OVER VIEW OF HERO

HONDA

1
 OVER VIEW OF HERO HONDA

EXECUTIVE SUMMARY

Theory and practice are the two eyes of the management education.
Management education without practical training at an organization remains
incomplete. The training prescribed by the Integral University student have
various objectives like helping the student to acquire knowledge, give an
opportunity to know the difference between theory and practice, enable the
student to interact with experienced and knowledgeable persons of business
world .

As a student of Bachelor of Business Administration, I got an opportunity to

undergo on a training. The training title is “TRAINING AND
DEVELOPMENT IN HERO MOTO CORP”

I successfully completed my training report within the specified time. It was

really a thrilling experience for me with senior officials of Automobile Industry
and to interact with different members, employees of the organization. It was an
experience of enjoyment through hard work and dedication.

Through this finding of this report, I hope that the Automobile Industry in
India as well as outside the country will benefit.

2
1.2 PROFILE: THE LEGEND OF HERO HONDA

What started out as a Joint Venture between Hero Group, the world's largest
bicycle manufacturers and the Honda Motor Company of Japan, has today
become the World's single largest two wheeler Company. Coming into
existence on January 19, 1984, Hero Honda Motors Limited gave India nothing
less than a revolution on two-wheels, made even more famous by the 'Fill it -
Shut it - Forget it ' campaign.

Driven by the trust of over 5 million customers, the Hero Honda product range
today commands a market share of 48% making it a veritable giant in the
industry. Add to that technological excellence, an expansive dealer network,
and reliable after sales service, and you have one of the most customer- friendly
companies.

This is proved by the company's sales over the years:

1999-00 43,000 units

2001-02 96,200 units

2002-03 5,30,600 units

2003-04 7,61,210 units

2004-05 10,29,555 units

3
 2005-06 14,25,195 units

2006-07 16,77,537 units

2007-08 20,70,147 units

2008-09 26,21,400 units

2009-10 32,31,200 units

Customer satisfaction, a high quality product, the strength of Honda technology

and the Hero group's dynamism have helped HHML scale new frontiers and
exceed limits.

In the words of Mr. Brijmohan Lall Munjal, the Chairman and Managing
Director, "We will continue to make every effort required for the development
of the motorcycle industry, through new product development, technological
innovation, investment in equipment and facilities and through and through
efficient management."

4
INITIATIVES

An Environmentally and Socially, Aware Company

At Hero Honda, our goal is not only to sell you a bike, but also to help you
every step of the way in making your world a better place to live in. Besides its
will to provide a high-quality service to all of its customers, Hero Honda takes a
stand as a socially responsible enterprise respectful of its environment and
respectful of the important issues.

Hero Honda has been strongly committed not only to environmental

conservation programmes but also expresses the increasingly inseparable
balance between the economic concerns and the environmental and social
issues faced by a business: businesses must not grow at the expense of mankind
and man's future but rather must serve mankind.

"We must do something for the community from whose land we generate our
wealth." A famous quote of Mr.Brijmohan Lall Munjal- CMD.

5
BRAND AMBASSADOR

Hero Moto Corp has roped in film actor

 Hrithik Roshan

 Ex. Captain of Indian Cricket team Sourav Ganguly,

 Mohammad Kaif,

 Harbhajan Singh,

 Zaheer Khan,

 Yuvraj Singh and

 Virender Sehwag as its brand ambassadors.

They will endorse the company products, attend corporate and brand events and
help promote its "We Care" campaign comprising safety riding, environment
and friendliness.

6
HERO GROUP

"Hero", the brand name symbolizing the steely ambition of the Munjal brothers,
came into being in the year 1956. From a modest manufacturer of bicycle
components in the early 1940's to the world's largest bicycle manufacturer
today, the odyssey was fueled by one vision - to build long-lasting relationships
with everyone, including workers, dealers and vendors. This philosophy has
paid rich dividends through the years.

Hero, a name synonymous with two wheelers in India is today a multi-unit,

multi-product, geographically diversified Group of companies. Through fully
integrated operations, the Munjals roll their own steel, make critical
components such as free wheels for their bicycles, and have the foresight to
simultaneously diversify into myriad ventures, like product designing, IT
enabled services, finance and insurance, just to name a few.

Like every success story, Hero's saga contains an element of spirit and
enterprise; of achievement through grit and determination, coupled with vision
and meticulous planning. Throughout its success trail, the Hero Group and its
members have displayed unwavering passion of setting higher standards for
themselves and delivering simply the best to their customers.

7
THE PHILOSOPHY

The Hero Group philosophy is: "To provide excellent transportation to the
common man at easily affordable prices and to provide total satisfaction in
all its spheres of activity." Thus apart from being customer-centric, the Hero
Group also provides its employees with a fine quality of life and its business
associates with a total sense of belonging.

"Engineering Satisfaction" is the prime motive of the Hero Group and it has
become a way of life and a part of the work culture of the Group. This is what
drives the Group to seek newer vistas, adopt faster technology and create
quality driven products to the utmost satisfaction of customers, partners, dealers
and vendors.

Today the Hero Group has a number of accolades and achievements to its credit
… yet consumer requirements and newer technologies provide fresh challenges
every day, and at Hero the wheels of progress continue to turn.

The success of the Hero Group lies in the determination and foresight of the
Munjal brothers, who shared their vision with their workers and led the Group
to a position where its name has become synonymous with top-quality two
wheelers.

The flame kindled by the Munjal brothers in 1956 with the flagship company
Hero Cycles; Mr. Satyanand Munjal, Mr. Brijmohan Lall Munjal and Mr. O. P.
Munjal continue to carry the torch and are actively involved in the day-to-day
operations of the Hero Group.

8
The saga is being continued with the same zeal by the second and third
generations of the family and by the large working force of the Hero Group.
The spirit of enterprise which dominates the progress of the Group is
characteristic of the land where it all began - the City of Ludhiana, in Punjab -
home to some of lndia's finest workers and entrepreneurs.

The Hero Group is a thriving example of three generations of a family working

and striving together to ensure quality, satisfaction and extensive growth.

VISION

"We, at the Hero Group are continuously striving for synergy between
technology, systems and human resources to provide products and services that
meet the quality, performance, and price aspirations of the customers. While
doing so, we maintain the highest standards of ethics and societal
responsibilities, constantly innovate products and processes, and develop teams
that keeps the momentum going to take the group to excellence in everything
we do."

MISSION

It’s our mission to strive for synergy between technology, systems and human
resources, to produce products and services.

9
THE CHAIRMAN

The venerated patriarch and visionary of the Hero Group, Mr. Brijmohan Lall
Munjal, is a first generation entrepreneur who started very small and through
sheer hard work and perseverance has today made his two wheeler venture the
World's No.1 Two Wheeler company.

