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

DECLARATION

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)

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BONAFIDE CERTIFICATE

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

ACKNOWLEDGEMENT

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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 Mr.GURUVEL, Senior Excutive of Hyundai motor India Limited

And

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) DESCRIPTION

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DESCRIPTION OF THE WORK

CHAPTER-1 CHAPTER-2 CHAPTER-3 CHAPTER-4 CHAPTER-5 ANNEXURE

Introduction Review of the literature Research methodolgy Data analysis and interpretations Findings, suggestions & conclusions Bibliography, Questioner.

TABLE OF CONTENTS

TABLE OF CONTENTS CHAPTER

TITLE

NO

5

PAGE

NO

3.1

1. INTRODUCTION ABOUT THE STUDY TOPIC DESCRIPTION OF STUDY INDUSTRIAL PROFILE COMPANY PROFILE OBJECTIVES OF STUDY NEED OF STUDY LIMITATION OF STUDY SCOPE OF STUDY 2. REVIEW OF LITERATURE REVIEW OF EXISTING LITERATURE 3. RESEARCH METHODOLGY RESEARCH DESIGN

3.2

COLLECTION OF DATA

43

3.3

SAMPLING TECHNIQUES

44

3.4

TOOLS TO BE USED

44

1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 2.1

10 11 21 24 34 35 37 38 39 43

4. DATA ANALYSIS AND INTERPRETATIONS 5. FINDINGS, SUGGESTIONS, CONCLUSION. 5.1

FINDINGS

99

5.2

SUGGESTIONS

101

5.3

CONCLUSION

102

ANNEXURE BIBILIOGRAPHY QUESTIONER

LIST OF TABLES

LIST OF TABLES CHAPTER

TITLE

PAGE NO

NO

4.1 4.2 4.3 4.4 4.5 4.6

Table showing the sex wise classification of respondents classification of respondents on Age classification of respondents on educational qualification classification of respondents on Year of service the company providing training program or not type of training provided by the company 6

46 47 48 49 50 51

4.7 4.8 4.9 4.10 4.11 4.12 4.13 4.14 4.15 4.16

the duration of the training Program conducted the opinion regarding the duration of the training Program the feel of the respondents regarding the training Program the quality of the trainers opinion regarding the practical demonstration opinion regarding the training aids changes after attending the training the various fields in which training is provided training program is related to the work whether they got opportunity to practice the training methods

52 53 54 55 56 57 58 59 60 61

4.17 4.18

after attending the training program the objective of the Organizations training plan the accidents/mistakes are reduced after the training program

62 63

4.19

the performance has improved after the training program

64

4.20 4.21 4.22 4.23

when they need training program which type of training program to be conducted by whom the training program to be conducted the assistance needed from supervisor to apply the learned

65 66 67 68

techniques LIST OF FIGURES

LIST OF FIGURES CHAPTER

TITLE

PAGE NO

NO

4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 4.10 4.11 4.12 4.13 4.14 4.15 4.16

Table showing the sex wise classification of respondents classification of respondents on Age classification of respondents on educational qualification classification of respondents on Year of service the company providing training program or not type of training provided by the company the duration of the training Program conducted the opinion regarding the duration of the training Program the feel of the respondents regarding the training Program the quality of the trainers opinion regarding the practical demonstration opinion regarding the training aids changes after attending the training the various fields in which training is provided training program is related to the work whether they got opportunity to practice the training methods after attending the training program

7

46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61

4.17 4.18

the objective of the Organizations training plan the accidents/mistakes are reduced after the training program

62 63

4.19

the performance has improved after the training program

64

4.20 4.21 4.22 4.23

when they need training program which type of training program to be conducted by whom the training program to be conducted the assistance needed from supervisor to apply the learned

65 66 67 68

techniques

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.

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CH.I - INTRODUCTION 1.1 ABOUT THE STUDY

CHAPTER 1

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. 9

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. 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

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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.

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 11

•

Managerial and behavioral skills and knowledge

•

Conceptual and general knowledge

•

Long term

•

Mostly for managerial personnel

IMPORTANCE OF TRAINING

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.

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•

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.

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

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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

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

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•

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

• •

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, cooperative 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

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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.

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.

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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

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.

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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.

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.

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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.

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

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•

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, problemsolving 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.

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

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CH.I - INTRODUCTION 1.3 INDUSTRY PROFILE 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.

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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. 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.

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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 200506, 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 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.

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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.

Year 2009 2008 2007 2006 2005 2004 2003 2002 2001 2000 1999

Car Production 2,166,238 1,846,051 1,713,479 1,473,000 1,264,000 1,178,354 907,968 703,948 654,557 517,957 533,149

% Change 17.34 7.74 16.33 16.53 7.27 29.78 28.98 7.55 26.37 -2.85

Commercial 466,456 486,277 540,250 546,808 362, 755 332,803 253,555 190,848 160,054 283,403 285,044

% Change -4.08 -9.99 -1.20 50.74 9.00 31.25 32.86 19.24 -43.52 -0.58

Total Vehicles Prodn. 2,632,694 2,332,328 2,253,999 2,019,808 1,628,755 1,511,157 1,161,523 894796 814611 801360 818193

% Change 11.40 3.35 10.39 19.36 7.22 23.13 22.96 8.96 1.62 -2.10

CH.I - INTRODUCTION 1.4 COMPANY PROFILE 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-

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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, 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: 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 25

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. 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

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.

