
TABLE 4.1.8. Showing improvement in the task related knowledge, usefulness of the training programs and ability to diagnose problems through training.
Mount Carmel Institute Of Management, Bangalore
P
% $#
79
Career Craft Centre Leading Soft Skills Training Institute
PARTICULARS
NO. OF RESPONDENTS
PERCENTAGE
100%
Strongly Agree Agree Neutral Disagree Strongly Disagree
TOTAL
12 09 02 04 03
30
40 30 6 14 10
100
Analysis: In the above table we see that - 40% of the respondents µStrongly
Agree¶ that the training programs held has improved their ability to analyze and diagnose problems that they confront. 30% µAgree¶ to the same. 6% feel that the training programs at times help them to diagnose problems that they confront. 14% µDisagree¶ that the training programs help them in diagnosing the problems that they confront and 10% µStrongly Disagree¶ for the same.
CHART 4.2.8. Showing improvement in the task related knowledge, usefulness
of the training programs and ability to diagnose problem s through training.
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No. of Respondents
10% Strongly Agree 40%
7% Agree Neutral Disagree
13%
Strongly Disagree
30%
Inferences: From the above chart we conclude that the training department is very responsive to their training needs and it actually helps them in improving their ability to analyze and diagnose problems that they confront.
TABLE 4.1.9. Showing the responsiveness of training department to the training requests.
Mount Carmel Institute Of Management, Bangalore P
( '&
81
Career Craft Centre Leading Soft Skills Training Institute
PARTICULARS
NO. OF RESPONDENTS
PERCENTAGE
100%
Strongly Agree Agree Neutral Disagree Strongly Disagree
TOTAL
11 09 05 03 02
30
37 30 17 10 6
100
Analysis: In the above table we see that 37% of the respondents µStrongly
Agree¶ that the training department is responsive to their training requests. 30% µAgree¶ for the same. 17% at times feel that the training department is responsive to their training needs. 10% µ Disagree¶ that the training department is responsive to their training needs and 6% µStrongly Disagree¶ for the same.
CHART 4.2.9. Showing the responsiveness of training department to the
training requests.
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No. Of Respondents
%
30% 0%
%
36%
Inferences: From the above table we infer that the training department is responsive to the needs of the employees. The requirements of the employees are made from time to time.
TABLE 4.1.10. Showing the responsiveness towards the modifications in the training modules based on the feedback given by the trainees.
Mount Carmel Institute Of Management, Bangalore P
1 0)
4
2 45
32
Strongly Agree
Agree Neutral Disagree
%
Strongly Disagree
83
Career Craft Centre Leading Soft Skills Training Institute
PARTICULARS
NO. OF RESPONDENTS
PERCENTAGE
100%
Strongly Agree Agree Neutral Disagree Strongly Disagree
TOTAL
07 06 02 08 07
30
23 20 7 27 23
100
Analysis: In the above table we see that 23% of the respondents µStrongly
Agree¶ that the training modules are modified regularly based on the feedback given by the students. 20% µAgree¶ for the same. 7% believe that the training modules are modified at times based on the feedback given by the trainees. 27% µDisagree¶ that the training modules are modified regularly. And 23% µStrongly Disagree¶ for the same.
CHART 4.2.10. Showing the responsiveness towards the modifications in the
training modules based on the feedback given by the trainees.
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No. of Respondents
23%
23%
Strongly Agree
Agree Neutral Disagree 20%
Strongly Disagree
27% 7%
Inferences: From the above chart we infer that the training department at Career Craft is responsive towards the modifications in the training modules based on the feedback given by the trainees.
TABLE 4.1.11. Showing constructive feedback provided on the job after training.
Mount Carmel Institute Of Management, Bangalore P
8 76
85
Career Craft Centre Leading Soft Skills Training Institute
PARTICULARS
NO. OF RESPONDENTS
PERCENTAGE
100%
Strongly Agree Agree Neutral Disagree Strongly Disagree
TOTAL
06 13 03 03 05
30
20 43 10 10 17
100
Analysis: In the above table we can see that - 20% of the respondents µStrongly
Agree¶ that they have been provided with regular and constructive feedback concerning their progress. 43% µAgree¶ for the same. 10% think that they are provided with the feedback at times.10% µDisagree¶ that they have been provided with regular and constructive feedback. And 17% µStrongly Disagree¶ for the same.
CHART 4.2.11. Showing constructive feedback provided on the job after
training.