BRIJMOHAN LALL MUNJAL - The King of the Road

10
BOARD OF DIRECTORS

 Chairman Mr. B.L. Munjal

 Managing Director Mr. Pawan Munjal

 Joint Managing Director Mr. T. Nakagawa

 Whole time Director Mr. Takao Eguchi

 Non-Executive Director Mr. S. Munjal

 Non-Executive Director Mr. O.P. Munjal

 Non-Executive & Independent Director Mr. Satoshi Toshida

 Non-Executive & Independent Director Mr. Motohide Sudo

 Non-Executive & Independent Director Mr. N. N. Vohra

 Non-Executive & Independent Director Mr. Pradeep Dinodia

 Non-Executive & Independent Director (Retd.) V. Prakash

 Non-Executive & Independent Director Mr. Analjit Singh

 Non-Executive & Independent Director Dr. Pritam Singh

 Non-Executive & Independent Director Dr. V. L. Kelkar

 Non-Executive & Independent Director Ms. S. Bhartia

 Non-Executive & Independent Director Mr. S. B. Mittal

11
ACHIEVEMENT

Hero Group ranks amongst the Top 10 Indian Business Houses comprising 19
companies, with an estimated turnover of US$ 2.75 billion during the fiscal
year 2004-2005. The Group and its management have acquired a number of
accolades and achievements over the years:

Hero Group Management style has been acclaimed internationally by World

Bank and BBC, UK.Hero Group is discussed as a case study at London
Business School, UK and INSEAD, France. World Bank has acclaimed Hero
Cycles as a role model in vendor development based on a world-wide study.
The London Business School, UK, has done a case study on the Group as
model of entrepreneurship.

 Boston Consulting Group has ranked Hero Group as one of the top ten
Business Houses on Economic value, in India.

 The Hero Group is recognized as a long term partner and an ideal employer:

 Hero Group's partnership with Honda Motors, Japan is over 20 years old

 Hero Group's Partnership with Showa Manufacturing Corporation, Japan is

over 18 years old.

 Group Chairman, Mr Brijmohan Lall Munjal received the coveted "Ernst &
Young Entrepreneur of the Year" award for 2001.

 Hero Honda Motors was ranked 3rd amongst top Indian companies Review
2000 - Asia's leading companies award (2004) by Far Eastern Economic
Review.

12
 Hero Honda Motors is the World's largest manufacturer of two-wheelers
with annual sales volume of over 2.5 million motorcycles.

 Hero Honda Motors has been awarded the highest rating for Corporate
Governance (2003) by CRISIL - India's Leading Ratings, Risk & Advisory
Company and as the Best Governed Company in private sector(Dec 2004).

 Hero Honda ranked Number One in the two-wheeler category on

Environmental Performance by the Centre for Science and Environment.

 Hero Cycles Limited is a Guinness Book Record holder since 1986 as the
world's largest manufacturer of bicycles, with annual sales volume of 5
million bicycles in FY 2005.

INTRODUCTION OF TRAINING & DEVELOPMENT

TRAINING AND DEVELOPMENT is a subsystem of an organization. It

ensures that randomness is reduced and learning or behavioral change takes
place in structured format. TRAINING AND DEVELOPMENT DEFINED. It
is concerned with the structure and delivery of acquisition of knowledge to
improve the efficiency and effectiveness of organization. It is concerned with
improving the existing skills and exploring the potential skills of the individual
i.e. upgrading the employees’ skills and extending their knowledge. Therefore,
training is a key to optimizing utilization human intellectual technological and
entrepreneurial skill training and Development referred to as:

 Acquisition and sharpening of employees capabilities that is required to

perform various obligations, tasks and functions. Developing the employee’s

13
 capabilities so that they may be able to discover their potential and exploit
them to full their own and organizational development purpose.
 Developing an organizational culture where superior-subordinate
relationship, teamwork, and collaboration among different sub units are
strong and contribute to organizational wealth, dynamism and pride to the
employees.
 Development defined. It helps the individual handle future responsibilities,
with less emphasis on present job duties.
 Introduction of training. It is a learning process that involves the
acquisition of knowledge, sharpening of skills, concepts, rules, or changing
of attitudes and behaviors to enhance the performance of employees.

Inputs in Training and Development

Any training and development programmed must contain inputs which enable
the participants to gain skills, learn theoretical concepts and help acquire vision
to look into the distant future. Skills: Training is imparting skills to employees.
A worker needs skills to operate machines, and use other equipments with least
damage and scrap. This is a basic skill without which the operator will not be
able to function. Employees, particularly supervisors and executives, need
interpersonal skills.

Education: The purpose of education is to teach theoretical concepts and

develop sense of reasoning and judgment.

Development: It is less skill-oriented but stresses on knowledge. Knowledge

about business environment, management principles and techniques, human

14
relations, specific industry analysis is useful for better management of a
company.

Ethics: There is need for imparting greater ethical orientation to a training and
development programmed. Ethical attitude help managements make better
decisions which are in the interests of the public, the employees and in the long
term-the company itself.

Attitudinal Changes: Attitude represents feelings and beliefs of individuals

towards others. Attitude affects motivation, satisfaction and job commitment.
Negative attitude need to be converting into positive attitude. Attitude must be
changed so that employees feel committed to the organization, are motivated
for better performance, and derive satisfaction from their jobs and the work
environment.

Decision making and problem solving skills: It focus on methods and

techniques for making organization decision-making and solving work related
problems.

Objectives of the Training

The principal objective of training and development division is to make sure the
availability of a skilled and willing workforce to an organization.

In addition to that, there are four other objectives:

 Individual
 Organizational
 Functional
 Societal.

15
  Individual objectives – help employees in achieving their personal
goals, which in turn, enhances the individual contribution to an
organization.
 Organizational Objectives – assist the organization with its primary
objective by bringing individual effectiveness.
 Functional Objectives – maintain the department’s contribution at a
level suitable to the organization’s needs.
 Societal Objectives – ensure that an organization is ethically and
socially responsible to the needs and challenges of the society.

Importance of the Training

It helps to develop human intellect and an overall personality of the employees.

 Productivity – Training and Development helps in increasing the

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

16
 Quality – Training and Development helps in improving upon the quality of
work and work-life.
 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.
 Health and Safety – Training and Development helps in improving the
health and safety of the organization thus preventing obsolescence.
 Morale – Training and Development helps in improving the morale of the
work force.
 Image – Training and Development helps in creating a better corporate
image.
 Profitability – Training and Development leads to improved profitability
and more positive attitudes towards profit orientation.
 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 organizational policies
 Training and Development helps in developing leadership skills,
motivation, loyalty, better attitudes, and other aspects that successful
workers and managers usually display.
 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.
 Development of Human Resources – Training and Development helps to
provide an opportunity and broad structure for the development of human

17
 resources’ technical and behavioral skills in an organization. It also helps the
employees in attaining personal growth.
 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 employee.