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

26

small-car! Won Car of the Year - 2008

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.

3.3 Awards and Certifications:

For Environment ISO 14001 Certification (EMS) in 2003 from TUV, Germany Eco First Award in 2003 from Kanchi Health & Education Society

3 Leaves Award in 2001 from CSE, New Delhi

27

Energy Conversation & Safety

Energy Efficient Unit Award in 2001 from CII

Safety Appreciation Award in 2001 from National Safety Council

National Energy Conservation Award in 2002 from Govt. of India

28

Car of the Year 2008 Small Car of the Year 2008

Car of the Year Compact Car of the Year

PM Presents “Star Company” Award to Hyundai Motor India

Car of the Year 2008

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)

Car of the Year - Aaj Tak Viewers Choice Award

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

29

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

3.8 HMIL MISSION: 

INNOVATION FOR HUMANITY Vision of Hyundai is “Innovation for humanity”.

Manpower: [Category wise] Executives: 309 6

Em plo yee s

Asst. Mgr / Dy. Mgr Mgr / Sr. Mgr / AGM / DGM / GM

1280 95 9

Mgmt. Trainee / Grad. Engr. Trainee

Sr.GM / VP / Sr.VP / President

Unique HR

Jr.Executives: Engineer / Officer Technical / Business Associate Technical /Business Associate Trainees

Executives

Jr. Executives

Non Executives

3.9 UNIQUE HR INITIATIVES:

Non - Executives: Technician / Workman / Trainee



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

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

CH.I - INTRODUCTION 1.5 OBJECTIVES 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.

CH.I - INTRODUCTION 1.6 NEED OF TRAINING AND DEVELOPMENT 35

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

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.

CH.I - INTRODUCTION 1.7 LIMITATIONS 37

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.

CH.I - INTRODUCTION 1.8 SCOPE OF STUDY

38

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.

CH.2 -REVIEW INTRODUCTION 2.1 REVIEW OF LITERATURE 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

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. 2. 3.

Be open to your mentor, Follow up with your mentor, Outline the boundaries of the relationship,

42

4. Create and agenda for each meeting, 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.

CH.3 –RESEARCH METHOD 3.1 RESEARCH DESIGN 43

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. ψ² = ∑(O-E) E O = Observed frequency E = Expected frequency ψ² 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 B

a c

b d

A C a+c

B D b+d

a+b c+d N

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

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

a+b c+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

Degree of freedom: d.f 46

=(r-1)(c-1) Where r = Number of rows c = Number of column

CH.4 DATA ANALYSIS

47

CHAPTER 4 3. DATA ANALYSIS AND INTERPRETATIONS 1. PERCENTAGE ANALYSIS TABLE 4.1 Table showing the sex wise classification of respondents Sex Male

Number of respondents 80

Percentage of respondents 80%

Female Total

20 100

20% 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.

TABLE 4.2

48

Table showing classification of respondents on Age Age Below 21

Number of respondents 48

Percentage of respondents 48%

21-30

24

24%

Above 30 Total

28 100

28% 100%

Interpretation: The above table explains that among 100 respondents, vast majorities

77% of

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

Above 30, 28% Below 21, 48%

Below 21 21-30 Above 30

21-30, 24%

TABLE 4.3 Table showing classification of respondents on educational qualification Educational qualification

Number of respondents

49

Percentage of respondents

UG

35

35%

PG

65

65%

Total

100

100%

Interpretation: The above table explains that among 100 respondents, vast majorities

65% of

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

Inference: Majority of the respondents 65% are PG

TABLE 4.4 Table showing the classification of respondents on Year of service Year of service Below 3 years

Number of respondents 56

Percentage of respondents 56%

3-6 years

-

50

Above 6 years Total

44 100

44% 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

Above 6 years, 44%

Below 3 years 3-6 years

Below 3 years, 56%

3-6 years, 0

Above 6 years

TABLE 4.5 Table showing weather the company providing training program or not Training program Yes

Number of respondents 100

Percentage of respondents 100%

No Total

100

100% 51

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

No, 0 Yes No Yes, 100%

TABLE 4.6 Table showing type of training provided by the company Training program On the job training Off the job training Total

Number of respondents 52

Percentage of respondents 52%

48 100

48% 100%

52

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 Offthe job Training.

