CHAPTER-I

1.1 INTRODUCTION

TRAINING AND DEVELOPMENT

In an International level, every organization has the training and development as

department and its function. The organization must motivate the employees and trainees in
positive way to obtain the goal of the organization. In our India the training and development
plays a vital role in growth of the organization. In each organization take part in the economic
development of the country.

Training is concerned with imparting developing specific skills for a particular purpose.
Training is the act of increasing the skills of employees for doing a particular job. Trainings the
process of learning a sequence of programmed behaviour.In earlier practice, training programme
focused more on preparation for improved performance in particular job. Most of the trainees
used to be from operative levels like mechanics, machines operators and other kinds of skilled
workers. When the problems of supervision increased, the steps were taken to train supervisors
for better supervision. Management development is all those activities and programme when
recognized and controlled have substantial influence in changing the capacitor the individual to
perform his assignment better and in going so all likely to increase his potential for future
assignments. Thus, management development is a combination of various training programme,
though some kind of training is necessary, it is the overall development of the competency of
managerial personal in the light of the present requirement as well as the future requirement.
Development an activity designed to improve the performance of existing managers and
to provide for a planned growth of managers to meet future organizational requirements is
Management development. Every organization needs to have well trained and experienced
people to perform the activities that have to be done. If the current or potential job occupant
can meet this requirement, training is not important. But when this is not the case, it is
necessary to raise the skill levels and increase the versatility and adaptability of employees.
Inadequate job performance or a decline in productivity or changes resulting out requires some
type of training and development efforts. As the jobs become more complex, the importance of
employee development also increases. In a rapidly changing society, employee training and
development is not only an activity that is desirable but also an activity that an organization
must commit resources to if it is to maintain a viable and knowledgeable work force.
1
 To study the training and development of employees it is must to know the need and
wants of the customer. Therefore the pilot study was done by cold calls to know about the
various likes and dislikes of the customer

TRAINING AND DEVELOPMENT IN NATIONAL AND INTERNATIONAL LEVEL

A major study was conducted based on publicity traded firms during 1996-1997 and
1998. American societies for Training and Development found the organization have invested
$680 or more in the training programme was found that the organization have invested an
average $1,595 per employee for training.,
In Indian organization did not demonstrate much interest in updating employee‘s knowledge
and awareness about the business through training and development until 1991.Government of
India introduced its new industrial policy on July 24, 1991 by liberalization.
This trend can be seen not only in us and India, but also in most of the developed and
developing countries.

MEANING:

Training is a process of learning a sequence of programme behavior. It is an application

of knowledge .It gives people an awareness of rules and procedures to guide personal behavior.
Development is a relational and rational process. It covers not only those activities, which
improve its performance, but also those, which about the growth of the productivity, helps
individual in the progress towards maturity and actualization of this potential capabilities.

2
 1.2 OBJECTIVES OF TRAINING AND DEVELOPMENT

PRIMARY OBJECTIVE:

 To study the effectiveness of training and development in Breaks India Pvt Ltd.

SECONDARY OBJECTIVE:

 To analyse the training methods available in the company.

 To study the effect of training program offered by the company.

 To find out the importance of training program in accordance with employees skills.

 To study and evaluate the training and development programs are effective in
motivating the employee.

 To suggest suitable measures to enhances the effectiveness of training and

development.

3
 1.3 NEED OF THE STUDY

 Training and development is needed in Human resources to improve or develop

additional competency or skills in an employee on the job one currently holds in order
to increase the performance or productivity.

 It is needed to help employees in achieving their personal goals, which in turn,

enhances the individual contribution to the organization.

 It is needed in maintaining the departments’ contribution at a level suitable to the

organizational needs.

4
 1.4 SCOPE OF THE STUDY

 To identify the employee level of performance level upon the job

 This study is helpful to that organization for conducting future research on training
and development.
 It is helpful to identify the employee commitment and perception during the period of
training.
 This study is helpful to enhance and improve employee’s productivity and output by
way of training.

5
 1.5 LIMITATIONS OF THE STUDY

 Since the sample size of the study is 50 out of 500. So this study is restricted to the
extent of views and opinions of 50 employees
 Perception and views are different from to one person to another person
 Validity and Reliability of the data obtained depends on the responses from the
Employees.
 Time at the disposal of the researcher was limited.