MODELS OF TRAINING

Training is a sub-system of the organization because the departments such as,

marketing& sales, HR, production, finance, etc depends on training for its
survival. Training is transforming process that requires some input and in turn it
produces output in the form of knowledge, skills, and attitudes (KSAs).THE
TRAINING SYSTEM. The three model of training are:

1. System Model

2. Instructional System Development Model

3. Transitional model

1. SYSTEM MODEL TRAINING: The system model consists of five phases

and should be repeated on a regular basis to make further improvements. The
training should achieve the purpose of helping employee to perform their work
to required standards. The steps involved in System. Model of training are as
follows:

 Analyze and Identify the training needs i.e. to analyze the department, job,
employees requirement, who needs training, what do they need to learn,

18
 estimating training cost, etc The next step is to develop a performance
measure on the basis of which actual performance would be evaluated.
 Design and Provide Training to meet identified needs. This step requires
developing objectives of training, identifying the learning steps, sequencing
and structuring the contents.
 Develop this phase requires listing the activities in the training program that
will
 Assist the participants to learn, selecting delivery method, examining the
training material, validating information to be imparted to make sure it
accomplishes all the goals & objectives.
 Implementing is the hardest part of the system because one wrong step can
lead to the failure of whole training program.
 Evaluating each phase so as to make sure it has achieved its aim in terms of
subsequent work performance. Making necessary amendments to any of the
previous stage in order to remedy or improve failure practices.
2. TRANSITIONAL MODEL Transitional model focuses on the organization
as a whole. The outer loop describes the vision; mission and values of the
organization on the basis of which training model i.e. inner loop is execute
 Vision – focuses on the milestones that the organization would like to
achieve after the defined point of time. A vision statement tells that where
the organization sees itself few years down the line. A vision may include
setting a role model, or bringing some internal transformation, or may be
promising to meet some other deadlines.
 Mission – explain the reason of organizational existence. It identifies the
position in the community. The reason of developing a mission statement is
to motivate, inspire, and inform the employees regarding the organization.

19
 The mission statement tells about the identity that how the organization
would like to be viewed by the customers, employees, and all other
stakeholders.
 Values – is the translation of vision and mission into communicable ideals.
It reflects the deeply held values of the organization and is independent of
current industry environment. For example, values may include social
responsibility, excellent customer service, etc.The mission, vision, and
values precede the objective in the inner loop. This model considers the
organization as a whole. The objective is formulated keeping these three
things in mind and then the training model is further implemented.

INSTRUCTIONAL SYSTEM DEVELOPMENT (ISD) MODEL

Instructional System Development model was made to answer the training
problems. This model is widely used now-a-days in the organization because it
is concerned with the training need on the job performance.

Training objectives are defined on the basis of job responsibilities and job
description and on the basis of the defined objectives individual progress is
measured. This model also helps in determining and developing the favorable
strategies, sequencing the content, and delivering media for the types of training
objectives to be achieved. The Instructional System Development model
comprises of five stages:

 Analysis– This phase consist of training need assessment, job analysis, and
target audience analysis.
 Planning– This phase consist of setting goal of the learning outcome,
instructional objectives that measures behavior of a participant after the

20
 training, types of training material, media selection, methods of evaluating
the trainee, trainer and the training program, strategies to impart knowledge
i.e. selection of content, sequencing of content, etc.
 Development– This phase translates design decisions into training material.
It consists of developing course material for the trainer including handouts,
workbooks, visual aids, demonstration props, etc, course material for the
trainee including handouts of summary.
 Execution– This phase focuses on logistical arrangements, such as
arranging speakers, equipments, benches, podium, food facilities, cooling,
lighting, parking, and other training accessories.
 Evaluation– The purpose of this phase is to make sure that the training
program has achieved its aim in terms of subsequent work performance.
This phase consists of identifying strengths and weaknesses and making
necessary amendments to any of the previous stage in order to remedy or
improve failure practices. The ISD model is a continuous process that lasts
throughout the training program. It also highlights that feedback is an
important phase throughout the entire training program. In this model, the
output of one phase is an input to the next phase.

21
PROCESS OF TRAINING NEED ANALYSIS

Training Need Analysis (TNA)/Training Need Identification

(TNI)

An analysis of training need is an essential requirement to the design of

effective training. The purpose of training need analysis is to determine whether
there is a gap between what is required for effective performance and present
level of performance.

Training Need arises at three levels:

 Organizational level
 Individual level
 Operational level

Corporate need and training need are interdependent because the organization
performance ultimately depends on the performance of its individual employee
and its subgroup.

 Organizational level – Training need analysis at organizational level

focuses on strategic planning, business need, and goals. It starts with the
assessment of internal environment of the organization such as, procedures,
structures, policies, strengths, and weaknesses and external environment
such as opportunities and threats. After doing theSWOT analysis,
weaknesses can be dealt with the training interventions, while strengths can
further be strengthened with continued training. Threats can be reduced by
identifying the areas where training is required. And, opportunities can be
exploited by balancing it against costs. For this approach to be successful,

22
 the HR department of the company requires to be involved in strategic
planning. In this planning, HR develops strategies to be sure that the
employees in the organization have the required Knowledge, Skills, and
Attributes (KSAs) based on the future KSAs requirements at each level.
 Individual level – Training need analysis at individual level focuses on each
and every individual in the organization. At this level, the organization
checks whether an employee’s performing at desired level or the
performance is below expectation. If the difference between the expected
performance and actual performance comes out to be positive, then certainly
there is a need of training. However, individual competence can also be
linked to individual need.

The methods that are used to analyze the individual need are:

 Appraisal and performance review

 Peer appraisal
 Competency assessments
 Subordinate appraisal
 Client feedback
 Customer feedback
 Self-assessment or self-appraisal

 Operational level – Training Need analysis at operational level focuses on

the work that is being assigned to the employees. The job analyst gathers the
information on whether the job is clearly understood by an employee or not.
He gathers this information through technical interview, observation,
psychological test; questionnaires asking the closed ended as well as open

23
ended questions, etc. Today, jobs are dynamic and keep changing over the time.
Employees need to prepare for these changes. The job analyst also gathers
information on the tasks needs to be done plus the tasks that will be required in
the future. Based on the information collected, Training Need analysis (TNA)
is done. Benefits of need assessment Training programs are designed to achieve
specific goals that meet felt needs. There are many benefits of need assessment:
1. Trainers may be informed about the broader need of the trainees.
2. Trainers are able to pitch their course inputs closer to the specific needs of
the trainees.
3. Assessment makes training department more accountable and more clearly
linked to other human resource activities, which make the training programs
easier to sell to line managers.