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No. of Respondents
17%
20% Strongly Agree
10%
Agree Neutral
10%
Disagree
Strongly Disagree 43%
Inferences: From the above chart we infer that the Employees are provided constructive feedback on the job after training. This acts as a motivation for them for improvement.
TABLE 4.1.1 . Showing the regularity in attending the training sessions.
Mount Carmel Institute Of Management, Bangalore
P
A @9
87
Career Craft Centre Leading Soft Skills Training Institute
PARTICULARS
NO. OF RESPONDENTS
PERCENTAGE
100%
Strongly Agree Agree Neutral Disagree Strongly Disagree
TOTAL
08 11 04 02 05
30
27 36 14 4 17
100
Analysis: In the above table we see that 27% of the respondents µStrongly
Agree¶ that they regularly attend the training sessions. 36% µAgree¶ for the same. 14 % sometimes attend the training sessions. 4% µDisagree¶ that they attend the training sessions regularly. 17% µStrongly Disagree¶ for the same.
CHART 4.2.12. Showing the regularity in attending the training sessions.
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No. of Respondents
17%
27% Strongly Agree 7%
Agree Neutral 13% Disagree
Strongly Disagree
36%
Inferences: From the above chart we infer that thethe employees at Career Craft are regular in attending the training programs. Majority of the employees also seem to be dissatisfied and they don¶t attend the training sessions regularly.
TABLE 4.1.13. Showing the relevance and timeliness of conducting the training programs.
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D CB
89
Career Craft Centre Leading Soft Skills Training Institute
PARTICULARS
NO. OF RESPONDENTS
PERCENTAGE
100%
Strongly Agree Agree Neutral Disagree Strongly Disagree
TOTAL
06 13 03 03 05
30
20 43 10 10 17
100
Analysis: In the above table we see that 20% of the respondents µStrongly
Agree¶ to the relevance and timeliness of the training programs. 43% only µAgree¶ to the relevance and timeliness of the training programs. 10% seem to be neutral. 10% µDisagree¶ to the relevance and timeliness of the train ing programs. And 17% also µStrongly Disagree¶ for the same.
CHART 4.2.13. Showing the relevance and timeliness of conducting the
training programs.
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No. of Respondents
17%
20% Strongly Agree
10%
Agree Neutral Disagree
10% 43%
Strongly Disagree
Inferences: From the above chart we infer that the training programs conducted for the employees at Career Craft Centre are relevant and timely. The respondents opine that prior notification is given in case the training programs are to be postponed.
TABLE 4.1.14. Showing the level of satisfaction with the number of training sessions being conducted.
Mount Carmel Institute Of Management, Bangalore
P
G FE
91
Career Craft Centre Leading Soft Skills Training Institute
PARTICULARS
NO. OF RESPONDENTS
PERCENTAGE
100%
Strongly Agree Agree Neutral Disagree Strongly Disagree
TOTAL
09 06 08 05 02
30
30 20 27 17 6
100
Analysis: In this table we see that 30% of the respondents are satisfied with the
number of training sessions being conducted. 20% µAgree¶ that the training timings are comfortable for them. 27% are of the view that the training timings are not comfortable for them. 17% are dissatisfied with the timings and the rest 6% are very dissatisfied with the timings of the trainings.
CHART 4.2.14. Showing the level of satisfaction with the number of training
sessions being conducted.
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6%
17%
30%
Strongly Agree
Agree Neutral
Disagree Strongly Disagree 27% 20%
Inferences: From the above table we infer that the employees are satisfied with the number of training sessions being conducted. The training sessions are held regularly. Some respondents seem to be dissatisfied with the number of training sessions.
TABLE 4.1.15. Showing the idealness of the current timings of the training program.
Mount Carmel Institute Of Management, Bangalore
P
P IH
93
Career Craft Centre Leading Soft Skills Training Institute
PARTICULARS
NO. OF RESPONDENTS
PERCENTAGE
100%
Strongly Agree Agree Neutral Disagree Strongly Disagree
TOTAL
09 12 06 02 01
30
30 40 20 7 3
100
Analysis: In the above table we see that - 30% of the respondents µStrongly
Agree¶ to the idealness of the current timings of the training program. 40% µAgree¶ to the same. 20% at times find it difficult to adjust with the timings of the training program. 7% of the respondents µDisagree¶ to the idealness of the current timings of the training program. 3% µStrongly Disagree¶ to the same.
CHART 4.2.15. Showing the idealness of the current timings of the training
program.
