A Report

On

‘EVALUATING TRAINING EFFECTIVENESS’

Submitted to
PUNJAB TECHNICAL UNIVERSITY
JALANDHAR

In the partial fulfillment of the requirements for the

award of degree of
Master of Business Administration (MBA)

Submitted by: Project Guide:

Shruti Thakur (2069) Mrs. Sukhmani

Monika (2056) Lecturer in Management

SESSION (2009-2011)

APEEJAY INSTITUTE OF MANAGEMENT

JALANDHAR
 CERTIFICATE

This is to certify that the project report entitled “Evaluating training effectiveness: A
Exploratory Study” submitted by Shruti Thakur and Monika is a bonafide piece of work
conducted under my supervision and guidance. No part of this work has been submitted for any
other degree of any other university. The data sources have been duly acknowledged. It may be
considered for evaluation in partial fulfillment of the requirement for the award of degree of
Master of Business Administration.

Date: Mrs. Sukhmani

Lecturer in Management
Apeejay Institute of Management
Jalandhar
 PREFACE

The study is related with performance appraisal in Milk Plant Verka. Performance appraisal is a
formal, structured system of measuring and evaluating an employee’s job related behaviors and
outcomes to discover how and why the employee is presently performing on the job and how the
employee can perform more effectively in the future so that the employee, organization, and
society all benefit.
This study has detailed analysis regarding evaluation of performance appraisal. The report is split
into various sections, which concern the various tasks that form an integral part of report.

ACKNOWLEDGEMENT
The accomplishment of this project was not being possible individually without the
encouragement, assistance and valuable support from various sources. Thus our wholehearted
thanks to “Almighty”. Knowledge and Co-operation are essential for success in any project field.

No creative work can be done in isolation. We got guidance, motivation at every step of our
progress. We would like to add a few heartfelt words for the people who were the part of this
project in numerous ways.

My heartfelt gratitude to Dr. Balram Dogra, Director, Apeejay Institute of Management,

Jalandhar who has given us the opportunity to emerge as professionals in the field of
management.

We owe a great debt of gratitude to Mrs. Sukhmani, Lecturer in Management, our project guide
for his support. She guided us to bring the project to its completion.

In the end we would like to thank our parents who helped us directly or indirectly in the
completion of this project and the respondents who gave their time to fill the questionnaires to
complete the study.

DATE: SHRUTI THAKUR

MONIKA

TABLE OF CONTENTS
Certificate i

Preface ii

Acknowledgement iii

CHAPTER NO. CHAPTER TITLE PAGE NO.

1 Introduction 2-18

2 Review Of Literature 20-24

3 Need, Scope And Objectives Of The Study 26

4 Research Methodology 28-31

5 Data Analysis And Interpretation 33-47

6 Findings Of The Study 49

7 Conclusion And Recommendations 51-52

References 54-55

Annexure
(a)Questionnaire 57-61
(b)Excel Sheet

LIST OF TABLES

TABLE NO. TABLE TITLE PAGE NO.

5.1 Demographic Profile of People 33
 5.2 Awareness to Male and Female 34

5.3 To know the component of training 35

5.4 Awareness 36

5.5 Methods occupation Cross tabulation 37

5.6 Chi-Square Tests 37
5.7 Need of training 38

5.8 Changes bring by these programs 39

5.9 Effective training programs 40
5.10 Ranking of the Various types 48
5.11 Satisfaction Level of Respondents 49

LIST OF FIGURES

FIGURE NO. FIGURE TITLE PAGE NO.

5.1 Awareness to Male and Female 34
5.2 To know the component of training 35
5.3 Awareness about the types of training 37
programs
5.4 need of training 39
5.5 effective training programs 45
5.6 Success of programs 47
 Chapter – 1
INTRODUCTION

INTRODUCTION
1.1 TRAINING
Training can be defined as any attempt to improve performance of employees by increasing
ability of employees through learning. Need for training is estimated by any deficiency in
performance of employees.
TRAINING NEED = STANDARD PERFORMANCE – ACTUAL
PERFORMANCE
 There is always a difference among training, education and development. Training generally
refers to impartation of specific skills. Development refers to the learning opportunity that helps
the employees to grow. Education is normal classroom learning.
Training is a systematic attempt which is practiced to develop human resources that is mainly a
main component in any organization. Main purpose of is to obliterate gap between employees,
potential employees and job requirements. Training is a short term process that utilizes
systematic and organized procedure by which employees learn technical knowledge and skills
that are required in the work environment of any organization. Training helps an individual to
learn how to perform his job satisfactorily. Training is mostly initiated by management of
organization. It might be the result of some outside motivation, where as development is result of
internal motivation.
Development can complement training because individuals can exert their full potential only
when leaning process is very crucial.

1.2 NEED AND IMPORTANCE OF TRAINING AND DEVELOPMENT

INCREASED PRODUCTIVITY- Training and development help the workforce to get
familiar with work environment. This helps the organization to achieve its objectives and
increase productivity.
HIGH EMPLOYEE MORALE- When employees have such sort of training and
development programs then they feel much involved with the work environment which leads to
the high employee morale.
LESS SUPERVISION- As training is formal so it doesn’t require any specific supervision.
Hence it can be said that training and development programs don’t need any supervision or less
supervision.
LESS WASTAGE- During training and development there is not any kind of wastage
because it is not concerning about any formal production. It only takes care of developing
employees.
EASY ADAPTABILITY- In the training programs much emphasis is given to make the
human resources familiar with work culture of the organization. So it helps the human resources
to adapt easily to the work environment.
 REDUCED ABSENTEEISM- When a employee is given training then he/she feel much
involved with work and their absenteeism rate would be less.
EMPLOYEE DEVELOPMENT- It has been noticed that training programs play very
relevant role in the overall development of employees.

1.3 BENEFITS OF TRAINING

BENEFITS OF TRAINING TO ORGANIZATION
 Leads to improved profitability.

 Attitudes towards profit orientations.

 Improve the job knowledge and skills.

 Improve morale of work force.

 Help in organizational activities.

 Required for good corporate image.

 Helps in organizational development.

BENEFITS OF TRAINIG TO INDIVIDUALS

 Increase job satisfaction and recognition.

 Helps in encouraging all achieving self-development.

 Provides bases of learning.

1.4 REASONS FOR WHICH TRAINING AND DEVELOPMENT

REQUIRED
Training and development programs are introduced in the organizations because of following
reasons-
 When after a performance appraisal it is found that performance improvement is
required.
  To provide a benchmark for the performance improvement.