24
TRAINING-DESIGN
The design of the training program can be undertaken only when a clear
training objective has been produced. The training objective clears what goal
has to be achieved by the end of training program i.e. what the trainees are
expected to be able to do at the end of their training. Training objectives assist
trainers to design the training program.

The trainer – Before starting a training program, a trainer analyzes his

technical, interpersonal, judgmental skills in order to deliver quality content to
trainers.

The trainees – A good training design requires close scrutiny of the trainees
and their profiles. Age, experience, needs and expectations of the trainees are
some of the important factors that affect training design.

Cost of training – It is one of the most important considerations in designing a

training programme. A training programmed involves cost of different types.
These may be in the form of direct expenses incurred in training, cost of
training material to be provided, arrangement of physical facilities and
refreshment, etc. Besides these expenses the organization has to bear indirect
cost in the form of loss of production during training period. Ideally, a training
programmed must be able to generate more revenues than the cost involved.

Training climate – A good training climate comprises of ambience, tone,

feelings, positive perception for training program, etc. Therefore, when the

25
climate is favorable nothing goes wrong but when the climate is unfavorable,
almost everything goes wrong.

Trainees’ learning style – the learning style, age, experience, educational

background of trainees must be kept in mind in order to get the right pitch to
the design of the program.

Training strategies – Once the training objective has been identified, the
trainer translates it into specific training areas and modules. The trainer
prepares the priority list of about what must be included, what could be
included.

Training topics – After formulating a strategy, trainer decides upon the content
to be delivered. Trainers break the content into headings, topics, ad modules.
These topics and modules are then classified into information, knowledge,
skills, and attitudes.

Sequence the contents – Contents are then sequenced in a following manner:

 From simple to complex
 Topics are arranged in terms of their relative importance
 From known to unknown
 From specific to general
 Dependent relationship

26
Training tactics – Once the objectives and the strategy of the training program
becomes clear, trainer comes in the position to select most appropriate tactics or
methods or techniques. The method selection depends on the following factors:
 Trainees’ background
 Time allocated
 Style preference of trainer
 Level of competence of trainer
 Availability of facilities and resources, etc

Support facilities – IT can be segregated into printed and audio visual. The
various requirements in a training program are white boards, flip charts,
markers, etc.

Constraints – The various constraints that lay in the trainers mind are:
 Time
 Accommodation, facilities and their availability
 Furnishings and equipments
 Budget
 Design of the training, etc

27
TRAINING IMPLEMENTATION

To put training program into effect according to definite plan or procedure is

called training implementation. Training implementation is the hardest part of
the system because one wrong step can lead to the failure of whole training
program. Even the best training program will fail due to one wrong action.
Training implementation can be segregated into:
 Practical administrative arrangements
 Carrying out of the training
Once the staff, course, content, equipments, topics are ready, the training is
implemented. Completing training design does not mean that the work is done
because implementation phase requires continual adjusting, redesigning, and
refining. Preparation is the most important factor to taste the success.
Therefore, following are the factors that are kept in mind while implementing
training program:
The trainer – The trainer need to be prepared mentally before the delivery of
content. Trainer prepares materials and activities well in advance. The trainer
also set grounds before meeting with participants by making sure that he is
comfortable with course content and is flexible in his approach.
Physical set-up – Good physical set up is pre-requisite for effective and
successful training program because it makes the first impression on
participants. Classrooms should not be very small or big but as nearly square as
possible. This will bring people together both physically and psychologically.
Also, right amount of space should be allocated to every participant.

28
Establishing rapport with participants – There are various ways by which a
trainer can establish good rapport with trainees by:
 Greeting participants – simple way to ease those initial tense moments
 Encouraging informal conversation
 Remembering their first name
 Pairing up the learners and have they familiarized with one another
 Listening carefully to trainees’ comments and opinions
 Telling the learners by what name the trainer wants to be addressed
 Getting to class before the arrival of learners
 Starting the class promptly at the scheduled time
 Using familiar examples
 Varying his instructional techniques
 Using the alternate approach if one seems to bog down

Reviewing the agenda – At the beginning of the training program it is very

important to review the program objective. The trainer must tell the participants
the goal of the program, what is expected out of trainers to do at the end of the
program, and how the program will run. The following information needs to be
included:
 Kinds of training activities
 Schedule
 Setting group norms
 Housekeeping arrangements
 Flow of the program
 Handling problematic situations. In general programmed implementation
involves action on the following lines:

29
 Deciding the location and organizing training and other facilities.
 Scheduling the training programmed.
 Conducting the programmed.
 Monitoring the progress of the trainees.

TRAINING EVALUATION

The process of examining a training program is called training evaluation.

Training evaluation checks whether training has had the desired effect. Training
evaluation ensures that whether candidates are able to implement their learning
in their respective workplaces, or to the regular work routines.
Purposes of Training Evaluation: The five main purposes of training
evaluation are:
Feedback: It helps in giving feedback to the candidates by defining the
objectives and linking it to learning outcomes.
Research: It helps in ascertaining the relationship between acquired
knowledge, transferor knowledge at the work place, and training.
Control: It helps in controlling the training program because if the training is
not effective, then it can be dealt with accordingly.
Power Games: At times, the top management (higher authoritative employee)
uses the evaluative data to manipulate it for their own benefits.
Intervention: It helps in determining that whether the actual outcomes are
aligned with the expected outcomes.

30
Functions of evaluation:
There are basically two functions of evaluation:
1. Qualitative evaluations is an assessment process how well did we do?
2. Quantitative evaluation is an assessment process that answers the question
How much did we do?
1.17.2 Principles of Training Evaluation: Training need should be identified
and reviewed concurrently with the business and personal development plan
process.
a) Evaluation must be continuous.
b) Evaluation must be specific.
c) Evaluation must be based on objective methods and standards.
d) There should be correlation to the needs of the business and the individual.
e) Organizational, group and individual level training need should be identified
and evaluated.
f) Techniques of evaluation should be appropriate.
g) The evaluation function should be in place before the training takes place.
h) The outcome of evaluation should be used to inform the business and
training process.

1.17.3 Need of evaluation of Training:

Training cost can be significant in any business. Most organizations are
prepared to incur these cost because they expect that their business to benefit
from employees development and progress. Whether business has benefited can
be assessed by evaluation training. There are basically four parties involved in
evaluating the result of any training.
 Trainer

31
 Trainee
 Training and Development department and
 Line Manager
 The Trainee wants to confirm that the course has met personal expectations
and satisfied any learning objectives set by the T & D department at the
beginning of the programmed.
 The Trainer concern is to ensure that the training that has been provided is
effective or not.
 Training and Development want to know whether the course has made the
best use of the resources available.
 The Line manager will be seeking reassurance that the time hat trainee has
spent in attending training results in to value and how deficiency in
knowledge and skill redressed. The problem for many organizations is not
so much why training should be evaluated but how. Most of the
organizations overlook evaluation because financial benefits are difficult to
describe in concrete terms.
 The process of evaluation is central to its effectiveness and helps to ensure
that:
 Whether training budget is well spent.
 To judge the performance of employee as individual and team.
 To establish culture of continuous learning and improvement.