6
 COMPANY PROFILE

About us:
With over 50 years of history and rich experience behind it, Brakes India Private
Limited as part of the six billion dollar TVS group is getting future ready for the
opportunities ahead. Established in 1962, Brakes India Private Limited has grown to become
the largest Brake manufacturer in India today.
Headquartered in Chennai, Brakes India Private Limited has three main divisions;
Brake division, Foundry division and Polymer division. Brakes India Private Limited is the
largest component manufacturing company within the TVS group. The comprehensive
product portfolio includes calipers, actuation, drum brakes, valves, hose ABS and brake fluid
for passenger vehicles, S-cam, Hydraulic drum brakes, Disk brakes and Electro Magnetic
Retarders for commercial vehicles and Dry and Wet multiple plate disk brakes for agricultural
tractors. The foundry division manufactures permanent mould ferrous castings, Grey iron and

7
SG iron castings using the Disamatic process. As a system supplier catering to the light
vehicle, commercial vehicle and the off highway segment, Brakes India Private Limited, with
over 7000 dedicated employees supplying systems and components to global OEM’s such as
Suzuki, Toyota, Honda, VW, Ford, Nissan Volvo, Daimler, MAN and Indian OEM;s such as
TATA and Mahindra, is all set to make it’s mark as a world class player in a very competitive
market.
Supporting this large infrastructure is Brakes India Private Limited’s world class
foundry producing over 75,000 tons of iron castings in India and additionally another 36,000
tons in Oman created to support the expanding export requirement. Being at the forefront of
casting technology, our foundry endeavors to achieve customer satisfaction by Business
Excellence through technological leadership. Equipped with a Permanent Mould facility, four
Disamatic lines, Kunkel Wagner line and an in-house Pattern and Die Shop with CAD / CAM
/ CAE, the foundry specializes in the manufacture of Ductile Iron castings in the Sand
Foundries. Exports thrust areas being Germany, France, U.K. Sweden, Japan, South Africa
and U.S.A. The product mix focuses on safety critical parts such as Brake Calipers, Master
Cylinders, Wheel Cylinders,

Steering Knuckles, Toque Plates, Turbo Charger components, Power Train

components and Compressor parts.
Apart from being certified to TS 16949, ISO 14001, OSHAS 18001 and EN
16001 standards, the foundry is the first ever in the world to receive the prestigious Deming
Application Prize as well as the TPM Excellence Award – First Category in the same year
2003. In addition, they have won the Award for Excellence in Consistent TPM commitment –
First category in the year 2006 and Special Award for TPM Achievement in the year 2007.
Committed to the safeguard of the environment, the foundry is a zero discharge industry of
pollutants, water and solid waste and 25% of the energy consumed is green power from Wind
Turbines. In recognition of our efforts, our foundry has received numerous awards such as
Best Foundry; Green Foundry; National Awards for Energy conservation; Leadership and
Excellence Award in Safety, Health and Environment.
The hallmark of Brakes India Private Limited’s success has been built on three
basic foundations; Technology Leadership, Operational Excellence and Superior Service.
Product
With a well equipped R&D center capable of designing, developing, testing and
validating products, the core strength of Brakes India Private Limited lies in it’s extensive
8
knowledge of the Indian market, conditions and customer. With a 150 strong engineering dept
supported by world class facilities including a state of the art test track with ABS testing
capability, Brakes India Private Limited prides itself with tailoring designs to suite the Indian
requirement. Brakes India Private Limited’s customers involve the company early at the
concept stage while developing new products. Sourcing the right technology depending on
the application, customer requirement or follow source, Brakes India Private Limited has
access to a wide range of technologies within the company, JV partner TRW or through
strategic alliance partners.
Complimenting a strong design and development capability, Brakes India Private
Limited has strengthened itself with sustainable operational excellence. Reaching world class
Quality PPM levels with a systematic focus on fit form and function, Brakes India Private
Limited has gone the extra mile in ensuring the same quality standards with Tier II suppliers
as well. Apart from being certified for TS16949, IS 14001, 18001 and achieving the Ford Q1
status, Brakes India Private Limited has been unwavering in its relentless pursuit of quality
excellence. In recognition of these efforts, Brakes India Private Limited has been granted the
TPM special award for manufacturing excellence by the Japan Institute of Productivity
Management. In this fiercely competitive market, Brakes India Private Limited has been able
to create added value by blending optimised design with ease of manufacture. With a view to
providing superior service to the end customer, Brakes India Private Limited as a strategy
has, so far, established 3 mother plants manufacturing core products and 8 satellite plants
close to our customers spread across India geographically. Aligning our entire supply chain to
provide flexibility in a high variety low volume market like India, Brakes India Private
Limited has been able to achieve a high degree of accuracy in delivery and consistent quality.
Today, Brakes India Private Limited exports Brake products and castings to countries around
the world including USA, Europe and Japan.
Manufacturing
Lean
Brakes India Private Limited follows the Lean Manufacturing System and the
objective is, systematic approach to identifying and eliminating waste (non-value added
activities) through continuous improvement by flowing the product only when the customer
needs it called “pull”) in pursuit of perfection
TPM