 It is required for overall development of the human resources.

 It is also required for making succession planning to help any employee to be eligible for
planned change in organization.

 It also helps in testing the operation of a new performance management system.

 It helps in training employees about any specific topic.

1.5 TYPES OF TRAINING

The following types of training are generally in use:
1. Induction training- this type of training is given to help a entrant for adapting himself to
new environment. The employee is given a full description of the job he is expected to
do. He is also informed about the policies, procedures and rules which are related to his
work.

2. On-job training- this is one of the commonly used type of training. It is also an effective
method of training the operative personnel. In this method the worker is trained on-job
and at his work place.

3. Off-job training- this type of training can be given a number of ways. Off-job training
consists of lectures, conferences, group discussions, case studies etc.

4. Apprenticeship training- in this type of training, a worker is attached to an experienced

or senior worker. The worker learns while observing his senior and helping him in the
task.

5. Refresher training- it is helpful in acquainting personnel with latest improvements in

their work. Such training helps in refreshing the memory of employees.

6. Vestibules- the term vestibule training is used to impart training in a class room in the
plant. It means that workers trained at some place in the factory.
1.6 METHODS OF TRAINING
A number of methods of training are employed to train workforce within the organization.
Training methods are categorized into two groups-
(a) On-the job

(b) Off-the job

On the job methods- mainly refers to the methods that employed in the work place, during
the services of the employees. Whereas off-the job methods are generally employed for the
people who are not working. On-the-job training is delivered to employees while they perform
their regular jobs. In this way, they do not lose time while they are learning. After a plan is
developed for what should be taught, employees should be informed of the details. A timetable
should be established with periodic evaluations to inform employees about their progress. On-
the-job techniques include orientations, job instruction training, apprenticeships, internships and
assistantships, job rotation and coaching.

Off-the-job techniques include lectures, special study, films, television conferences or

discussions, case studies, role playing, simulation, programmed instruction and laboratory
training. Most of these techniques can be used by small businesses although, some may be too
costly.

Training techniques are the means that are mainly employed in the training methods. Among the
above shown techniques lectures, films, audio cassettes, case studies, role playing, video tapes
and simulation are most commonly employed

1.7 IMPORTANT TRAINING METHODS FOR EMPLOYEES-

(a) LECTURES- present training material verbally and are used when the goal is to present a
great deal of material to many people. It is more cost effective to lecture to a group than to train
people individually. Lecturing is one-way communication and as such may not be the most
effective way to train. Also, it is hard to ensure that the entire audience understands a topic on
the same level; by targeting the average attendee you may under train some and lose others.
Despite these drawbacks, lecturing is the most cost-effective way of reaching large audiences.

(b) ROLE PLAYING AND SIMULATION- These are training techniques that attempt to
bring realistic decision making situations to the trainee. Likely problems and alternative
solutions are presented for discussion. The adage there is no better trainer than experience is
exemplified with this type of training. Experienced employees can describe real world
experiences, and can help in and learn from developing the solutions to these simulations. This
method is cost effective and is used in marketing and management training.

(c) AUDIOVIUAL METHODS- such as television, videotapes and films are the most
effective means of providing real world conditions and situations in a short time. One advantage
is that the presentation is the same no matter how many times it's played. This is not true with
lectures, which can change as the speaker is changed or can be influenced by outside constraints.
The major flaw with the audiovisual method is that it does not allow for questions and
interactions with the speaker, nor does it allow for changes in the presentation for different
audiences.

(d) JOB ROTATION- involves moving an employee through a series of jobs so he or she can
get a good feel for the tasks that are associated with different jobs. It is usually used in training
for supervisory positions. The employee learns a little about everything. This is a good strategy
for small businesses because of the many jobs an employee may be asked to do.

(e) APPERENTICESHIPS- develop employees who can do many different tasks. They
usually involve several related groups of skills that allow the apprentice to practice a particular
trade, and they take place over a long period of time in which the apprentice works for, and with,
the senior skilled worker. Apprenticeships are especially appropriate for jobs requiring
production skills.

(f) INERNSHIPS- are usually a combination of classroom and on-the-job training. They are
often used to train prospective managers or marketing personnel.
 (g) PROGRAMMED LEARNING- computer-aided instruction and interactive video all have
one thing in common: they allow the trainee to learn at his or her own pace. Also, they allow
material already learned to be bypassed in favor of material with which a trainee is having
difficulty. After the introductory period, the instructor need not be present, and the trainee can
learn as his or her time allows. These methods sound good, but may be beyond the resources of
some small businesses.

(h) LABORTORY LEARNINGS- is conducted for groups by skilled trainers. It usually is

conducted at a neutral site and is used by upper- and middle management trainees to develop a
spirit of teamwork and an increased ability to deal with management and peers. It can be costly
and usually is offered by larger small businesses.

1.8 IMPLEMENTATION OF TRAINING PROGRAMS

Once the training technique has been selected and designed, then it needs to be implemented.
However implementation of training faces certain problems. In most of the cases managers say
that they are very busy and they can’t engage themselves in these training programs. Sometime
there is not availability of trainers. Training and development require higher degree of creativity
and proper knowledge about the work culture of organization. Trainer should have the proper
knowledge of goals of training programs. Proper knowledge may help to evaluate the progress of
trainee in the company that helps a lot in the success of training programs.
Program implementation involve following actions-
1. Deciding the location for training programs.

2. Scheduling that training program.

3. Conducting training programs.

4. Monitoring the progress of training.

1.9 EVALUATION OF TRAINING

One of the most important steps in any training and development process is the evaluation of
training. Evaluation helps in determining the result of training and development programs.
Training should be evaluated several times during the process. Determine these milestones when
you develop the training. Employees should be evaluated by comparing their newly acquired
skills with the skills defined by the goals of the training program. Any discrepancies should be
noted and adjustments made to the training program to enable it to meet specified goals. Many
training programs fall short of their expectations simply because the administrator failed to
evaluate its progress until it was too late. Timely evaluation will prevent the training from
straying from its goals.

NEED FOR TRAINING EVALUATION

1) To determine if they are accomplishing specific training objectives which are
correcting performance deficiencies or not.

2) To ensure that there is any change in caliber of trainee due to training programs.

3) To determine cost effectiveness of the training program.