32
PROCESS OF TRAINING EVALUATION

1.18.1 Before Training:

The learner’s skills and knowledge are assessed before the training program.
During the start of training, candidates generally perceive it as a waste of
resources because at most of the times candidates are unaware of the objectives
and learning outcomes of the program. Once aware, they are asked to give their
opinions on the methods used and whether those methods confirm to the
candidates preferences and learning style During Training: It is the phase at
which instruction is started. This phase usually consist of short tests at regular
intervals.

1.18.2 After Training:

It is the phase when learner’s skills and knowledge are assessed again to
measure the effectiveness of the training containing has had the desired effect at
individual department and organizational levels.
There are various evaluation techniques for this phase.
Techniques of evaluation the various methods of training evaluation are:
 Observation
 Questionnaire
 Interview
 Self diaries
 Self recording of specific incidents

33
What to Evaluate/Level Of Evaluation
Donald Kirkpatrick developed four level models to assess training
effectiveness. According to him evaluation always begins with level first and
should move through other levels in sequence.
 Reaction Level:
The purpose is to measure the individual reaction to the training activity. The
benefit of Reaction level evaluation is to improve Training and Development
activity efficiency and effectiveness.
 Learning Level:
The basic purpose is to measure the learning transfer achieved by the training
and development activity. Another purpose is to determine to what extent the
individual increased their knowledge, skills and changed their attitudes by
applying quantitative or qualitative assessment methods.
 Behavior Level:
The basic purpose is to measure changes in behavior of the individual as a
result of the training and development activity and how well the enhancement
of knowledge, skill, attitudes has prepared than for their role.• Result Level:
The purpose is to measure the contribution of training and development to the
achievement of the business/operational goals.

34
HERO HONDA INDUSTRY

35
 TRAINING AND DEVELOPMENT SCENARIO IN
HERO HONDA INDUSTRY

With the world-wide expansion of companies and changing technologies,

HERO HONDA industry have realized the importance of corporate training.
Training is considered as more of retention tool than a cost.

Today, human resource is now a source of competitive advantage for all

organizations. Therefore, the training system in HERO HONDA Industry has
been changed to create a smarter workforce and yield the best results. With
increase in competition, every company wants to optimize the utilization of its
resources to yield the maximum possible results. Training is required in every
field whether it is Sales, Marketing, Human Resource, Relationship building,
Logistics, Production, Engineering, etc. It is now a business effective tool and
is linked with the business outcome.

With increase in awareness of corporate training in Indian Industry, a gradual

shift from general to specific approach has been realized.

According to NASSCOM (National Association of Software and Services

Companies), the IT corporate training market is expected to reach Rs 600 crore
in 2010 from Rs 210 Crore in 2006.

In Indian market, 50% of the training company’s revenue comes from the retail
training and rest from other segment.

36
On the other hand, in many organizations training is regarded as non-essential
or a need based activity. Some organizations start a training department in order
to look modern. In fact, some organizations are headed by unwanted employees
rather than employees of outstanding merit. While some organizations do not
have a separate budget to hire highly qualified trainers for training and
development.

2.1 TRAINING PROVIDERS IN INDIA, COACHING,

LEARNING INSTITUTES IN INDIAN INDUSTRY

The three major training and learning solutions provider to organizations and
individuals in Indian Industry are:

NIS Sparta – the Reliance Anil Dhirubhai Ambani Group Company. It offers
customized solutions for Top management, Middle management and
Supervisory level. Its business units are: Enterprise Business Unit (EBU),
Educational Service Business Unit (ESBU), and Reliance Strategic Business
Unit (RSBU). It has provided consulting and training solutions to more than
10,00,000 professionals, in over 550 organizations, across 10 countries in 18
languages. It is providing training services to American Express, Thermax,
Mahindra Finance, Coca-Cola, IBM, Maruti, Godrej & Boyce, Accenture,
APAC, and Pantaloon.

37
Karrox – a Mumbai based training organization, is a leader in high - end latest
technologies training in the IT, BPO and Mobile telephony industry. Currently,
it has 6 corporate owned centers and around 50 franchisees in India and has
trained more than 150,000 IT professionals till date. It is providing training
services to Wipro Infotech, ABN Amro, Tata Consultancy Services, State Bank
of India, HCL, Indian Navy, Cap Gemini, Global Telesystems, South Eastern
Coal Fields, Persistent Technologies, Godrej Infotech, Times of India, Reliance
Infocomm, Reliance Industries, Seimens, Union Bank of India, and Infosys.

Aptech Training Solutions – A division of Aptech Limited. It is offering an

entire range of performance solutions like Customer Service Training, Soft
Skills, Product Training, Process Training, Sales Training, and Managerial
Development Training that assist in overcoming various business challenge
areas. It keeps the trainees up to date with the latest learning and professional
curriculum in the industry. It is providing training solutions and services to
Indian Oil, Motorola India, ICICI, Bayer, National Thermal Power Corporation,
Gas Authority Of India, Delhi Police, Standard Chartered Bank, Maruti Udyog,
Electrolux Kelvinator, Dabur, Valvoline Cummins, Mahindra & Mahindra,
Blue Star, HP, and Onida.

38
Training and Development in Indian Industry can be further divided in to
various sectors:

1. Training and Development system in Retail sector

2. Training and Development in Banking and Insurance Sector

3. Training and Development system in Automobiles sector

4. Training and Development system in Telecom sector

5. Training and Development system in KPO

6. Training and Development system in Pharmaceutical sector

7. Training and Development system in Hospitality sector

8. Training and Development system in IT sector

9. Training and Development system in BPO

10.

TRAINING AND DEVELOPMENT IN AUTOMOBILE

SECTOR

The Indian automobile sector is growing at a rate of about 16% per annum and
is now going to be a second fastest growing automobile market in the world.
The sector is going through a phase of rapid change and high growth. With the
coming up of new projects, the industry is undergoing technological change.
The major players such as, Honda, Toyota, Bajaj, Maruti are now focusing on
mass customization, mass production, etc. and are expanding their plants.

39
According to National Development and Reform Commission (NDRC), India’s
auto making capacity is expected to become 15 million units by the end of the
year 2007 exceeding the yearly demand of about 7 million units.

This rapid expansion is because of growing urbanization, rise in the standard of

living of consumers, easy availability of finance, liberalization, privatization,
and globalization of Indian Industry. This rapid expansion has created lots of
job opportunities. Interested one in this sector has to specialize in
automobile/mechanical engineering.Currently, automobile sector in India is
retaining around 10 million employees and is expected to employ more people
in near future. Unorganized sector in employing 67% people while, organized
sector is employing only 33% people which is major drawback of automobile
sector.

