employee training and development in hyundai motor india limited chennai

A STUDY ON EMPLOYEE TRAINING AND

DEVELOPMENT IN

HYUNDAI MOTOR INDIA LIMITED CHENNAI.

PROJECT REPORT

Submitted by

P.UDHAYAKUMAR

Reg. No: 1021193

in partial fulfilment of the requirements for the award of the degree

of

MASTER OF BUSINESS ADMINISTRATION

SAVEETHA MANAGEMENT STUDIES,

SAVEETHA ENGINEERING COLLEGE,

THANDALAM, CHENNAI-602105.

AUGUST-2011

1

http://images.google.co.in/imgres?imgurl=http://cs.annauniv.edu/insight/insight/images/logo.gif&imgrefurl=http://cs.annauniv.edu/insight/credits/team.htm&h=570&w=553&sz=10&hl=en&start=2&tbnid=XhI9MJgU_88H-M:&tbnh=134&tbnw=130&prev=/images?q=Anna+University+&gbv=2&svnum=10&hl=en&sa=G

DECLARATION

I affirm that the project work titled A STUDY ON EMPLOYEES TRAINING

AND DEVELOPMENT, IN HYUNDAI MOTOR INDIA LIMITED, CHENNAI

being submitted in partial fulfillment for the award of MASTER OF BUSINESS

ADMINISTRATION is the original work carried out by me. It has not formed the part

of any other project work submitted for award of any degree or diploma, either in this or

any other University.

Signature of the student

PLACE: CHENNAI P.UDHAYAKUMAR

DATE: (1021193)

2

DECLARATION

BONAFIDE CERTIFICATE

This to certify that the project work entitled “A STUDY ON EMPLOYEES

TRAINING AND DEVELOPMENT, IN HYUNDAI MOTOR INDIA LIMITED ”

is a bonafide work done by P.UDHAYAKUMAR [ REGISTER NO:1021193] in

partial fulfillment of the requirement for the award of MASTER OF BUSINESS

ADMINISTRATION by Anna University during the academic year 2010-2012.

SIGNATURE SIGNATURE

Dr.C.CHENDROYAPERUMAL Dr.C.CHENDROYAPERUMAL

GUIDE

HEAD OF THE DEPARTMENT HEAD OF THE DEPARTMENT

MBA MBA

SAVEETHA ENGINEERING COLLEGE SAVEETHA ENGINEERING COLLEGE

THANDALAM, CHENNAI-602105 THANDALAM, CHENNAI-602105

3

BONAFIDE CERTIFICATE

ACKNOWLEDGEMENT

I first and foremost thank to lord god almighty for giving me grace and

knowledge to complete this project work successfully

My sincere and hearty thanks to Dr. VENKATASAMY, ME, Ph.D., The

Principal, SAVEETHA ENGINEERING COLLEGE, CHENNAI. for giving me

opportunity to do the project.

I express my thanks to Dr.C.CHENDROYAPERUMAL, MBA, Ph.d Head of

the Department of management studies SAVEETHA ENGINEERING COLLEGE,

CHENNAI, for his support and encouragement in completing in this project work.

I admit my thanks to Dr.C.CHENDROYAPERUMAL, MBA, Ph.d , Head

of the Department of management studies, SAVEETHA ENGINEERING COLLEGE,

CHENNAI , for the continuous guidance to accomplish my project work. And I thank all

the other faculties of the department of management studies for their valuable support in

my project study.

I am deeply indebted to Mr.ALFRED ANAND, Deputy Manager And

Mr.GURUVEL, Senior Excutive of Hyundai motor India Limited chennai for

giving me the permission and arranged for the needful help and enabling me to undertake

project in their esteemed and reputed organization.

Last but not least I submit my thanks to my parents, family members and friends

for providing me their support on my work.

P.UDHAYAKUMAR

(1021193)

4

ACKNOWLEDGEMENT

DESCRIPTION OF THE WORK

CHAPTER-1 Introduction

CHAPTER-2 Review of the literature

CHAPTER-3 Research methodolgy

CHAPTER-4 Data analysis and interpretations

CHAPTER-5 Findings, suggestions & conclusions

ANNEXURE Bibliography,

Questioner.

5

DESCRIPTION

TABLE OF CONTENTS

CHAPTER

NO

TITLE PAGE

NO

1. INTRODUCTION

1.1 ABOUT THE STUDY 10

1.2 TOPIC DESCRIPTION OF STUDY 11

1.3 INDUSTRIAL PROFILE 21

1.4 COMPANY PROFILE 24

1.5 OBJECTIVES OF STUDY 34

1.6 NEED OF STUDY 35

1.7 LIMITATION OF STUDY 37

1.8 SCOPE OF STUDY 38

2. REVIEW OF LITERATURE

2.1 REVIEW OF EXISTING LITERATURE 39

3. RESEARCH METHODOLGY

3.1 RESEARCH DESIGN 43

3.2 COLLECTION OF DATA 43

3.3 SAMPLING TECHNIQUES 44

3.4 TOOLS TO BE USED 44

4. DATA ANALYSIS AND INTERPRETATIONS

5. FINDINGS, SUGGESTIONS, CONCLUSION.

5.1 FINDINGS 99

5.2 SUGGESTIONS 101

5.3 CONCLUSION 102

ANNEXURE

BIBILIOGRAPHY

QUESTIONER

6

TABLE OF CONTENTS

LIST OF TABLES

LIST OF TABLES

CHAPTER

NO

TITLE PAGE NO

4.1 Table showing the sex wise classification of respondents46

4.2 classification of respondents on Age

47

4.3 classification of respondents on educational qualification 48

4.4 classification of respondents on Year of service 49

4.5 the company providing training program or not 50

4.6 type of training provided by the company 51

4.7 the duration of the training Program conducted 52

4.8 the opinion regarding the duration of the training Program 53

4.9 the feel of the respondents regarding the training Program 54

4.10 the quality of the trainers 55

4.11 opinion regarding the practical demonstration 56

4.12 opinion regarding the training aids 57

4.13 changes after attending the training 58

4.14 the various fields in which training is provided 59

4.15 training program is related to the work 60

4.16 whether they got opportunity to practice the training methods

after attending the training program

61

4.17 the objective of the Organizations training plan 62

4.18 the accidents/mistakes are reduced after the training program 63

4.19 the performance has improved after the training program 64

4.20 when they need training program 65

4.21 which type of training program to be conducted 66

4.22 by whom the training program to be conducted 67

4.23 the assistance needed from supervisor to apply the learned

techniques

68

7

LIST OF FIGURES

LIST OF FIGURES

CHAPTER

NO

TITLE PAGE NO

4.1 Table showing the sex wise classification of respondents46

4.2 classification of respondents on Age

47

4.3 classification of respondents on educational qualification 48

4.4 classification of respondents on Year of service 49

4.5 the company providing training program or not 50

4.6 type of training provided by the company 51

4.7 the duration of the training Program conducted 52

4.8 the opinion regarding the duration of the training Program 53

4.9 the feel of the respondents regarding the training Program 54

4.10 the quality of the trainers 55

4.11 opinion regarding the practical demonstration 56

4.12 opinion regarding the training aids 57

4.13 changes after attending the training 58

4.14 the various fields in which training is provided 59

4.15 training program is related to the work 60

4.16 whether they got opportunity to practice the training methods

after attending the training program

61

4.17 the objective of the Organizations training plan 62

4.18 the accidents/mistakes are reduced after the training program 63

4.19 the performance has improved after the training program 64

4.20 when they need training program 65

4.21 which type of training program to be conducted 66

4.22 by whom the training program to be conducted 67

4.23 the assistance needed from supervisor to apply the learned

techniques

68

8

ABSTRACT

ABSTRACT

The study is conducted to find out the Effectiveness of Training and Development

in Hyundai Motor India Limited with a sample of 100 respondents selected by

convenience sampling method.

Training, education and development are three terms frequently used. On the face

of it there might not appear any difference between them, but when a deep thought is

given, there appears some difference between them. In all training there is some

education in all education there is some training. And the two processes cannot be

separated from development.

Descriptive types of research is used to the find out the existing fact by means of

conducting survey and fact finding enquires of different employees.

The questionnaire schedule is to collect data. The data are analyzed with different

tools such as percentage analysis and Chi square analysis.

The suggestion and recommendation are based on the analysis of data.

CHAPTER 1

9

CH.I - INTRODUCTION

1.1 ABOUT THE STUDY

1.INTRODUCTION

1.1ABOUT THE STUDY

A large number of organizations are setting up their own training facilities. They

are also inviting outside faculty to conduct in company courses for executives at all

levels. This trend will continue because new orientation in managerial and technical areas

is necessary for effectively responding to the changing environment of business.

Training is expensive if it does not serve the purpose for which it is given. The

training should be able to improve the capabilities of individuals and collectively that of

the organization.

“Give a man a fish, he will eat it. Train a man to fish, he will feed his family”.

This is a saying which highlights the importance of training. Employee training is the

process whereby people learn the skills, knowledge, attitudes and behaviors needed in

order to perform their job effectively.

Training can be defined as organizationally directed experience designed to

further the learning of specific job behaviors that will contribute to organizational goals.

Many firms are on-the job training (OJT) as their primary skills training approach.

True OJT includes specific procedures for delivering actual training to the employer. One

method for doing this is known as job instruction training (JIT). The JIT system includes

the major characteristics of any effective training program; determination of training

needs recognition of the needs of the trainee feedback to and from the trainee, frequent

appraisal and correction.

JIT is an effective method of training for several reasons. First, it can yield

effective method of training results at a relatively low cost. Second, it is relatively easy to

teach to supervisors responsible for providing OJT to their subordinates. Third, since

much of the training is provided by an individual’s supervisor or co-workers, there is

assurance that the training relates directly to the specific work situations.

The off-the job training methods includes lectures and conferences, audio-visuals

aids, interactive video.

10

CH.I - INTRODUCTION

1.2 TOPIC DESCRIPTION OF STUDY

1.2 TOPIC DESCRIPTION OF STUDY

TRAINING AND DEVELOPMENT- AN OVERVIEW

“Training is the act of increasing

knowledge and skills of an employee for

doing a particular job”According to Flippo, the main output of training is learning. Training offers and

inculcates new habits, refined skills and useful knowledge during the training that helps

him improve performance.