Evaluation is required to know whether training program is successful or not. Creditability of

training and development is mainly enhanced when it is proved that firm is benefited from it or
not.
PRINCIPLES OF EVALUATION
Evaluation of training program should be based on the following principles.
1. Evaluation specialist must be clear about the goals and purposes of evaluation.

2. Evaluation must be continuous.

3. Evaluation must be specific.

4. Evaluation must provide the means and focus for trainer to be able to appraise
themselves, their practices and their product.

5. Evaluation must be based on objective methods and standards.

6. Realistic target dates must be set for each phase of the evaluation process. A sense of
urgency must be developed, but deadlines that are unreasonably high will result in poor
evaluation.

CRITERIA FOR EVALUATION

1. Training validity: did the trainee learn during training?

2. Transfer validity: what has been learnt during training, has it been transferred on the job?
Has it enhanced performance in workplace?

3. Intra-organizational validity: is performance of the new group of trainees, for which the
training programs were developed, consistent with the performance of original training
group?

4. Inter- organizational validity: can a training program validated in one firm be used
successfully in another company.

These questions generally results in different evaluation techniques.

1.10 FEATURES OF SUCCESSFUL TRAINING PROGRAMS

After the evaluation of training and development programs it is concluded that whether these
programs are successful or failure.

PRE- COURSE AND ON- COURSE CONFIRMATION

If it is possible to contact any of the potential learner at the planning and development stage
of the training program, it is estimated that something is done at a stage when program is
being introduced. Two principle methods are in general use for this:
1) Pre- course questionnaire

2) An on-course activity

1) PRE-COURSE QUESTIONNAIRE
This is a very common approach that is generally employed in most of the organizations. A
fortnight to a month prior to the start of programs, when persons are sent a questionnaire, usually
via line managers, who may also be asked to comment. In the document the program is detailed
and the key or important learning points or subjects are listed. The learner is asked to comment
on inclusion of these subjects and their personal needs for these skills, whether any of the
subjects are relevant and should be excluded and whether any of the omitted subjects is included.
If responses to this questionnaire are received in reasonable time then modifications in the
programs can be made. This takes less time at this stage than later on.

2) ON- COURSE ACTIVITES

A number of activities are generally introduced at the beginning of the training program:
Some time when it is required to know key needs of learners. Some activities are required to
modify training content and which is generally done by gathering views of learners.

1.11 PURPOSE OF EMPLOYEES TRAINING AND DEVELOPMENT

PROCESS

Reasons for emphasizing the growth and development of personnel include

 Creating a pool of readily available and adequate replacements for personnel who may
leave or move up in the organization.
 Enhancing the company's ability to adopt and use advances in technology because of a
sufficiently knowledgeable staff.
 Building a more efficient, effective and highly motivated team, which enhances the
company's competitive position and improves employee morale.
 Ensuring adequate human resources for expansion into new programs.

Research has shown specific benefits that a small business receives from training and developing
its workers, including:
  Increased productivity.
 Reduced employee turnover.
 Increased efficiency resulting in financial gains.
 Decreased need for supervision.

Employees frequently develop a greater sense of self-worth, dignity and well-being as they
become more valuable to the firm and to society. Generally they will receive a greater share of
the material gains that result from their increased productivity. These factors give them a sense
of satisfaction through the achievement of personal and company goal.

Once you have determined where training is needed, concentrate on the content of the
program. Analyze the characteristics of the job based on its description, the written narrative of
what the employee actually does. Training based on job descriptions should go into detail about
how the job is performed on a task-by-task basis. Actually doing the job will enable you to get a
better feel for what is done.

Individual employees can be evaluated by comparing their current skill levels or performance
to the organization's performance standards or anticipated needs. Any discrepancies between
actual and anticipated skill levels identify a training need.

1.12 SELECTION OF TRAINEES

Once you have decided what training is necessary and where it is needed, the next decision is
who should be trained? For a small business, this question is crucial. Training an employee is
expensive, especially when he or she leaves your firm for a better job. Therefore, it is important
to carefully select who will be trained.

Training programs should be designed to consider the ability of the employee to learn the
material and to use it effectively, and to make the most efficient use of resources possible. It is
also important that employees be motivated by the training experience. Employee failure in the
program is not only damaging to the employee but a waste of money as well. Selecting the right
trainees is important to the success of the program.

1.13 GOALS OF TRAINING

The goals of the training program should relate directly to the needs determined by the
assessment process outlined above. Course objectives should clearly state what behavior or skill
will be changed as a result of the training and should relate to the mission and strategic plan of
the company. Goals should include milestones to help take the employee from where he or she is
today to where the firm wants him or her in the future. Setting goals helps to evaluate the
training program and also to motivate employees. Allowing employees to participate in setting
goals increases the probability of success.

1.14 TRAINER

Who actually conducts the training depends on the type of training needed and who will be
receiving it. On-the-job training is conducted mostly by supervisors; off-the-job training, by
either in-house personnel or outside instructors.

In-house training is the daily responsibility of supervisors and employees. Supervisors are
ultimately responsible for the productivity and, therefore, the training of their subordinates.
These supervisors should be taught the techniques of good training. They must be aware of the
knowledge and skills necessary to make a productive employee. Trainers should be taught to
establish goals and objectives for their training and to determine how these objectives can be
used to influence the productivity of their departments. They also must be aware of how adults
learn and how best to communicate with adults. Small businesses need to develop their
supervisors' training capabilities by sending them to courses on training methods. The investment
will pay off in increased productivity.
 There are several ways to select training personnel for off-the-job training programs. Many
small businesses use in-house personnel to develop formal training programs to be delivered to
employees off line from their normal work activities, during company meetings or individually at
prearranged training sessions.

There are many outside training sources, including consultants, technical and vocational
schools, continuing education programs, chambers of commerce and economic development
groups. Selecting an outside source for training has advantages and disadvantages. The biggest
advantage is that these organizations are well versed in training techniques, which is often not
the case with in-house personnel.

The disadvantage of using outside training specialists is their limited knowledge of the
company's product or service and customer needs. These trainers have a more general knowledge
of customer satisfaction and needs. In many cases, the outside trainer can develop this
knowledge quickly by immersing himself or herself in the company prior to training the
employees. Another disadvantage of using outside trainers is the relatively high cost compared to
in-house training, although the higher cost may be offset by the increased effectiveness of the
training.

Whoever is selected to conduct the training, either outside or in-house trainers, it is important
that the company's goals and values be carefully explained.