With this rapid expansion and coming up of major players in the sector, the
focus is more on the skilled employees and the need of human resource
development has increased. The companies are looking for skilled and hard
working people who can give their best to the organization. Various companies
are opening training institutes to train interested ones in this sector, like Toyota
has recently opened Toyota Technical Training Institute (TTTI) near Bangalore
that will offer 4 courses in automobile assembly, mechatronics (a combination
of mechanical and industrial electronics), automobile weld and automobile
paint. TTTI will provide both a high standard of education and training in
automotive technology as well as employment opportunities.

40
CAREER FOR TRAINERS IN AUTOMOBILE SECTOR

Preferred Educational Qualification for Trainers

 MBA/PGDBM in HR / Personnel Management

 PG Diploma–Any Specialization
 Any degree or Diploma in HRM
 B.Tech/B.E. – Mechanical
 BE and MBA
 Post graduate degree in psychology
 Post graduation with training & development as specialized
 SAP-HR
 M.S.W (H.R/I.R)

SKILLS AND ATTRIBUTES REQUIRED

Skills and attributes required to become a successful trainer are:

 Should possess good communication & presentation skills

 Interpersonal skills

 PC Skills knowledge essential

 Presentation skills- command over language

 Impeccable oral and written communication

 Planning and Execution skills

41
  Ability to receive and provide feedback in a positive manner

 Coaching and mentoring skill

 Interacting with diversity of people and people intensive industries

VARIATION OF SALARY WITH EXPERIENCE

Salary offered to the trainers according to the relevant experience fall in the
range of:

Nature of Work

 Develop continuous learning program specific to Auto Component industry

 Identification of Training Needs, Develop Training plan, Action Plan

 Preparing and adhering to associate training calendar

42
 Marinating Training Database

 Coordinating well with different departments

 Design and drive the training and learning interventions for both technical
and behavioral training

 Budgeting guidelines for T&D activists

 Identify and maintain excellent relations with Internal and External Trainers

 Provide appropriate feedback to the management

 Set up and drive knowledge sharing forums and small group activities
through employee engagement and participation and create a knowledge and
skill repository

 Monitor Training & Development to measure and evaluate ROI of the

training function.

 Upgrade and implement training processes

 Implement innovative Training interventions

 Arrange institutional tie-up with specialized training institutes which

provide automobile industry specific training and other professional
institutes for managerial / behavioral training

 Achieve training targets by imparting training

 Assessing capabilities of manpower by audits at the workshops and bridge

the gap through training

43
 Finalization and procurement of tools and equipment

 Plan and co-ordinate for conducting special training courses for skill
enhancement of Service Engineers and Dealers workshop staff

TRAINING PROVIDERS IN AUTOMOBILE SECTOR

Some of the training providers in Automobile Industry are:

1. ASK Technologies (India) Private limited

2. Saluja Cad Consultancy

3. Right Flow India

4. Mistral Solutions Pvt. Ltd

5. UsedCarWise.Com

AREAS COVERED IN TRAINING PROGRAM

Some of the areas covered in the training are:

 Architectural Drafting Design & CAD Tech

 Automotive Tech

 Computer Network Engineering

 ASE Master Certified Auto Training

 Auto body Tech

 Commercial Driver's License

44
  Automotive Technician

 HVAC/Refrigeration

 Marine Technology

 Motorcycle Mechanic

 Motorcycle Technician

 Motorcycle Technology

 Certified Auto Tech

 Certified Truck & Diesel Tech

 Master Auto & Diesel Tech

 Car Mechanic Courses

PREFERRED TRAINING METHODS

Some of the preferred methods of training in the automobile sector are:

 Workshop Seminar

 E-learning Training

 Instructor led class

 Computer Based Training (CBT)

45
TRAINING COURSES IN THE AUTOMOBILE SECTOR

The various Courses for employment opportunities in the sector are:

Degree Programs

 B.Tech./B.E. in Mechanical Engineering

 M.Tech Mechanical Engineering with specialization in Machine

Design/Automobile Engineering/CAD/CAM/Automation

The duration of degree programs are 4 years.

Diploma Programs

 Post Diploma in Automobile Engineering (PDAE)

 Licentiate in Mechanical Engineering (LME)

 Post Diploma in Robotics & Automation (PDRA)

Certificate Courses

 Certificate in Applied Thermodynamics

 Certificate in Engineering Mechanics

The certification courses takes from 6 months to 1 year.

Candidates with class XII in Physics, Math and Chemistry or Vocational
Course are eligible.

46
OBJECTIVES OF THE
STUDY

47
OBJECTIVES OF THE STUDY

The objectives are:

1. To know how the training and development process takes place in

automobile industry.

2. To know the satisfaction level of employee towards training program.

3. To know whether employees are satisfied with teaching medium language at

the time of training.

4. To identify the factors which affect training and development

5. To know capability of the employees by upgrading their skills and

knowledge after training program.

48
 RESEARCH
METHODOLOGY

49
RESEARCH METHODOLOGY

The definition of research methodology is the process used to collect data and
other types of information for use in making business decisions. Examples of
this type of methodology include interviews, surveys, and research of
publications. All of these types include the use of present and historical
information. When someone is doing theoretical work, paradigims can be used
to satisfy most of the criteria that are set forth for methodology. The use of
paradigms work because they are a constructive frame work.

RESEARCH DESIGN: DESCRIPTIVE

Data collection is a term used to describe a process of preparing and collecting

business data - for example as part of a process improvement or similar project.

Data collection usually takes place early on in an improvement project, and is

often formalized through a data collection Plan which often contains the
following activity.

1. Pre collection activity – Agree goals, target data, definitions, methods

2. Collection – data collection

3. Present Findings – usually involves some form of sorting analysis and/or

presentation. There are two methods of data collection which are discussed
below:

 PRIMARY DATA
 SECONDARY DATA

50
Data Collection Techniques

 QUESTIONNAIRE
 INTERVIEW

EXTERNAL SOURCE

 INTERNET

PRIMARY DATA

In primary data collection, you collect the data yourself using methods such as
interviews and questionnaires. The key point here is that the data you collect is
unique to you and your research and, until you publish, no one else has access
to it. I have tried to collect the data using methods such as interviews and
questionnaires. The key point here is that the data collected is unique and
research and, no one else has access to it. It is done to get the real scenario and
to get the original data of present.

SECONDARY DATA

All methods of data collection can supply quantitative data (numbers, statistics
or financial) or qualitative data (usually words or text). Quantitative data may
often be presented in tabular or graphical form. Secondary data is data that has
already been collected by someone else for a different purpose to yours.