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

Chart showing which type of training they provide 53% 52% 51% 50%

Percentage

49% 48% 47% 46% On the job training

Off the job training

TABLE 4.7 Table showing the duration of the training Program conducted Duration Less than one week One to three week Above three week Total

Number of respondents 12 20 68 100

53

Percentage of respondents 12% 20% 68% 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 80% 70% 60% 50% 40% 30% 20% 10% 0%

Percentage

Less than one week

One to three week

Above three week

TABLE 4.8 Table showing the opinion regarding the duration of the training Program Opinion Highly satisfied satisfied Moderate Dissatisfied Highly dissatisfied Total

Number of respondents 84 12 4 100

54

Percentage of respondents 84% 12% 4% 100

Interpretation: The above table explains that among 100 respondents, 84% of the respondents 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 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%

Percentage

Highly satisfied

satisfied

Moderate

Dissatisfied

Highly dissatisfied

TABLE 4.9 Table showing the feel of the respondents regarding the training Program Opinion Highly satisfied satisfied No idea Dissatisfied Highly dissatisfied Total

Number of respondents 84 16 100

Interpretation:

55

Percentage of respondents 84% 16% 100

The above table explains that among 100 respondents, 84% of the respondents 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 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%

Percentage

Highly satisfied

satisfied

No idea

Dissatisfied

Highly dissatisfied

TABLE4.10 Table showing the quality of the trainers Opinion Very good Good Moderate Poor Very poor Total

Number of respondents 84 16 100

Percentage of respondents 84% 16% 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.

56

Chart showing the opinion about the quality of trainers 90% 80% 70% 60% 50%

Percentage

40% 30% 20% 10% 0% Very good

Good

Moderate

Poor

Very poor

TABLE 4.11 Table showing the opinion regarding the practical demonstration Opinion Highly satisfied satisfied No idea Dissatisfied Highly dissatisfied Total

Number of respondents 52 48 100

Percentage of respondents 52% 48% 100

Interpretation: The above table explains that among 100 respondents, 52% of the respondents feel highly satisfied, 48% of the respondents feel satisfied.

Inference: Majority of the respondents (52%) feel that the practical demonstration is highly satisfied.

57

Chart showing the opinion regarding the practical demonstration 60% 50% 40% 30%

Percentage

20% 10% 0% Highly satisfied

satisfied

No idea

Dissatisfied

Highly dissatisfied

TABLE 4.12 Table showing the opinion regarding the training aids Opinion Highly satisfied satisfied No idea Dissatisfied Highly dissatisfied Total

Number of respondents 40 60 100

Percentage of respondents 40% 60% 100

Interpretation: The above table explains that among 100 respondents, 40% of the respondents feel highly satisfied, 60% of the respondents feel satisfied.

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

58

Chart showing the opinion regarding the training aid 80% 60% 40%

Percentage

20% 0% Highly satisfied

satisfied

No idea

Dissatisfied

Highly dissatisfied

TABLE 4.13 Table showing the changes after attending the training Opinion Confidence Better performance Skill All the above Total

Number of respondents 40 60 100

Percentage of respondents 40% 60% 100

Interpretation: The above table explains that among 100 respondents, 40% of the respondents 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.

59

Chart showing the changes after attending the training program 70% 60% 50% 40% 30% 20% 10% 0%

Percentage

Confidence

Better performance

Skill

All the above

TABLE 4.14 Table showing the various fields in which training is provided Training Process training Technical training Both Total

Number of respondents 84 14 100

Percentage of respondents 84% 14% 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.

60

Chart showing the various feilds in which training is provided 100% 80% 60%

Percentage

40% 20% 0% Process training

Technical training

Both

TABLE 4.15 Table showing that whether the training program is related to the work Opinion Highly related Related Not related Highly not related Total

Number of respondents 68 28 4 100

Percentage of respondents 68% 28% 4% 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: 61

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

Percentage

Highly related

Related

Not related

Highly not related

TABLE 4.16 Table showing that whether they got opportunity to practice the training methods after attending the training program Opinion Strongly agree Agree Disagree Strongly disagree Total

Number of respondents 96 4 100

Percentage of respondents 96% 4% 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:

62

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

TABLE 4.17 Table showing the objective of the Organizations training plan Opinion

Number of respondents

Percentage of respondents

Organization goal

4

4%

Individual development

20

20%

Increase productivity and update new

56

56%

All the above

20

20%

Total

100

100

technology

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

63

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

Percentage

Organization goal

Individual developm ent

Increase productivity and update new technology

All the above

TABLE 4.18 Table showing the accidents/mistakes are reduced after the training program Opinion Strongly agree Agree Disagree Strongly disagree Total

Number of respondents 92 8 100

Percentage of respondents 92% 8% 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.

64

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 program Opinion Yes No Total

Number of respondents 100 100

Percentage of respondents 100% 100%

Interpretation: The above table explains that among 100 respondents, 100% of the respondents feel that performance has improved after the training program.

Inference: Majority of the respondents (100%) feel that performance has improved after the training program.

65

Chart showing weather the performance has increased after training 120% 100% 80% 60% 40% 20% 0%

Percentage

Yes

No

TABLE 4.20 Table showing when they need training program Opinion Regularly Occasionally Periodically At the time of appointment Total

Number of respondents 4 48 16 32 100

Percentage of respondents 4% 48% 16% 32% 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 .

66

Inference: Majority of the respondents (48%) feel that they need training program occasionally.

Chart showing the opinion about when they need training program 60% 50% 40% 30%

Percentage

20% 10% 0% Regularly

Occasionally

Periodically

At the time of appointment

TABLE 4.21 Table showing which type of training program to be conducted Training On the job training Off the job training Total

Number of respondents 48 52 100

Percentage of respondents 48% 52% 100%

Interpretation: The above table explains that among 100 respondents, 48% of the respondents 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.