9
 Certified for 3 awards from JIPM Japan (Excellence , Consistency & Special)
Our Objective is to improve and optimize the effectiveness of manufacturing equipment and
tooling. Daily work management and Cell management being practiced
BPS
Objective of the BPS (Brakes India Private Limited production System) is to
meet the customer demand on time,. Insulate customer from internal production problems and
production variations. It enhances the Standardized Work, Line Balancing to TaktTime ,Short
Changeover Time, Stable Process, Reliable Machines. BPS Integrates the suppliers with
customer demand.
Brakes India Supplier development and Integration team is chartered with
developing Global Competitive Advantage for Brakes India Private Limited through its
suppliers. We consider our vendors as partners in our business and we focus to provide a
sustainable growth platform for Suppliers, who are willing to grow with us by setting higher
standards of performance and meet our specific expectations in
• Product quality
- On-time and defect-free new product launches
- Zero defect
- Quality systems compliance and certification
• Service & Delivery reliability
- Supplier involvement in product design during conception stage
- Support Product Development Process through concurrent Engineering
- 100 percent on-time delivery by maintaining Vendor managed Inventory
- EDI (Electronic Data Interchange) capabilities
• Optimisation of supply chain management
- Vertical Integration
- Optimised part flow
- Support Cluster and Regional sourcing or consignment stocks
• Cost management
- Cost analysis – Open book costing
- Proactive participation in VA/VE initiatives
- Year-over-year piece price reductions, Volume discounts, etc by Productivity
improvement
• Resource management
- Profitable and sustainable organization
10
 - Committed and competent work force
- Keeping in pace with Technology
After Market
Brakes India Private Limited Ltd is a pioneer in India in Design and
Development of Braking systems for Automotive and non automotive applications.
We offer wide range of aftermarket products and service kits for proper
maintenance of the vehicle’s critical braking system, with approximately 4000 parts in the
aftermarket covering major vehicle models produced in India. These parts are manufactured
to the same Quality standards of OEM Parts.
Distribution of parts is through a central warehouse and Regional warehouses in
each zone. This improved inventory control. Parts are distributed through a channel of seven
Distributors having more than 200 branches spread over the length and breadth of the
country.
These branches cater to the needs of more than one lakh dealers who in turn
ensure availability of parts for the end users.
Our field parts engineers positioned in each state visit the dealers, mechanics
extensively and carry out campaigns and meets to educate and gauge their needs.

LIMITATIONS OF THE STUDY

11
 However data is collected with full level of our efforts yet there remain some flaws in
our study. While doing research, many problems are there to be faced by the research. The
prime difficulties which are been faced in collection of data in this study are discussed below:

Short time period the time period for carrying out the research was shorts as a result
of which many facts have been left unexplored.

Lack of resources lack of time and other resources as it was not possible to conduct
survey at large level

Small number of respondents 100 employees responded. Large number of

respondents could have made results more significant

Unwillingness of respondents: During collection of the data many employees were

unwilling to fill the questionnaire due to lack of time. respondents were having a feeling of
wastage of timing for them.

12
 CHAPTER- II

2.1 REVIEW OF LITERATURE

INTRODUCTION:
Training is the process of increasing the knowledge and skills for doing a particular
job. It is an organized procedure by which people learn knowledge and skill for a definite
purpose. The purpose of training is basically to bridge the gap between job requirements and
present competence of an employee. Training is aimed at improving the behaviour and
performance of a person. It is a never ending or a continuous process. Training is closely
related with education and development but needs to be differentiated from these terms.

MILKOVICH AND BUREAOU

Training is a systematic process of changing the behavior, knowledge and motivation
of present employees to improve the match between employee’s characteristics and
employment requirements.

NANDA (`1976) conducted a study in ICF Chennai on training programme. He selected

respondents through accidental sampling.

SETHURAMAN (1974) studies the impact of short term training programme for supervisor.
All 15 members and engineering unit Bangalore who had attended supervisory training
programme were interviewed.

PAULDAVISON conducted a study on HR development services at MRF in year 1982.The

study was conducted with some objectives.

Training has to be imparted to supervisor in following areas. Production, housekeeping,

supervisors lacked desired qualities in these areas.

NATHNIEL SARKAR (1988) conducted a study on HRD programme in BHEL; Trichy.To

respondents were selected through simple random.

13
RAJA SEKARAN (1991) conducted study on the identification of training needs at
BHEL.The study revealed that the following areas have been identical by more than 50% of
the respondents where the need for training to develop their personality, communication
skills, leadership qualities, transaction analysis, industrial relations, positive thinking and
motivation are found essential.