Training aids an employee to do his present job more efficiently and prepare him

for a higher level of job. Therefore, the training is planned programme designed to

improve performance and bring about measurable change in knowledge, skills, attitude

and social behavior of employees.

Training is learning experience that is planned and carried out by the organization

to enable more skilled task behavior by the trainee. Training provides the ability to detect

and correct error. Training provides skills and abilities that may be called on in three

futures to satisfy the organizations human resource needs. Training is given on the job or

in the latter case it may be on site or off site perhaps in a motel or a training centre or it

may be in a simulated environment that is thought to be similar to the work environment

in important respects. Finally, the trainees acquire abilities and knowledge that will

enable them to perform their jobs more effectively.

Organization and individual should develop and progress simultaneously for their

survival and attainment of mutual goals. So every modern management to develop the

organization through human resources development. Employee training is the important

sub-system of human resource development. Employee training is a specialized function

and is one of the fundamental operative functions for human resources management.

11

CONCEPTS OF TRAINING AND DEVELOPEMENT

After an employee is selected, placed and introduced he or she must be provided

with training facilities. Training is the act of increasing the knowledge and skill of an

employee for doing a particular job. Training is a short-term educational process and

utilizing a systematic and organized procedure by which employees learn technical

knowledge and sills for a definite purpose. Dales. Beach defines the training s the

organized procedure by which people learns knowledge and or skill for a definite

purpose.

In other words training improves, changes, moulds the employee’s knowledge,

skill, behavior, aptitude, and attitude towards the requirements of the job and

organization. Training refers to the teaching and learning activities carried on for the

primary purpose of helping members of an organization, to acquire and apply the

knowledge, skills, abilities and attitudes needed by a particular job and organization.

Thus, training bridge the difference between job requirements and employee’s

present specifications.

DIFFERENCE BETWEEN TRAINING AND DEVELOPMENT

TRAINING

Technical skills and knowledge

Specific job- related

Short term

Mostly technical and non managerial personnel

DEVELOPMENT

Managerial and behavioral skills and knowledge

Conceptual and general knowledge

Long term

Mostly for managerial personnel

IMPORTANCE OF TRAINING

12

The importance of human resource management to a large extent depends on

human resource development. Training is the most important technique of human

resource development. As stated earlier, no organization can get a candidate who exactly

matches with the job and the organizational requirements. Hence, training is important to

develop the employee and make him suitable to the job.

Job and organizational requirements are not static, they are changed from time to

time in view of technological advancement and change in the awareness of the Total

Quality and Productivity Management. The objective of the TQM can be achieved only

through training as training develops human skills and efficiency. Trained employees

would be a valuable asset to an organization. Organizational efficiency, productivity,

progress and development to a greater extent depend on training. Organizational

objectives like viability, stability and growth can also be achieved through training.

Training is important as it constitutes significant part of management control.

BENEFITS OF TRAINING

Leads to improved profitability and positive attitudes toward profits

orientation.

Improve the job knowledge and skills at all levels of the organization.

Improves the morale of the workforce.

Helps people identify with organizational goals.

Helps create a better corporate image.

Faster’s authenticity, openness and fast.

Aids in organizational development.

Learns from the trainee

Helps prepare guidelines for work.

Aids in understanding and carrying out organizational policies.

Provides information for future needs in all areas of the organization.

Organization gets more effective decision-making and problem solving.

Improve Labour-management relation.

Reduces outside consulting costs by utilizing competent internal

consulting

Stimulates preventive management as opposed to putting out fires.

13

NEED FOR TRAINING

Every organization big or small, productive or non-productive, economic or

social, old or newly established should provide training to all employees irrespective of

their qualification, skill, suitability for the job etc. Thus, no organization can choose

whether or not to train employees.

Training is not something that is done once to new employees; it is used

continuously in every well-run establishment. Further, technological changes,

automation, require up-dating the skills and knowledge. As such an organization has to

retrain the old employees.

Specifically, the need for training arises due to the following reasons.

To match the Employee specifications with the job requirements and

Organizational Needs: An employee’s specification may not exactly suit to the

requirements of the job and the organization irrespective of his past experience,

qualifications, skills, knowledge etc. Thus, every management finds deviations between

employee’s present specifications and the job requirements and organizational needs.

Training is needed to fill these gaps by developing and molding the employee’s skill,

knowledge, attitude, behavior etc. To the tune of the job requirements and organizational

needs

Organizational viability and the transformation process: The primary goal of

most organizations is their viability is continuously by environmental pressure. If the

organization does not adapt itself to the changing factors in the environment, it will lose

its market share. If the organization desires to adapt these changes, first it has to train the

employees to impart specific skills and knowledge in order to enable them to contribute

to the organizational efficiency and to cope with the changing environment.

Technological advance: Every organization in order to survive and to be effective

should adopt the latest technology, i.e., mechanization, computerization and automation.

Adoption of latest technological means and methods will not be complete until they are

manned by employees possessing skill to operate them, so organization should train the

14

employees to enrich them in the areas of changing technical skills and knowledge

from time to time.

Organizational complexity: With the emergence of increased mechanization and

automation, manufacturing of multiple products and by-products or dealing in services of

diversified lines, extension of operations to various regions of the country or in overseas

countries, organization hierarchy. This creates the complex problems of coordination and

integration of activities adaptable for and adaptable to the expanding and diversifying

situations. This situation calls for training

Human relations

Change in the job assignment

THE NEED FOR TRAINING ALSO ARISES TO

Increase productivity

Improve quality of the product

Help a company to fulfill its future personnel needs.

Improve organizational climate.

Improve health and safety.

Prevent obsolescence

Effect personal growth

Minimize the resistance to change.

TRAINING OBJECTIVES

Generally line managers ask the personnel manager to formulate the training

policies. The personnel Manager formulate the following raining objectives in keeping

with the Company’s goals and objectives.

To prepare the employee both new and old to meet the present as well as

the changing requirements of the job and the organizations.

To prevent obsolescence

15

To impart the new entrants the basic knowledge and skill they need for an

intelligent performance of definite job

To prepare employees for higher-level tasks.

To assist employees to function more effectively in their present position

by exposing them to the latest concepts, information and techniques and

developing the skills they will need in their particular fields.

To develop the potentialities of people for the next level job.

To ensure smooth and efficient working of a department

To ensure economical output of required quality

To promote individual and collective morale, a sense of responsibility, co-

operative attitudes and good relationships.

ASSESSMENT OF TRAINING NEEDS

Training needs are identified on the basis of organizational analysis, job analysis

and man analysis. Training programme, training methods and course content are to be

planned on the basis of training needs. Training needs are those aspects necessary to

perform the job in an organization in which employee is lacking attitude/aptitude,

knowledge, and skill.

Training needs= Job and organizational requirement-Employee specification

Organizational Analysis: This includes analysis of objectives, resource

utilization, environment scanning and organizational climate Organizational strength and

weaknesses in different areas like accidents, excessive scrap, frequent breakage of

machinery, excessive Labour turnover, market share, and other marketing areas etc.

Department Analysis: Departmental strength and weakness including special

problems of the department or a common problem of a group of employees like acquiring

skills and knowledge in operating computer by accounting personnel.

Job role Analysis: This includes study of jobs/roles, design of jobs due to change,

job enlargement, and job enrichment etc.

16

Man power Analysis: Individual strengths and weaknesses in the areas of job

knowledge, skills etc.

ASSESSMENT METHOD

The following methods are used to assess the training needs:

Organizational requirement/weakness

Departmental requirements/weakness

Job specifications and employee specifications

Identifying specific problems

Anticipating future problems

Management’s requests

Observation

Interviews

Group Conferences

Questionnaire surveys.

PRINCIPLE OF TRAINING

Providing training in the knowledge of different skills is a complex process. A

number of principles have been evolved which can be followed as guideless by the

trainees. Some of them are as follows:

Motivation

Progress information

Reinforcement

Practice

Full Vs part

Individual differences

17

TRAINING METHOD

As a result of research in the field of training, a number of programmes are

available. Some of these are new methods. While other are improvements over the

traditional methods. The training programmes commonly used to train operative and

supervisory personnel.

ON-THE JOB METHODS

OFF-THE JOB METHODS

ON-THE JOB METHODS

This type of training, also known as job instruction training, is the most

commonly used method. Under this method, the individual is placed on a regular job and

taught the skills necessary to perform that job. The trainee learns under the supervision

and guidance of a qualified worker or instructor. On-the-job training has the advantage

of giving first hand knowledge and experience under the actual working conditions.

While the trainee learns how to perform a job, he is also a regular worker rendering the

services for which he is paid. The problem of transfer of trainee is also minimized as the

person learns on-the-job. The emphasis is placed on rendering services in the most

effective manner rather than learning how to perform the job. On-the-job training

methods include job rotation, coaching, job instruction or training through step-by-step

and committee assignment. The types of on the job methods are given below

JOB ROTATIONS

This type of training involves the movement of the trainee from one job to

another. The trainee receives job knowledge and gain experience from his supervisor or

trainer in each of the different job assignments.

COACHING

The trainee is placed under a particular supervisor functions as a coach in training

the individual. The supervisor provides who feedback to the trainee on his performance

and offers him some suggestions for improvement. A limitation of this method of

training is that the trainee may not have the freedom or opportunity to express hi own

ideas.

18

JOB INSTRUCTION

This method is also known as training through step by step. Under this method,

trainer explains the trainee the way of doing the jobs, job knowledge and skills and

allows him to do the job.

COMMITTEE ASSIGNMENTS

Under the committee assignment, group of trainees are given and asked to solve

an actual organizational problem. The trainees solve the problem jointly. Its develops

teamwork.

OFF-THE JOB METHODS

Under this method of training, trainee is separated from the job situation and his

attention is focused upon learning the material related to his future job performance.

Since the trainee is not distracted by job requirements, he can place his entire

concentration on learning the job rather than spending his time in performing it. There is

an opportunity for freedom of expression for the trainees.

Off-the-job training methods are as follows:

VESTIBULE TRAINING

In this method, actual work conditions are simulated I a classroom. Material, files

and equipment those are used in actual job performance are also used in training.

ROLE PLAYING

It is defined as a method of human interaction that involves realistic behavior in

imaginary situations. This method of training involves action. Doing and practice. The

participants play the role of certain characters.

LECTURE METHODS

The lecture is a traditional and direct method of instruction. The instructor

organizes the material and gives it to a group of trainees in the form of a talk. To be

effective, the lecture must motivate and create interest among the trainees.

