CHAPTER I

INTRODUCTION AND RESEARCH DESIGN

1.1 Introduction

Meaning

Human Resource Management is the strategic approach to nurturing and supporting

employees and ensuring a positive workplace environment. Its functions vary across different

businesses and industries, but typically include recruitment, compensation and benefits,

training and development, and employee relations.

Definition

Human Resource Management (HRM) is the department of a business organization that looks

after the hiring, management, and firing of staff. HRM focuses on the function of people

within the business, ensuring best work practices are in place at all times.

Human Resource Management is concerned with human beings, who are energetic elements

of management. The success of an enterprise will depend upon the ability, strength and

motivation of persons working in it. Human Resource Management refers to systematic

approach to problems in any organization. Human Resource Management is concerned with

all aspects of managing the human resources of an organization.

According to Likert “Every aspect of firm’s activities is determined by the competence,

motivation and general effectiveness of its human organization. Of all the tasks of

management, managing the human component are the central and most important task

because all depends upon how well it is done.’’ This quotation sums up the importance of

1
human component in

2
an organization and need for managing it effectively.

1.2 Industry Profile

A consultancy firm is a firm providing placements or job to the individual in a specific or

various industry. The primary purpose of a consultancy firm is to provide jobs to the

candidates according to their requirements.

Consultancy firms in essence are hired for a variety of purposes starting from something to be

as straight forward as researching a new market, technically challenging as designing and

coding a large manufacturing control system, as sensitive as providing outplacement services

for the HR department, or as a sophisticated as totally rethinking the client’s organization and

strategy. Their expertise in the chosen field not only makes them suitable but also due to

exposure to other clients and similar problems in the same industry aware of best practices as

well as probable solutions.

The ultimate aim is to understand the root of the problem and provide solution that is both

cost and time effective and performance enhancing. The management consultancy industry

has seen rapid growth and development since 1980’s with more than 20% growth rates. And

today this sector has expanded into multiple branches like:

1. Information technology consulting

2. Medical consulting

3. Human Resources consulting

4. Financial consulting

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 5. Operations consulting

6. Sales and market research consulting

7. Strategy consulting

8. Hotel and hospitality consulting

1.3 Importance of Study

1. The Effectiveness of the Trainings provided by the organization.

2. The changes that have brought into after the training programs.

3. Personality development courses to change one’s life.

4. Government exam coaching to crack various examinations.

5. Various skill development courses to improve your working atmosphere.

1.4 Scope of the Study

1. Higher Capacity for the Adoption of New Methods and Technologies.

2. Helps Companies Keep Pace with Changes in the Industry.

3. Increase Job Satisfaction and Morale.

4. Helps Maintain Skill and Knowledge.

5. Create Scope for Internal Promotions

1.5 Problem of the Study

1. Convincing the employees and students to fill in the questionnaire.

2. Lack of time interacting with the employees and students.

3. Having limited resources.

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1.6 Objectives of the Study

1. To study the Effectiveness of Training at Falcon Careers, Coimbatore.

2. To analyse the expectations of trainees towards the training programmers at Falcon

Careers, Coimbatore.

3. To understand the key factors motivating the trainees at Falcon Careers, Coimbatore.

4. To understand the opinion of trainees towards training at Falcon Careers,Coimbatore.

5. To offer the valuable suggestions to improve for the training at Falcon Careers,

Coimbatore.

1.7 Research Methodology

This study is an empirical one based on the survey method. Research Methodology is a way to

systematically solve the problem. It may be understood as a social science of studying new

research which is done systematically. Research is a never-ending process. In most instances,

a research project designed to answer one series of questions produces a new set of questions

no one thought of before. This failure to reach closure may be difficult to some people, as it is

an essential nature of research. Therefore, as this study is based on “A study on Effectiveness

of Training at Falcon Careers” research methodology has been carefully chosen.

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1.8 Data Collection

Primary data collection was mainly through the structured questionnaire which was

collected from the Area Coimbatore.

1.9 Sampling Design

The study has been conducted in Falcon Careers, taking into consideration of three floors 11

responses from each floor has taken and a total number of 66 response is taken.

1.10 Questionnaire

The study involves Questionnaire method for collection of data.

1.11 Period of the Study

The period of study is 3 months. Between January to March.

1.12 Limitations of the Study

1. The respondents did not have much time to spare in filling up the questionnaire.

2. A lot of explanatory questions were avoided for the ease of the respondents.

3. The findings of the study can be applicable to the period in which it has been done. It

need not be applicable for future period.

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1.13 Chapter Scheme

 Chapter I – Introduction and Research Design

 Chapter II – Review of Literature

 Chapter III – Effectiveness of Training at Falcon Careers - Overview

 Chapter IV – Effectiveness of Training at Falcon Careers – Analysis and Interpretation

 Chapter V – Findings, Suggestions, Conclusion

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 CHAPTER II

REVIEW OF LITERATURE

2.1 Review of Literature

Raja Abdul Ghafoor Khan (2011)1, Training and Development, On the Job Training,

Training Design and Delivery style are four of the most important aspects in organizational

studies. The focus of current study is to understand the effect of Training and Development,

On the Job Training, Training Design and Delivery style on Organizational performance. The

back bone of this study is the secondary data comprised of comprehensive literature review.

Four Hypotheses are developed to see the Impact of all the independent variables on the

overall Organizational Performance. The Hypotheses show that all these have significant

effect on Organizational Performance. These Hypotheses came from the literature review and

we have also proved them with the help of literature review. Results show that Training and

Development, On the Job Training, Training Design and Delivery style have significant effect

on Organizational Performance and all these have positively affected the Organizational

Performance. It means it increases the overall organizational performance. We also prove our

Hypothesis through empirical data. However, results are strongly based on the literature

review.

1
Raja Abdul Ghafoor Khan, Furqan Ahmed Khan, Muhammad Aslam Khan (2011), Impact of
Training and Development on Organizational Performance, Global Journal of Management and
Business Research Volume 11 Issue 7 Version 1.0, pp.62-68.

8
 Ali Nawari Hasan (2021)2, Motivation is the process of increasing employee

commitment and it is considered one of the key fundamentals, which are essential for

organizational success. In a globalized working environment, implementing an effective

compensation system, job enrichment, and enlargement, and appropriate training are some of

the critical challenges facing by organizations to keep motivated their employees. Thus, the

present study aims to investigate possible influencing factors such as compensation, job

enrichment and enlargement, training, and their effects on employee motivation in the

telecommunication sector in Libya. The findings revealed that all investigative factors have

significant relationships with employee motivation. This study suggests that

telecommunication companies should formulate an appropriate compensation system

comprising of monetary and non-monetary rewards, provide job training to enhance

knowledge and skills, as well as offer job enrichment and enlargement opportunities for the

employees to expand their motivation and therefore result in organizational success. The

limitations of the study and future research recommendations are addressed at the end.

Ashraf Elsafty (2022)3, Human resource is an important asset in any organization.

Therefore, organizations need not only attract experienced and talented employees to the

organization, but they also need to keep them for a long time. This paper reviews the findings

and the results of researchers to find and explore the relationship between employee training

and employee retention. Training is an important factor to enhance organizational

performance

2
Najameddin Sadeg Tumi, Ali Nawari Hasan and Jamshed Khalid (2021), Impact of Compensation,
Job Enrichment and Enlargement, and Training on Employee Motivation, Business Perspectives and
Research, pp.1–19.
3
Ashraf Elsafty and Mahmoud Oraby (2022), the Impact of Training on Employee Retention: An
Empirical Research on the Private Sector in Egypt, International Journal of Business and
Management; Vol. 17, No. 5, pp.58-74.
9
and is considered the main strategy to influence employee retention. However, there is not

sufficient investment in training practices because some managers see training as an

expensive risk. Based on Human Capital Theory and Herzberg’s theory, this research closely

looked at the impact of training on employee retention, because the most important employee

retention strategy is employee training. The study focuses on the impact of Training and

development, job performance, job satisfaction, and effective communication on employee

retention, a field study was performed using a questionnaire method to collect data from

employees working in the private sector in Egypt. A hierarchical multiple regression analysis

was performed using IBM SPSS Statistics 28.0, and statistical significance was set at α =

0.05. The results are that training and development, and job satisfaction positively impact

employee retention however job performance has no impact on employee retention, effective

communications have no impact on the relationship between job performance and employee

retention.