L.A.KENNEDYSAM (1994) conducted a study on HR development for executive at BHEL,

Trichy 60% of the respondents were selected through systematic random sampling and
finding of study.
HAMBLIN (1974) conducted a study on training programme at FORD. The feedback on the
effects of a training programme and to assess the value of training in the light of that
information
According to CASSE and BANAHAN (2007), the different approaches to training
and development need to be explored. It has come to their attention by their own preferred
model and through experience with large Organizations. The current traditional training
continuously facing the challenges in the selection of the employees, in maintaining the
uncertainty related to the purpose and in introducing new tactics for the environment of work
and by recognizing this, they advising on all the problems, which reiterates the requirement
for flexible approach.
Usually the managers have the choice to select the best training and development
programme for their staff but they always have to bear in mind that to increase their chances
of achieve the target they must follow the five points highlighted by Miller and
Disarrays(2007).
According to DAVENPORT (2006), mentioned in his recent studies that it’s easy to
implement strategy with the internet supported software. Some of the Training theories can be
effective immediately on the future of the skill and developments. The “content” and the
“access” are the actual factors for the process. It is a representation itself by the Access on
main aspect what is effective to the adopted practice in training development.
As per the recent theories to access the knowledge is changing from substantial in the
traditional to deliver the knowledge for the virtual forms to use the new meaning of
information with electronic learning use. There is a survey confirmation for using classroom
to deliver the training

14
 A manager is that what the other members of the organization want them to be
because it is a very popular trend of development training for the managers in the training for
the management (Anderson, 2008, Lou, 2002). Most of the managers seem to reject a
managerial personality in support of the other truth for themselves (Costas and Fleming,
2009).
O.Jeff Harris, Jr. Obseevesstates that “Training of any kind should have as its objective the
redirection or improvement of behavior so that the performance of the trainee becomes more
useful and productive for himself and for the organization of which he is part/ training
normally concentrates on the improvements of either operative skills, interpersonal skills,
decision making skills, or a combination of these”.

EDWIN B.FLIPPO states that

“Training is the act of increasing the knowledge and skill of an employee for doing a
particular job.”

Written by CARTER McNAMARA, MBA, PhD, Authenticity Consulting, LLC

“As a brief review of terms, training involves an expert working with learners to transfer to
them certain areas of knowledge or skills to improve in their current jobs.”

PENN STATE HARRISBURG defines

“The Training and Development profession focuses on analyzing and improving
employee learning and performance. It encompasses such activities as performance
analysis, training, career development, organization development, and program
evaluation.”

15
2.2 THEORETICAL FRAMEWORK ON TRAINING AND DEVELOPMENT

INTRODUCTION:

The main methods of training operative employees are as follows:-

1. on the job training.

Under this method, the worker is given training at his work place by his immediate
supervisor. This includes learning by doing.

2. Vestibule training.

In this method, a vestibule school is established in an industrial plant. In this school the
actual conditions of work place are duplicated as nearly as possible. The learning conditions
are carefully controlled and qualified instructions are employed. The trainees are away from
the noise and work pressure on the shop floor.

3. Apprenticeship training.

Apprenticeship training is one of the oldest methods of training. Under it, the trainee is
placed under the charge of qualified senior worker. He learns the method of work by
observing and assisting the senior. During the training period apprentice receives a stipend.
He also requires a valuable skill which commands a high wage in the labor market

4. Class room training

Class room training is the off-the-job training. Lectures and seminars are used to impart
knowledge and to develop analytical skills. Some firms follow the practice of sending their
employees to training programmes conducted by well known educational institutions and
professional bodies.

Understanding Development: It's amazing how so many of us go through so many years of

schooling, but have such little understanding of learning and development. Before reading
about the many aspects of learning and development in this topic in the Library, including
learning and development programs and practitioners, it's best to start with a

16
Basic understanding of what learning and development is and how to best benefit from it
Also, it's useful to understand the common terms and the sometimes subtle differences
between them.

If you will be doing training and development with yourself (and almost every adult will
be at some time in their lives) or with others, you should know the differences between
training children and teens versus training adults. Adults have very different nature and needs
in training. Also, there are some common beliefs about training that just aren't true.
Understand those misconceptions so you don't build your training around those illusions.

DIFFERENT TYPES OF TRAINING AND ACTIVITIES

Informal Versus Formal Training, Self-Directed Versus Other-Directed Training

There are different, major forms of learning and development. We're most familiar with
formal and other-directed forms of learning and development that include the strong attention
to the systematic structure and evaluation of the learning and development, especially as used
in schooling. That is somewhat ironic, because the most common forms of learning and
development are informal and self-directed -- they occur without strong attention to a
systematic design and evaluation and without many experts guiding us through those
experiences.

Types of Activities for Learning and Development

There are many approaches to learning and development and many types of activities
that can be undertaken to learn. We're most used to thinking of the formal, other-directed
activities, such as attending courses or lectures. However, most of the types of learning are
informal and unstructured. An awareness of these other types will broaden your possibilities
for intentional learning and for designing training for yourself and others.