67

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 Opinion Insiders Outsiders Total

Number of respondents 88 12 100

Percentage of respondents 88% 12% 100%

Interpretation: The above table explains that among 100 respondents, 88% of the respondents 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.

68

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 Opinion Yes No Total

Number of respondents 60 40 100

Percentage of respondents 60% 40% 100%

Interpretation: The above table explains that among 100 respondents, 60% of the respondents 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.

69

Chart showing the opinion weather they need assistance from the supervisor

Yes No

2. CHI-SQUARE ANALYSIS 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 70

CONTINGENCY TABLE SHOWING THE OBSERVED FREQUENCIES OF THE OPINION ABOUT THE DURATION OF THE TRAINING PROGRAM Opinion Highly Satisfied Satisfied Moderate Dissatisfied Highly dissatisfied Total

O 48 16 20 8 0 4 0 0 0 0 0 4 0 0 0

Below 3 years 48 8 0 0 0 56

Year of experience 4-6 years Above 6 years 16 20 0 4 0 0 0 4 0 0 16 28

E O-E 47.04 0.96 13.44 2.56 23.52 -3.52 6.72 1.28 1.92 -1.92 3.36 0.64 0 0 0 0 0 0 2.24 -2.24 0.64 -0.64 1.12 2.88 0 0 0 0 0 0 Calculated value of ψ²

ψ² = ∑(O-E) ² E Calculated value of ψ² = 13.60544 Degree of freedom = (r-1) (c-1) Where r = Number of rows

71

(O-E)² 0.9216 6.5536 12.3904 1.6384 3.6864 0.4096 0 0 0 5.0176 0.4096 8.2944 0 0 0

Total 84 12 0 4 0 100

(O-E)²/E 0.019592 0.487619 0.526803 0.24381 1.92 0.121905 0 0 0 2.24 0.64 7.405714 0 0 0 13.60544

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. Inference There is no significant difference between people of different experience and opinion about the duration of the training program.

4.2.2 To find out the association between different experience and opinion about the training program Null Hypothesis: Ho There is no significant difference between people of different experience and opinion about the training program. Alternative hypothesis: H1 There is significant difference between people of different experience and opinion about the training program. TABLE 4.2.2 CONTINGENCY TABLE SHOWING THE OBSERVED FREQUENCIES OF THE OPINION ABOUT THE TRAINING PROGRAM Opinion Below 3 years

Year of experience 4-6 years Above 6 years

72

Total

Highly Satisfied Satisfied No idea Dissatisfied Highly dissatisfied Total

O 52 12 20 4 4 8 0 0 0 0 0 0 0 0 0

52 4 0 0 0 56

12 4 0 0 0 16

E O-E 47.04 4.96 13.44 -1.44 23.52 -3.52 8.96 -4.96 2.56 1.44 4.48 3.52 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Calculated value of ψ²

20 8 0 0 0 28

(O-E)² 24.6016 2.0736 12.3904 24.6016 2.0736 12.3904 0 0 0 0 0 0 0 0 0

ψ² = ∑(O-E) ² E Calculated value of ψ² = 6.998707 Degree of freedom = (r-1) (c-1) Where r = Number of rows 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

73

84 16 0 0 0 100

(O-E)²/E 0.522993 0.154286 0.526803 2.745714 0.81 2.765714 0 0 0 0 0 0 0 0 0 6.998707

Result Since the calculated value is lesser than the table value. Null hypothesis is accepted. Inference There is no significant difference between people of different experience and opinion about the training program.

5.2.3 To find out the association between different experience and opinion about the quality of the trainers Null Hypothesis: Ho There is no significant difference between people of different experience and opinion about the quality of the trainers. Alternative hypothesis: H1 There is significant difference between people of different experience and opinion about the quality of the trainers. TABLE 4.2.3 CONTINGENCY TABLE SHOWING THE OBSERVED FREQUENCIES OF THE OPINION ABOUT THE QUALITY OF THE TRAINERS Opinion Very Good Good Moderate Poor Very Poor Total

O

Below 3 years 44 12 0 0 0 56

E

Year of experience 4-6 years Above 6 years 16 24 0 4 0 0 0 0 0 0 16 28

O-E 74

(O-E) ²

Total 84 16 0 0 0 100

(O-E) ²/E

44 16 24 12 0 4 0 0 0 0 0 0 0 0 0

47.04 -3.04 13.44 2.56 6.72 17.28 8.96 3.04 2.56 -2.56 4.48 -0.48 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Calculated value of ψ²

9.2416 6.5536 298.5984 9.2416 6.5536 0.2304 0 0 0 0 0 0 0 0 0

0.196463 0.487619 44.43429 1.031429 2.56 0.051429 0 0 0 0 0 0 0 0 0 48.76122

ψ² = ∑(O-E) ² E Calculated value of ψ² = 48.76122 Degree of freedom = (r-1) (c-1) Where r = Number of rows 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 higher than the table value. Alternative hypothesis is accepted. Inference There is significant difference between people of different experience and opinion about the quality of the trainers.