Mohd Arwaba (2022)4, The aim of this paper is to explore the influence of training

and development on employee’s performance through different dimensions. Moreover, this

study proposes a model in the area of human resource development to be used for testing and

improving the performance of employees in the Indian travel and tourism sector. An

integrated model was developed highlighting the relationship between the training and

development and employee performance. Using the sample of 146 employees, structural

equation modelling (SEM) was employed to validate the hypothesized relationship by

evaluating the responses of employees working in the Indian travel agencies. The findings of

this study demonstrate a strong relationship between training and development and employee

performance in the travel

4
Mohd Arwaba, Jamal Abdul Nasir Ansaria, Mohd Azhara and Mohd Ashraf Alia (2022), Exploring
10
the Influence of Training and Development on Employee’s Performance: Empirical Evidence From
the Indian Tourism Industry, Aligarh Muslim University, India, pp.89- 100.

11
industry and also can be used by managers and HR professionals for organizing exclusive

training programs for improving employee's performance based on the dimensions used in

this paper. The present study provides an empirical and theoretical explanation of different

dimensions associated with training and development and employee performance, especially

in the Indian tourism industry.

Katarzyna Mikołajczyk (2022)5, This paper aims to explore the direction and extent

of changes in the approach of organisations to employee development that have occurred as a

result of the COVID-19 pandemic. This research is of a qualitative nature. The thematic

exploration uses the analysis of findings from 19 in-depth interviews with experienced HR

managers and is preceded by desk research. The findings advance our understanding of how

the COVID-19 pandemic has affected developmental processes in organisations. The results

indicate, apart from the change in the form and methodology of employee trainings due to the

pandemic, that employees also desire new subjects to aid their development. One also noticed

decreased employee engagement and increased fatigue with the use of multiple, online

development initiatives.

Zubair Hassan (2022)6, The purpose of this study is to examine the effects of human

resource management (HRM) practices on employee retention mediated by reward and

compensation. Also, this study has examined the moderating role of performance appraisal,

and

5
Katarzyna Mikołajczyk (2022), Institute of Human Capital, Warsaw School of Economics, Warsaw,
Poland European Journal of Training and Development Vol. 46 No. 5/6, 2022, pp.544-562.

6
Zubair Hassan (2022), Employee Retention Through Effective Human Resource Management
Practices in Maldives: Mediation Effects of Compensation and Rewards System, Journal of
Entrepreneurship, Management and Innovation Volume 18, Issue 2, pp.137- 173.
12
training and development on the relationship between HRM practices and employee retention.

The results showed that reward and compensation (R&C) practices had significant and

positive effects on employee retention. However, the study found no significant effect of

career development, training and development, and performance appraisal on employee

retention. In terms of mediating effects, R&C had significantly positive mediating effects on

the relationship between training and development (T&D) and employee retention as well as

on the relationship between performance appraisal and employee retention. However, there

were no moderating effects between performance appraisal as well as T&D and employee

retention. Therefore, it was concluded that increasing the positive perception towards HRM

practices, particularly R&C practices in the retail sector of Maldives, causes an increase in

employee retention (ER). Also, it was concluded that HRM practices such as R&C mediate

the relationship between Training and Development (T&D) and Employee Retention along

with the relationship between Performance Appraisal (PA) and ER. This means, indirectly PA

and T&D can increase ER in the retail sector of Maldives. Similarly, we conclude that there is

no moderating effect of PA and T&D in the relationship between HRM practices and ER.

Abdul Chatim Pramono (2022)7, The higher the level of competition in the steel

manufacturing sectors, it is necessary for the company's efforts to survive by carrying out

internal strategies in the form of improving employee performance. Training is found to be

one of the factors that can affect employee performance. The purpose of this study is to

examine the effect of training on employee performance with competence and commitment as

intervening variables. The novelty in this research is that no previous research has been found

that discusses

7
Abdul Chatim Pramono, Wawan Prahiawan (2022), Effect of Training on Employee Performance with
13
Competence and Commitment as Intervening, ATM, Vol 6, No. 2, pp. 142-150.

14
the effect of training on employee performance with the competence and commitment as

intervening employees of the Chemical Recovery Plant (CRP) Coke Oven factory at a steel

industry company in in Cilegon. The population in this study were employees of Dinas CRP

coke oven factory at a steel industry company in Cilegon. From a total population of 63

people with the characteristics of being organic employees and having gone through two years

of service, the number of samples taken is 60 people. Structural Equation Modelling was used

to test the statistical significance of the path coefficients. The research findings explain that

training has a positive and significant effect on competence. Training has a positive, but not

significant, effect on employee performance. Competence has a positive and significant effect

on employee performance, while commitment has a positive, but not significant, effect on

employee performance.

Renier Els (2022)8, It is broadly acknowledged that, for quality management to be

effective, it needs to be viewed and implemented as a dynamic and active process by people in

an organisation, specifically its leaders. This study aimed to determine the level of leaders'

commitment with regard to their perceptions and attitudes concerning quality management of

training in corps training units within the South African Army. The Leader Perception and

Attitude Scale was developed for this purpose. A cross-sectional survey was conducted with a

sample of 229 leaders at six of the eight South African Army's corps training units.

Correlation coefficients were determined, and structural equation modelling was performed.

The results indicated that leaders' attitudes had a statistically significant influence on their

commitment and thereby enhance training effectiveness. The potential usefulness of a scale

that measures the

8
Renier Els, Helen Meyer and Suria Ellis (2022), A Measurement Scale Developed to Investigate the
Effect of Leaders' Perceptions Regarding Attitudes Towards and Commitment to Quality
Management of Training, International Journal of Training and Development, 26, pp.120–144.
15
level of commitment of leaders and is able to indicate the level of effect that perceptions and

attitudes can have, may be of interest to other military settings and organisations that conduct

in-house training.

Majed Bin Othayman (2022)9, This research examines the problems encountered by

the Training Needs Assessment (TNA) system from the perspective of faculty members and

Human Resources (HR) managers in emerging public universities in the Saudi Arabian Higher

Education sector. It aims to understand how problems with this will affect the success rate of

Training and Development (T&D) curriculums. The research comprises an analytical study

using a case study method of analysis. Qualitative data collection was carried out using semi-

structured interviews with 75 senior managers and faculty members of four selected

universities, selected using purposive non-random sampling. The data was analysed using

Thematic Analysis (TA). The results highlight the insufficiency of the TNA techniques

applied to ascertain training requirements. The primary obstacles to successful TNA were

inadequate HR processes, insufficiently experienced HR directors, poor engagement, and

favouritism concerning the selection of candidates for T&D. These issues affect the

enthusiasm of those in the department. Additionally, resources required for T&D, particularly

time and money, are misused, which could influence the growth potential of the universities

against the country’s Vision 2030 plan. The findings indicate procedural differences in

selecting and approving staff requests for Human Resource Development (HRD) support,

managerial discretion in selecting participants for HRD programmes, and selective or

restricted access to HRD programmes for foreign-born employees, which raises significant

questions about equality policies. This study

9
Majed Bin Othayman, John Mulyata, Abdulrahim Meshari and Yaw Debrah (2022), The Challenges

16
Confronting The Training Needs Assessment in Saudi Arabian Higher Education, International
Journal of Engineering Business Management Volume 14, pp.1–13.