17
 CHAPTER-III

3.1 RESEARCH METHODOLOGY

INTRODUCTION:

Research Methodology is a way to systematically solve the research problem. The

research methodology in the present study deals with research design, data collection
methods, sampling methods, survey, analysis and interpretations.

TYPE OF RESEARCH:

DESCRIPTIVE RESEARCH:
The main objective of the descriptive design is to acquire knowledge. This project is
done through descriptive study. Descriptive study includes survey and facts finding enquiry
of different kinds. The major purpose of descriptive research is descriptive of the state of
affairs as it is at present. It portrays the characteristics of a particular situation, Group or
communities. It begins with a research about past form of the problem.

It includes survey and fact finding enquires of different kinds.

SOURCES OF DATA:

 Primary data
 Secondary data
Primary Data - The study involves the primary data which is collected through
Questionnaire.
Secondary Data - The secondary data has been collected from company records, company
website, books, journals and various websites.

QUESTION CONSTRUCTION
To get the required information, well structured questionnaire was designed.
Questionnaires were constructed based on the following types
 Close ended questions
 Open ended questions
Sampling Design: Simple Random Sampling design is used to choose the sample from
population.
Simple Random Sampling Method: Simple random sampling also known as chance
sampling or probability sampling where each and every item in the population has an equal

18
chance of inclusion in the sample and each one of the possible samples, in case of finite
universe, has the same probability of being selected.

SAMPLING UNITS:

The marketing research must define target population that must be sampled. Once it is
determined, the sampling frame is developed so that everyone in the target population has an
equal and known chance of being selected.
Sampling unit of this project considered to be the employees of Breaks India Pvt Ltd.

SAMPLING SIZE:

An important decision that has to be taken in adapting a sampling technique is about

the size of the sample means the number of sampling units selected from the population for
investigation. Sample size for this project is 50 employees from different units.

Research Instrument: Questionnaire

Research Design: Descriptive Research Design
Sample size: 50 Employees were taken as sample size

3.2 Statistical Tool:

 Percentage Analysis
 Diagrammatic Representation.

Percentage Analysis: Percentage refers to a special kind of ratio. Percentages are used in
making comparison between two or more series of data.

No. of Respondents
Percentage of respondents = ------------------------ X 100
Total Respond

19
 4.1 DATA ANALYSIS AND INTERPRETATION
SHOWING THE GENDER OF THE EMPLOYEES
TABLE-1
S.NO GENDER NUMBER OF PERCENTAGE
RESPONDENTS
1 Male 15 41
2 Female 35 59
TOTAL 50 100

CHART-1

INTERPRETATION:

From the table, it is identified that 41% of employees are female, and 59% of
employees are male.

SHOWING THE MARITAL STATUS OF THE EMPLOYEES

20
 TABLE-2

S.NO MARITAL STATUS NUMBER OF PERCENTAGE

RESPONDENTS
1 Married 13 22
2 Unmarried 37 78
TOTAL 50 100

CHART-2

INTERPRETATION:

From the table, it is identified that 78% of employees were married, and 22% of the
employees were unmarried.

TABLE-3

21
 SHOWING THE EDUCATIONAL QUALIFICATION OF THE
EMPLOYEES

S.NO QUALIFICATION NUMBER OF PERCENTAGE

RESPONDENTS
1 SSLC 11 26
2 HSLC 29 56
3 UG 7 11
4 PG 3 7
TOTAL 50 100

CHART-3

INTERPRETATION:

From the table, it is identified that 26% of employees are SSLC holders, 56%
of employees are HSLC holders, 11% of employees are UG holders, and 7% of
employees are PG holders.

TABLE-4
SHOWING THE AGE OF THE EMPLOYEES

22
 S.NO AGE NUMBER OF RESPONDENTS PERCENTAGE
1 16-20 12 23
2 21-25 28 60
3 26-30 08 14
4 31 and above 02 03
TOTAL 50 100

CHART-4

INTERPRETATION:

From the table, it is identified that 23% of employees belong to 18-25 years, 60%
of employees belong to 26-35 years, 14% of employees belong to 36-45 years, and 3% of
employees are above 46 years

TABLE-5

SHOWING THE OCCUPATION OF THE EMPLOYEES

23
 S.NO OCCUPATION NUMBER OF PERCENTAGE
RESPONDENTS
1 Salesperson 30 74
2 Department manager 6 8
3 Manager and above 5 4
4 Others 9 14
TOTAL 50 100

CHART-5

INTERPRETATION:

From the table, it is identified that 74% of employees are Salesperson, 8% of employees
are Department manager, 4% of employees are Manager and above, and 14% of employees
are others.