19

CONFERENCE

It is a method in training the clerical, professional and supervisory personnel.

This method involves a group of people who pose ideas, examine and share facts, ideas

and data, test assumptions, and draw conclusions, all of which contribute to the

improvement of job performance.

PROGRAMMED INSTRUCTION

In recent year this method has become popular. The subject matter to be learned

is presented in a series of carefully planned sequential units. These units are arranged

from simple to more complex levels of instructions.

TRAINING EFFECTIVENESS

Another critical area for deriving expected benefits from training is the measurement of training effectiveness how well the training inputs are serving the intended purpose.

They are three kinds of training outputs that organization need to measure. They are

Relating to course planning, comprehension and whatever goes on in the teaching programme and the environment.

The utilization of what is learnt on the job, i.e., transferring the classroom learning to the job in terms of skills, competencies, decision making, problem-solving abilities and relationships and the like.

The changes in the mindset such as work related attitudes, values, interpersonal competencies and personal attributes.

Two kinds of measurements are necessary to evaluate training that aim at influencing person – related behavior.

Measuring the changes within the individual that the training may have initiated. These processes are not manifest or observable.

Actual behavior changes at work.

1. Measures of changes within the individual

The instrument to measure the impact of training would have to identify the factors that the individual uses to deal with a live problem before and after training. If the training has an impact on the situation to factors he may have used before training.

20

2. Measuring changes in behavior

Post training changes in behavior of a participant can be assessed only at the place of this work.

1.3 INDUSTRY PROFILE

21

CH.I - INTRODUCTION

1.3 INDUSTRY PROFILE

The automotive sector is one of the core industries of the Indian economy. The

delicensing of the sector in 1991 and the subsequent opening up of 100 per cent foreign

direct investment (FDI) through the automatic route marked the beginning of a new era

for the Indian automotive industry. Since then almost all the global major automobile

players have set up their facilities in India taking the level of production of vehicles from

2 million in 1991 to 10.83 million in 2007–08.

The industry is estimated to be a US$ 34 billion industry with exports

contributing 5 per cent of the revenues.

The growth of the Indian middle class with increasing purchasing power along

with the strong growth of the economy over the past few years has attracted global major

auto manufacture to the Indian market. Moreover, India provides trained manpower at

competitive costs making India a favored global manufacturing hub. The attractiveness of

the Indian markets on one hand combined with the stagnation of the auto sector in

markets such as Europe, US and Japan on the other, have resulted in shifting of new

capacities and flow of capital to the Indian auto industry.

The Indian automobile industry has been growing at the rate of 15–27 per cent

over the past five years.

According to the United Nations Industrial Development Organization’s

(UNIDO) International Yearbook of Industrial Statistics 2008, India ranks 12th in the list

of world’s top 15 automakers.

Moreover, Indian car makers are earning acclaim worldwide. The home-grown

automaker, Maruti Suzuki has emerged as the fourth most reputed among auto companies

in the world, even ahead of its parent Suzuki Motor Co of Japan, according to the Global

200: The World's Best Corporate Reputations list, compiled by US-based Reputation

Institute.

Automobile industry in India

The automobile industry in India—the tenth largest in the world with an annual

production of approximately 2 million units—is expected to become one of the major

global automotive industries in the coming years.

A number of domestic companies produce automobiles in India and the growing

presence of multinational investment, too, has led to an increase in overall growth.

22

http://en.wikipedia.org/wiki/Automotive_industry

http://en.wikipedia.org/wiki/India

Following the economic reforms of 1991 the Indian automotive industry has

demonstrated sustained growth as a result of increased competitiveness and relaxed

restrictions.

Development:

In 1953, the government of India and the Indian private sector initiated

manufacturing processes to help develop the automobile industry, which had emerged by

the 1940s in a nascent form.

Between 1970 to the economic liberalization of 1991, the automobile

industry continued to grow at a slow pace due to the many government restrictions.

A number of Indian manufactures appeared between 1970-1980. Japanese

manufacturers entered the Indian market ultimately leading to the establishment of

Maruti Udyog. A number of foreign firms initiated joint ventures with Indian companies.

Following the economic reforms of 1991, the automobile section underwent

deli censing and opened up for 100 percent Foreign Direct Investment. A surge in

economic growth rate and purchasing power led to growth in the Indian automobile

industry, which grew at a rate of 17% on an average since the economic reforms of 1991.

The industry provided employment to a total of 13.1 million people as of

2006-07, which includes direct and indirect employment. The export sector grew at a rate

of 30% per year during early 21st century. However, the overall contribution of

automobile industry in India to the world remains low as of 2007. Increased presence of

multiple automobile manufacturers has led to market competitiveness and availability of

options at competitive costs.

India was one of the largest manufacturers of tractors in the world in 2005-

06, when it produced 2,93,000 units. India is also largely self-sufficient in tyre

production, which it also exports to over 60 other countries. India produced 65 million

tyres in 2005-2006.

Overview:

India’s car market has emerged as one of the fastest growing in the world. The

number of cars sold domestically is projected to double by 2010, and domestic

23

http://en.wikipedia.org/wiki/Tyre

http://en.wikipedia.org/wiki/Tractor

http://en.wikipedia.org/wiki/Foreign_Direct_Investment

http://en.wikipedia.org/wiki/Maruti_Udyog

http://en.wikipedia.org/wiki/Japan

http://en.wikipedia.org/wiki/Private_sector

http://en.wikipedia.org/wiki/Government_of_India

http://en.wikipedia.org/wiki/Narasimha_Rao#Economic_reforms

production is skyrocketing as foreign makers are setting up their own production

plants in India. The government’s 10-year plan aims to create a $145 billion auto industry

by 2016.

According to McKinsey, the auto sector’s drive to lower costs will push

outsourcing. The auto sector could be worth $375 billion by 2015, up from $65 billion in

2002. McKinsey thinks India could capture $25 billion of this amount. Out of 400 Indian

suppliers, 80 percent have the ISO 9000 certificate—the international standard for quality

management.

The production of automobiles in India is largely aimed at local consumers.

Several Indian manufacturers also export a diverse variety of auto components. Tiku

(2008) predicts a sale of 4.2 million four wheeler automobiles in India by 2015.Indian

passenger vehicle exports are also expected to rise from 170,000 in 2006 to 500,000 in

2010.

Production statistics

The production of automobiles has greatly increased in the last decade. It

passed the 1 million mark during 2003-2004 and has more than doubled

since.

YearCar

Production %

ChangeCommercial

% Change

Total Vehicles Prodn.

% Change

2009 2,166,238 17.34 466,456 -4.08 2,632,694 11.40

2008 1,846,051 7.74 486,277 -9.99 2,332,328 3.35

2007 1,713,479 16.33 540,250 -1.20 2,253,999 10.39

2006 1,473,000 16.53 546,808 50.74 2,019,808 19.36

2005 1,264,000 7.27 362, 755 9.00 1,628,755 7.22

2004 1,178,354 29.78 332,803 31.25 1,511,157 23.13

2003 907,968 28.98 253,555 32.86 1,161,523 22.96

2002 703,948 7.55 190,848 19.24 894796 8.96

2001 654,557 26.37 160,054 -43.52 814611 1.62

2000 517,957 -2.85 283,403 -0.58 801360 -2.10

1999 533,149 285,044 818193

24

http://en.wikipedia.org/wiki/ISO_9000

http://en.wikipedia.org/wiki/McKinsey

http://en.wikipedia.org/wiki/Automotive_industry_in_India







1.4 COMPANY PROFILE

ABOUT HYNDAI MOTOR COMPANY

Established in 1967, Hyundai Motor Co. has grown into the Hyundai-Kia Automotive

Group which was ranked as the World’s Fifth-Largest Automaker in 2007 and includes

over two dozen auto-related subsidiaries and affiliates. Employing over 75,000 people

worldwide, Hyundai Motor posted sales of US$74.9 billion in 2007 on a consolidated-

basis and US$32.8 billion on a non-consolidated basis (using the average currency

exchange of 929 won per US dollar). Hyundai vehicles are sold in 193 countries through

some 6,000 dealerships and showrooms. Further information about Hyundai Motor Co.

and its products is available at http://www.hyundai-motor.com.

Hyundai Motor India Limited (HMIL) is a wholly owned subsidiary of Hyundai

Motor Company (HMC), South Korea and is the second largest and the fastest growing

car manufacturer in India. HMIL presently markets 34 variants of passenger cars across

segments. The Santro in the B segment, the Getz Prime and the i10 in the B+ segment,

the Accent and the Verna in the C segment, the Sonata Embera in the E segment and the

Tucson in the SUV segment.

Hyundai Motor India, continuing its tradition of being the fastest growing

passenger car manufacturer, registering total sales of 327,160 vehicles in the calendar

year (CY) 2007, an increase of 9.2 percent over CY 2006. In the domestic market it

clocked a growth of 7.6 percent as compared to 2006 with 200,412 units, while overseas

sales grew by 11.8 percent, with exports of 126,748 units.

HMIL’s fully integrated state-of-the-art manufacturing plant near Chennai boasts

of the most advanced production, quality and testing capabilities in the country. In

continuation of its commitment to provide the Indian customer with global technology,

25

CH.I - INTRODUCTION

1.4 COMPANY PROFILE

http://www.hyundai-motor.com/

HMIL has set up its second plant, which produces an additional 300,000 units per annum,

raising HMIL’s total production capacity to 600,000 units per annum.

PRODUCT LINE-UP:

26

Here’s the car brimming with

innovative ideas and good design that

will put pleasure into every moment

you spend behind the wheels.

The first glimpse of the Sonata V-6 will always

take your breath away. Your quest for

automotive perfection ends with Sonata. This is

a car worthy of a modern day Caesar.

The Santro Xing is a stunning combination

of contemporary looks and functional

luxury. It also incorporates the

revolutionary EUROSAFE Passenger

Protection System that meets the latest

European safety standards. The new Santro

Xing combines a fresh new attitude,

warmth and comfort

Even though the styling of the Verna seems

contemporary you always end up comparing

it with the Accent. The external additions of

the body of the Verna seem to blend together

with the shape and this sets it apart from the

Accent

HMIL is investing to expand capacity in line with its positioning as HMC’s global

export hub for compact cars. Apart from expansion of production capacity, HMIL plans

to expand its dealer network, which will be increased from 232 to 260 this year.