17
is unique as a contribution to the literature in exploring the challenges faced by the TNA

process in Saudi Arabian Higher Education, therefore broadening understanding in the field as

a whole, especially concerning the developing countries and Gulf Cooperation Council of

Nations. The study concludes that there is currently unsatisfactory commitment in

determining the staff training needs by the HR departments of Saudi Arabian public

universities, which damages morale and leads to a lack of faith between HR directors and

departmental staff. Finally, this study contributes to the area of policy decision-making by

reporting the present situation surrounding the issues related to the application of TNA in

T&D.

Praveen M Kulkarni (2022)10, The development in the digital world has influenced

training programs for the employees; this indicates that skills and information provided by the

traditional training programs need up-gradation in the digital environment. Tools of digital

technology act handy in the training programs of the employees. These digital technologies

such as simulation in training promote creativity and high order thinking among the

employees. The main focus of the present study is to indicate the level of effectiveness of

digital simulation methods of training in the organization. The study was conducted on two

groups of employees from information technology companies based in Bangalore. The first

group responded with regards to the training method and the second group of trainees

included the digital simulation method of training. The results indicated that the digital

simulation method of training was more effective than the traditional method of training. This

suggests that the application of digital simulation training tools assists in training programs to

train employees in the digital economy.

18
10
Praveen M Kulkarni, L.V Appasaba, Prayag Gokhale and Basavaraj Tigadi (2022), Role of Digital
Simulation in Employee Training, Global Transitions Proceedings Volume 3, Issue 1, pp.149–156.

19
 Christian Grund (2022)11, This study investigates the relation of further training and

employees’ affective commitment by disentangling the relevance of a firm’s general support

for further training and the individual’s actual participation. Using linked employer-employee

data, we consider both the firm’s and the individual’s perspective and control for several HR

instruments additionally to the usual demographics and job characteristics. We also

distinguish between subgroups of employees regarding age and schooling. Results show that

employees’ participation in further training and a firm’s support for further training are both

positively related to affective commitment. Furthermore, our results hint for differences in

employees’ expectations regarding the amount of the firm’s support for further training.

Whereas there is no meaningful relation of the general firm’s support for further training to

commitment of university graduates, participation in further training measures and the

individuals’ perceived support for personnel development is particularly relevant for this

group of employees.

Karina Nielsen (2022)12, In this paper, we present the Integrated Training Transfer

and Effectiveness Model (ITTEM), a dynamic model integrating dominant training transfer

and training effectiveness models that can be used to evaluate whether mental health and

wellbeing training interventions are transferred to the workplace and result in changes in

emotions, cognitions and behaviours post-training. Through the integration of training transfer

and training effectiveness literatures, the ITTEM aims to further our understanding of how we

may

11
Christian Grund and Krystina Titz (2022), Affective Commitment Through Further Training:
The Roles of from Provision and Employee Participation, Review of Managerial Science 16,
pp.1195– 1226.

12
Karina Nielsen and Rose Shepherd (2022), Understanding the Outcomes of Training to Improve
20
Employee Mental Health: A Novel Framework for Training Transfer and Effectiveness Evaluation,
Work and Stress, 36:4, pp.377-391.

21
enhance the effectiveness of training through optimising training transfer. We employ realist

evaluation as our theoretical framework and argue that developing our understanding of what

works for whom in which circumstances will enable us to improve how we design,

implement, and evaluate training. We propose that pre- and post training contextual factors

influence the extent to which training mechanisms are triggered and bring about intended

outcomes, in terms of emotions, cognitions, behaviours and improved employee mental health

and wellbeing. The ITTEM can be used to develop our understanding of how and when

training succeeds or fails. The ITTEM provides valuable insights in to how organisations may

design future training to maximise the impact of transfer thus achieving the aims of protecting

and promoting mental health and well-being.

Anthony Bagherian (2022)13, According to a study by distinct authors, nearly 60% of

all corporate Six Sigma initiatives fail due to various and, nonetheless, inaccurate SS training

provided to employees. The objective of this study is to investigate what elements of

employee training contribute to the success of Six Sigma initiatives in the automotive

industry. The present study used an explorative research questionnaire and approaches using a

mixed-method research design. The study identified three essential key elements of training:

1) learning how to use the essential DMAIC tools; 2) appropriate use of metrics (PPM and

Sigma level); 3) new employees should be trained in the utility of DMAIC. The practical

implications of this study would support the institution, and practitioners, in incorporating

these three elements into their

13
Anthony Bagherian, Mark Gershon, Vikas Swarnakar (2022), Role of Employee Training on Six
Sigma Implementation’s Success: An Empirical Study, Int. J. Six Sigma and Competitive
Advantage, Vol. 14, No. 2, pp.246-278.

22
employee training. This paper is an original contribution to the analysis of key elements of

employee training in the automotive industry in Europe.

Ahmad Afandi (2022)14, The Covid-19 pandemic has shifted the work process to

Work from Home (WFH), resulting in lower staff performance, particularly at the Faculty of

Dentistry, University of North Sumatra (FKG USU). Work activities resumed in the office at

the beginning of 2022, although productivity remained low. As a result, initiatives to

encourage employee performance development, such as through training to increase employee

work ethic, are required. Identification of partner issues, training, and evaluation are the three

stages of this program. Participants were satisfied with the substance and design of the

training delivered, according to the evaluation results. This program has a great influence

since it teaches employees how to enhance their work ethic and make work activities

meaningful as worship.

Umar Sarkin (2022)15, Previous studies on onboarding training have focused mainly

on employee socialization, performance, and organizational commitment. This paper aims to

analyse previous literature on onboarding training programs and, after that, to develop a

framework that will demonstrate how effective onboarding programs could influence deviant

workplace behaviour. This paper reviewed literature from the previous study on onboarding

training programs and job satisfaction to develop a mediation model that will identify levels

and mechanisms of onboarding that can influence employee deviance. Drawing on the social

14
Ahmad Afandi and Fajar Hasan Mursyid (2022), Training for Improving Employee Work Ethics
After the Covid-19 Pandemic at the Faculty of Dentistry, University of North Sumatra, Community
Empowerment Vol.7 No.5, pp. 818-822.

15
Umar Sarkin Gardi Ibrahim, Rosmelisa Binti Yusof and Hazril Izwar bin Ibrahim (2022), The Role
of Employee Onboarding Training Program in Mitigating Deviant Workplace Behaviour: Job
Satisfaction as a Mediator, Global Business and Management Research: An International Journal
Vol. 14, No. 3s, pp.983-1007.
23
exchange theory postulations and previous works of literature, this paper proposed the role of

employee onboarding program in mitigating deviant workplace behaviour. In addition, the

paper also proposes the role of job satisfaction as a mediator.

2.2 Research Gap

According to the study, A total of fifteen reviews were taken for this chapter and the

study has been taken up for some investigations “A Study on Effectiveness of Training

Practices at Falcon Careers, Coimbatore.

2.3 Summary
The study has explored various career developing and training programs conducted by

Falcon Careers, Coimbatore and promotes Human Resource Management practices. The

factors attributed to the Human Resource Management practices are highlighted in the above

studie

24
 CHAPTER III

TRAINING AND DEVELOPMENT - AN OVERVIEW

3.1 Industry Overview

Human Resource Management (HRM or HR) is the strategic and coherent approach to the

effective and efficient management of people in a company or organization such that they

help their business gain a competitive advantage. It is designed to maximize employee

performance in service of an employer's strategic objectives. Human resource management is

primarily concerned with the management of people within organizations, focusing

on policies and systems. HR departments are responsible for overseeing employee-

benefits design, employee recruitment, training and development, performance appraisal,

and reward management, such as managing pay and employee-benefits systems. HR also

concerns itself with organizational change and industrial relations, or the balancing of

organizational practices with requirements arising from collective bargaining and

governmental laws.