TABLE.6

SHOWING THE INCOME OF THE EMPLOYEES

24
 S.NO INCOME NUMBER OF PERCENTAGE
RESPONDENTS
1 6000-8000 30 82
2 8001-10000 8 6
3 10001-12000 2 4
4 12001 and above 10 8
TOTAL 50 100

CHART-6

INTERPRETATION:

From the table, it is identified that 82% of employees are belongs to 6000-8000,
6% of employees are belongs to 8001-10000, 4% of employees are belongs to 10001-12000,
and 8% of employees are belongs to 120and above.

TABLE-7
SHOWING THE EXPERIENCE OF THE EMPLOYEES
S.NO EXPERIENCE NUMBER OF PERCENTAGE
RESPONDENTS

25
 1 0-2 years 25 72
2 3-5 years 12 18
3 6-10 years 7 7
4 11 and above 5 3
TOTAL 50 100

CHART-7

INTERPRETATION:

From the table, it is identified that 72% of employees are belongs to 0-2 years,
18% of employees are belongs to 3-5 years, 7% of employees are belongs to 6-8 years, and
3% of employees are belongs to 11 and above.

TABLE-8
ABOUT THE PLANNING OF TRAINING
S. NO PLANNING OF NUMBER OF PERCENTAGE
TRAINING RESPONDENTS
1 Strongly agree 9 15
2 Agree 27 52
3 Neutral 10 23

26
 4 Disagree 3 6
5 Strongly Disagree 1 4
TOTAL 50 100

TABLE-8

INTERPRETATION:

From the table, it is identified that 15% of employees were strongly agree with
the statement, 52% of employees were agree with the statement, 23% of employees were
neither agree nor disagree with the statement, 6% of employees were disagree with the
statement, 4% of employees were strongly disagree with the statement.

TABLE-9

SHOWING THE VIEW OF EMPLOYEE ABOUT TRAINING PLAN

AND FACULTY

S. NO TRAINING PLAN NUMBER OF PERCENTAGE

AND FACULTY RESPONDENTS
1 Strongly agree 5 12
2 Agree 12 18

27
 3 Neutral 28 63
4 Disagree 3 5
5 Strongly Disagree 2 2
TOTAL 50 100

CHART-9

70% 63%
60%
50%
40%
30% 18%
20% 12%
5%
10% 2%
0%
Strongly Agree Neutral Disagree Strongly
Agree Disagree

INTERPRETATION:

From the table, it is identified that 12% of employees were strongly agree with
the statement, 18% of employees were agree with the statement, 63% of employees were
neither agree nor disagree with the statement, 5% of employees were disagree with the
statement, 2% of employees were strongly disagree with the statement

TABLE-10

SHOWING PRACTICAL AND PROBLEM ORIENTATION DURING

TRAINING

S. NO PRACTICALAND NUMBER OF PERCENTAGE

PROBLEM ORIENTATION RESPONDENTS
1 Strongly agree 7 9
2 Agree 13 13
3 Neutral 24 71
4 Disagree 4 4

28
 5 Strongly Disagree 2 3
TOTAL 50 100

CHART-10

80% 71%
70%
60%
50%
40%
30%
20% 9% 13%
4% 3%
10%
0%
Strongly Agree Neutral Disagree Strongly
Agree Disagree

INTERPRETATION

From the table, it is identified that 9% of employees were strongly agree with the
statement, 13% of employees were agree with the statement, 71% of employees were neither
agree nor disagree with the statement, 4% of employees were disagree with the statement, 3%
of employees were strongly disagree with the statement

TABLE-11
TRAINING METHODS YOU HAVE TRAINED

29
TRAINING METHOD RESPONDENTS PERCENTAGE
On the job 15 30
Off the job 15 30
Both 20 40
Total 50 100

CHART-11

INTERPRETATION

From the table, it is identified that 40% of employees were both with the training,
30% of employees were one the job with the training, 30%% of employees were off the job
with the training.

TABLE-12
RESPONDENTS CHAGNCE FOR EXPRESSING THEIR VIEWS

EXPRESSING VIEWS RESPONDENTS PERCENTAGE

Yes 32 64

30
 No 18 36

TOTAL 50 100

CHART-12

INTERPRETATION

From the table, it is identified that 64% of employees were yes with the
expression, 36% of employees were no with the expression.

TABLE-13

HANDLING THE TRAINING SESSON

S.NO HANDLING RESPONDENT PERCENTAGE

Company executive
1 14 28

31
 Technical experts
2 20 40
Consultants
3 8 16
Academicians
4 8 16

TOTAL 50 100

CHART-13

INTERPRETATION

From the table, it is identified that 40% of employees were company executive
with the statement, 28% of employees were technical experts with the statement, 16% of
employees were consultants with the statement, 16% of employees were academicians with
the statement.

TABLE-14

OPINION ABOUT TRAINING

S.NO OPINION RESPONDENTS PERCENTAGE

1 Very good 12 24

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 2 Good 22 44

3 Average 9 18

4 Not up to level 7 14

TOTAL 50 100

CHART-14

INTERPRETATION

From the table, it is identified that 44% of employees were very good with the
statement, 24% of employees were good with the statement, 18% of employees were average
with the statement, 14% of employees were not up to level with the statement.