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No. of Respondents
3% %
30%
20%
Inferences: From the above chart we infer that the trainees have ideal timings for training programs at Career Craft Centre. Some seem to be dissatisfied with the current timings.
TABLE 4.1.16. Showing the number of trainees enrolled to the E-Learning course and their level of satisfaction.
Mount Carmel Institute Of Management, Bangalore P
S RQ
T
Strongly Agreee
Agree Neutral Disagree
Strongly Disagree
40%
95
Career Craft Centre Leading Soft Skills Training Institute
PARTICULARS
NO. OF RESPONDENTS
PERCENTAGE
100%
Strongly Agree Agree Neutral Disagree Strongly Disagree
TOTAL
07 06 02 08 07
30
23 20 7 27 23
100
Analysis: In the above table we see that 23% of the respondents µStrongly
Agree¶ that they are satisfied with the E- Learning course provided by Career Craft. 20% µAgree¶ to the same. 7% of the respondents are at times satisfied with the E-Learning course provided by Career Craft. 27% respondents µDisagree¶ that the E-Learning course is actually helpful. 23% µStrongly Disagree¶ to the same.
CHART 4.2.16. Showing the number of trainees enrolled to the E -Learning
course.
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No. of Respondents
23%
23%
Strongly Agree
Agree Neutral Disagree 20%
Strongly Disagree
27% 7%
Inferences: From the above chart we infer that majority of the employees are aware of the E=Learning course and are satisfied also with the course. At the same time some respondents seem to be unaware of the E-Learning course offered by Career Craft Centre.
TABLE 4.1.17. Showing the satisfaction level of trainees with the assignment based methodology.
Mount Carmel Institute Of Management, Bangalore
P
W VU
97
Career Craft Centre Leading Soft Skills Training Institute
PARTICULARS
NO. OF RESPONDENTS
PERCENTAGE
100%
Strongly Agree Agree Neutral Disagree Strongly Disagree
TOTAL
06 13 03 03 05
30
20 43 10 10 17
100
Analysis: In the above table we see that- 20% of the respondents are satisfied
with the assignment based methodology used by the trainers. 43% µAgree¶ to the same. 10% of the respondents at times are satisfied with the assignment based methodology used by the trainers. 10% of the respondents are not satisfied with the assignment based methodology used by the trainers. 17% responde nts µStrongly Disagree¶ to the same.
CHART 4.2.17. Showing the satisfaction level of trainees with the assignment
based methodology.
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No. of Respondents
17%
20% Strongly Agree
10%
Agree Neutral
10%
Disagree
Strongly Disagree 43%
Inferences: From the above table we infer that the respondents are satisfied with the assignment based methodology. At the same time some respondents find it to be time taking and ineffective.
TABLE 4.1.18. Showing the usage of case study methodology during training.
Mount Carmel Institute Of Management, Bangalore
P
` YX
99
Career Craft Centre Leading Soft Skills Training Institute
PARTICULARS
NO. OF RESPONDENTS
PERCENTAGE
100%
Strongly Agree Agree Neutral Disagree Strongly Disagree
TOTAL
08 09 03 09 01
30
27 30 10 30 3
100
Analysis: In the above table we see that - 27% of the respondents µStrongly
Agree¶ that the trainers use case study methodology during training. 30% µAgree¶ to the same. 10% respondents are of the view that the trainers use the case study methodology at times. 30% respondents µDisagree¶ that the t rainers use case study methodology during training. 3% µStrongly Disagree¶ to the same.
CHART 4.2.18. Showing the usage of case study methodology during training.
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No. of Respondents
10% Strongly Agree
Agree
30% 30% 33%
Neutral Disagree
Strongly Disagree
3% 27%
Inferences: From the above table we infer that the trainers use case study methodology during the training programs for easy understandability of the subject matter and increase their in-depth knowledge on the subject.
TABLE 4.1.19. Showing the sufficiency of reference materials.
Mount Carmel Institute Of Management, Bangalore
P
c ba
101
Career Craft Centre Leading Soft Skills Training Institute
PARTICULARS
NO. OF RESPONDENTS
PERCENTAGE
100%
Strongly Agree Agree Neutral Disagree Strongly Disagree
TOTAL
06 12 03 06 03
30
20 40 10 20 10
100
Analysis: In the above table we see that 20% of the respondents µStrongly
Agree¶ that the reference materials provided during the training programs is sufficient. 40% µAgree¶ for the same. 10% are of the view that some reference materials are really helpful while the others are not. 20% of the r espondents µDisagree¶ that the reference material provided during the training program is sufficient. 10% µStrongly Disagree¶ for the same.