1.15 TRAINING ADMINISTRATION

Having planned the training program properly, you must now administer the training to the
selected employees. It is important to follow through to make sure the goals are being met.
Questions to consider before training begins include:

 Location.
 Facilities.
 Accessibility.
  Comfort.
 Equipment.
 Timing.

Careful attention to these operational details will contribute to the success of the training
program.

An effective training program administrator should follow these steps:

 Define the organizational objectives.

 Determine the needs of the training program.
 Define training goals.
 Develop training methods.
 Decide whom to train.

1.16 SECRETS OF EFFECTIVE TRAINING

1. Put emphasis on learning rather than on teaching

Put emphasis on helping the students to learn rather than merely teaching them. Because the
trainees take an active rather than passive role in their skills will be developed more quickly and
should be retained for longer.

2. They should learn only what they need to know

Make sure that the training objectives are derived from the task analysis and relate what has
students actually need to know. This may mean leaving out what has come to be the accepted
content of the course but it does not prevent the inclusion of material for confidence and
motivation reasons. An essential part of finding out what they need to know is determining what
they already know.

3. Let them know what they need to know

Give the trainee the objectives at the beginning of the course. Without this sense of direction,
students can get hopelessly lost and frustrated. Be careful to give them same details of objectives
that you would present or developing a course.

4. Make sure that they can walk before they run

Make sure that the trainees are competent at one level before proceeding to the next.

This provides a sound basis of future learning and you can assist this by having a logical flow
that goes from

 The simple to complex

 The general to specific
 To known to unknown

5. Check they have learnt what they need to know

6. Expert and ensure success

Expectation is one of the strongest motivators. Obviously you should not express false
expectation. Tests should only be given to those employees who are ready for it. To do otherwise
is insufficient and could be dangerous.

7. Everyone can get an “A”

Because we assess our trainee against the, there is no reason why all our trainees shouldn’t get
the higher grade. We are assessing trainees against preferences against each other.

1.17 TRAINING SCORE CARD

When implementing a training score it is important to track, collect, compile, analyze and report
six different types of training data collected over different time periods. These types of data are
indicators, reactions, learning, application, business impact and return on investment.
Training score card includes:

1. Indicators:

 Employees trained
 Total training hours
 Training hours per employee
 Training investment as per percentage of payroll
 Cost per participant

2. Reaction

This includes the reaction of the employees after attending training program which is being
imparted to them. This reaction would make the trainee to come to know that the employee is
satisfied with the training or not

3. Learning

This includes the level of learning of the employees that they have learned those things which
were being told to them in training or not

4. Behavior application

5. Business impact

At the level actual business results of the training program are identified. A paper based or
automated follow up questionnaire can be used together this data. Depending on the training
programs performance and business objectives.

6. Return on investment

At this level monetary benefits of the program are compared with cost of program. The cost
should be fully loaded. The methods used to convert data should be reported.

ROI% = (Benefits – costs ) * 100/costs

1.18 IMPORTANCE OF TRAINING

Training of the employees is very essential because work force is an invaluable asset to an
organization. Training is important for following reasons:

1. Higher employee morale- a trained worker derives happiness and job satisfaction from his
work. He feels happy when his performance is up to the mark. This also gives him job security
and ego satisfaction. Employees will properly look after a worker who performs well.

2. Less supervision- A trained worker will be most disciplined and dependent. He will not like
any type of interference in his work and may not give any opportunity to the supervisor for
complaint. Such workers can take more advantage in their work. The degree of supervision
required for a employee will be less.

3. Employee development- training also helps in the development of employees. If a worker

learns fast then he will be able to develop his talent and improve his performance. Training gives
him an opportunity to show his work also.

4. Less wastage- A trained worker will know the art of operating the machine properly. He will
also use the material and equipments in a systematic way which causes less wastage. The amount
spent on training of the worker will prove to be asset to organization.

5. Increased productivity- training improves the performance of the employees. Increased skill
and efficiency result in better quantity and quality of production.

6. Easy adaptability- A trained worker can be more adaptable to charge than on untrained one.
The trained person will adapt to new situation more easily because they have basic technical
knowledge.

7. Reduced turnovers and absenteeism- Labour turnover and absenteeism are mainly due to
job dissatisfaction. A satisfied person may not like to leave job and try at a new place. Training
helps in reducing labour absenteeism by increasing job satisfaction among them.
Chapter - 2
REVIEWS
 OF
LITERATURE

Review of literature
These studies related to effectiveness of development programs in rural india which was
conducted in the previous years, all studies are not included due to shortage of time, so some are
the following reviews of the studies conducted in past time.

Oslen(1996) studied that transfer component of training evaluation was examined in a study
conducted in 1996. 'Transfer' is the evidence that what was learned is actually being used on the
job for which it was intended. The study, through a survey technique, examined what
organisations are doing to evaluate the transfer of training (as described by the Kirkpatrick
taxonomy of the four levels of training evaluation). In addition, training and support strategies
which are judged to be the most effective in enhancing transfer were identified.

  

Porter(1997) found that the field of diversity training, being relatively new, can be enhanced by
using some of the concepts and methods put into practice for many years by intercultural
trainers. Distinguishing between diversity and intercultural training is not always easy. Currently,
the two types of training differ more in terms of their goals than in other ways. Intercultural
trainers offer four main components to their diversity counterparts: culture, behavior, perception,
and communication. This article expands upon these components, defining them, describing the
rationale for their inclusion in diversity training, and suggesting specific training methods that
diversity trainers could use when incorporating these concepts into their training sessions or
those intercultural trainers could use when conducting diversity training.

Padhi (2003) studied that Total Quality Management (TQM) is a never ending process of
improving work processes. It operates according to the premise that organisations cannot rest
comfortably without continuously improving whatever is being done. There has to be a culture of
continuous improvement and everyone in the organisation must strive towards it. This could be
accomplished only through continuous training. The present study seeks to examine the role of
training as well as measuring its effectiveness for successful implementation of TQM. For this
purpose, data have been retrieved from a public sector enterprise manufacturing crude steel in
India. The findings of the study are based purely on primary survey. Pearson's Correlation
Coefficient with their significance levels have been used to measure the effectiveness of TQM
training and the correlation between TQM training and selected factors. The authors have found
that training creates awareness, builds employees' commitment to quality policy and strategy,
facilitates teamwork, enhances performance standards, and bolsters the skills and abilities of
employees. However, the organisation needs to focus more upon improving communication
competencies, multiple skill development and customer value training. Successful TQM training
in the organisation needs more budgetary allocation and commitment, support and enthusiasm of
the top management.