4.2.4 To find out the association between different experience and opinion about the practical demonstration

75

Null Hypothesis: Ho There is no significant difference between people of different experience and opinion about the practical demonstration. Alternative hypothesis: H1 There is significant difference between people of different experience and opinion about the practical demonstration. TABLE 4.2.4 CONTINGENCY TABLE SHOWING THE OBSERVED FREQUENCIES OF THE OPINION ABOUT THE PRACTICAL DEMONSTRATION Opinion Highly Satisfied Satisfied No idea Dissatisfied Highly dissatisfied Total

O 28 12 12 28 4 16 0 0 0 0 0 0 0

Below 3 years 28 28 0 0 0 56

E 29.12 8.32 14.56 26.88 7.68 13.44 0 0 0 0 0 0 0

Year of experience 4-6 years Above 6 years 12 12 4 16 0 0 0 0 0 0 16 28

O-E -1.12 3.68 -2.56 1.12 -3.68 2.56 0 0 0 0 0 0 0

76

(O-E) ² 1.2544 13.5424 6.5536 1.2544 13.5424 6.5536 0 0 0 0 0 0 0

Total 52 48 0 0 0 100

(O-E) ²/E 0.043077 1.627692 0.45011 0.046667 1.763333 0.487619 0 0 0 0 0 0 0

0 0

0 0 0 0 Calculated value of ψ²

0 0

0 0 4.418498

ψ² = ∑(O-E) ² E Calculated value of ψ² = 4.418498 Degree of freedom = (r-1) (c-1) Where r = Number of rows 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. Inference There is no significant difference between people of different experience and opinion about the practical demonstration.

4.2.5 To find out the association between different experience and opinion about the training aid Null Hypothesis: Ho There is no significant difference between people of different experience and opinion about the training aid. Alternative hypothesis: H1 77

There is significant difference between people of different experience and opinion about the training aid. TABLE 4.2.5 CONTINGENCY TABLE SHOWING THE OBSERVED FREQUENCIES OF THE OPINION ABOUT THE TRAINING AID Opinion Highly Satisfied Satisfied No idea Dissatisfied Highly dissatisfied Total

O 28 8 12 28 8 16 0 0 0 0 0 0 0 0 0

Below 3 years 28 28 0 0 0 56

Year of experience 4-6 years Above 6 years 8 12 8 16 0 0 0 0 0 0 16 28

E O-E 26.88 1.12 7.68 0.32 13.44 -1.44 29.12 -1.12 8.32 -0.32 14.56 1.44 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Calculated value of ψ²

ψ² = ∑(O-E) ² E

78

(O-E) ² 1.2544 0.1024 2.0736 1.2544 0.1024 2.0736 0 0 0 0 0 0 0 0 0

Total 48 52 0 0 0 100

(O-E) ²/E 0.046667 0.013333 0.154286 0.043077 0.012308 0.142418 0 0 0 0 0 0 0 0 0 0.412088

Calculated value of ψ² = 0.412088 Degree of freedom = (r-1) (c-1) Where r = Number of rows 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. Inference There is no significant difference between people of different experience and opinion about the training aid.

4.2.6 To find out the association between different experience and opinion about the changes after the training Null Hypothesis: Ho There is no significant difference between people of different experience and opinion about the changes after the training. Alternative hypothesis: H1 There is significant difference between people of different experience and opinion about the changes after the training. TABLE 4.2.6

79

CONTINGENCY TABLE SHOWING THE OBSERVED FREQUENCIES OF THE OPINION ABOUT THE CHANGES AFTER THE TRAINING Opinion Confidence Better performance Skill All the above Total

O 28 8 4 28 8 24 0 0 0 0 0 0

Below 3 years 28 28 0 0 56

Year of experience 4-6 years Above 6 years 8 4 8 24 0 0 0 0 16 28

E O-E 22.4 5.6 6.4 1.6 11.2 -7.2 33.6 -5.6 9.6 -1.6 16.8 7.2 0 0 0 0 0 0 0 0 0 0 0 0 Calculated value of ψ²

(O-E) ² 31.36 2.56 51.84 31.36 2.56 51.84 0 0 0 0 0 0

ψ² = ∑(O-E) ² E Calculated value of ψ² = 10.71429 Degree of freedom = (r-1) (c-1) Where r = Number of rows c = Number of columns = (4-1) (3-1) = (3) (2) = 6 At 5% significance level (α) and degree of freedom 6 the table value is 12.59

80

Total 40 60 0 0 100

(O-E) ²/E 1.4 0.4 4.628571 0.933333 0.266667 3.085714 0 0 0 0 0 0 10.71429

Result Since the calculated value is lesser than the table value. Null hypothesis is accepted. Inference There is no significant difference between people of different experience and opinion about the changes after the training.