CHART 4.2.19. Showing the sufficiency of reference materials.
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No. of Respondents
10% Strongly Agree
40% Agree 10% 20% Disagree
30%
Neutral
Strongly Disagree 20%
Inferences: From the above table we infer that the reference materials provided to the students during the training programs are sufficient at large. Still it needs to be more relevant concerning the subject matter.
TABLE 4.1. 0. Showing the improvement in knowledge and self-confidence due to training.
Mount Carmel Institute Of Management, Bangalore P
f ed
103
Career Craft Centre Leading Soft Skills Training Institute
PARTICULARS
NO. OF RESPONDENTS
PERCENTAGE
100%
Strongly Agree Agree Neutral Disagree Strongly Disagree
TOTAL
15 09 04 01 01
30
50 30 14 3 3
100
Analysis: In the above table we see that 50% of the respondents µStrongly
Agree¶ that the training programs that they have attended have helped them in increasing their knowledge and self -confidence. 30% respondents µAgree to the same. 14% respondents are of the view that some training programs helped them in increasing their knowledge and self -confidence. 3% µDisagree¶ that the training programs that they have attended have helped them in increasing their knowledge and self-confidence. 3% µStrongly Disagree¶ for the same.
CHART 4.2.20. Showing the improvement in knowledge and self-confidence
due to training.
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No. of Respondents
3% 3% 14% Strongly Agree
Agree
50%
Neutral Disagree
30%
Strongly Disagree
Inferences: From the above table we infer that there has been a considerable improvement in the knowledge and self-confidence of the respondents from the training sessions. The training sessions have helped them in increasing their knowledge, skill sets and confidence to face job interviews.
TABLE 4.1. 1. Showing the responsiveness towards the modifications in the training modules based on the feedback given by the trainees.
i hg
Mount Carmel Institute Of Management, Bangalore
P
105
Career Craft Centre Leading Soft Skills Training Institute
PARTICULARS
NO. OF RESPONDENTS
PERCENTAGE
100%
Strongly Agree Agree Neutral Disagree Strongly Disagree
TOTAL
11 09 05 03 02
30
37 30 17 10 6
100
Analysis: In the above table we see that - 37% of the respondents µStrongly
Agree¶ that the training modules are modified based on the feedback given by the students. 30% respondents µAgree¶ to the same. 17% respondents are of the view that the training modules are modified at times. 10% µDisagree ¶ that the training modules are modified regularly based on the feedback of the trainees. 6% µStrongly Disagree¶ for the same.
CHART 4.2.21. Showing the responsiveness towards the modifications in the
training modules based on the feedback given by the t rainees.
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No. of Respondents
3%
26%
31%
Strongly Agree
Agree Neutral Disagree
14% 26%
Strongly Disagree
Inferences: From the above chart we infer that the training modules are regularly modified based on the feedback given by the students. Only some respondents seem to be unhappy with the training modules.
TABLE 4.1. placement.
. Showing the response of trainees regarding their upcoming
Mount Carmel Institute Of Management, Bangalore
P
r qp
107
Career Craft Centre Leading Soft Skills Training Institute
PARTICULARS
NO. OF RESPONDENTS
PERCENTAGE
100%
Strongly Agree Agree Neutral Disagree Strongly Disagree
TOTAL
12 11 04 02 01
30
40 36 14 7 3
100
Analysis: In the above table we see that - 40% of the respondents µStrongly
Agree¶ regarding the improvements in their upcoming placement. 36% µAgree¶ to the same. 14% think that the placement can be affected. 7% µDisagree¶ regarding the improvements in their upcoming placement. 3% µStrongly Disagree¶ for the same.
CHART 4.2.22. Showing the response of trainees regarding their upcoming
placement.
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No. of Respondents
37%
13%
Strongly Agree 3%
Agree Neutral
10% 7% 40%
Disagree
Strongly Disagree
Inferences: From the above table we infer that majority of the respondents have a positive response regarding their upcoming placement. They are of the view that there would be considerable improvements after undergoing pre-placement training.