Janssens(2004) studied that Impact evaluations of development programmes usually focus on a

comparison of participants with a control group. However, if the programme generates
externalities for non-participants such an approach will capture only part of the programme's
impact. Based on a unique large-scale quantitative survey we estimate the direct as well as the
spillover effects of a women's empowerment programme in rural India on child immunization
and school enrollment. The survey covers both participants and non-participants living in
programme villages, as well as respondents in control villages where the programme is not yet
active. We account for participation selection bias using instrumental variables. The control
villages allow us to test the exclusion restriction and provide us with an effective control group
to analyze programme impact. We find both direct effects and significant spillovers on non-
participants. The impact of interventions might be substantially underestimated if such external
effects were not taken into account.

Gray(2007) studied experienced legal information professionals who are responsible both for
designing and delivering in-house training sessions, and for running the BIALL Training the
Trainer seminar for the last three years. The aim of this article is threefold: to explore the
rationale for providing training; to examine the groundwork and preparation necessary to create
the right training culture; and to offer practical guidance on how to deliver successful training
activities.

Chiaburu (2008) studied that Training effectiveness is a function of trainee characteristics,

training design and contextual factors. Social exchanges in the work environment have received
less attention compared with other training effectiveness predictors. We focus on the extent to
which leaders (through their relationships and exchanges with followers) influence skill transfer,
maintenance and generalization. We also examine two intervening processes (training motivation
and outcome expectancy). Our findings, based on surveys from 495 employees, argue for the
importance of leadermember exchange for training transfer, with training motivation and
outcome expectancy as intervening mechanisms.
Scaduto et al.(2008) found that when the relationship between employees and their supervisor
(as reported by the employee) is high in quality, employees report transferring trained skills to
the workplace, maintaining those skills over time, and even utilizing those skills in work
situations other than those specifically trained (Now that’s GOOD news!).  So it appears that
when employees feel that their relationship with their supervisor is good (high LMX), they are
more likely to benefit from training initiatives (and this in turn benefits the organization).

Nucbe (2009) discussed various ways in which the financial sector could impact on economic
growth and development and in the process makes reference to those theoretical underpinnings.
We present the structure and characteristics of financial system in Africa. The main
characteristics of financial system in Africa that may affect economic development include weak
regulation environment, weak legal system, bank dominated financial system, wide interest rate
spreads, and poor corporate governance practices.

Black (ND) found Increased internationalization in the economic, political, and social arenas has
led to greater interpersonal cross-cultural conflict. Because much of this contact has not been
successful, cross-cultural training has been proposed by many scholars as a means of facilitating
more effective interaction. A review of the cross-cultural training literature is presented, and it is
determined that cross-cultural training in general is effective. The article also offers a theoretical
framework based on social learning theory for understanding past research and for guiding future
research; this is important because in this context variables seem to operate differently in
international versus domestic areas.

Jones (ND) studied ascertains whether there are differences in the formality of training and
development initiatives adopted by SMEs in three business growth categories; and the level of
growth at which a more formalized approach to training and development occurs. The results
show the adoption of formal training and development initiatives increases with SME growth.
The transition toward more formal practices generally begins early in the growth process, as
evidenced by a greater significant increase between low and moderate than moderate and high
growth firms, in the proportion of SMEs that implement formal training and development
initiatives. The results also demonstrate commitment to management development increases with
business growth. There is a greater significant difference between low and moderate than
moderate and high growth SMEs, in the proportion of firms that implement management
development practices. However, differences between high compared with moderate growth
enterprises, suggest management development may be more evolutionary. Taken together,
results suggest that as SMEs progress through development pathways, they adopt a more
‘strategic’ approach to training and development, characterised by an increasing degree of
commitment of resources to formal training and development initiatives.

The perusal of literature reveals that there had been many researches regarding the
training effectiveness. From above reviews it can be said that training is very effective in
organizations and training and development programs tend to bring positive changes in
employees and these programs play important role in increase in productivity of organization and
also help in development of skill setups of employees. So, it can be concluded that training is
effective for both organization and employees
 Chapter – 3
NEED, SCOPE AND
OBJECTIVES OF
THE STUDY

NEED OF THE STUDY

The study is needed to identify the effectiveness of development and training programs in
organizations and changes which occur due to these programs. To know the different methods of
training and changes required in these existing training programs. The need of this study arises to
know whether these programs are implemented or not.
SCOPE OF THE STUDY
The scope of study conducted i.e. EVALUATING TRAINING EFFECTIVENESS is limited to
Jalandhar city. The study conducted not only provides information related to changes occur after
conducting training and development programs in organizations but also to know which of
different methods of training is most effective. This study could help the us by knowing the need
of training and ideas to make it more effective.

OBJECTIVES OF THE STUDY

PRIMARY OBJECTIVE
To know the effectiveness of training and development programs.
SECONDARY OBJECTIVES
1. To know the awareness about training and development programs among people.
2. To know different types of training programs.
3. To know which of various training programs are more effective.
4. To know the need of training.
5. To know various benefits of training.
6. To check whether training programs bring positive changes in employees.
7. To know whether the on-job training is more beneficial or the off-job training.
8. To elaborate the factors which can make training programs successful.
 CHAPTER-4
RESEARCH
METHODOLOGY

RESEARCH METHODOLOGY
Research Methodology is a way to systematically solve the research problem. The Research
Methodology includes the various methods and techniques for conducting a Research.
“Marketing Research is the systematic design, collection, analysis and reporting of data and
finding relevant solution to a specific marketing situation or problem”. D. Slesinger and
M.Stephenson in the encylopedia of Social Sciences define Research as “the manipulation of
things, concepts or symbols for the purpose of generalizing to extend, correct or verify
knowledge, whether that knowledge aids in construction of theory or in the practice of an art”.
Research is, thus, an original contribution to the existing stock of knowledge making for its
advancement. The purpose of Research is to discover answers to the Questions through the
application of scientific procedures. Our project has a specified framework for collecting data in
an effective manner. Such framework is called “Research Design”. The research process
followed by us consists of following steps:
Research Design:-
 Conclusion Oriented Research:-Research designed to assist the decision maker in the
situation. In other words it is a research when we give our own views about the research.

 Descriptive Research:-A type of conclusive research which has as its major objective
the description of something-usually market characteristics or functions. In other words
descriptive research is a research where in researcher has no control over variable. He
just presents the picture which has already studied.