The year 2007 has been a significant year for Hyundai Motor India. It achieved a

significant milestone by rolling out the fastest 400,000th export car. Hyundai exports to

over 90 countries globally; even as it plans to continue its thrust in existing export

markets, it is gearing up to step up its foray into new markets.

The year just ended also saw Hyundai Motor India attaining other milestones with the

launch of the i10 and yet another path-breaking record in its young journey by rolling out

the fastest 1,500,000th car.

27

Getz's space/comfort and Santro's engine

make Getz Prime. A very practical car.

Fuel economy had been a concern but with

1.1L engine, it's not any more. Getz 1.3 is

still available as top-end versions. never

sell like Swift but in essence Getz scores

over Swift on many parameters.

This car sits between the Santro and Getz

Prime presents itself as a good looking VFM

family car. There are options like ABS and

airbags along with features like sunroof to opt

for. All this in a small-car!

Won Car of the Year - 2008

The Tucson 2.0 CRDi, 1991cc, 4 cylinder, 16

valve engine comes with amazing power 122ps

and 245Nm of torque. This soft-roader is highly

fuel economic and yet is very good at engine

performance. Dual airbags provide very high

level of safety.

3.3 Awards and Certifications:

For Environment

Energy Conversation & Safety

28

3 Leaves Award in 2001from CSE, New Delhi

ISO 14001 Certification (EMS) in 2003

from TUV, GermanyEco First Award in 2003

from Kanchi Health & Education Society

Energy Efficient Unit Award in 2001 from CII

National Energy Conservation Award in

2002 from Govt. of India

Safety Appreciation Award in 2001 from

National Safety Council

Car of the YearCompact Car of the Year

Car of the Year 2008

Small Car of the Year 2008

Car of the Year 2008PM Presents “ Star Company ” Award to

Hyundai Motor India

Car of the Year - Aaj Tak Viewers Choice Award

Hyundai Santro has topped the JD Power Asia Pacific Intial Quality Study (IQS) that measures product quality for three years in

a row (Years 2000, 2001 & 2002)

CNBC-TV18 Autocar Auto Awards 2007: 'Best value-for-money car'

Hyundai Getz is the CNBC Autocar Car of the Year 2005

Hyundai Elantra – Best Value for Money Car of the Year 2005

Company – Awards – CNBC Autocar India

29

http://www.hyundai.co.in/awards.asp?pageName=comp#%23

http://www.hyundai.co.in/awards.asp?pageName=comp#%23

– Hyundai has been the manufacturer of the year for two years in row.

Hyundai i20 awarded 'Five Star Rating' for Safety by

European New Car Assessment Programme

(NCAP).

“Hyundai Motor wins the ‘Manufacturer of the

Year’ award at the NDTV Profit Car & Bike

Awards 2009.

Hyundai Motor India was named the ‘Manufacturer

of the Year’ award and the 'Best Variant' award for

it’s ‘i-10 Kappa’ engine at the UTVi Autocar

Awards 2009.

Hyundai Motor India wins the “Highest Resale

Value” award at the Apollo Tyres Auto India Best

Brand Survey Awards for the year 2009.

30

Hyundai i20 wins the ‘Viewer’s Choice Award’ at

the Overdrive CNBC TV 18 Awards 2010.

Hyundai Motor India Ltd wins the award for

‘Customer Service’ at the Apollo Auto India Best

Brand Awards 2010.

Hyundai i20 wins the ‘Design of the Year’ award at

the NDTV Profit Car & Bike Awards 2010.

Hyundai i10 brand ambassador Shahrukh Khan wins

the ‘Brand Ambassador of the Year’ award at NDTV

Profit Car & Bike Awards 2010.

31

3.4 THE HYUNDAI LOGO

The symbol represents an image of Car Company that produces refined cars with

cutting edge technology.

Expresses the will of the management for harmony and stability

The oval shape symbolizes the earth to expresses the global nature of HMC car.

The H logo stands for the first letter of Hyundai motor company

The slanted shape of the H represent progress and a company that will

successfully face future challenges as it continues to raise its standard of quality.

3.5 GOALS OF HMIL:

The ultimate goal is to join the ranks of the world’s top 10 automakers.

Focus on developing advanced technology.

Hyundai cars known as world-class cars

Concentrating on building cars that are more environments conscious and further

improving the quality of life for everyone in future.

3.6 BASIC OBJECTIVES OF HMIL:

Best customer service

Best technology

Best quality products

Best value for people

This has helped the company deliver consistently producing some of the finest cars of the

company.

3.7 HMIL VISION

DREAM

STRIVE

ACHIEVE TOGETHER

32

Executives

Jr. Executives Non Executives

3.8 HMIL MISSION:

INNOVATION FOR HUMANITY

Vision of Hyundai is “Innovation for humanity”.

Manpower: [Category wise]

Unique HR

3.9 UNIQUE HR INITIATIVES:

Morning Department Standing Meeting – done by all

My Machine and My Station concept

Music Extravaganza in the Plant – once a year at Founders day

Free Help Line services to serve employees

Employees Family Visit Program – Gift from Management thanking the family

Publicity for Outstanding Work

By display of achievement and Photograph in Department Notice Board

By distribution of Prizes in meetings attended by all employees

Annual Picnics to promote “ ONENESS ”

Birthday Greeting with flower bouquet & Plantation of trees named after them

Marriage Gift to newly married employees

Welfare benefits over and above what is prescribed by law

Meditation for Managers – and follow up

Tax Saving Gift vouchers / Gift Credit Card on Festive occasions

33

Employees

959

1280

3096

Executives:

Mgmt. Trainee / Grad. Engr.

Trainee

Asst. Mgr / Dy. Mgr

Mgr / Sr. Mgr / AGM / DGM / GM

Sr.GM / VP / Sr.VP / President

Jr.Executives:

Engineer / Officer

Technical / Business Associate

Technical /Business Associate

Trainees

Non - Executives:

The Challenges were…

To manufacture and sell a global technology, global quality car reflecting Indian

consumer needs at an appropriate price and attain profitability.

What Hyundai Provide:

A highly Energized & Stimulating work environment

High Levels of Motivation, Empowerment & Recognition

Emphasis on Competence, Creativity and Challenge

Proactively unleashing People’s Potential that will build the future

Encourage Innovation and allow the freedom to learn from mistakes

A culture of Continuous Change & Improvement

Health:

Regular Health Camps (Eye, Cardiac and Wellness) at the adopted villages

Donated Ultra Sound Machines and Auto Refractometer to Primary Health Center

Infrastructure:

Construction of Cement Roads at Keevalur

Deepening of Ponds in Thandalam & Kattarambakkam

Drinking Water Tank construction at Irrungattukottai

Education:

Construction of High School at Thandalam (Common for Four villages)

Infrastructure Facilities like Fans, Benches for the Schools of nearest 4 villages

Distribution of Note Books and Stationery items to School Children

Picnics for all the 4 school children once a year

34

1.5 OBJECTIVES

PRIMARY OBJECTIVES

1. To study the various training and development activities exist in Hyundai Motor

India Limited.

SECONDARY OBJECTIVES

1. To find out the quality of training programme in Hyundai Motor India Limited.

2. To find out training programme is productive to improve their performance or

not.

3. To find out whether they are implementing the knowledge and skills or not.

4. To find out the changes the employees required in their training program.

5. To make suitable suggestion and recommendations for the improvement of

training and development programme based on the opinion of the employees and

findings of the study.

35

CH.I - INTRODUCTION1.5 OBJECTIVES

1.6 NEED FOR TRAINING AND DEVELOPMENT

I. Productivity – Training and Development helps in increasing the productivity

of the employees that helps the organization further to achieve its long-term goal.

II. Team spirit – Training and Development helps in inculcating the sense of

team work, team spirit, and inter-team collaborations. It helps in inculcating the

zeal to learn within the employees.

III. Organization Culture – Training and Development helps to develop and

improve the organizational health culture and effectiveness. It helps in creating

the learning culture within the organization.

IV. Organization Climate – Training and Development helps building the

positive perception and feeling about the organization. The employees get these

feelings from leaders, subordinates, and peers.

V. Quality – Training and Development helps in improving upon the quality of

work and work-life.

VI. Healthy work environment – Training and Development helps in creating the

healthy working environment. It helps to build good employee, relationship so

that individual goals aligns with organizational goal.

VII. Health and Safety – Training and Development helps in improving the health

and safety of the organization thus preventing obsolescence.

VIII. Morale – Training and Development helps in improving the morale of the

work force.

IX. Image – Training and Development helps in creating a better corporate image.

36

CH.I - INTRODUCTION

1.6 NEED OF TRAINING AND DEVELOPMENT

X. Profitability – Training and Development leads to improved profitability and

more positive attitudes towards profit orientation.

XI. Training and Development aids in organizational development i.e.

Organization gets more effective decision making and problem solving. It helps in

understanding and carrying out organisational policies

XII. Training and Development helps in developing leadership skills, motivation,

loyalty, better attitudes, and other aspects that successful workers and managers

usually display.

XIII. Optimum Utilization of Human Resources – Training and Development helps

in optimizing the utilization of human resource that further helps the employee to

achieve the organizational goals as well as their individual goals.

XIV. Development of Human Resources – Training and Development helps to

provide an opportunity and broad structure for the development of human

resources’ technical and behavioral skills in an organization. It also helps the

employees in attaining personal growth.

XV. Development of skills of employees – Training and Development helps in

increasing the job knowledge and skills of employees at each level. It helps to

expand the horizons of human intellect and an overall personality of the

employees.

37

CH.I - INTRODUCTION

1.7 LIMITATIONS

1.7 LIMITATIONS OF THE STUDY

Any research study will be restricted in scope by certain inherent

limitations that are participated by the choice of the research design, sampling

procedure and respondent selection. This study has the following limitations.

Since the survey was conducted among the certain employees it

may not reflect the real opinion of the entire population.

The samples may behave of give opinions differently at different

times because of their psychological temperament. This will affect

the survey.

Though the respondents are clear about the answers they may not

be in position to explain in the manner related to this study.

Since the study was restricted to , majority of findings are

applicable only to this company and cannot be generalized.