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u ts
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Career Craft Centre Leading Soft Skills Training Institute
CHAPTER - 5
SUMMARY OF FINDINGS CONCLUSIONS AND SUGGESTIONS
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5.1 SUMMARY OF FINDINGS
The respective findings are recorded on analyz ing and evaluating the data obtained from the samples of respondents- Trainers and Trainees: Career Craft gives top priority to training and development. It assists in personality development, soft skills training, HR outsourcing, corporate training and student counseling. There exists a well defined training process for the students and regular sessions are conducted as per the schedule of the students. Most of the students feel that the training sessions are relevant and are conducted on time. Respondents are of the view that if at times they are unable to attend the training sessions, they are rescheduled. Students are trained in communication skills, behavioral skills and leadership skills. Respondents believe that the training department at Career Craft is responsive of their training needs.
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Most of the respondents are satisfied with the training sessions related to communication skills, behavioral skills and leadership skills. However the respondents still feel that it would be better if more training programs are offered in these areas and also more frequently. Classroom training includes lectures, group activities, role plays, group discussions and other proven methodologies which help in student¶s enhancement in terms of personality and self -confidence. The training sessions combine relevant theory and practical knowledge, ensuring that the learners acquire the required knowledge and build essential skills under the guidance of an experienced, qualified and competent trainer. Most of the respondents feel that their training needs which are requested are met. Respondents believe that the training calendar helps them plan their training requirements. Most respondents seem to be unaware of the E-learning course offered by Career Craft. Only 40% of the respondents have enrolled for an E learning course. 72% of the respondents are satisfied with the internal as well as external trainers chosen by the training department.
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Majority of the respondents agree that reference materials given during the enrolment of the pre -placement training are effective. 72% of the respondents are satisfied with the content of the study materials given during the training sessions. Some respondents are of the view that the content of the books available in their college library are relevant to what they learn during the training sessions. Others are unaware of the books in their college library or are of the view that the books and their training lessons are completely irrelevant. Certain respondents are of the view that in case the students are not able to attend the training sessions, they can be allotted certain convenient timing to meet the trainer. Some respondents feel that the student¶s interaction with the trainers needs to be increased.
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Kirkpatrick's four levels of evaluation mode l:
The four levels of Kirkpatrick's evaluation model essentially measure:
Reaction of student - what they thought and felt about the training Learning - the resulting increase in knowledge or capability Behavior - extent of behavior and capability improvement and
implementation/application
Results - the effects on the business or environment resulting from the
trainee's performance All these measures are recommended for full and meaningful evaluation of learning in organizations, although their application broadly increases in complexity, and usual ly cost, through the levels from level.
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Quick Training Evaluation and Feedback Form, based on Kirkpatrick's Learning Evaluation Model
Level Evaluation Evaluation type description and characteristics 1 Reaction Reaction evaluation is how the delegates felt about the training or learning experience. Learning evaluation is the measurement of the increase in knowledge - before and after.
Examples of evaluation tools and methods 'Happy sheets', feedback forms.
Relevance and practicability Quick and very easy to obtain.
Verbal reaction, Not expensive to gather post-training surveys or to analyse. or questionnaires. Typically assessments or tests before and after the training. Interview or observation can also be used. Relatively simple to set up; clear-cut for quantifiable skills. Less easy for complex learning.
2
Learning
3
Behaviour
Behaviour evaluation is the extent of applied learning back on the job implementation.
Observation and interview over time are required to assess change, relevance of change, and sustainability of change. Measures are already in place via normal management systems and reporting - the challenge is to relate to the trainee.
Measurement of behaviour change typically requires cooperation and skill of line-managers.
4
Results
Results evaluation is the effect on the business or environment by the trainee.
Individually not difficult; unlike whole organisation. Process must attribute clear accountabilities.
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5.2 CONCLUSION
³People do not like to think. If one thinks, one must reach conclusions. Conclusions are not always pleasant´ Helen Keller
o
Training and development is the core of human resource activities as HRD is a tool to empower the human relation to fulfill their objectives as well as complete the objectives in the organization effectively.
The current employment climate in the education sector has put severe limitations on the ability of the firm to recruit and retain employees with experience in the educa tion sector. In many cases, they are promoting from within, or relying on invitation that untrained recruits are trainable. This situation is even more apparent in the limited moderate service sectors.
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In the current climate, they are dealing with employee s often with no experience, whose longetivity is relatively brief. With little training and a steep learning curve, it becomes the µdeep end of the pool¶ training. That is, they throw them into the deep end of the pool and wait on the side. If they float, they figure, they will make it. The other side of the coin is that with such a short average duration on the job, many companies are reluctant to spend thousands and lacs sending them to training.
But, Career Craft increasing the learning curve has enable d employees to generate revenue for the firm as the goal of effective training within the organization. Whether training occurs in seminar setting or one -to-one, results have been tangible in terms of an employee¶s immediate effectiveness and has also been quantifiable.