 INTERNET
 INTERVIEW

51
 QUESTIONARIES
 SOCIAL MEDIA

Need of using secondary data

1. Data is of use i n the collection of primary data.

2. They are one of the cheapest and easiest means of access to information.

3. Secondary data may actually provided enough information to resolve the

problem being investigated.

4. Secondary data can be a valuable source of new ideas that can be explored
later through primary research.

DATA COLLECTION TECHNIQUE

 Questionnaire: Questionnaire are a popular means of collecting data, but

are difficult to design and often require many rewrites before an acceptable
questionnaire is produced. The features included in questionnaire are:
 Theme and covering letter
 Instruction for completion
 Types of questions
 Length Interview: This technique is primarily used to gain an
understanding of the underlying reasons and motivations for people’s
attitudes, preferences or behavior. The interview was done by asking a
general question. I encourage the respondent to talk freely. I have
used an unstructured format, the subsequent direction of the interview
being determined , and to know its intial problem.

52
SAMPLING METHODOLOGY

SAMPLING TECHNIQUE:

CONVENIENT SAMPLING

Initially, a rough draft was prepared keeping in mind the objective of the
research. A pilot study was done in order to know the accuracy of the
questionnaire. The final questionnaire was arrived only after certain important
changes were done. Thus my sampling came out by the convenient sampling.

Sampling Unit: The respondents who were asked to fill out questionnaires are
the sampling units. These comprise of employees of corporate HR, who had
attended the personality development workshop. EMPLOYEES OF HERO
HONDA

Sampling Size: 30-50

Universe, Lucknow

INDUCTION/ORIENTATION TRAINING

These terms are interchangeably used to give a friendly welcome to the new
employees as members of the organization so also to introduce the new
employee with the available installations (plant and machineries, systems),
work norms, organizational objectives and the job position of the employee.4

Content:

 The company size, structure of the organization, history, market share

53
  Achievements, objective and mission.
 Product training
 Shop floor-rules and regulations
 Personnel policies
 Union contract
 Company services
 Service department

SOFT SKILL DEVELOPMENT TRAINING

Modules of soft skill development training in Automobile Sector

 Personality and positive attitude

 Business communication
 Team building and leadership
 Stress management and work-life balance
 Business etiquettes and corporate grooming

PERSONALITY & POSITIVE ATTITUDE

About the Module Personality as a whole cannot be defined without the

positive attitude. It is the positive attitude of a person that plays an important
role in various decision making process and reaction to responsibilities and
challenges in work and life. The module has been developed to help the

54
individual to develop the understanding that how individual personalities can
influence the organizational development & the organizational success.

Objective of the Module

To understand the concept of Personality & positive attitude in relation to

organizational success.

Coverage of the Module

 What is personality
 Attributes of personality
 Three levels of Personality
 Personality is uniqueness• Internal & External Qualities
 What are the determinants of personality
 What is a Organizational Personality
 Linking personality and organizations effectiveness
 How Positive Attitude can influenced Personality

BUSINESS COMMUNICATION

Background Effective communication is very crucial in the business success. It

is the lifeblood of a business organization. It includes conveying messages to
other people clearly and unambiguously. It’s also about receiving information
that others are sending to you, withes little distortion as possible. Doing this
involves effort from both the sender of the message and the receiver. And it’s a
process that can be fraught with error, with messages muddled by the sender, or

55
misinterpreted by the recipient. When this isn’t detected, it can cause
tremendous confusion, wasted effort and missed opportunity.

Objective of the Module

To understand the importance of Business Communication in order to enhance

the capabilities of understanding and implementing the correct communication
channel to bring the effectiveness of the organization in order to succeed in
business, and maintain good relationships with clients, customers and
employee.

Coverage of the Module

 What is communication?
 Need of communication
 Communication flow
 Types of Communication
 Barriers of Communication
 Overcoming tips of barrier
 Essentials of effective communication

56
TEAM BUILDING & LEADERSHIP

Background

In the context of globalization only high performing managers can survive,

grow and excel. This calls for continuous enhancement of the dynamics of
leadership capabilities of managers. Today’s managers will have to demonstrate
positive leadership capabilities by creating and sustaining trust, shared vision as
well as synergy to achieve organizational goals.

Objective of the Module

 Understanding the role of leadership, teamwork and team-building.

 Improving business results by managing team dynamics; flexibility and
resilience, self management and emotional maturity Coverage of the Module
 Team Vs. Group• Team & Team Work
 The essentials of winning Team
 A good team player
 Stages of Team Building
 Leadership, teamwork & team-building
 Leader Vs. Manager

57
STRESS MANAGEMENT & WORK LIFE BALANCE

Background
During the last 20 years, the nature of jobs across globe has changed
substantially resulting in jobs becoming less and less physically demanding.
Coupled with this, the change in life style, has led to stress level increasing day
by day, both at work place and at home. It is therefore of utmost importance to
understand the various transients affecting health and fitness levels of
individuals. In view of this, the module will help to take a proactive approach to
stress management in order to establish a work environment that is healthy,
stress-free and fit.

Objective of the Module

To understand the stress level, its symptoms and various impacts and to
develop better work life balance strategies for leading a better life.

Coverage of the Module

 What is stress?
 Reasons of stress
 Symptoms& Impact of stress
 Managing Stress
 ABC Strategy
 Tips of de-stressing

58
BUSINESS ETIQUETTE & CORPORATE GROOMING

Background

Self –improvement and self –development has become imperative for survival
in the changing and competitive environment. Business Etiquette is a very
important factor in determining the success or failure of a business or a person.
This module will guide to enhance the focus for Business Etiquette &
Corporate Grooming.

Objective of the Module

To understand the importance of Corporate grooming, Power Dressing and how

to make our body language effective in order to enhance personal effectiveness
with good manners and etiquettes in order to succeed in your business, be liked
by people and maintain good relationships with clients, customers and
employees.

Coverage of the Module

 Business etiquette
 Corporate grooming
 Corporate ground rules
 Social niceties
 Meeting protocol
 Dining etiquette

59
EVALUATION OF TRAINING PROGRAM

 Written/Verbal feedback is obtained from the trainees participating in

program of eight hours or more duration.
 For all the training need where methodology is given coaching and on the
job training, a formal is sent to respective HOD and details shall be months.
Received. The progress of all such training need is received every six
 For all external programs of more than eight hour duration, a development
evaluation form is filled in by the person, attending the program and ratified
by the superior. This form is submitted to HOD (P&A). The implementation
of learning are taken up for the review and sent to HOD (P&A) by end of
each quarter.

TRAINING RECORD

After the training program the details are recorded in the employee training
record file in PC. Employee’s wise training record is updated and cumulative
copy of previous month is to be filled. The record of successful completion of
training with methodology of coaching and on job training is maintained in the
format. Nowadays all training record kept through TMS (Training Management
System). It is software specially designed for training.