Sample Design-Sampling can be defined as the section of some part of an aggregate or totality
on the basis of which judgement or an inference about aggregate or totality is made. The
sampling design helps in decision making in the following areas:-

 Universe of the Study-The universe comprises of two parts as theoretical universe and
accessible universe

Theoretical Universe- It includes all the people throughout the universe.

Accessible Universe- It includes all the people in India.
 Sample Frame-Sample frame refers from where the questionnaires are to be filled. Our
sample frame consists of family, friends and classmates.

 Sample Size- Sample size is the number of elements to be included in a study. Keeping
in mind all the constraints 50 respondents was selected.
  Sample Unit- Sampling unit is the basic unit containing the elements of the universe to
be sampled. The sampling unit of our study is all age group.

 Sampling Techniques- The sampling techniques used are convience technique and
simple random sampling technique.

Methods of Data Collection- Research work is exploratory in nature. Information has been
collected from both Primary and Secondary data.
 Secondary Sources- Secondary data are those which have already been collected by
someone else which already had been passed through the statistical process. Secondary
data has been collected through magazines, websites, newspapers and journals.

 Primary Sources- Primary data are those, which are collected are fresh and for the first
time and thus happen to be original in character. Primary data has been collected by
conducting surveys through questionnaire, which include both open- ended and close-
ended questions and personal and telephonic interview.

Tools of Analysis and Presentation:-

To analyze the data obtained with the help of questionnaire, following tools were used.
 Likert Scale: These consist of a number of statements which express either a favorable
or unfavorable attitude towards the given object to which the respondents are asked to
react. The respondent responds to in terms of several degrees of satisfaction or
dissatisfaction.

 Weighted Average Score: This tool is used to calculate highest and lowest rank.

 Tables: This is a tool to present the data in tabular form.

 Percentage, Bar Graphs and Pie Charts: These tools were used for analysis of data.

LIMITATIONS OF THE STUDY

The limitations of the study are as follows:-
 Due to shortage of time available at disposal, we were not able to collect as much
information as needed for the study.
 There may be untrue information provided by the respondents for the study.

 Biasness in the responses of respondents may be there.

 The sample may not be a true representative, as due to location factor, the respondents
may not be representative of the whole universe.

 As there is always a cost factor involved in every research, so it is not possible to include
large universe.
 CHAPTER-5
DATA ANALYSIS AND
INTERPRETATION

DATA ANALYSIS AND INTERPRETATION

The data has been processed and analyzed by tabulation interpretation so that findings can be
communicated and can be easily understood. The findings are presented in the best possible way.
Tables and graphs had been used for illustration of findings of the research.
Statement 1. Demographic Profile of People
Table 5.1
Demographic Profile of People
Demographics No. of Respondents %age of Respondents

Age
18-25 years 34 68
26-35 years 12 24
36-45 years 03 06
46 and above 01 02
Total 50 100

Qualification
Graduate 28 56
Post Graduate 22 44
Total 50 100

Gender
Male 18 36

Female 32 64
Total 50 100

Analysis and Interpretation:

It was found that Majority of respondents’ in the age groups i.e. 18-25 years. Majority of the
sample size i.e. 56% were graduate and also it consists of 64% females.
So it can be interpreted that the sample size consisted of serviceman and students.

sStatement 2. To know awareness among male and female about the training programs
Conducted by organizations.
 Table 5.2
Awareness to Male and Female

Awareness No. of Respondents %age of Respondents

Yes 50 100
No 00 00
Total 50 100

Figure 5.1
Awareness to Male and Female

Analysis and Interpretation:

It has been analysised from above figure that 100% of the respondents were aware of the training
programs.
By this we can interpret that mostly both male and female equally know about these training
programs.

Statement 3: To know that people know about the component of the training

Table 5.3
 To know the component of training
Types Number of respondents %age of Respondents
Ethics 06 12%
Skills 26 52%
Education 12 24%
Development 06 12%
Total 50 100
Figure 5.2

percentage
12% 12%

ethics
skills
education
24% development

52%

Analysis and Interpretation:

Most of the people i.e. 52% in the favour of skills, about 24% in education, ethics and
development got 12% and 12% respectively.
So, this can be interpreted that fewer people are in the favour of ethics and development option.

Statement 4. To know the awareness about the types training method.

Table 5.4
Awareness
Options Number of respondents %age of Respondents
Coaching and counseling 09 18%
Job rotation 12 24%
Seminars 14 28%
Internships 15 30%
Total 50 100

Figure: 5.3
Awareness about the types of training programs

percentage

18%
30% coaching and counselings
job rotation
seminars
internships

24%

28%

Table 5.5

methods * occupation Crosstabulation

Methods of Occupation
Training Private Job Government Business Student
Job
 Coaching And 0 2 0 3
Counseling (0.0) (25.0) (0.0) (10.7)
Job Rotation 4 3 1 2
(57.1) (37.5) (25.0) (7.1)
Seminars 1 3 2 10
(14.3) (37.5) (50.0) (35.7)

Internship 2 0 1 13
(28.6) (0.0) (25.0) (46.4)

The figures in the parenthesis represents the percentage.

Table 5.6

Chi-Square Tests

Asymp.
Sig. (2-
Value df sided)
Pearson Chi- 15.894(a
9 .069
Square )
Likelihood Ratio 18.811 9 .027
Linear-by-Linear
4.343 1 .037
Association
N of Valid Cases 47
a 13 cells (81.3%) have expected count less than 5. The minimum expected count is .43.

Analysis and Interpretation:

Maximum number of the sample size i.e. 30% of people know about internship programs 28%
know about the seminars, 24% knows about job rotation and few people know about the
coaching and conseling method..
So, this can be interpreted that the most influential source for training is internship and people
are not well awared about the new training methods like coaching & counselling and job
rotation.
Chi Square is applied on this statement. Pvalue>0.05. So null hypothesis is accepted and it is
interpreted that there is no relationship between occupation and methods of training.
Statement 5. To know the need of training
Table 5.7
need of training
Options No. Of Respondents %age of Respondents
 Development 20 40
in skills of
employees
Increase in 10 20
productivity
Cope up with 15 30
modern
technology
5 10
Total 50 100
FIGURE 5.4

Need

10%

40%

development in skills
30% increase in productivity
modern technology
high economic growth

20%
Analysis and interpretation
From the above figure we can analyse that need for training is high for developing the skills of
the employees and for high economic growth the need is minimum.
Statement 6. To know various benefits of training program
Table 5.8
Changes bring by these programs
Benefits No. of Respondents %age of Respondents
Increases workforce 10 20%
flexibility
Improves quality and
24 48%
productivity
Provides new business
8 16%
opportunities
Help in taking
advantages of new 18 36%
technology
Total 50 100