4.2.7 To find out the association between different experience and opinion about weather the training program is related to your work Null Hypothesis: Ho There is no significant difference between people of different experience and opinion about weather the training program is related to your work. Alternative hypothesis: H1 There is significant difference between people of different experience and opinion about weather the training program is related to your work. TABLE 4.2.7 CONTINGENCY TABLE SHOWING THE OBSERVED FREQUENCIES OF THE OPINION ABOUT WEATHER THE TRAINING PROGRAM IS REALTED TO YOUR WORK Opinion Highly related Related Not related Highly not related Total

Below 3 years 36 20 0 0 56

8 4 4 0 16

Year of experience 4-6 years Above 6 years 24 4 0 0 28

81

Total 68 28 4 0 100

O 36 8 24 20 4 4 0 4 0 0 0 0

E O-E 38.08 -2.08 10.88 -2.88 19.04 4.96 15.68 4.32 4.48 -0.48 7.84 -3.84 2.24 -2.24 0.64 3.36 1.12 -1.12 0 0 0 0 0 0 Calculated value of ψ²

(O-E) ² 4.3264 8.2944 24.6016 18.6624 0.2304 14.7456 5.0176 11.2896 1.2544 0 0 0

(O-E) ²/E 0.113613 0.762353 1.292101 1.190204 0.051429 1.880816 2.24 17.64 1.12 0 0 0 26.29052

ψ² = ∑(O-E) ² E Calculated value of ψ² = 26.29052 Degree of freedom = (r-1) (c-1) Where r = Number of rows c = Number of columns = (4-1) (3-1) = (3) (2) = 6 At 5% significance level (α) and degree of freedom 6 the table value is 12.5 Result Since the calculated value is higher than the table value. Alternative hypothesis is accepted. Inference

There is significant difference between people of different experience and opinion about weather the training program is related to your work.

82

4.2.8 To find out the association between different experience and opinion about weather they got opportunity to practice the training methods Null Hypothesis: Ho There is no significant difference between people of different experience and opinion about weather they got opportunity to practice the training methods. Alternative hypothesis: H1 There is significant difference between people of different experience and opinion about weather they got opportunity to practice the training methods. TABLE 4.2.8 CONTINGENCY TABLE SHOWING THE OBSERVED FREQUENCIES OF THE OPINION ABOUT WEATHER THEY GOT OPPORTUNITY TO PRACTISE THE TRAINING METHODS Opinion Strongly Agree Agree No idea Disagree Strongly Disagree Total

O 52

Below 3 years 52 4 0 0 0 56

E 53.76

Year of experience 4-6 years Above 6 years 16 28 0 0 0 0 0 0 0 0 16 28

O-E -1.76

83

(O-E) ² 3.0976

Total 96 4 0 0 0 100

(O-E) ²/E 0.057619

16 28 4 0 0 0 0 0 0 0 0 0 0 0

15.36 0.64 26.88 1.12 2.24 1.76 0.64 -0.64 1.12 -1.12 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Calculated value of ψ²

0.4096 1.2544 3.0976 0.4096 1.2544 0 0 0 0 0 0 0 0 0

0.026667 0.046667 1.382857 0.64 1.12 0 0 0 0 0 0 0 0 0 3.27381

ψ² = ∑(O-E) ² E Calculated value of ψ² = 3.27381 Degree of freedom = (r-1) (c-1) Where r = Number of rows 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. Inference There is no significant difference between people of different experience and opinion about weather they got opportunity to practice the training methods.

4.2.9 To find out the association between different experience and opinion about the objective of the organization training plan

84

Null Hypothesis: Ho There is no significant difference between people of different experience and opinion about the objective of the organization training plan. Alternative hypothesis: H1 There is significant difference between people of different experience and opinion about the objective of the organization training plan. TABLE 4.2.9 CONTINGENCY TABLE SHOWING THE OBSERVED FREQUENCIES OF THE OPINION ABOUT THE OBJECTIVE OF THE ORGANIZATION TRAINING PLAN Opinion Organization Goal Individual development Increase production All Total

O 4 0 0 20 0 0 28 8 20 4 8 8

Year of experience 4-6 years Above 6 years 0 0 0 0 8 20 8 8 16 28

Below 3 years 4 20 28 4 56

E O-E 2.24 1.76 0.64 -0.64 1.12 -1.12 11.2 8.8 3.2 -3.2 5.6 -5.6 31.36 -3.36 8.96 -0.96 15.68 4.32 11.2 -7.2 3.2 4.8 5.6 2.4 Calculated value of ψ²

ψ² = ∑(O-E) ² 85

(O-E) ² 3.0976 0.4096 1.2544 77.44 10.24 31.36 11.2896 0.9216 18.6624 51.84 23.04 5.76

(O-E) ²/E 1.382857 0.64 1.12 6.914286 3.2 5.6 0.36 0.102857 1.190204 4.628571 7.2 1.028571 33.36735

Total 4 20 56 20 100

E Calculated value of ψ² = 33.36735 Degree of freedom = (r-1) (c-1) Where r = Number of rows c = Number of columns = (4-1) (3-1) = (3) (2) = 6 At 5% significance level (α) and degree of freedom 6 the table value is 12.59

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

Inference There is significant difference between people of different experience and opinion about the objective of the organization training plan.