38

CH.I - INTRODUCTION

1.8 SCOPE OF STUDY

1.8 SCOPE OF THE STUDY

This study will help to know the present standard of the training and development

process in Hyundai Motor India Limited. This study will help to improve the

performance of the training and development programme than the current

performance. This study will help the company to know the effectiveness of training

and development programme in Hyundai Motor India Limited. This study will help

to know the different opinions and needs and requirements from the different

employees about the training and development activities and programme from the

company.

39

CHAPTER 2

REVIEW OF LITERATURE

2.1 REVIEW OF THE EXISTING LITERATURE.

1. Age Discrimination and Training

Maurer, T. & Rafuse, N. (2001). Academy of Management Executive, Vol. 15 No. 4,

pp. 110-121.

This article offers suggestions to avoid age discrimination in training and development.

Two perspectives are examined. First, a lack of training can be detrimental to older

workers. Second, the legal perspective, that a lack of training opportunities may be

discriminatory. Some suggestions for avoiding discrimination in training and

development are offered including: Culture and policies; decisions about training and

development opportunities; supervisors and developmental relationships; and training

managers on stereotypes.

2. Training An Age-Diverse Workforce.

Newton, B. (2006). Industrial and Commercial Training, Vol. 38 No. 2, pp.

93-97.

The focus of this article is on age discrimination in training and development. However,

the practical advice offered can be applied generally to all areas of training and

development in the workplace. There are practical steps on how to implement a training

policy to facilitate access to all employees in the organisation. All the important areas of

best practice in delivering training and development programs are identified.

3. Training for Diversity

40

CH.2 -REVIEW INTRODUCTION

2.1 REVIEW OF LITERATURE

Bendick, M., Egan, M. & Lofhjelm, S. (2001). HR: Human Resource Planning,

Vol. 24 No. 2, pp. 10-25.

Despite this article’s focus on the US workplace, there are some lessons that can be

translated to the Australian workplace. Namely, organisations can benefit from offering

diversity training to employees. That is, training employees to respect others and not to

act in a discriminatory manner towards fellow employees.

4. Is Diversity Divisive' A Positive Training Approach.

Bagshaw, M. (2004). Industrial and Commercial Training, Vol. 36 No. 4, pp.

153-157.

A case study of the London Fire Brigade is outlined demonstrating the benefits of

learning how to manage diversity in the workplace effectively. A brief outline of the

diversity training program is presented. The main focus of the program was to

development communication skills.

5. Mentoring

McGregor, L. (2000). Career Development International. Vol. 5 No. 4/5, pp.

244-249.

This article presents two models of mentoring. The traditional view of mentoring is

facilitated mentoring where the more experienced person (mentor) acts as a role model

for the less experienced person (mentee). A case study from the Department of Justice is

used to highlight this facilitated mentoring approach. Another approach is also offered –

guided learning. A more experienced co-worker uses guided learning to teach a less

experienced worker new skills. A further case study is presented to demonstrate the use

of guided learning.

6. A Mentoring Hand

Taylor, W. (2005). The Age, My Career Section, p. 11, 26/11/2005.

41

This paper outlines the experiences of two executive women in developing an internal

mentoring program. The experiences demonstrate that the mentoring relationship not

only benefits the mentees but also the mentor.

7. Most Mentoring Programs Stink: But Yours Doesn’t Have To.

Boyle, M. (2005). Training Vol. 42 No. 8, pp. 8-15.

Outlines Ernst & Young’s mentoring program that has enhanced the organisation’s

creditability in light of recent accounting scandals.

8. Strategies For Developing Women Managers: How Well Do The Fulfil

Their Objectives'

Lewis, A. & Fagenson, E. (1995). Journal of Management Development. Vol

14 No. 2, pp. 39-53.

This article highlights the advantages and disadvantages a number of training programs

types.

1. Women only training programs

2. Management training for men and women

3. Mentoring Programs

The researchers conclude that women should not be segregated from men when attending

training programs.

9. Mentoring: A Personal Reflection.

Long, S. (2002). New Library World. Vol. 103 No. 1174, pp. 94-97.

This paper investigates mentoring from the perspective of the mentee. The author offers

some handy tips:

1. Be open to your mentor,

2. Follow up with your mentor,

3. Outline the boundaries of the relationship,

4. Create and agenda for each meeting,

42

5. Listen and ask questions,

6. Plan to the next meeting,

7. Change the process, and

8. Respect the relationship.

10. measurement

Kirkpatrick, 1971 Kirkpatrick’s

first level of measurement, reaction, is defined as how well the

trainees liked the training program. The second measurement level, learning, is

designated as the determination of what knowledge, attitudes, and skills were

learned in the training. The third measurement level is defined as behavior.

Behavior outlines a relationship of learning (the previous measurement le vel)

to the actualization of doing. Kirkpatrick recognized a big difference between

knowing principles and techniques and using those principles and techniques on

the job. The fourth measurement level, results, is the expected outcomes of

most educational training programs such as reduced costs, reduced turnover and

absenteeism, reduced grievances, improved profits or morale, and increased

quality and quantity of production.

43

CH.3 –RESEARCH METHOD

3.1 RESEARCH DESIGN

CHAPTER 3

3. RESEARCH METHODOLGY

3.1 RESEARCH DESIGN

A research design is the arrangement of condition for collection and analysis of

data in a manner that aims to combine relevance to the research purpose with economy in

procedure.

It is concerned with decision regarding what, were, when, how much, by what

means covering and inquiring for a research study constitutes a research design.

Research design is needed because it facilitates the smooth sailing of research

operation, thereby making research as efficient as possible, yielding and most

information with minimal expenditure of effort, time and money.

The researcher has used descriptive research design which is

Descriptive research studies are those studies which are concerned with delivery

the characteristics of a particular individual group. A descriptive design studies is

concerned with specific prediction with narration of facts and characteristics concerning

individuals group or situations.

3.2 DATA COLLECTION

The task of data collection begins after a research problem has been defined and

research design chalked out. While deciding about the method of data collection to be

used for the study two types of data namely, primary data and secondary data.

44

1.PRIMARY DATA

Primary data was collected from respondents through a well structured

questionnaire by interviewing them.

2.SECONDARY DATA

Secondary data was used in the introduction part of the company profile, and was

collected from the website.

3.3 SAMPLING TECHNIQUES

Convenience sampling method

SAMPLE SIZE

The sample size is 100 respondents.

3.4 TOOLS USED FOR ANALYSIS

1.PERCENTAGE ANALYSIS

Percentage refers to a special kind of ratio. Percentage is used in making

comparison between two or more series of data. Percentages are used to describe

relationship. Percentage can also be used to compare the relationship. The destruction of

two or more series of data.

Percentage of respondents = No. of respondents * 100

Total no. of respondents

2. CHI-SQUARE TEST

Suppose we are given a set of observed frequencies obtained under some

experiments and we want to test if the experimental results support a particular

hypothesis or theory. Karl Pearson developed a test for testing the significance of

discrepancy between experimental values and the theoretical values obtained under some

theory or hypothesis. This test is known as goodness of fit.

45

Literally, an attribute means a quality or characteristics. Example of attributes is drinking,

smoking, blindness, honesty, etc.

An attributes may be marked by its presence or absence in a number of a given

population.

² = (O-E)

E

O = Observed frequency

E = Expected frequency

² is used to test whether differences between observed and expected frequencies and

significant.

Note: If the data is given in a series of ‘n’ number then degrees of freedom = n-1.

Let us consider two attributes A and B is divided into two classes and B is divided

into two classes. The various cell frequencies can be expressed in the following table as

2 x 2 contingency table

A a b

B c d

A B a+b

C D c+d

a+c b+d N

E(a) = (a+c) (a+b)/N E(a)= (b+d) (a+b) /N a+b

E(a)= (a+c) (c+d) /N E(a)=(b+d) (c+d) /N c+d

a+c b+d N

Note: In this chi-square test, we test if two attributes A and B under consideration are

independent or not.

Null Hypothesis Ho: Attributes are independent

Alternative Hypothesis H1: Attributes are dependent

46

Degree of freedom: d.f

= ( r - 1 ) ( c - 1 )

Where r = Number of rows

c = Number of column

47

CHAPTER 4

3. DATA ANALYSIS AND INTERPRETATIONS

1. PERCENTAGE ANALYSIS

TABLE 4.1

Table showing the sex wise classification of respondents

Sex Number of respondents Percentage of respondents

Male

Female

80

20

80%

20%

Total 100 100%

Interpretation:

The above table explains that among 100 respondents, vast majorities 32% of

respondents are belonging to male sex and 68% of the respondents are belonging to

female sex.

Inference:

Majority of the respondents (68%) are female.

48

CH.4 DATA ANALYSIS

TABLE 4.2

Table showing classification of respondents on Age

Age Number of respondents Percentage of respondents

Below 21

21-30

Above 30

48

24

28

48%

24%

28%

Total 100 100%

Interpretation:


respondents are married. Only 23% of the respondents are belonging to female sex.

Inference:

Majority of the respondents (48%) belong to the age group of below 21.

Chart showing age wise classfication

Below 21, 48%

21-30, 24%

Above 30, 28%

Below 21

21-30

Above 30

49

TABLE 4.3

Table showing classification of respondents on educational qualification

Educational qualification Number of respondents Percentage of respondents

UG

PG

35

65

35%

65%

Total 100 100%

Interpretation:


respondents have studied PG. Then another 35% of the respondents are UG.

Inference:

Majority of the respondents 65% are PG

50

TABLE 4.4

Table showing the classification of respondents on Year of service

Year of service Number of respondents Percentage of respondents

Below 3 years

3-6 years

Above 6 years

56

-

44

56%

-

44%

Total 100 100%

Interpretation:

The above table explains that among 100 respondents, a majority 56% of

respondents is having a work experience of Below 3 years. And 44% of the respondents

are having a work experience of more than Above 6 years.

Inference:

Majority of the respondents (56%) are belonging to the category of below 3 years

of service.

Chart showing year of service

Below 3 years, 56%

3-6 years, 0

Above 6 years, 44%

Below 3 years

3-6 years

Above 6 years

51

TABLE 4.5

Table showing weather the company providing training program or not

Training program Number of respondents Percentage of respondents

Yes

No

100

-

100%

-

Total 100 100%

Interpretation:

The above table explains that among 100 respondents, 100% of respondents said

company provide training program.

Inference:

Majority of the respondents (100%) agree that their company provide training

program.