The overall purpose of Human Resources (HR) is to ensure that the organization is able to

achieve success through [Link] professionals manage the human capital of an

organization and focus on implementing policies and processes. They can specialize in

finding, recruiting, selecting, training, and developing employees, as well as maintaining

employee relations or benefits. Training and development professionals ensure that employees

are trained and have continuous development. This is done through training programs,

performance evaluations, and

25
reward programs. Employee relations deals with the concerns of employees when policies are

broken, such as cases involving harassment or discrimination. Managing employee benefits

includes developing compensation structures, parental leave programs, discounts, and other

benefits for employees. On the other side of the field are HR generalists or business partners.

These HR professionals could work in all areas or be labour relations representatives working

with unionized employees.

HR is a product of the human relations movement of the early 20th century, when researchers

began documenting ways of creating business value through the strategic management of the

workforce. It was initially dominated by transactional work, such

as payroll and benefits administration, but due to globalization, company consolidation,

technological advances, and further research, HR as of 2015 focuses on strategic initiatives

like mergers and acquisitions, talent management, succession planning, industrial and labour

relations, and diversity and inclusion. In the current global work environment, most

companies focus on lowering employee turnover and on retaining the talent and knowledge

held by their workforce. New hiring not only entails a high cost but also increases the risk of a

new employee not being able to adequately replace the position of the previous employee. HR

departments strive to offer benefits that will appeal to workers, thus reducing the risk of losing

employee commitment and psychological ownership.

26
3.2 History

Antecedent theoretical developments

The human resources field began to take shape in 19th century Europe. It was built on a

simple idea by Robert Owen (1771-1858) and Charles Babbage (1791-1871) during the

industrial revolution. These men concluded that people were crucial to the success of an

organization. They expressed the thought that the well-being of employees led to perfect

work; without healthy workers, the organization would not survive.

HR emerged as a specific field in the early 20th century, influenced by Frederick Winslow

Taylor (1856–1915). Taylor explored what he termed "scientific management" (sometimes

referred to as "Taylorism"), striving to improve economic efficiency in manufacturing jobs.

He eventually focused on one of the principal inputs into the manufacturing process—labour

— sparking inquiry into workforce productivity.

Meanwhile, in England, C S Myers, inspired by unexpected problems among soldiers which

had alarmed generals and politicians in the First World War of 1914–1918, co-founded the

National Institute of Industrial Psychology (NIIP) in 1921. In doing so, he set seeds for

the human relations movement. This movement, on both sides of the Atlantic, built on the

research of Elton Mayo (1880-1949) and others to document through the Hawthorne

studies (1924–1932) and other studies how stimuli, unrelated to financial compensation and

working conditions, could yield more productive workers. Work by Abraham Maslow (1908–

1970), Kurt Lewin (1890–1947), Max Weber (1864–1920), Frederick Herzberg (1923–2000),

and David McClelland (1917–1998), forming the basis for studies in industrial and

27
organizational psychology, organizational behaviour and organizational theory, was

interpreted in such a way as to further claims of legitimacy for an applied discipline.

Birth and development of the discipline

By the time enough theoretical evidence existed to make a business case for strategic

workforce management, changes in the business landscape - à la Andrew Carnegie (1835-

1919), John Rockefeller (1839-1937) - and in public policy - à la Sidney (1859-1947) and

Beatrice Webb (1858-1943), Franklin D. Roosevelt and the New Deal of 1933 to 1939 - had

transformed employer-employee relationships, and the HRM discipline became formalized

as "industrial and labour relations". In 1913 one of the oldest known professional HR

associations—the Chartered Institute of Personnel and Development (CIPD)—started in

England as the Welfare Workers' Association; it changed its name a decade later to the

Institute of Industrial Welfare Workers, and again the next decade to Institute of Labour

Management before settling upon its current name in 2000. From 1918 the early Soviet state

institutions began to implement a distinct ideological HRM focus alongside technical

management - first in the Red Army (through political commissars alongside military

officers), later (from 1933) in work sites more generally (through par Torg posts alongside

conventional managers).

In 1920, James R. Angell delivered an address to a conference on personnel research in

Washington detailing the need for personnel research. This preceded and led to the

organization of the Personnel Research Federation. In 1922 the first volume of The Journal of

Personnel Research was published, a joint initiative between the National Research Council

and the Engineering Foundation. Likewise in the United States, the world's first institution of

higher education dedicated to workplace studies—the School of Industrial and Labour

28
Relations—

29
formed at Cornell University in 1945. In 1948 what would later become the largest

professional HR association—the Society for Human Resource Management (SHRM)—

formed as the American Society for Personnel Administration (ASPA).In the Soviet

Union, meanwhile, Stalin's use of patronage exercised through the "HR Department"

equivalent in the Bolshevik Party, its Orgburo, demonstrated the effectiveness and influence

of human- resource policies and practices, and Stalin himself acknowledged the importance of

the human resource, exemplified in his mass deployment of it, as in the five-year

plans and in the Gulag system.

During the latter half of the 20th century, union membership declined significantly, while

workforce-management specialists continued to expand their influence within organizations In

the US, the phrase "industrial and labour relations" came into use to refer specifically to issues

concerning collective representation, and many companies began referring to the proto-HR

profession as "personnel administration” Many current HR practices originated with the needs

of companies in the 1950s to develop and retain talent.

In the late 20th century, advances in transportation and communications greatly

facilitated workforce mobility and collaboration. Corporations began viewing employees as

assets. "Human resources management" consequently, became the dominant term for the

function—the ASPA even changing its name to the Society for Human Resource Management

(SHRM) in 1998.

"Human capital management" (HCM) is sometimes used synonymously with "HR", although

"human capital" typically refers to a narrower view of human resources; i.e., the knowledge

the individuals embody and can contribute to an organization. Other terms sometimes
30
used to

31
describe the HRM field include "organizational management", "manpower management",

"talent management", "personnel management", "workforce management", and simply

"people’s management".

In popular media

Several popular media productions have depicted human resource management in operation.

On the U.S. television series of The Office, HR representative Toby Flenderson is sometimes

portrayed as a nag because he constantly reminds co-workers of company policies and

government regulations. Long-running American comic strip Dilbert frequently portrays

sadistic HR policies through the character Catbert, the "evil director of human resources”. An

HR manager is the title character in the 2010 Israeli film The Human Resources Manager,

while an HR intern is the protagonist in 1999 French film Resources humanizes. The main

character in the BBC sitcom dinner ladies, Philippa, is an HR manager. The protagonist of

the Mexican telenovela Mañana es para siempre is a director of human resources. Up In the

Air is centred on corporate "downsizer" Ryan Bingham (George Clooney) and his travels. As

the film progresses, HR is portrayed as a data-driven function that deals with people as

metrics, which can lead to absurd outcomes for real people.

32
3.3 Company Overview

The Aim of Falcon Careers is to ensure that they match you with your ideal job every

time. With an ethos that focuses on the needs and aspirations of each individual Trainee rather

than simply filling jobs, they make sure that they understand what they want first before

discussing any relevant career options. Their consultant is on hand to guide you through the

options to match the candidates with their ideal job.

Their aim is to offer their Trainees the best consultancy services. This means that they provide

Trainees with full consultancy services, from identifying the relevant candidate, to closing the

position at short span of time.

They have tie up with many companies in BPO industry for voice process. Their approach to

reach the candidates is through the job portals mainly [Link]

and [Link] job portals. They also have candidate’s referral database.

Looking for a good employee is as difficult as searching for a good employer. When the

recruitment process extends over the national boundaries and borders, finding the perfect

candidate are a real challenge. At Falcon Careers they know that good quality employees that

help business grow. To ensure a streamlined process and quality service for clients, the

recruitment process is the same for every applicant they refer. This also provides the

candidates with a consistent level of exceptional service from the Falcon Careers

Recruitment Team.

33
Job Specification

The first step is to take a detailed job description from the clients to determine their key needs

and requirements. For existing clients, it is normally conducted via telephone and email.