4.2.10 To find out the association between different experience and opinion about weather the accidents/mistakes are reduced after the training program Null Hypothesis: Ho There is no significant difference between people of different experience and opinion about weather the accidents/mistakes are reduced after the training program. Alternative hypothesis: H1 There is significant difference between people of different experience and opinion about weather the accidents/mistakes are reduced after the training program. 86

TABLE 4.2.10 CONTINGENCY TABLE SHOWING THE OBSERVED FREQUENCIES OF THE OPINION ABOUT WEATHER THE ACCIDENTS/MISTAKES ARE REDUCED AFTER THE TRAINING PROGRAM Opinion Strongly Agree Agree No idea Disagree Strongly Disagree Total

O 48 16 28 8 0 0 0 0 0 0 0 0 0 0 0

Below 3 years 48 8 0 0 0 56

16 0 0 0 0 16

Year of experience 4-6 years Above 6 years 28 0 0 0 0 28

E O-E 51.52 -3.52 14.72 1.28 25.76 2.24 4.48 3.52 1.28 -1.28 2.24 -2.24 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Calculated value of ψ²

ψ² = ∑(O-E) ² E Calculated value of ψ² = 6.832298 Degree of freedom = (r-1) (c-1) Where r = Number of rows c = Number of columns

87

(O-E) ² 12.3904 1.6384 5.0176 12.3904 1.6384 5.0176 0 0 0 0 0 0 0 0 0

Total 92 8 0 0 0 100

(O-E) ²/E 0.240497 0.111304 0.194783 2.765714 1.28 2.24 0 0 0 0 0 0 0 0 0 6.832298

= (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. Inference There is no significant difference between people of different experience and opinion about weather the accidents/mistakes are reduced after the training program.

4.2.11 To find out the association between different experience and opinion about weather after the training performance has increased or not Null Hypothesis: Ho There is no significant difference between people of different experience and opinion about weather after the training performance has increased or not. Alternative hypothesis: H1 There is significant difference between people of different experience and opinion about weather after the training performance has increased or not. TABLE 4.2.11

88

CONTINGENCY TABLE SHOWING THE OBSERVED FREQUENCIES OF THE OPINION ABOUT WEATHER AFTER THE TRAINING PERFORMANCE HAS INCREASED OR NOT Opinion Yes No Total O 56 16 28 0 0 0

Below 3 years 56 0 56

Year of experience 4-6 years Above 6 years 16 28 0 0 16 28

E O-E 56 0 16 0 28 0 0 0 0 0 0 0 Calculated value of ψ²

(O-E) ² 0 0 0 0 0 0

Total 100 0 100 (O-E) ²/E 0 0 0 0 0 0 0

ψ² = ∑(O-E) ² E Calculated value of ψ² = 0 Degree of freedom = (r-1) (c-1) Where r = Number of rows c = Number of columns = (2-1) (3-1) = (1) (2) = 2 At 5% significance level (α) and degree of freedom 2 the table value is 5.99

Result Since the calculated value is lesser than the table value. Null hypothesis is accepted. Inference 89

There is no significant difference between people of different experience and opinion about weather after the training performance has increased or not.

4.2.12 To find out the association between different experience and opinion about when they need training Null Hypothesis: Ho There is no significant difference between people of different experience and opinion about when they need training. Alternative hypothesis: H1 There is significant difference between people of different experience and opinion about when they need training.

TABLE 4.2.12 CONTINGENCY TABLE SHOWING THE OBSERVED FREQUENCIES OF THE OPINION ABOUT WHEN THEY NEED TRAINING Opinion Regularly Occasionally Periodically At the time of appointment Total

Below 3 years 4 24 8 20 56

90

Year of experience 4 -6 years Above 6 years 0 0 8 20 4 0 4 8 16 28

Total 4 52 12 32 100

O 4 0 0 24 8 20 8 4 0 20 4 8

E O-E 2.24 1.76 0.64 -0.64 1.12 -1.12 29.12 -5.12 8.32 -0.32 14.56 5.44 6.72 1.28 1.92 2.08 3.36 -3.36 17.92 2.08 5.12 -1.12 8.96 -0.96 Calculated value of ψ²

(O-E) ² 3.0976 0.4096 1.2544 26.2144 0.1024 29.5936 1.6384 4.3264 11.2896 4.3264 1.2544 0.9216

(O-E) ²/E 1.382857 0.64 1.12 0.90022 0.012308 2.032527 0.24381 2.253333 3.36 0.241429 0.245 0.102857 12.53434

ψ² = ∑(O-E) ² E Calculated value of ψ² = 12.53434 Degree of freedom = (r-1) (c-1) Where r = Number of rows c = Number of columns = (4-1) (3-1) = (3) (2) = 6 At 5% significance level (α) and degree of freedom 6 the table value is 12.59

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

Inference

91

There is no significant difference between people of different experience and opinion about when they need training.