Chart showing weather company provide training or not

Yes, 100%

No, 0

Yes

No

52

TABLE 4.6

Table showing type of training provided by the company

Training program Number of respondents Percentage of respondents

On the job training

Off the job training

52

48

52%

48%

Total 100 100%

Interpretation:

The above table explains that among 100 respondents, a vast majority 52% of

respondents are gone for on-the Job Training and 48% of respondents are gone for Off-

the job Training.

Inference:

Majority of the respondents (52%) have attended the on the job training.

Chart showing which type of training they provide

46%

47%

48%

49%

50%

51%

52%

53%

On the job training Off the job training

Percentage

53

TABLE 4.7

Table showing the duration of the training Program conducted

Duration Number of respondents Percentage of respondents

Less than one week 12 12%

One to three week 20 20%

Above three week 68 68%

Total 100 100%

Interpretation:

The above table explains that among 100 respondents, 12% of the respondents

said less than one week, 20% of the respondents said one to three week and 68% of the

respondents said above three week.

Inference:

Majority of the respondents (68%) have attended the training program above three

weeks.

Chart showing the duration of the training program conducted

0%10%20%

30%40%50%60%

70%80%

Less than oneweek

One to threeweek

Above three week

Percentage

54

TABLE 4.8

Table showing the opinion regarding the duration of the training Program

Opinion Number of respondents Percentage of respondents

Highly satisfied 84 84%

satisfied 12 12%

Moderate - -

Dissatisfied 4 4%

Highly dissatisfied - -

Total 100 100

Interpretation:


said highly satisfied, 12% of the respondents said satisfied, 4% of the respondents said

dissatisfied.

Inference:

Majority of the respondents (84%) feel that the duration of the training program is

highly satisfied.

Chart showing the opinion of the duration of the training program

0%10%20%30%40%50%60%70%80%90%

Highlysatisfied

satisfied Moderate Dissatisfied Highlydissatisfied

Percentage

55

TABLE 4.9

Table showing the feel of the respondents regarding the training Program



satisfied 16 16%

No idea - -

Dissatisfied - -


Total 100 100

Interpretation:


feel highly satisfied, 16% of the respondents feel satisfied.

Inference:

Majority of the respondents (84%) feel that the training program is highly

satisfied.

Chart showing the opinion about the training program

0%10%20%30%40%50%60%70%80%90%

Highlysatisfied

satisfied No idea Dissatisfied Highlydissatisfied

Percentage

TABLE4.10

Table showing the quality of the trainers

56


Very good 84 84%

Good 16 16%

Moderate - -

Poor - -

Very poor - -

Total 100 100

Interpretation:

The above table explains that among 100 respondents, 84% of the respondents feel very

good, 16% of the respondents feel good.

Inference:

Majority of the respondents (84%) feel that the quality of trainers is very good.

Chart showing the opinion about the quality of trainers

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Very good Good Moderate Poor Very poor

Percentage

TABLE 4.11

Table showing the opinion regarding the practical demonstration

57



satisfied 48 48%

No idea - -

Dissatisfied - -


Total 100 100

Interpretation:



Inference:

Majority of the respondents (52%) feel that the practical demonstration is highly

satisfied.

Chart showing the opinion regarding the practical demonstration

0%

10%

20%

30%

40%

50%

60%

Highlysatisfied

satisfied No idea Dissatisfied Highlydissatisfied

Percentage

TABLE 4.12

Table showing the opinion regarding the training aids

58



satisfied 60 60%

No idea - -

Dissatisfied - -


Total 100 100

Interpretation:



Inference:

Majority of the respondents (60%) feel that the training aids is satisfied.

Chart showing the opinion regarding the training aid

0%

20%

40%

60%

80%

Highlysatisf ied

satisf ied No idea Dissatisf ied Highlydissatisf ied

Percentage

TABLE 4.13

Table showing the changes after attending the training

59


Confidence 40 40%

Better performance 60 60%

Skill - -

All the above - -

Total 100 100

Interpretation:


feel confidence level has increased, 60% of the respondents feel better performance.

Inference:

Majority of the respondents (60%) feel that there is better performance after

attending the training program.

Chart showing the changes after attending the training program

0%10%20%30%40%50%60%70%

Confidence Betterperformance

Skill All the above

Percentage

TABLE 4.14

60

Table showing the various fields in which training is provided

Training Number of respondents Percentage of respondents

Process training 84 84%

Technical training 14 14%

Both - -

Total 100 100

Interpretation:

The above table explains that among 100 respondents, 84% of the respondents said

process training and 14% of the respondents said technical training.

Inference:

Majority of the respondents (84%) have attended the process training.

Chart showing the various feilds in which training is provided

0%

20%

40%

60%

80%

100%

Process training Technical training Both

Percentage

61

TABLE 4.15

Table showing that whether the training program is related to the work


Highly related 68 68%

Related 28 28%

Not related 4 4%

Highly not related - -

Total 100 100

Interpretation:

The above table explains that among 100 respondents, 68% of the respondents feel that

the training program is highly related to the work, 28% of the respondents feel that the

training program is highly related to the work and 4% of the respondents feel that the

training program is highly not related to the work .

Inference:

Majority of the respondents (68%) of the respondents feel that the training program is

highly related to the work

Chart showing opinion weather the training is realeted to the work

0%

10%

20%

30%40%

50%

60%

70%

80%

Highly related Related Not related Highly notrelated

Percentage

62

TABLE 4.16

Table showing that whether they got opportunity to practice the training methods after

attending the training program


Strongly agree 96 96%

Agree 4 4%

Disagree - -

Strongly disagree - -

Total 100 100

Interpretation:

The above table explains that among 100 respondents, 96% of the respondents strongly

agree that they got opportunity to practice the training methods after the training and 4%

of the respondents agree that they got opportunity to practice the training methods after

the training.

Inference:

Majority of the respondents (96%) of the respondents strongly agree that they got

opportunity to practice the training methods after the training.

Chart showing the opinion weather they got opportunity to practise the training methods

Strongly agree

Agree

Disagree

Strongly disagree

63

TABLE 4.17

Table showing the objective of the Organizations training plan


Organization goal 4 4%

Individual development 20 20%

Increase productivity and update new

technology

56 56%

All the above 20 20%

Total 100 100

Interpretation:

The above table explains that among 100 respondents, 4% of the respondents feel that

Organizations training plan is for Organization goal 20% of the respondents feel that

Organizations training plan is for individual development, 56% of the respondents feel

that Organizations training plan is to increase productivity and update new technology

and 20% of the respondents feel that Organizations training plan is for all the above

mentioned things.

Inference:

Majority of the respondents (56%) feel that Organizations training plan is to increase

productivity and update new technology.

Chart showing the opinion about the objective of the organization training plan

0%10%20%30%40%50%60%

Organizationgoal

Individualdevelopment

Increaseproductivity and

update newtechnology

All the above

Percentage

64

TABLE 4.18

Table showing the accidents/mistakes are reduced after the training programOpinion Number of respondents Percentage of respondents

Strongly agree 92 92%

Agree 8 8%

Disagree - -

Strongly disagree - -

Total 100 100

Interpretation:

The above table explains that among 100 respondents, 92% of the respondents strongly

agree that accidents/mistakes are reduced after the training program and 8% of the

respondents agree that accidents/mistakes are reduced after the training program.

Inference:

Majority of the respondents (92%) strongly agree that accidents/mistakes are reduced

after the training program.

Chart showing the opinion weather the accidents and mistakes are reduced after the training program

Strongly agree

Agree

Disagree

Strongly disagree

TABLE 4.19

Table showing the performance has improved after the training programOpinion Number of respondents Percentage of respondents

65

Yes 100 100%

No - -

Total 100 100%

Interpretation:


feel that performance has improved after the training program.

Inference:

Majority of the respondents (100%) feel that performance has improved after the

training program.

Chart showing weather the performance has increased after training

0%

20%40%

60%80%

100%120%

Yes No

Percentage

TABLE 4.20

Table showing when they need training program

66


Regularly 4 4%

Occasionally 48 48%

Periodically 16 16%

At the time of appointment 32 32%

Total 100 100%

Interpretation:

The above table explains that among 100 respondents, 4% of the respondents feel

that they need training program regularly, 48% of the respondents feel that they need

training program occasionally, 16% of the respondents feel that they need training

program periodically and 32% of the respondents feel that they need training program at

the time of appointment .

Inference:

Majority of the respondents (48%) feel that they need training program

occasionally.

Chart showing the opinion about when they need training program

0%

10%

20%

30%

40%

50%

60%

Regularly Occasionally Periodically At the time ofappointment

Percentage

TABLE 4.21

Table showing which type of training program to be conducted

67

Training Number of respondents Percentage of respondents

On the job training 48 48%

Off the job training 52 52%

Total 100 100%

Interpretation:


want on the job training and 52% of the respondent want off the job training.

Inference:

Majority of the respondents (52%) want off the job training.

Chart showing what type of training they need

On the job

Off the job

TABLE 4.22

Table showing by whom the training program to be conducted

68


Insiders 88 88%

Outsiders 12 12%

Total 100 100%

Interpretation:


want to conduct training by insiders and 12% of the respondents want to conduct training

by outsiders.

Inference:

Majority of the respondents (88%) want to conduct the training by the insiders.

Chart showing the opinion about by whom they need to conduct the training program

Insiders

Outsiders

TABLE 4.23

Table showing the assistance needed from supervisor to apply the learned techniques

69


Yes 60 60%

No 40 40%

Total 100 100%

Interpretation:


want the assistance from the supervisor and 40% of the respondents do not want to the

assistance from the supervisor.

Inference:

Majority of the respondents (60%) want the assistance from the supervisors.

Chart showing the opinion weather they need assistance from the supervisor

Yes

No

2. CHI-SQUARE ANALYSIS

70

4.2.1 To find out the association between different experience and

opinion about duration of the training program

Null Hypothesis: Ho

There is no significant difference between people of different experience and

opinion about the duration of the training program.

Alternative hypothesis: H1

There is significant difference between people of different experience and opinion

about the duration of the training program.