For new Trainee, they prefer to discuss their requirement in person so as to develop rapport

and become familiar with the organization and the environment. If an appointment cannot be

made straight away, they will search from the job specification received via telephone and

have resumes ready for their client’s consideration at their introductory meeting. The

preferred information required for their job specification includes:

 Qualifications / experiences required.

 Role description and key responsibility.

 Opportunities for career progression.

 Software experience required / preferred.

 Hours / days of position, additional flexibility required.

 Salary expectations

 Start date and / or duration of appointment (temp positions only).

Candidate Referral –

Due to the company’s positive reputation in the market with various clients and candidates,

some of the best candidates are referred to them by the people who have an existing and

ongoing relationship with Falcon Careers Recruitment.

This relationship providers them access to the candidates who may not be activelylooking

for a new role and therefore wouldn’t normally be on the market.

34
Database

The company has an existing database of candidates / job seekers who have registeredwith the

company.

The registration process involves:

 Candidate short-listing

 Interview – They personally meet each applicant; determine their requirementand suitability

for available positions.

 Skills testing – tailor made skills testing software designed as per the requirements.

They review all currently registered applicants when a new position is registered against the

job specification to determine any preliminary matches.

This can expedite the process of selection for prospective employers (and their applicants).

They contact all matched applicant to inform them of the new position, determine their

interest and if they are interested, forward their resume to our clients for consideration.

Advertising

Following the database search, they advertise in all the possible media and on the internet to

attract additional interest in the position. All advertising conducted on behalf of our clients is

done so anonymously.

35
Shortlisting For Client Consideration

After conducting a through screening and interview process, they forward the applicant’s

resume to their clients for consideration, clients can nominate applicants they are interested in

meeting and their consultants will arrange interview times suitable to both the client and the

applicant. Falcon Careers recruitment guarantees not to waste candidate’s time. If they

have only two suitable applicants, they will provide only these two applications. They will

not provide unsuitable applicants just to make up the numbers as their clients and candidate’s

time is valuable, too.

Once interviews are conducted and an applicant is selected, they offer the position to the

applicant. Falcon Careers Recruitment will also inform unsuccessful applicants. All

placements will be confirmed in writing prior to commencement.

Placement Follow Up

All permanent placements are guaranteed for three months. During this time, they willkeep in

touch with their clients and the successful applicants to ensure their suitability and the

satisfaction of their client.

36
Commitment To Candidates:

Recruitment is committed to a code of professional conduct and we ensure the

highestprofessional standards and protection of your interests. For instance:

 They will not advertise in a misleading manner. You will know from the

advertisement or as soon as you inquire about a position advertised, that you are

dealing with a recruitment consultancy.

 If you are referred to an employer for interview, it will be a genuine job opening,

which has been authorized by an employer.

 Referral to an employer ensures that, as a result of their interviewing techniques, you

have been selected for short-listing on the basis of qualifications, experience and

ability to meet the specifications of the position.

 You will always be provided with full details of the prospective position including

key responsibilities, career prospects, hours of work, conditions of employment,

salary etc.

 Your identity and employment details will not be disclosed to a prospective employer

without your permission.

 They will treat your enquiry with the strictest confidence and will ensure the security

of your current position whilst the search for a new one is undertaken.

37
 CHAPTER IV

EFFECTIVENESS OF TRAINING AT FALCON CAREERS – AN

ANALYSIS AND INTREPRETATION

4.1 Introduction

Career development is the continual process of managing your learning, leisure and work to

progress through your life. It includes gaining and using the skills and knowledge you need to

plan and make informed decisions about education, training and work.

4.2 Demographic Profile

4.2.1 Age of the Respondents

Age plays a significant role in Training and Development (FALCON CAREERS). As age

determines the knowledge, learning capability and skill development among the respondents

in Falcon Careers, as presented in the Table 4.1.

Table 4.1

Age of the Respondents

No of
Age Groups Respondents Percentage (%)

18-21 18 27

22-25 44 67

26-29 2 3

30 above 2 3

Total 66 100

38
 Sources: Primary Data

Table 4.1 shows that 27% are in the age group of 18 to 21, 67% respondents

are in the age group of 22 to 25, 3% respondents are in the age group of 26 to 29 and

3% respondents are in the age group. It is observed that most of the respondents

belong to age group of 22-25, i.e.,67%.

4.2.2 Gender of Respondents

Gender plays a vital role in career development and career planning. The questions

relating to Falcon Careers is also decided by the number of male and female students

pursuing different programmes are presented in the Table 4.2.

Table 4.2

Gender of respondents

No of
Gender Percentage (%)
Respondents

Male 34 51

Female 32 49

Total 66 100

Source: Primary Data

Table 4.2 shows that 51% respondents are in the gender group of Male,49%

respondents are in the gender group of Female. It is be observed that most of

respondents belong to the gender group of Male, i.e., 51%.

39
4.2.3 Profession of The Respondents

Profession determines the basic as well as the income level of an individual. As it is the only

factor which differentiates between literate and illiterate as presented in the Table 4.3.

Table 4.3

Profession of the respondents

Profession
No of Respondents Percentage (%)
Student
24 36
Working
31 47
Unemployed
7 11
Others
4 6

Total 66 100
Source: Primary Data

Table 4.3 shows that 36% respondents are Students, 47% respondents are

working, 11% respondents are Unemployed and 6% respondents are Others. It is

observed that most of respondents are working respondents, i.e., 47%.

40
4.2.4 Respondents visited pre- placement centres

Pre-placement centres are generally for the benefit of the common individuals for enhancing

their skills and for personality development, career development, employment advices,

recruitment. The respondents visited status of pre-placement centres as shown in Table 4.4.

Table 4.4

Respondents visited pre- placement centers

Visit No of Respondents Percentage (%)

YES 53 80

NO 13 20

66 100
Total
Sources: Primary Data

Table 4.4 able shows that 80% respondents visited the Pre-Placement

centers, 20% respondents have not visited the Pre-Placement centers. It is observed

that majority of respondents belong to the visited respondents of Pre-Placement

centers, i.e., 80%

33
4.2.5 Preferred Courses by the Respondents

The total of 66 respondents have given their preferences towards various courses as

listed in the Table 4.5.

Table 4.5

Preferred courses by the Respondents

Course You Prefer

No Of Respondents Percentage (%)

Spoken English 13 20

Aptitude 11 16

Self-Development 13 20

Govt Exam Coaching 29 44

courses
Total 66 100

Sources: Primary Data

Table shows that 20% respondents prefer Spoken English Course, 16%

respondents prefer Aptitude Course, 20% respondents prefer Self-Development

Course and 44% respondents prefer Govt Exam coaching course. It is observed

that most of respondents belong to the Spoken English and Govt exam coaching

course, i.e., 44%.

34
4.2.6 Course Duration of The Respondents

The total of 66 respondents have given their preferences towards the duration preferred

to complete the course as listed in the Table 4.6.

Table 4.6

Course duration of the respondents

No of
Course Duration Respondents Percentage (%)
3 – 6 months
35 53

6 – 8 months
9 14

9 – 12 months
4 6

1 year above
18 27

Total 66 100

Sources: Primary Data

Table 4.6 shows that 53% respondents done 3 to 6 months course, 14%

respondents done 6 to 8 months course, 6% respondents done 9 to 12 months

course and 27% respondents done 1year course. It is observed that majority of

respondents belong to the 3 to 6 months course, i.e., 53%.

35
4.2.7 Respondents Thoughts About the Pre-Placement Centres

Pre- placement centers provide many benefits to the common people and the

respondents have shared their thoughts about pre- placement centers as shown in Table

4.7.

Table 4.7

Respondents’ thoughts about the pre- placement center

What You Think

No of Respondents Percentage (%)

Excellent 22 33

Good 38 58

Fair 4 6

Poor 2 3

Total 66 100

Sources: Primary Data

Table 4.7 shows that 33% respondents think as Excellent, 58%

respondents think as Good, 6% respondents think as Fair and 3% respondents

think as Poor. It is observed that most of respondents think as Good, i.e., 58%.