Analysis and interpretation:

From the above table we can interpret that majority of the respondents think that the benefit of
training improves quality and productivity and it provides least business opportunities.
Statement 7. To know different kinds of programs that are effective
Table 5.9
Effective training programs
Options No. of Respondents %age of Respondents
Behavioural 8 16%
training programs
Communication 16 32%
training programs
Computer 4 8%
education
programs
Business 22 44%
etiquettes and
grooming
programs
Total 50 100

Figure: 5.5 effective training programs

effectiveness
16%

44% behavioural training

communication training
computer education
business etiquettes and
grooming
32%
8%

Analysis and Interpretation:

The figure above states that business etiquettes and grooming programs are more effective i.e
44% and computer education programs are least effective.
By this we can interpret that majority will say that business etiquettes and grooming programs
are more effective

Statement 8. To know the preferences of respondents regarding training programs

Table 5.10
 Ranking of the Various types
Style Rank 1 Rank 2 Rank 3 Rank 4 Rank 5 Weighted
Average
Score
Audio-visual 8 6 8 12 16 172
Lectures 4 3 15 18 10 177
Job rotation 8 24 8 4 6 116
Internship 24 6 4 10 6 118
apprenticeship 6 11 15 6 12 157
Total 50 50 50 50 50 740

Number of respondents-50
Rank 1- highly preferred
Rank 5-Least preferred
Analysis and Interpretation:
The above table shows that the majority of the respondents felt that internship and job- rotation
they like most and lectures are least preferred.
So we can interpret that internship type is more preferable among the people.

Statement 9: To check the satisfaction level of respondents

Table 5.11 Satisfaction Level of Respondents
Particulars Highly Disagree Neutral Agree Highly Summated
Disagree Agree Score
 a) I think training 0 0 2 13 35 67
programs always bring
positive changes
b) I am highly satisfied 0 1 10 21 18 94
with training programs
c) I feel conducting 46 3 1 0 0 245
training programs is
just a wastage of time
d) training program 0 0 0 22 28 72
are becoming popular
now a days
e) I think on the job 0 0 8 26 16 92
training is more
beneficial than off job
training
f) I think training 0 5 12 20 13 109
should be provided at
regular interval of
time
g) All training 12 14 10 10 4 170
programs provides
equal satisfaction to
every employee
h) I think training 0 0 10 20 20 90
should be compulsory
in the organisation
i) I think training help 00 0 6 18 26 80
the employees to cope
up with new
technologies
j) training is more 2 5 10 18 15 111
beneficial to
employees than an
organisation
Total 60 28 69 168 175 1130

Number of respondents -50

Maximum Score –
Strongly Disagree (50*5) – 250
Disagree (50*4) – 200
Neutral (50*3) – 150
Agree (50*2) – 100
Strongly Agree (50*1) – 50
Analysis and Interpretation:
As from the above table no 5.9 comparison was done between maximum score and summated
score. Maximum score is the score which represents the dissatisfaction level among the
respondents. So, information related to the level of sastisfaction or least satisfaction to various
factors influencing the satisfaction level of respondents was interpreted in following manner-:
The first statement has summated score as 67, which lies between 50 and 100. That means either
the people are satisfied or highly satisfied. The value is more towards 50. So, the people are
highly satisfied about this statement.
The second statement has summated score as 94, which lies between 50 and 100. That means
either the persons are satisfied or highly satisfied. But this value lies more towards 100. So, we
can say that people are satisfied towards this statement.
The third statement’s summated score is 245, which lies between 200 and 250. That means the
persons disagree or highly disagree with this statement as it lies near to 250 therefore the option
is highly disagree.

The fourth statement’s summated score is 72. It also lies between 50 and 100. It means people
agree towards this statement.
The fifth statement has summated score as 92, which lies between 50 and 100. It means either
the persons are agree or highly agree. But the value is more inclined towards 100. So, the persons
are agreeing regarding this statement.
The sixth statement has summated score as 109, which lies between 100 and 150. That means
either the persons are neutral about this statement or the persons agree about this statement.
The seventh statement’s summated score is 170, which also lies between the 150 and 200. That
means about half of the persons neutral about this statement and about half of the persons are
disagree about this statement.
The eighth statement has summated score as 90 which lies between 50 and 100. That means
either the person agree or highly agree with this statement. But the value is more inclined
towards 100. So the persons agreeing towards this.
The ninth statement has summated score as 80 which lies between 50 and 100. That means either
the person agree or highly agree with this statement. But the value is more inclined towards 100.
So the persons agreeing towards this.
The tenth statement has summated score as 111 which lies between 100 and 150. That means
either the person agree or neutral with this statement. But the value is more inclined towards 100.
So the persons agreeing towards this.

Statement 10:to know by what training programs can be successful

Table.5.12
Success of programs
Options No of respondents Percentage of respondents
High motivation 16 32%
Delivering lectures 6 12%
Tell them importance of 8 16%
 training
Educate them 20 40%
Total 50 100%

Figure 5..6

success

18%

motivation
7% lectures
importance of training
education

9%

67%

Analysis and interpretation

By this analysis we conclude that majority of respondents said that training programs are
successful by educating the employees in the organisation about the importance of training. Then
comes motivation, high motivation is required to the employees.
 CHAPTER-6
FINDINGS OF THE STUDY

FINDINGS OF THE STUDY

From the above tables, figures and the gist of factor analysis explains the awareness, need and
benefits of training programs among the people of India. Based on the analysis the following
results had been found out:-
 The sample size consisted of students and professionals.

 Mostly both male and female are equally aware of the training programs conducted in
organisation.
 Most of the respondents are in the view of skills as a best component among the various
types i.e. skills, ethics, education and development.

 Most preferred type of training method is internship. Mostly people know about all the
training methods but least knowledge is of coaching and counselling method.

 Majority preference lies in internship and job rotation type of training method i.e. people
like internship and job rotation method and least preferred method is lectures.

 The need of the training programs are high because it enhances the skills or develop the
skills of the employees.

 Majority of the respondents think that benefits of training programs are to improve
quality and productivity.

 Most of the people think that business etiquettes and grooming programs are more
effective..