TABLE 4.2.1

CONTINGENCY TABLE SHOWING THE OBSERVED FREQUENCIES OF

THE OPINION ABOUT THE DURATION OF THE TRAINING PROGRAM

Opinion Year of experience

Below 3 years 4-6 years Above 6 years Total

Highly Satisfied 48 16 20 84

Satisfied 8 0 4 12

Moderate 0 0 0 0

Dissatisfied 0 0 4 4

Highly dissatisfied 0 0 0 0

Total 56 16 28 100

O E O-E (O-E)² (O-E)²/E

71

48 47.04 0.96 0.9216 0.019592

16 13.44 2.56 6.5536 0.487619

20 23.52 -3.52 12.3904 0.526803

8 6.72 1.28 1.6384 0.24381

0 1.92 -1.92 3.6864 1.92

4 3.36 0.64 0.4096 0.121905

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 2.24 -2.24 5.0176 2.24

0 0.64 -0.64 0.4096 0.64

4 1.12 2.88 8.2944 7.405714

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

Calculated value of ² 13.60544

² = (O-E) ²

E

Calculated value of ² = 13.60544

Degree of freedom = (r-1) (c-1)


c = Number of columns

= (5-1) (3-1)

= (4) (2) = 8

At 5% significance level (α) and degree of freedom 8 the table value is 15.5

Result

Since the calculated value is lesser than the table value. Null hypothesis is accepted.

72

Inference


opinion about the duration of the training program.


opinion about the training program

Null Hypothesis: Ho


opinion about the training program.



about the training program.

TABLE 4.2.2


THE OPINION ABOUT THE TRAINING PROGRAM




Satisfied 4 4 8 16

No idea 0 0 0 0



Total 56 16 28 100

73

O E O-E (O-E)² (O-E)²/E

52 47.04 4.96 24.6016 0.522993

12 13.44 -1.44 2.0736 0.154286

20 23.52 -3.52 12.3904 0.526803

4 8.96 -4.96 24.6016 2.745714

4 2.56 1.44 2.0736 0.81

8 4.48 3.52 12.3904 2.765714

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0


² = (O-E) ²

E





= (5-1) (3-1)

= (4) (2) = 8


Result

74

Since the calculated value is lesser than the table value. Null hypothesis is

accepted.

Inference


opinion about the training program.


opinion about the quality of the trainers

Null Hypothesis: Ho


opinion about the quality of the trainers.



about the quality of the trainers.

TABLE 4.2.3


THE OPINION ABOUT THE QUALITY OF THE TRAINERS



Very Good 44 16 24 84

Good 12 0 4 16

Moderate 0 0 0 0

Poor 0 0 0 0

Very Poor 0 0 0 0

Total 56 16 28 100

75

O E O-E (O-E) ² (O-E) ²/E

44 47.04 -3.04 9.2416 0.196463

16 13.44 2.56 6.5536 0.487619

24 6.72 17.28 298.5984 44.43429

12 8.96 3.04 9.2416 1.031429

0 2.56 -2.56 6.5536 2.56

4 4.48 -0.48 0.2304 0.051429

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0


² = (O-E) ²

E





= (5-1) (3-1)

= (4) (2) = 8


Result

Since the calculated value is higher than the table value. Alternative hypothesis is

accepted.

Inference

76


about the quality of the trainers.


opinion about the practical demonstration

Null Hypothesis: Ho


opinion about the practical demonstration.



about the practical demonstration.

TABLE 4.2.4


THE OPINION ABOUT THE PRACTICAL DEMONSTRATION




Satisfied 28 4 16 48

No idea 0 0 0 0



Total 56 16 28 100

O E O-E (O-E) ² (O-E) ²/E

77

28 29.12 -1.12 1.2544 0.043077

12 8.32 3.68 13.5424 1.627692

12 14.56 -2.56 6.5536 0.45011

28 26.88 1.12 1.2544 0.046667

4 7.68 -3.68 13.5424 1.763333

16 13.44 2.56 6.5536 0.487619

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0


² = (O-E) ²

E





= (5-1) (3-1)

= (4) (2) = 8


Result

78


accepted.

Inference


opinion about the practical demonstration.


opinion about the training aid

Null Hypothesis: Ho


opinion about the training aid.



about the training aid.

TABLE 4.2.5


THE OPINION ABOUT THE TRAINING AID




Satisfied 28 8 16 52

No idea 0 0 0 0



Total 56 16 28 100

79

O E O-E (O-E) ² (O-E) ²/E

28 26.88 1.12 1.2544 0.046667

8 7.68 0.32 0.1024 0.013333

12 13.44 -1.44 2.0736 0.154286

28 29.12 -1.12 1.2544 0.043077

8 8.32 -0.32 0.1024 0.012308

16 14.56 1.44 2.0736 0.142418

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0


² = (O-E) ²

E





= (5-1) (3-1)

= (4) (2) = 8


Result

80


accepted.

Inference


opinion about the training aid.


opinion about the changes after the training

Null Hypothesis: Ho


opinion about the changes after the training.



about the changes after the training.

TABLE 4.2.6


THE OPINION ABOUT THE CHANGES AFTER THE TRAINING



Confidence 28 8 4 40

Better performance 28 8 24 60

Skill 0 0 0 0

All the above 0 0 0 0

Total 56 16 28 100

81

O E O-E (O-E) ² (O-E) ²/E

28 22.4 5.6 31.36 1.4

8 6.4 1.6 2.56 0.4

4 11.2 -7.2 51.84 4.628571

28 33.6 -5.6 31.36 0.933333

8 9.6 -1.6 2.56 0.266667

24 16.8 7.2 51.84 3.085714

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0


² = (O-E) ²

E





= (4-1) (3-1)

= (3) (2) = 6


Result


accepted.

Inference

82


opinion about the changes after the training.


opinion about weather the training program is related to your work

Null Hypothesis: Ho


opinion about weather the training program is related to your work.



about weather the training program is related to your work.

TABLE 4.2.7


THE OPINION ABOUT WEATHER THE TRAINING PROGRAM IS REALTED

TO YOUR WORK



Highly related 36 8 24 68

Related 20 4 4 28

Not related 0 4 0 4

Highly not related 0 0 0 0

Total 56 16 28 100

83

O E O-E (O-E) ² (O-E) ²/E

36 38.08 -2.08 4.3264 0.113613

8 10.88 -2.88 8.2944 0.762353

24 19.04 4.96 24.6016 1.292101

20 15.68 4.32 18.6624 1.190204

4 4.48 -0.48 0.2304 0.051429

4 7.84 -3.84 14.7456 1.880816

0 2.24 -2.24 5.0176 2.24

4 0.64 3.36 11.2896 17.64

0 1.12 -1.12 1.2544 1.12

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0


² = (O-E) ²

E





= (4-1) (3-1)

= (3) (2) = 6


Result


accepted.

Inference

84

There is significant difference between people of different experience and opinion about

weather the training program is related to your work.


opinion about weather they got opportunity to practice the training

methods

Null Hypothesis: Ho


opinion about weather they got opportunity to practice the training methods.



about weather they got opportunity to practice the training methods.

TABLE 4.2.8


THE OPINION ABOUT WEATHER THEY GOT OPPORTUNITY TO

PRACTISE THE TRAINING METHODS



Strongly Agree 52 16 28 96

Agree 4 0 0 4

No idea 0 0 0 0

Disagree 0 0 0 0

Strongly Disagree 0 0 0 0

Total 56 16 28 100

85

O E O-E (O-E) ² (O-E) ²/E

52 53.76 -1.76 3.0976 0.057619

16 15.36 0.64 0.4096 0.026667

28 26.88 1.12 1.2544 0.046667

4 2.24 1.76 3.0976 1.382857

0 0.64 -0.64 0.4096 0.64

0 1.12 -1.12 1.2544 1.12

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0


² = (O-E) ²

E





= (5-1) (3-1)

= (4) (2) = 8


86

Result


accepted.

Inference


opinion about weather they got opportunity to practice the training methods.


opinion about the objective of the organization training plan

Null Hypothesis: Ho


opinion about the objective of the organization training plan.



about the objective of the organization training plan.

TABLE 4.2.9


THE OPINION ABOUT THE OBJECTIVE OF THE ORGANIZATION

TRAINING PLAN



Organization Goal 4 0 0 4

Individual development 20 0 0 20

Increase production 28 8 20 56

All 4 8 8 20

Total 56 16 28 100

87

O E O-E (O-E) ² (O-E) ²/E

4 2.24 1.76 3.0976 1.382857

0 0.64 -0.64 0.4096 0.64

0 1.12 -1.12 1.2544 1.12

20 11.2 8.8 77.44 6.914286

0 3.2 -3.2 10.24 3.2

0 5.6 -5.6 31.36 5.6

28 31.36 -3.36 11.2896 0.36

8 8.96 -0.96 0.9216 0.102857

20 15.68 4.32 18.6624 1.190204

4 11.2 -7.2 51.84 4.628571

8 3.2 4.8 23.04 7.2

8 5.6 2.4 5.76 1.028571


² = (O-E) ²

E





= (4-1) (3-1)

= (3) (2) = 6


Result


accepted.

88

Inference


about the objective of the organization training plan.


opinion about weather the accidents/mistakes are reduced after the

training program

Null Hypothesis: Ho


opinion about weather the accidents/mistakes are reduced after the training program.



about weather the accidents/mistakes are reduced after the training program.

TABLE 4.2.10


THE OPINION ABOUT WEATHER THE ACCIDENTS/MISTAKES ARE

REDUCED AFTER THE TRAINING PROGRAM



Strongly Agree 48 16 28 92

Agree 8 0 0 8

No idea 0 0 0 0

Disagree 0 0 0 0

Strongly Disagree 0 0 0 0

Total 56 16 28 100

89

O E O-E (O-E) ² (O-E) ²/E

48 51.52 -3.52 12.3904 0.240497

16 14.72 1.28 1.6384 0.111304

28 25.76 2.24 5.0176 0.194783

8 4.48 3.52 12.3904 2.765714

0 1.28 -1.28 1.6384 1.28

0 2.24 -2.24 5.0176 2.24

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0


² = (O-E) ²

E





= (5-1) (3-1)

= (4) (2) = 8


90

Result


accepted.

Inference


opinion about weather the accidents/mistakes are reduced after the training program.


opinion about weather after the training performance has increased or

not

Null Hypothesis: Ho


opinion about weather after the training performance has increased or not.



about weather after the training performance has increased or not.