From the survey, analysis and evaluation of data, it can be concluded that the company has installed a good training process. The training is perceived as the positive activity and training calendar is appropriate for the organizational nee ds and also the employees are enthusiastic and interested to attend more training programs.
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5.3 SUGGESTIONS
To sum up with the feedback of the respondents in the questionnaire, the suggestions for improvement of Career Craft Centre are:
Training program should be made very interactive so that it will be very interesting. The exiting training programs should be made more structured. Every employee should be made aware of the fact that he/she can request for training sessions to be conducted frequently. Training can be made mandatory every year so that all employees are well trained in one area or another. The number of behavioral trainings should be increased. Online tutorials can be offered to students who are not able to attend the training sessions. Soft copy/PPTs of whatever training is being conducted so far should be kept in a shared folder as ³Knowledge Base´ for future reference.
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BIBLIOGRAPHY
Bohlander & Smell, Managing Human Resources, 13 th Edition, Thomson South-Western, Bangalore, 2005. Robyn Peterson, Training Need Analysis in the workplace, 11 th Edition Kogan Page Publishers. S.S Khanka, Human Resource Management, 12 th Edition, S. Chand & Company Ltd., New Delhi, 2008. P.Subba Rao, Personnel and HRM, 4th Edition, Himalaya Publishing House, New Delhi 2010.
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ANNEXURE
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QUESTIONNAIRE
(TRAINERS)
Name: Department: Designation: Number of training sessions conducted:
Note: The values in the following statements represent:
1. 2. 3. 4. 5.
Strongly Agree Agree Neutral Disagree Strongly Disagree
1. I attend training sessions held at Career Craft regularly. 1. 2. 3. 4. 5.
2. I always take the initiative regarding my nomination for a training program. 1. 2. 3. 4. 5.
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3. I am able to manage with my schedule and attend the training sessions held at Career Craft Centre regularly. 1. 2. 3. 4. 5.
4. I am clear about the stated training objective much in advance before the training session is being conducted. 1. 2. 3. 4. 5.
5. I regularly use the knowledge that I gain from the training sessions. 1. 2. 3. 4. 5.
6. Training has helped me a lot in increasing my knowledge and self confidence. 1. 2. 3. 4. 5.
7. The training programs that I have attended have helped me in my career growth. 1. 2. 3. 4. 5.
8. The training programs held have improved my ability to analyse and diagnose problems that I confront. 1. 2. 3. 4. 5.
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9. Is the training department responsive to your training requests? 1. 2. 3. 4. 5.
10. The training modules are modified regularly based on the feedback given by the trainees. 1. 2. 3. 4. 5.
11. I have always been provided with regular and constructive feedback concerning my progress on the job after training. 1. 2. 3. 4. 5.
12. Do you have any suggestion that may help in improving the training process of Career Craft Centre? --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- .
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QUESTIONNAIRE
(TRAINEES)
Name: College: Course: Number of training sessions attended: Training sessions attended None 1-5 Programmes 6-10 Programmes More than 10 Programmes Total
Note: The values in the following statements represent:
6. Strongly Agree 7. Agree 8. Neutral 9. Disagree 10. Strongly Disagree
1.I attend training sessions held at Career Craft regularly. 1. 2. 3. 4. 5.
2.The training programs conducted are relevant and timely. 1. 2. 3. 4. 5.
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3.I am satisfied with the number of training sessions conducted by Career Craft Centre. 1. 2. 3. 4. 5.
4.I am able to manage with my schedule and attend the training sessions conducted by Career Craft Centre regularly. 1. 2. 3. 4. 5.
5.I have enrolled myself for an E- Learning course provided by Career Craft Centre? 1. 2. 3. 4. 5.
6.I am satisfied with the assignment based training methodology. 1. 2. 3. 4. 5.
7. The trainers use case study methodology for us to understand the subject better. 1. 2. 3. 4. 5. 8. The trainers provide ample reference material during the training sessions. 1. 2. 3. 4. 5.
9. The training sessions have helped me in increasing my industry knowledge and self confidence to face interviews. 1. 2. 3. 4. 5.
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10. The training modules are modified regularly based on the feedback given by the students. 1. 2. 3. 4. 5.
11. The training programs conducted by Career Craft would help me for my placements. 1. 2. 3. 4. 5.
12. Do you have any suggestion that may help in improving the pre- placement training pattern of Career Craft Centre? --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- .
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