36
4.2.8 Factors Influenced to Choose a Particular Course

The purpose of joining the pre-placement centers may differ from person to person but

the main aim to get placed or to develop the skill of the people, respondents have

shared their influence to choose a particular course as shown in Table 4.8.

Table 4.8

Factors influenced to choose a particular course

No of Respondents Percentage (%)

Factors
Job Assurance 20 30

High Salary 13 20

Job Status 26 39

Others 7 11

Total 66 100

Sources: Primary Data

Table 4.8 shows that 30% respondents influence on Job assurance, 20%

respondents influenceon High Salary, 39% respondents influence on Job Status

and 11% respondents influence on Others. It is observed that most of respondents

influenced on Job status, i.e., 39%.

37
4 . 2 . 9 Responds on Providing Necessary Study Material

The total of 66 respondents have given their preferences towards the necessity of study

material as listed in the Table 4.9.

Table 4.9

Responds on providing necessary study material

Options
No of Respondents Percentage (%)
Yes 44 67

No 15 22

Maybe 7 11

Total 66 100

Sources: Primary Data

Table 4.9 shows that 67% respondents Says that YES, the material is

important, 22% respondents Says that NO, the material is not important 11%

respondents thinks that MAYBE it is important. It is observed that most of

respondents is YES, i.e., 67%.

38
4.2.10 Respondents Opinion About Providing Practical Classes by

Training Centers

It is important not only to learn theory but also to implement it in practical ways, the

total of 66 respondents have given their preferences on providing practical classes by

training centers as listed in the Table 4.10.

Table 4.10

Providing practical classes by training centers

Options No of Respondents Percentage (%)

Yes 60 91

No 4 6

Maybe 2 3

Total 66 100

Sources: Primary Data

Table 4.10 shows that 91% respondents Says YES, the centers should

provide practical class, 6% respondents Says NO the centers need not provide

practical class and 3% respondents say MAYBE they should provide practical

classes. It is observed that majority respondents on strongly agree the practical

classes, i.e., 91%.

39
4.2.11 Respondents Opinion About Whether the Periodical

Assessments by the Center Helpful.

Learning is the process where you keep getting better and gain more knowledge Falcon

Careers helps by providing periodical assessments to self-valuate yourself to know how

much Knowledge you have gained, the total of 66 respondents have given their

preferences on providing periodical assessments as listed in the Table 4.11.

Table 4.11

Periodical assessments by the center helpful

Options No of Respondents Percentage (%)

Yes 62 94

No 4 6

Total 66 100

Sources: Primary Data

Table 4.11 shows that 94% respondents says that periodical are helpful,

6% respondents says that periodical assessments are not helpful It is observed that

majority respondents on strongly agree that Periodical assessments are helpful,

i.e.,94%.

40
4.2.12 Respondents Opinion About Whether the Quality of Training

Centers effect Finding Decision Towards Right Institution

Quality of training changes from one institution to another, each institution has their

own ways of teaching and providing training, the total of 66 respondents have given

their views how quality of training effect on finding decision towards right institution

as listed in the Table 4.12.

Table 4.12

Quality of training centers affect finding decisions towards right

institution

Options No of Respondents Percentage (%)

Yes 55 84

No 11 16

Total 66 100

Sources: Primary Data

Table 4.12 shows that 84% respondents are saying Yes for finding

decision towards right Institution, 16% respondents are saying No for finding

decision towards right Institution. It is observed that majority respondents are

saying Yes for finding decision towards right Institution, i.e., 84%.

41
4.2.13 Respondents Opinion About Whether the Pre-Selection of

Courses Is Important While Approaching an Institute

Pre - selection of courses determines your interest in the field, The total of 66

respondents have given their preferences towards pre- selection of courses as listed in

the Table 4.13.

Table 4.13

Pre- selection of courses is important while approaching an institution

Options No of Respondents Percentage (%)

Strongly 13 20
agree
Agree 29 44

Neutral 20 30

Disagree 2 3

Strongly disagree 2 3

Total 66 100

Sources: Primary Data

Table 4.13 shows that 20% respondents Strongly agree that selection of

Courses should be important 44% respondents agree that selection of Courses

should be important, 30% respondents is Neutral 3%, respondents Disagree that

selection of Courses should be important and 3% respondents is Strongly disagree.

It can be observed that most respondents Agree that selection of Courses should

be important, i.e., 44%.

42
4.2.14 Respondents Opinion About Whether Training Centers Finish

Courses on Promised Time

Time is an important factor for planning the future, Falcon Careers provides courses for

a certain period of time, the total of 66 respondents have given their opinion on

completion of courses on time as listed in the Table 4.14.

Table 4.14

Training centers finish courses on promised time

Options No of Respondents Percentage (%)

Strongly agree 7 11

Agree 44 67

Neutral 11 16

Disagree 2 3

Strongly disagree 2 3

Total 66 100

Sources: Primary Data

Table 4.14 shows that 11% respondents Strongly agree that Training

centers finished courses on promised time,67% respondents agree that Training

centers finished courses on promised time,16% respondents is Neutral, 3%

respondents Disagree that Training centers finished courses on promised time and

3% respondents is Strongly disagree. It can be observed that majority respondents

agree that Training centers finished courses on promised time, i.e., 67%.

43
4.2.15 Respondents About Whether Scholarships Offered By

Training Centres are handy.

Scholarship is the amount paid for the studies for a person with great ability, Falcon

Careers provide Scholarships for different people, The total of 66 respondents have

given their opinion on Scholarships provided are handy as listed in the Table 4.15.

Table 4.15

Scholarship offered by training centers are handy

No of Respondents Percentage (%)

Options
Strongly
agree 7 11

Agree 24 36

Neutral 29 44

Disagree 4 6

Strongly disagree 2 3

Total 66 100

Sources: Primary Data

Table 4.15 shows that 11% respondents Strongly agree that Scholarships

are handy, 36% respondents agree that Scholarships are handy, 44% respondents

is Neutral, 6% respondents Disagree that Scholarships are handy and 3%

respondents Strongly disagree that Scholarships are handy. It is observed that most

respondents are Neutral that Scholarships are handy, i.e.,44%.

44
4.2.16 Respondents Opinion About Facing Issues with the

Institutions

The total number of 66 respondents have mentioned their problems and issues in Falcon

Careers as listed in the table 4.16.

Table 4.16

Facing issues with courses and institutions

Options No of Respondents Percentage (%)

Yes 9 14

No 53 80

Maybe 4 6

Total 66 100

Sources: Primary Data

Table 4.16 shows that 14% respondents says YES that they faced issues with

the institution, 80% respondents say NO that they have not faced issues with the

institution and 6% respondents say MAYBE. It is observed that most respondents NO

they have not faced issues with the institution, i.e., 80%.

45
4.2.17 Respondents Opinion Why They Chose Falcon Careers

Training Centers is the place where they help in learning new skills and developing the

skills, the total of 66 respondents have given their views towards why they chose

Falcon Careers as listed in the Table 4.17.

Table 4.17

Why they chose Falcon Careers

S. Particulars SA A N D SD Total
No. & Percentage

1. Job Placements 44 7 11 2 2 66

67 11 16 3 3 100

2. Skill Development 15 19 25 6 1 66

23 29 38 9 1 100

3. Personality 15 23 12 10 6 66
Development
23 35 18 15 9 100

4. Government Exam 29 2 20 13 2 66
Coaching
44 3 30 20 3 100

Sources: Primary

Data Job Placements

Table 4.17 shows that 67% respondents Strongly agree FALCON

CAREERS for job placements, 11% respondents Agree FALCON CAREERS

for job placements, 16% respondents are neutral, 3% respondents Disagree

FALCON CAREERS for job placements and 3% respondents Strongly disagree

FALCON CAREERS for job placements. It is observed that most respondents

have Strongly agreed FALCON CAREERS for job placement, i.e., 67%.