 Majority of the people think that training programs are successful by educating the
employees by telling them the importance of training.
 CHAPTER-7
CONCLUSION
AND
RECOMMENDATIONS
CONCLUSION OF THE STUDY
Training is a systematic attempt which is practiced to develop human resources that is mainly
a main component in any organization. Main purpose of is to obliterate gap between employees,
potential employees and job requirements. Training is a short term process that utilizes
systematic and organized procedure by which employees learn technical knowledge and skills
that are required in the work environment of any organization. There are different methods of
training.

Research revealed that training is very effective in organizations and training and
development programs tend to bring positive changes in employees and these programs play
important role in increase in productivity of organization and also help in development of skill
setups of employees. So, it can be concluded that training is effective for both organization and
employees.

Major findings of study are that mostly both male and female are equally aware of the
training programs conducted in organization. Most of the respondents are in the view of skills as
a best component among the various types i.e. skills, ethics, education and development.
Majority of the respondents think that benefits of training programs are to improve quality and
productivity. Most of the people think that business etiquettes and grooming programs are more
effective..
RECOMMENDATIONS OF THE STUDY
After carrying on the study, the following recommendationds have been made:-
 The training programs should implemented more effectively.

 Much people involvement should be there.

 The act of training programs should be checked.

 People should be well awared about the effect of these training programs.

 Time to time effectiveness should be checked for these program.

 Training programs should be properly designed by considering all the needs of the
employees.
REFERENCES
REFERENCES

Oslen. (1996). Transfer component of training evaluation available at

http://www3.interscience.wiley.com/journal/119136127/abstract?CRETRY=1&SRETRY=0

Porter. (1997). Training across culture: What intercultural trainers bring to diversity training
available at
http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V7R-4J2TVPC-

Padhi.(2003). Total quality management: never ending process available at

http://papers.ssrn.com/sol3/papers.cfm?abstract_id=440239

Janssens.(2004). Impact of evaluation of development programs available at

http://www.informaworld.com/smpp/content~content=a912506753&db=al

Gray. (2007). In house training sessions available at

http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=850364

Chiaburu. (2008). Training effectiveness is a function of trainee characteristics available at

http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1224106

Scaduto et al. (2008). Relationship between employees and their supervisor available at
http://www.ioatwork.com/ioatwork/2009/06/want-to-maximize-transfer-of-training-get-leaders-
involved.html

Nucbe. (2009). The financial sector could impact on economic growth and development
available at
http://studweb.euv-frankfurt-o.de/~euv-5327/lead_big.php

Black. (ND). Cross-cultural training effectiveness: a review and a theoretical framework for
future research available at
http://www.faqs.org/abstracts/Business-general/Cross-cultural-training-effectiveness-a-review-
and-a-theoretical-framework-for-future-research.html

Jones. (ND). The adoption of formal training and development initiatives in SMEs available at
http://janicejones.cgpublisher.com/product/pub.28/prod.788
ANNEXURE
Topic- Evaluating training effectiveness
We Shruti Thakur and Monika are performing a survey on evaluating training effectiveness.
We want your views on this topic as your views can facilitate our survey. Kindly fill this
questionnaire so that it can help us in the same. It will not take much time.

Demographic information
Name
Age 18-25 years 26- 35years 36-45years
46 years and above
Gender Male Female
Education Under metric Metric Higher secondary
Graduate Post graduate
Occupation Private job Government job Business
Student

Contact no.

Q 1 Are you aware of training programs conducted by organizations?

Yes
No

Q 2 What according to you are the components of training?

Ethics
Skills
Education
Development
Q 3 Which of the following types of training methods are you aware of ?
Coaching and counseling
Job rotation
Seminars
Internship
Q 4 What according to you is the need training?
For development in the skills of employees
For increase in productivity
To cope-up with modern technology
For high economic growth
Q5 What are the various benefits of training?
Increases workforce flexibility
Improves quality and productivity
Provides new business opportunity
Help in taking advantages of new technologies

Q6 What kind of training programmes is said to be effective?

Behavioural training programmes
Communication training programmmes
Computer education programmes
Business etiquettes and grooming programmes

Q7 What can be the consequences of not providing the training programmes?

High labour turnover
Job dissatisfaction
Inconsistency between job and employee
Less profit
Unawareness about new technology

Q 8 Rank the following methods of training programmes among employees ( 1 being highly
agree and 5 being highly disagree)
 Audio- visual
Lectures
Job rotation
Internship
Apprenticeship

Q 9 Tick according to the level of satisfaction with the statement relative to the increasing
aspiration of the prospective employee’
(HA- highly agreed, A- agree, N- neutral, D- disagree, HD- highly disagree)
Statements HA A N D HD
I think training programs always bring positive changes in
employees
I am highly satisfied with training programs
I feel conducting training programs is just a wastage of time
Training program are becoming popular now-a-days
I think on- job training is more beneficial than off- job training
I think training should be provided at regular interval of time
All training programs provide equal satisfaction to every
employee
I think should be compulsory in the organization
I think training help the employees to cope with new
technologies
Training is more beneficial to employee than organization

Q10 What according to you, can make training programs successful?

High motivation
By delivering lectures
By telling them importance of training
By educating them
 Question 1 2 3 4 5 6 7 8.1 8.2 8.3
No of respondent
1 1 3 4 4 3 4 1 3 1 4
2 1 4 4 3 3 3 5 3 1 2
3 1 3 3 3 4 3 1 1 5 4
4 1 4 1,2,3,4 1,3 1 1 1,2 2 1 3
5 1 4 1,2,3,4 1,2 1 1 1 4 3 2
6 1 4 4 2 1 1 3 2 1 4
7 1 3 4 3 4 3 1 1 4 3
8 1 2 1,2 1 4 2 3 1 2 4
9 1 4 1 3 2 4 5 2 5 3
10 1 3 3 2 3 4 1 1 4 2
11 1 4 3 1 4 4 5 1 2 5
12 1 4 1 2 2 4 2 1 5 3
13 1 2 3 3 3 1 3 4 3 2
14 1 3 4 3 2 2 3 1 5 4
15 1 4 4 3 4 2 3 2 1 5
16 1 3 2 4 3 3 3 5 4 2
17 1 2 3 3 4 2 2 5 2 4
18 1 3 3 1 2 1 5 1 2 4
19 1 2 2 3 2 4 1 4 3 2
20 1 2 4 2 3 2 4 1 2 3
21 1 4 1 2 2 2 1 3 1 2
22 1 4 2 2 3 2 5 4 2 1
23 1 1 3 4 3 2 4 2 5 4