TABLE-15

TRAINING IMPROVE EMPLOYEE AND EMPLOYER

RELATIONSHIP

S.NO RELATIONSHIP RESPONDENTS PERCENTAGE

1 Complete agree 20 40

2 Partially agree 12 24

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 3 Unsure 12 24

4 Disagree 6 12

TOTAL 50 100

CHART-15

INTERPRETATION

From the table, it is identified that 40% of employees were complete agree with
the statement, 24% of employees were partially agree with the statement, 24% of employees
were unsure with the statement, 12% of employees were disagree with the statement.

CHART-16

TRAINING HELPS TO INCREASE THE MOTIVATION LEVELS OF

EMPLOYEES

S.NO MOTIVATION RESPONDENTS PERCENTAGE

1 Highly satisfied 16 32

2 Satisfied 15 30

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 3 Dissatisfied 11 22

4 Neutral 8 16

TOTAL 50 100

CHART-16

INTERPRETATION

From the table, it is identified that 32% of employees were highly satisfied with the
statement, 30% of employees were satisfied with the statement, 22% of employees were
dissatisfied with the statement, 16% of employees were neutral with the statement

TABLE-17

FACILITY ARRANGE BY MANAGEMENT

S.NO FACILITY RESPONDENTS PERCENTAGE

1 Highly satisfied 14 28

2 Satisfied 20 40

3 Neutral 6 12

4 Dissatisfied 10 20

TOTAL 50 100

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 CHART-17

INTERPRETATION

From the table, it is identified that 28% of employees were highly satisfied with the
statement, 40% of employees were satisfied with the statement, 20% of employees were
dissatisfied with the statement, 12% of employees were neutral with the statement

TABLE-18

TRAINING PRACTIES HELP THE EMPLOYEES IN IMPROVE

THEIR CAREER

S.NO IMPROVING RESPONDENTS PERCENTAGE

1 Highly satisfied 15 30

2 Satisfied 15 30

3 Dissatisfied 10 20

4 Neutral 10 20

TOTAL 50 100

CHART-18

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INTERPRETATION

From the table, it is identified that 30% of employees were highly satisfied with the
statement, 30% of employees were satisfied with the statement, 20% of employees were
dissatisfied with the statement, 20% of employees were neutral with the statement

5.1 FINDINGS

1. It is found that 23% of employees belong to 18-25 years, 60% of employees belong to 26-
35 years, 14% of employees belong to 36-45 years, and 3% of employees are above 46 years.

2. It is found 41% of employees are female, and 59% of employees are male.

3. It is found that78% of employees was married, and 22% of the employees were unmarried.

4.It is found that 26% of employees are SSLC holders, 56% of employees are HSLC holders,
11% of employees are UG holders, and 7% of employees are PG holders.

5.It is found that74% of employees are Salesperson, 8% of employees are Department

manager, 4% of employees are Manager and above, and 14% of employees are others.

6.It is found that 82% of employees are belongs to 6000-8000, 6% of employees are belongs
to 8001-10000, 4% of employees are belongs to 10001-12000, and 8% of employees are
belongs to 12001 and above.

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7.It is found that 72% of employees are belongs to 0-2 years, 18% of employees are belongs
to 3-5 years, 7% of employees are belongs to 6-8 years, and 3% of employees are belongs to
11 and above.

8.It is found that 15% of employees were strongly agree with the statement, 52% of
employees were agree with the statement, 23% of employees were neither agree nor disagree
with the statement, 6% of employees were disagree with the statement, 4% of employees
were strongly disagree with the statement.

9.It is found that 12% of employees were strongly agree with the statement, 18% of
employees were agree with the statement, 63% of employees were neither agree nor disagree
with the statement, 5% of employees were disagree with the statement, 2% of employees
were strongly disagree with the statement.

10.It is found that 9% of employees were strongly agree with the statement, 13% of
employees were agree with the statement, 71% of employees were neither agree nor disagree
with the statement, 4% of employees were disagree with the statement, 3% of employees
were strongly disagree with the statement.

11.From the table, it is identified that 40% of employees were both with the training, 30% of
employees were one the job with the training, 30%% of employees were off the job with the
training.

12.From the table, it is identified that 64% of employees were yes with the expression, 36%
of employees were no with the expression.

13.From the table, it is identified that 40% of employees were company executive with the
statement, 28% of employees were technical experts with the statement, 16% of employees
were consultants with the statement, and 16% of employees were academicians with the
statement.

14.From the table, it is identified that 44% of employees were very good with the statement,
24% of employees were good with the statement, 18% of employees were average with the
statement, 14% of employees were not up to level with the statement.