4.2.13 To find out the association between different experience and opinion about which method of training they need Null Hypothesis: Ho There is no significant difference between people of different experience and opinion about which method of training they need. Alternative hypothesis: H1 There is significant difference between people of different experience and opinion about which method of training they need. TABLE 4.2.13 CONTINGENCY TABLE SHOWING THE OBSERVED FREQUENCIES OF THE OPINION ABOUT WHICH METHOD OF TRAINING THEY NEED Opinion On the job Off the job Total

O 28 4 16

Below 3 years 28 28 56

E 26.88 7.68 13.44

Year of experience 4-6 years Above 7 years 4 16 12 12 16 28

O-E 1.12 -3.68 2.56 92

(O-E) ² 1.2544 13.5424 6.5536

Total 48 52 100

(O-E)²/E 0.046667 1.763333 0.487619

28 12 12

29.12 -1.12 8.32 3.68 14.56 -2.56 Calculated value of ψ²

1.2544 13.5424 6.5536

0.043077 1.627692 0.45011 4.418498

ψ² = ∑(O-E) ² E Calculated value of ψ² = 4.418498 Degree of freedom = (r-1) (c-1) Where r = Number of rows c = Number of columns = (2-1) (3-1) = (1) (2) = 2 At 5% significance level (α) and degree of freedom 2 the table value is 5.99

Result Since the calculated value is lesser than the table value. Null hypothesis is accepted. Inference There is no significant difference between people of different experience and opinion about which method of training they need.

4.2.14 To find out the association between different experience and opinion about by whom they need to conduct the training program Null Hypothesis: Ho

93

There is no significant difference between people of different experience and opinion about by whom they need to conduct the training program. Alternative hypothesis: H1 There is significant difference between people of different experience and opinion about by whom they need to conduct the training program. TABLE 4.2.14 CONTINGENCY TABLE SHOWING THE OBSERVED FREQUENCIES OF THE OPINION ABOUT BY WHOM THEY NEED TO CONDUCT THE TRAINING PROGRAM Opinion Insiders Outsiders Total O 56 16 20 0 0 8

Below 3 years 56 0 56

Year of experience 3-6 years Above 6 years 16 20 0 8 16 28

E O-E 51.52 4.48 14.72 1.28 25.76 -5.76 4.48 -4.48 1.28 -1.28 2.24 5.76 Calculated value of ψ²

ψ² = ∑(O-E) ² E Calculated value of ψ² = 22.36025 Degree of freedom = (r-1) (c-1) Where r = Number of rows c = Number of columns = (2-1) (3-1) = (1) (2) = 2

94

(O-E)² 20.0704 1.6384 33.1776 20.0704 1.6384 33.1776

Total 92 8 100 (O-E)²/E 0.389565 0.111304 1.28795 4.48 1.28 14.81143 22.36025

At 5% significance level (α) and degree of freedom 2 the table value is 5.99

Result Since the calculated value is higher than the table value. Alternative hypothesis is accepted. Inference There is significant difference between people of different experience and opinion about by whom they need to conduct the training program.

4.2.15 To find out the association between different experience and opinion about weather they need assistance from supervisors or not Null Hypothesis: Ho There is no significant difference between people of different experience and opinion about weather they need assistance from supervisors or not.

Alternative hypothesis: H1 There is significant difference between people of different experience and opinion about weather they need assistance from supervisors or not. TABLE 4.2.15 CONTINGENCY TABLE SHOWING THE OBSERVED FREQUENCIES OF THE OPINION ABOUT WEATHER THEY NEED ASSISTANCE FROM SUPERVISORS OR NOT 95

Opinion Below 3 years 32 24 56

Yes No Total O 32 8 20 24 8 8

Year of experience 3-6 years Above 6 years 8 20 8 8 16 28

E O-E 33.6 -1.6 9.6 -1.6 16.8 3.2 22.4 1.6 6.4 1.6 11.2 -3.2 Calculated value of ψ²

Total 60 40 100

(O-E)² 2.56 2.56 10.24 2.56 2.56 10.24

(O-E)²/E 0.07619 0.266667 0.609524 0.114286 0.4 0.914286 2.380952

ψ² = ∑(O-E) ² E Calculated value of ψ² = 2.380952 Degree of freedom = (r-1) (c-1) Where r = Number of rows c = Number of columns = (2-1) (3-1) = (1) (2) = 2 At 5% significance level (α) and degree of freedom 2 the table value is 5.99

Result Since the calculated value is lesser than the table value. Null hypothesis is accepted. Inference There is no significant difference between people of different experience and opinion about weather they need assistance from supervisors or not.

96

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.

97

•

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

• •

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.

98

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.

99

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.

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.

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ANNEXURE

6. ANNEXURE 6.1 BIBILIOGRAPHY

1. REFRENCES • HUMAN RESOURCE MANAGEMENT

101

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

QUESTIONNAIRE

6.2 QUESTIONNAIRE A STUDY ON TRAINING AND DEVELOPMENT IN HYUNDAI MOTOR INDIA LIMITED ,IRRUNGATTUKOTTAI,SRIPERUMBUDUR,KANCHIPURAM DIST.

1.Name:

102

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 [ ]

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 [ Highly Dissatisfied [

] Dissatisfied [

]

Dissatisfied [

]

]

12. How do you feel about the training program? Highly satisfied [ ] Satisfied [ ] No Idea [ Highly Dissatisfied

[

] 103

]

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 [ Highly Dissatisfied [

]

Dissatisfied [

]

]

Dissatisfied [

]

]

Training aids: Highly satisfied [ ] Satisfied [ ] No idea [ Highly 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 [ ]

]

All the above

Process Training [ [

]

Technical Training [

]

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 [ ] 104

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 [ ]

At the time of appointment [

periodically [

]

]

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 [

]

105