TABLE 4.2.11


THE OPINION ABOUT WEATHER AFTER THE TRAINING PERFORMANCE

HAS INCREASED OR NOT



Yes 56 16 28 100

No 0 0 0 0

Total 56 16 28 100

91

O E O-E (O-E) ² (O-E) ²/E

56 56 0 0 0

16 16 0 0 0

28 28 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

Calculated value of ² 0

² = (O-E) ²

E

Calculated value of ² = 0




= (2-1) (3-1)

= (1) (2) = 2


Result


accepted.

Inference


opinion about weather after the training performance has increased or not.

92


opinion about when they need training

Null Hypothesis: Ho


opinion about when they need training.



about when they need training.

TABLE 4.2.12


THE OPINION ABOUT WHEN THEY NEED TRAINING


Below 3 years 4 -6 years Above 6 years Total

Regularly 4 0 0 4

Occasionally 24 8 20 52

Periodically 8 4 0 12

At the time of appointment 20 4 8 32

Total 56 16 28 100

93

O E O-E (O-E) ² (O-E) ²/E

4 2.24 1.76 3.0976 1.382857

0 0.64 -0.64 0.4096 0.64

0 1.12 -1.12 1.2544 1.12

24 29.12 -5.12 26.2144 0.90022

8 8.32 -0.32 0.1024 0.012308

20 14.56 5.44 29.5936 2.032527

8 6.72 1.28 1.6384 0.24381

4 1.92 2.08 4.3264 2.253333

0 3.36 -3.36 11.2896 3.36

20 17.92 2.08 4.3264 0.241429

4 5.12 -1.12 1.2544 0.245

8 8.96 -0.96 0.9216 0.102857


² = (O-E) ²

E





= (4-1) (3-1)

= (3) (2) = 6


Result


accepted.

94

Inference


opinion about when they need training.


opinion about which method of training they need

Null Hypothesis: Ho


opinion about which method of training they need.



about which method of training they need.

TABLE 4.2.13


THE OPINION ABOUT WHICH METHOD OF TRAINING THEY NEED



On the job 28 4 16 48

Off the job 28 12 12 52

Total 56 16 28 100

95

O E O-E (O-E) ² (O-E)²/E

28 26.88 1.12 1.2544 0.046667

4 7.68 -3.68 13.5424 1.763333

16 13.44 2.56 6.5536 0.487619

28 29.12 -1.12 1.2544 0.043077

12 8.32 3.68 13.5424 1.627692

12 14.56 -2.56 6.5536 0.45011


² = (O-E) ²

E





= (2-1) (3-1)

= (1) (2) = 2


Result


accepted.

Inference


opinion about which method of training they need.

96


opinion about by whom they need to conduct the training program

Null Hypothesis: Ho


opinion about by whom they need to conduct the training program.



about by whom they need to conduct the training program.

TABLE 4.2.14


THE OPINION ABOUT BY WHOM THEY NEED TO CONDUCT THE

TRAINING PROGRAM



Insiders 56 16 20 92

Outsiders 0 0 8 8

Total 56 16 28 100

O E O-E (O-E)² (O-E)²/E

56 51.52 4.48 20.0704 0.389565

16 14.72 1.28 1.6384 0.111304

20 25.76 -5.76 33.1776 1.28795

0 4.48 -4.48 20.0704 4.48

0 1.28 -1.28 1.6384 1.28

8 2.24 5.76 33.1776 14.81143


97

² = (O-E) ²

E





= (2-1) (3-1)

= (1) (2) = 2


Result


accepted.

Inference


about by whom they need to conduct the training program.


opinion about weather they need assistance from supervisors or not

Null Hypothesis: Ho


opinion about weather they need assistance from supervisors or not.

98



about weather they need assistance from supervisors or not.

TABLE 4.2.15


THE OPINION ABOUT WEATHER THEY NEED ASSISTANCE FROM

SUPERVISORS OR NOT



Yes 32 8 20 60

No 24 8 8 40

Total 56 16 28 100

O E O-E (O-E)² (O-E)²/E

32 33.6 -1.6 2.56 0.07619

8 9.6 -1.6 2.56 0.266667

20 16.8 3.2 10.24 0.609524

24 22.4 1.6 2.56 0.114286

8 6.4 1.6 2.56 0.4

8 11.2 -3.2 10.24 0.914286


² = (O-E) ²

E





= (2-1) (3-1)

99

= (1) (2) = 2


Result


accepted.

Inference


opinion about weather they need assistance from supervisors or not.

100

CH.5

5.1 FINDINGS

CHAPTER 5

FINDINGS, SUGGESTIONS AND CONCLUSION

5.1 FINDINGS:

80% of the respondents are male.

48% of the respondents belong to the age group of below 21.

65%of the respondents are below PG.

56% of the respondents are belonging to the category of below 3 years of service.

100% of the respondents agree that their company provide training program.

52% of the respondents have attended the on the job training.

68% of the respondents have attended the training program above three weeks.

84% of the respondents feel that the duration of the training program is highly

satisfied.

84% of the respondents feel that the training program is highly satisfied.

84% of the respondents feel that the quality of trainers is very good.

52% of the respondents feel that the practical demonstration is highly satisfied.

60% of the respondents feel that the training aid is satisfied.

60% of the respondents feel that there is better performance after attending the

training program.

84% of the respondents have attended the process training.

68% of the respondents of the respondents feel that the training program is highly

related to the work

96% of the respondents of the respondents strongly agree that they got

opportunity to practice the training methods after the training.

56% of the respondents feel that Organizations training plan is to increase

productivity and update new technology

101

92% of the respondents strongly agree that accidents/mistakes are reduced after

the training program.

100% of the respondents feel that performance has improved after the training

program.

48% of the respondents feel that they need training program occasionally.

52% of the respondents want off the job training.

88% of the respondents want to conduct the training by the insiders.

60% of the respondents want the assistance from the supervisors.

102

CH.5

5.2 SUGGESTIONS

5.2 SUGESSTIONS:

The Following suggestions are made to improve the effectiveness of the training

program.

1. Training can be given on a regular basis to the employees.

2. Most of the employees suggested that off the job training is more effective.

3. Supervisor can give assistance to the employees so that they feel much better

carry out the work

4. Many of the employees suggested that training should be made more interactive.

The trainers should mingle freely with the employees so that the training will be

more effective.

5. Feedback can be obtained from the employees so that training can be improved

further to their expectations and thus their productivity could be increased and

accomplishment of objectives could be made easier.

103

CH.5

5.3 CONCLUSION

5.3CONCULSION:

From this research work it can be concluded that most of the employees in the

organization have the opinion that training is essential for the growth of the organization

and also for developing themselves. Also most of the employees feel that proper feed

back is essential so that training can be made more effective, And so the off job training

is more effective than on job training.

104

ANNEXURE

6. ANNEXURE

6.1 BIBILIOGRAPHY

1. REFRENCES

HUMAN RESOURCE MANAGEMENT SUBBA RAO

AND INDUSTRIAL RELATION HIMALAYA

PUBLISHING

HOUSE

PERSONNEL AND HUMAN DAVIDA. DECENZO

RESOURCE MANAGEMENT STEPHEN P.ROBBINS

RESEARCH METHODOLOGY KOTHARI

2. WEBSITES WWW.WIKIPEDIA.COM WWW.GOOGLE.COM WWW.HYNDAI.COM WWW.ANSWERS.COM

105

QUESTIONNAIRE

http://WWW.ANSWERS.COM/

http://WWW.HYNDAI.COM/

http://WWW.GOOGLE.COM/

http://WWW.WIKIPEDIA.COM/

6.2 QUESTIONNAIRE

A STUDY ON TRAINING AND DEVELOPMENT IN HYUNDAI

MOTOR INDIA

LIMITED ,IRRUNGATTUKOTTAI,SRIPERUMBUDUR,KANCHIPURA

M DIST.

1.Name:

2.Age:

Below21 [ ] 21-30 [ ] above 31[ ]

3.Year of service:

Below 3 years [ ] 3-6 years [ ] above 7 years [ ]

4.Qualification:

UG [ ] PG [ ]

5.Marital status

Single [ ] Married [ ]

6.Nature of work

Technical [ ] Non-Technical [ ]

7. Does your company provide training program?

Yes [ ] No [ ]

8. What type of training are they providing?

On the job training [ ] off the job training [ ]

9. What is the objective of your organization’s training plan?

Organizational Goal [ ] Individual development [ ]

Increase productivity and Update new technology [ ] All of the above [ ]

106

10. What is the duration of the training program conducted?

Less than 1 week [ ] one-three week [ ] above three weeks [ ]

11. What is your opinion regarding duration of the training program?

Highly satisfied [ ] Satisfied [ ] Moderate [ ] Dissatisfied [ ]

Highly Dissatisfied [ ]

12. How do you feel about the training program?

Highly satisfied [ ] Satisfied [ ] No Idea [ ] Dissatisfied [ ]


13. What do you feel about the quality of the trainers?

Very Good [ ] Good [ ] Moderate [ ] poor [ ] very

poor [

14. What is your opinion regarding the following?

Practical Demonstration:

Highly satisfied [ ] Satisfied [ ] No idea [ ] Dissatisfied [ ]


Training aids:

Highly satisfied [ ] Satisfied [ ] No idea [ ] Dissatisfied [ ]


15. What changes you have noted in your work place after training?

Confidence [ ] better performance [ ] skill [ ] all the above [ ]

16. What are the various fields in which training is provided?

Product Training [ ] Process Training [ ] Technical Training [ ]

All the above [ ]

107

17. Was the training programme related to your work?

Highly related [ ] Related [ ] Not related [ ] highly not related [ ]

18. Have you got opportunity to practice the training methods after the training

programme?

Strongly Agree [ ] Agree [ ] No idea [ ] Disagree [ ]

Strongly Disagree [ ]

19. Accidents/mistakes are reduced after the training program. Do you agree?

Strongly Agree [ ] Agree [ ] No idea [ ] Disagree [ ]

Strongly Disagree [ ]

20.Are you satisfied the training program?

Yes [ ] No[ ]

21. After the training program whether your performance has improved.

Yes [ ] No [ ]

22. According to you when do you need training?

Regularly [ ] occasionally [ ] periodically [ ]

At the time of appointment [ ]

23. Which method of training do you needed to be conducted.

On the job training [ ]

Off the job training [ ]

24. According to you whom do you want to conduct the training programs?

Insiders [ ] Outsiders [ ]

25. Do you need any assistance from your supervisors to apply the techniques learned?

Yes [ ] No [ ]

108

employee training and development in hyundai motor india limited chennai

Documents