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15.From the table, it is identified that 40% of employees were complete agree with the
statement, 24% of employees were partially agree with the statement, 24% of employees
were unsure with the statement, 12% of employees were disagree with the statement.

16.From the table, it is identified that 32% of employees were highly satisfied with the
statement, 30% of employees were satisfied with the statement, 22% of employees were
dissatisfied with the statement, and 16% of employees were neutral with the statement

17.From the table, it is identified that 28% of employees were highly satisfied with the
statement, 40% of employees were satisfied with the statement, 20% of employees were
dissatisfied with the statement, and 12% of employees were neutral with the statement.

18.From the table, it is identified that 30% of employees were highly satisfied with the
statement, 30% of employees were satisfied with the statement, 20% of employees were
dissatisfied with the statement, and 20% of employees were neutral with the statement

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 5.2 SUGGESTIONS

On the basis of the research conducted following are the suggestions for training the
employees are founded. Some of them are given below:
1. There should be greater effort taken by the company for conducting training and
development of employees especially the areas where the company considers vital.
2. There should be a discussion among the employees and management before conducting the
training programme
3. Newly recruited employees require training to perform their task effectively such as class
room training, job training, self development training etc.
4. The learning conditions are carefully controlled and qualified instructions are employed.
5. The training should be provided with regular, constructive feedback concerning his/her
progress in training and implementation of the newly acquired abilities.
6. Specific training objectives should be outlined on the basis of the type of performance
requires achieving organizational goals and objectives.
7. The training program should be planned in advance so that it is related to the trainee’s
previous experiences and background.

8. Attempt should be made to determine if the employee has the intelligence, maturity and
motivation to successfully complete the training programme.

9. It should be recognized that the entire training do not progress at the same rate. Therefore,
flexibility should be allowed in judging the rates of progress in the training programme.

40
10. If possible, the personal involvement or active participation of the trainee should be got in
the training programme. He should be provided with opportunity to practice the newly
needed behavior norms.

5.3 CONCLUSION

Training and development is the most important aspect in each and every organization. If the
Human Resource decreases, it reflects a great loss to the organization. In order to gain good
reputation as well as profit, employee’s expectations should be studied and their needs may
be fulfilled immediately through by way of training and development.

This project is an attempt to examine the various factors relating to the training and
development. The company should consider the suggestions made by the researcher and try
to implement those suggestions in order to increase the effectiveness of the training
programme. I hope this will be helpful to the company as well as to me.

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 QUESTIONNAIRE

1) Respondent of gender

 Male
 Female

2) Marital status of the employee

 Married
 Unmarried

4) Education qualification of the respondent

 PG
 UG
 HSLC
 SSLC

3) Age of the respondents

 16-20
 21-25

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  26-30
 31 & Above

4) Occupation of the employees

 Sales person
 Department manager
 Manager and Above
 Others

6. Income of the employees?

 6000-8000
 8001-10000
 10001-12000
 12001 and Above

7. What is your work experience in this company?

 0- 2 years
 3 - 5 years
 6 -10 years
 Above 11 years

8. About the planning of training?

 Strongly agree
 Agree
 Neutral
 Disagree
 Strongly disagree

9.The of employees about training plan and faculty?

 Strongly agree
 Agree
 Neutral
 Disagree

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  Strongly disagree

10. Practical and problem orientation during?

 Strongly agree
 Agree
 Neutral
 Disagree
 Strongly disagree

11. Training method you have trained?

 On the job
 Off the job
 Both

12. Respondents change for expressing their views?
 Yes
 No

13.Handing the training season?

 Company executive
 Technical experts
 Consultants

14. Opinion about training?

 Good
 Very good
 Average
 Not up to level

15. Training improve employee and employer relationship?

 Complete & Agree
 Partially agree

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  Unsure
 Disagree

16. Training helps to increase the motivational levels of employees

 High satisfied
 Satisfied
 Neutral
 Dissatisfied

17. Faculty arrange by management?

 High satisfied
 Satisfied
 Neutral
 Dissatisfied

18. Training practices help employees in improve their career?

 High satisfied
 Satisfied
 Neutral
 Dissatisfied

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 BIBLIOGRAPHY

TEXTBOOK:-

Armstrong, M. (2006).A Handbook of Human resource Management Practice,

Tenth Edition, Kogan Publishing, London, p. 264

George, J.M. and Jones, G.R. (2008).Understanding and Managing

Organizational behavior, Fifth Edition,

Luthans, F. (1998).Organizational Behavior, 8 Editions, McGraw-Hill/Irwin,

Boston, p. 147

Mullins, J.L. (2005). Management and organizational behavior, Seventh Edition,

Pearson Education Limited,

WEBSITES:-

 www.managementparadise.com
 www.hrsite.com
 www.google.com
 www.managementjunction.com

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