46
Skill Development

Table 4.17 shows that 23% respondents Strongly agree FALCON

CAREERS for skill development, 29% respondents Agree FALCON

CAREERS for skill development, 38% respondents are Neutral, 9%

respondents Disagree FALCON CAREERS for skill development and 1%

respondents Strongly disagree FALCON CAREERS for skill development. It is

observed that most respondents are Neutral, i.e., 38%.

Personality Development

Table 4.17 shows that 23% respondents Strongly agree FALCON

CAREERS for personality development, 35% respondents Agree FALCON

CAREERS for personality development, 18% respondents are Neutral, 15%

respondents Disagree FALCON CAREERS for personality development and

9% respondents Strongly disagree FALCON CAREERS for personality

development. It is observed that most respondents have Agreed FALCON

CAREERS for personality development, i.e., 35%.

47
Government Exam Coaching

Table 4.17 shows that 44% respondents Strongly agree FALCON

CAREERS for Government exam coaching, 3% respondents Agree FALCON

CAREERS for Government exam coaching, 30 respondents are neutral, 20%

respondents Disagree FALCON CAREERS for Government exam coaching

and 3% respondents Strongly disagree FALCON CAREERS for Government

exam coaching. It is observed that most respondents have Strongly agreed

FALCON CAREERS for Government exam couching, i.e.,44%.

48
4.2.18 Respondents Opinion About How They Would Refer Falcon

Career to Others.

Training Centers is the place where they help in learning new skills and developing the

skills, the total of 66 respondents have given their views on why they would refer

Falcon Careers to others as listed in the Table 4.18.

Table 4.18

How they would refer Falcon Careers to others

S. Particulars SA A N D SD Total
No. & Percentage

1. Infrastructure 7 11 44 2 2 66

11 16 67 3 3 100

2. Availability Of 13 29 20 2 2 66
Courses
20 44 30 3 3 100

3. Placements 44 2 7 11 2 66

67 3 11 16 3 100

4. Friendly Staff 23 12 6 15 10 66

35 18 9 23 15 100

Sources: Primary

Data Infrastructure

Table 4.18 shows that 11% respondents Strongly agree for

infrastructure, 16% respondents Agree for infrastructure, 67% respondents are

neutral, 3% respondents Disagree for infrastructure and 3% respondents

Strongly disagree for infrastructure. It is observed that most respondents are

Neutral recommending for infrastructure, i.e., 66%.

49
Availability Of Courses

Table 4.18 shows that 20% respondents Strongly agree on availability of

courses, 44% respondents Agree on availability of courses, 30% respondents

are neutral, 3% respondents Disagree on availability of courses and 3%

respondents Strongly disagree on availability of courses. It is observed that

most respondents have agreed recommending for availability of courses, i.e.,

44%.

Placement

Table 4.18 shows that 67% respondents Strongly agree on placement,

3% respondents Agree on placement, 11% respondents are neutral, 16%

respondents Disagree on placement and 3% respondents Strongly disagree on

placement. It is observed that most respondents have Strongly agreed

recommending for placement, i.e., 67%.

Friendly Staff

Table 4.18 shows that 35% respondents Strongly agree for friendly

staffs, 18% respondents Agree for friendly staffs, 9% respondents are neutral,

23% respondents Disagree for friendly staffs and 15% respondents Strongly

disagree for friendly staffs. It is observed that most respondents have Strongly

agreed recommending for friendly staffs, i.e., 35%.

50
4.2.19 Respondents Opinion About What Makes Falcon Career

Different from Others.

Training Centers is the place where they help in learning new skills and developing the

skills, the total of 66 respondents have given their views on what makes Falcon Careers

different from other training institutions as listed in the Table 4.19.

Table 4.19

What makes Falcon Career different from others

S. Particulars SA A N D SD Total
No. & Percentage

1. Periodical 29 13 20 2 2 66
Assessments
44 20 30 3 3 100

2. Practical Classes 15 25 19 6 1 66

23 38 29 9 1 100

3. Mock Interviews 23 10 15 12 6 66

35 15 23 18 9 100

4. Recruitment 7 11 44 2 2 66

11 16 67 3 3 100

Sources: Primary

Data Periodical

Assessment

Table 4.19 shows that 44% respondents Strongly agree periodical

assessment makes FALCON CAREERS different, 20% respondents Agree

periodical assessment makes FALCON CAREERS different, 30% respondents

are neutral, 3% respondents Disagree periodical assessment makes FALCON

CAREERS different and 3% respondents Strongly disagree periodical

assessment makes FALCON CAREERS different. It is observed that most

51
 respondents have Strongly agreed periodical assessment makes FALCON

CAREERS different, i.e., 44%.

Practical Classes

Table 4.19 shows that 23% respondents Strongly agree practical classes

makes FALCON CAREERS different, 38% respondents Agree practical classes

makes FALCON CAREERS different, 29% respondents are neutral, 9%

respondents Disagree practical classes makes FALCON CAREERS different

and 1% respondents Strongly disagree practical classes makes FALCON

CAREERS different. It is observed that most respondents have Agreed practical

classes makes FALCON CAREERS different, i.e., 38%

Mock Interviews

Table 4.19 shows that 35% respondents Strongly agree mock interviews

makes FALCON CAREERS different, 15% respondents Agree mock

interviews makes FALCON CAREERS different, 23% respondents are neutral,

18% respondents Disagree mock interviews makes FALCON CAREERS

different and 9% respondents Strongly disagree mock interviews makes

FALCON CAREERS different. It is observed that most respondents have

Strongly agreed mock interviews makes FALCON CAREERS different, i.e.,

35%.

Recruitment

Table 4.19 shows that 11% respondents Strongly agree recruitment

makes FALCON CAREERS different, 16% respondents Agree recruitment

makes FALCON CAREERS different, 67% respondents are neutral, 3%

respondents Disagree recruitment makes FALCON CAREERS different and

3% respondents Strongly disagree recruitment makes FALCON CAREERS

52
different. It can be

53
 observed that majority respondents are Neutral, recruitment makes FALCON

CAREERS different, i.e., 67%.

4.2.20 Respondents Opinion About the Completion of

Courses

Time is an important factor for planning the future, Falcon Careers provides courses for

a certain period of time, the total of 66 respondents have given their opinion on

completion of courses on time as listed in the Table 4.20.

Table 4.20

About completion of courses

S. Particulars SA A N D SD Total
No. & Percentage

1. Government 23 15 12 10 6 66
Exam Coaching
35 23 18 15 9 100
2. C++ 10 27 13 8 8 66

15 41 20 12 12 100

3. Data Analyst 25 15 19 6 1 66

38 23 29 9 1 100

4. Python 11 10 29 9 7 66

16 15 44 14 11 100

Sources: Primary Data

54
Government Exam Coaching

Table 4.20 shows that 35% respondents Strongly agree Government

exam coaching are completed on time, 23% respondents Agree Government

exam coaching are completed on time, 18% respondents are neutral, 15%

respondents Disagree Government exam coaching are completed on time and

9% respondents Strongly disagree Government exam coaching are completed

on time. It is observed that most respondents have Strongly agreed Government

exam coaching are completed on time, i.e., 35%.

C++

Table 4.20 shows that 15% respondents Strongly agree C++ courses are

completed on time, 41% respondents Agree C++ courses are completed on

time, 20% respondents are neutral, 12% respondents Disagree C++ courses are

completed on time and 12% respondents Strongly disagree C++ courses are

completed on time. It is observed that most respondents have Agreed C++

courses are completed on time, i.e., 41%.

Data Analyst

Table 4.20 shows that 38% respondents Strongly agree Data analyst

courses are completed on time, 23% respondents Agree Data analyst courses are

completed on time, 29% respondents are neutral, 9% respondents Disagree Data

analyst courses are completed on time and 1% respondents Strongly disagree

Data analyst courses are completed on time. It is observed that most

respondents have Strongly agreed Data analyst courses are completed on time,

i.e., 38%.

55
Python

Table 4.20 shows that 16% respondents Strongly agree Python courses

are completed on time, 15% respondents Agree Python courses are completed

on time, 44% respondents are neutral, 14% respondents Disagree Python

courses are completed on time and 11% respondents Strongly disagree Python

courses are completed on time. It is observed that most respondents are Neutral

Python courses are completed on time, i.e.,44%.

56
 CHAPTER V

FINDINGS, SUGGETIONS AND CONCLUSION

5.1 Findings

1. Most of the respondents 67% belong to the age group of 22-25.

2. Most of the respondents 51% respondents are Male

3. Most of the respondents 47% respondents are Working.

4. Majority of the respondents 80% Respondents says yes, they have visited pre-

placement centre.

5. Most of the respondents 44% Respondents prefer Govt exam coaching.

6. Most of the respondents 53% Respondents prefer 3 – 6 months course duration.

7. Most of the respondents 58% respondents think pre- placement centres are good

8. Most of the respondents 39% respondents influence on Job status.

9. Most of the respondents 67% respondents agree that the material is very important.

10. Majority of the respondents 91% respondents agree that they providing practical

class.

11. Majority of the respondents 94% respondents agree periodical assessments are

helpful.

12. Most of the respondents 51 % respondents are saying Yes for finding decision

towards rightInstitution.

13. Most of the respondents 44% respondents agree that selection of Courses should

be important.

14. Most of the respondents 67% respondents agree that Training centres finished

courses on promised time.

57
15. Most of the respondents 44 % respondents Say its Neutral that Scholarships are

handy.

16. Majority of the respondents 80 % respondents Say No they have not faced any

issues with the institution.

17. Most of the respondents 67 % have Strongly agreed FALCON CAREERS for job

placement.

18. Most of the respondents 38 % are Neutral for Skill development.

19. Most of the respondents 35 % have Agreed FALCON CAREERS for personality

development.

20. Most of the respondents 44 % have Strongly agreed FALCON CAREERS for

Government exam coaching.

21. Most of the respondents 67 % are Neutral recommending for infrastructure.

22. Most of the respondents 44 % have agreed recommending for availability of courses.

23. Most of the respondents 67 % have Strongly agreed recommending for placement.

24. Most of the respondents 35 % have Strongly agreed recommending for friendly

staffs.

25. Least of the respondents 3 % belongs to 26 – 29 and 30 above.

58
5.2 Suggestions:

From the findings,

1. Need to reducethe unemployed state.

2. Have to bring up one monthcourse duration for Spoken English.

3. Most ofthe respondents prefer to choosespoken English and govt exam coaching classes.

4. Manyrespondents influenced for the Job status.

5. Manyrespondents agreed that theyneedtests and periodical classes.

6. Training willgiveuseful informationand flexibility to the trainees.

7. For the trainees, material is veryimportant and selection of the course is veryimportant.

59
Conclusion

This project is on the Effectiveness of training at Falcon Careers, Coimbatore,

currently represents a highly competitive environment, playing important role in

placement. They have to operate in highly regulated environment; the degree of

regulation to a significant extent depends on the job description provided by the

clients. One of the other regulations f o r any recruitment firm is price regulation in

hiring recruiters. In conclusion it can be said that with the rapid growth in the industry,

consultancy today is one of the dominating corporate sectors and their HR policies

and practices are accepted across the world as stable, suitable, efficient and active.

They keep up to date with emerging trends and the HR personnel put in. Effort to

make all the HR processes fruitful, meaningful and in-line with the job and the roles

being played by the employees. Running a consulting company isn’t easy. It’s a lot of

work, and you have tons of bosses. Although it can pay very well, at the same time it

can be very stressful. If you want to reduce your stress as a consultant, make sure you

learn. From your mistakes and only take on clients you can actually provide results

to.

60
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2. Najameddin Sadeg Tumi, Ali Nawari Hasan and Jamshed Khalid (2021), Impact of

Compensation, Job Enrichment and Enlargement, and Training on Employee

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Retention: An Empirical Research on the Private Sector in Egypt, International

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8. Renier Els, Helen Meyer and Suria Ellis (2022), A Measurement Scale Developed to

Investigate the Effect of Leaders' Perceptions Regarding Attitudes Towards and

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and Development, 26, pp.120–144.

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The Challenges Confronting The Training Needs Assessment in Saudi Arabian

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Managerial Science 16, pp.1195–1226.

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Effectiveness Evaluation, Work and Stress, 36:4, pp.377-391.

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63
A STUDY ON EFFECTIVENESS OF TRAINING PRACTICES AT

FALCON CAREERS

Dr. M RAJARAJAN ASWIN CHANDRAN

Associate Professor II M. Com (International
Department of Commerce Banking, Business
Annamalai University and Insurance)
Annamalai University- 608002 Department of Commerce
Annamalai University
Annamalai Nagar- 608002

Questionnaire

1. NAME:

2. AGE:

a) 18-21 ( )

b) 22-25 ( )

c) 26-29 ( )

d) 30 and above ( )

3. GENDER:

a) Male ()
b) Female ( )

64
4. PROFESSION

a) Student ( )

b) Working ( )

c) Unemployed ( )

d) Others ( )

5. Have you ever visited pre-placement centers?

a) Yes ( )

b) No ( )

6. If yes which course you prefer?

a) Spoken English ( )

b) Aptitude ( )

c) Self-development ()

d) Govt exam Coaching courses ()

7. Course duration

a) 3 - 6 months ( )

b) 6 - 8 months ( )

c) 9 - 12 months ( )

d) 1 year above ( )

8. What do you Think about the Pre-placement centers?

a) Excellent ( )

b) Good ( )

65
 a) Fair ( )

b) Poor ( )

9. Which factors influence to choose a particular

course?

a) Job Assurance ( )

b) High Salary ( )

c) Job status ( )

d) Others ( )

10. Is It important that training centers should provide necessary study

materials?

a) Yes ( )

b) No ( )

c) Maybe ( )

11. Do you think training centers should provide Practical classes

a) Yes ( )

b) No ( )

c) Maybe ( )

12. Is periodical assessment by your center helpful?

a) Yes ( )

b) No ( )

66
13. Does quality of training centers affect your decision making towards right Institution?

a) Yes ( )

b) No ( )

14. Do you agree pre-selection of Courses is important while you are

approaching the Institution?

a) Strongly Agree ( )

b) Agree ( )

c) Neutral ( )

d) Disagree ( )

e) Strongly Disagree ( )

15. Do you agree that Training centers finished courses in promised duration?

a) Strongly Agree ( )

b) Agree ( )

c) Neutral ( )

d) Disagree ( )

e) Strongly Disagree ( )

16. Is Scholarships offered by training centers are handy?

a) Strongly Agree ( )

b) Agree ( )

c) Neutral ( )

d) Disagree ( )

67
 e) Strongly Disagree ( )

17. Have you faced any issues with your institution?

a) Yes ( )

b) No ( )

18. What made you choose Falcon Careers.

S. Particulars SA A N D SD
No.

1. Job Placements

2. Skill
Development

3. Personality
Development

4. Government
Exam Coaching

68
19. On What basis would you refer Falcon Careers to others.

S. Particulars SA A N D SD
No.

1. Infrastructure

2. Availability Of
Courses

3. Placements

4. Friendly Staffs

20. What makes Falcon Careers different from others

S. No. Particulars SA A N D SD

1. Periodical
Assessments

2. Practical Classes

3. Mock Interviews

4. Recruitment

69
21. How would you rate the completion of courses

S. Particulars SA A N D SD
No.

1. Government
Exam Coaching

2. C++

3. Data Analyst

4. Python

70