PROJECT TRAINING

Project trainings are the time-to-time held training sessions held by the
organization and with the help of experienced and learned employees to train
students outside the organizations, in various practical fields, for the
accomplishments of their compulsory projects

60
DATA ANALYSIS

&

INTERPRETATION

61
 DATA ANALYSIS & INTERPRETATION

1. What do you understand by training?

 Learning
 Enhancement of knowledge, Skill, Attitude
 Sharing of Information
 All of the above

0
Learning
4
0
Enhancement of
knowledge,skills, attitude
Sharing of Information
16

All of the above

INTERPRETATION: The above result shows that most of the employees of

corporate HR are well aware of the definition, inputs and purpose of the
training program. They are self motivated to attend such training program as it
will result in their skill enhancement & improving their interpersonal skill.

62
2. Training is must for enhancing productivity and performance.

 Completely agree 17
 Partially agree 3
 Disagree 0
 Unsure 0

0 0
3
Completely Agree

Partially Agree

17 Disagree

Unsure

INTERPRETATION: The above result shows that mostly all the employees
of corporate HR are well aware of the role and importance of the training. It
means somewhere their productivity and performance has been improved after
the training program attended by them and it helped them to achieve their goal.

63
3. (I). Have you attended any training program in the last 01 year?

 Yes 20
 No 0

Yes
No

20

INTERPRETATION: 100% respondents had attended training program in the

last 01 year. It means incorporate HR, Automobile Sector., time to time training
is provided to all the employees and it is continuous process.

64
3. If yes, which module of soft skill development training?

 Personality and positive attitude 3

 Business communication 2
 Team building and leadership 0
 Stress management and work-life balance 2
 Business etiquettes and corporate grooming 0
 All of above 13
 If any other ,please specify 0

Personality and positive

attitude
3
Business
2 Communication
Team Building &
0 Leadership
2 Stress management and
13
0 worklife balance
Business etiquettes and
corporate grooming
All of the above

INTERPRETATION: 65% respondents had attended all the five modules of

soft skill development training. But besides soft skill development training,
Corporate HR Automobile Sector. should alsoprovide product/process or skill
based training to enhance the employability.

65
4. After the training, have you given feedback of it?

 Yes 20
 No 0

YES
NO

20

INTERPRETATION: 100% respondent had given feedback after attending

the training. It means each and every respondent is well aware of the
importance of giving feedback. They know that their feedback is very important
to identify the effectiveness and valuation of training program.

66
5. If yes, through which method?

 Questionnaire 16
 Interview 2
 Supplement test 2
 Any other 0

0 Questionnaire

12
Interview

16
Supplement
Test

2 Any other

INTERPRETATION: The above result shows that the questionnaire is the

most popular method of evaluating the training program and other methods are
not very much in practice in corporate HR, Automobile Sector. But since there
are various other methods of evaluation of training program like interviews,
supplement test, self diaries& observation so it should also implement the other
methods also to identify the ROI (return on investment) & effectiveness and
valuation of the training program.

67
6. Which method of post training feedback according to you is more
appropriate?

 Observation 5
 Questionnaire 3
 Interviews 8
 Self diaries 3
 Supplement test 1

1 Observation
3 5
Ouestionnaire

Interviews

3
Self-diaries
8
Supplement Test

INTERPRETATION: Corporate HR, Automobile Sector., mostly use the

questionnaire to get the feedback of trainees but only 15% respondents are in
favor of questionnaire because in it there is a possibility of getting inaccurate
data and in this responding conditions are also not controlled.

68
7. Do you think that the feedback can evaluate the training effectiveness?

 Yes 20
 No 0

YES

NO

20

INTERPRETATION: 100% respondents think that the feedback can

evaluate the training effectiveness. It means that employees in the Corporate
HR, Automobile Sector are well aware of the importance of taking feedback
after the training.

69
8. .If yes, how can the post training feedbacks can help the participants?

 Improve job performance 1

 An aid to future planning 3
 Motivate to do better 2
 All of the above 14
 None 0

Improve jo
0 1
performance
3
An aid to future
planning

Motivavateto do
2 better

All of the above

14

None

INTERPRETATION: 70% respondent feel that the post training feedback can
help the participants to improve their job performance, is an aid to future
planning and can motivate to do better. It means that they are benefited by
giving feedback of the training, attended by them.

70
9. Post training evaluation focus on result rather than on the effort
expended in conducting training.

 Completely agree 14
 Partially agree 6
 Disagree 0
 Unsure 0

0
Completely agree
6

Partially agree

Disagree
14

Unsure

INTERPRETATION:70% respondents are completely agree and 30%

respondents are partially agree with the statement that post training evaluation
focus on result rather than on the effort expended in conducting training
program. It means that all the respondent are well aware of the purpose and
objective of the post training evaluation.

71
10. What should be the approach of post training evaluation?

 Trainer centered 2
 Trainee centered 2
 Subject centered 8
 All of the above 8

2 Trainer centered
2
8
Trainee centered

Subject centered

8
All of the above

INTERPRETATION

 40% respondents feel that the approach of post training evaluation should be
subject centered and 40% respondent also feel that it should be trainer,
trainee and subject centered.
 II. 10% respondents are in favor of trainee centered approach and 10%
respondents are in favor of trainer centered approach. It means that the
evaluation procedure should be implemented concerning trainer, trainee and
subject.

72
11. What should be the ideal time to evaluate the training?

 Immediate after training 6

 After 15 days 7
 After 1 month 4
 Can’t say 3

Immediate After
3 Training
6
After 15 days

4
After 1 month

Can’t say
7

INTERPRETATION: 35% respondent feel that training should be evaluate

after 15 days.30% feel that it should be immediate after training. 20% feel that
ideal time to evaluate the training is after 1month and 15% are unsure. Since
each respondent had attended different training program. So the ideal time of
evaluation of training depends on types of training. It could be vary for
different training.

73
12. Should the post training evaluation procedure reviewed and revised
periodically?

 Yes 16
 No 2
 Can’t say 2

2
2
Yes

No

Can’t say
16

INTERPRETATION: 80% respondents feel that the post training evaluation

procedure should be reviewed and revised periodically. It means that it has to
be a continuous process and be taken regularly by the line manager/Reporting
manager of the participants. It could also be taken by peer group. Still 10% feel
that the post training evaluation procedure should not be reviewed and revised
periodically. It means they are satisfied with the post training evaluation
procedure, followed by Corporate HR, Automobile Sector.

74
13 Is the whole feedback exercise after the training worth the time, money
and effort?

 Yes 18
 No 2
 Can’t say 0

2 0

Yes

No

Can’t say

18

INTERPRETATION:90% respondents feel that the whole feedback exercise

worth the time, money and effort and 10% respondent are not agree with this. It
means that feedback exercise is valuable and wrathful for the participant to
achieve their personal goal as well as for the organization. Still 10% are unsure
about it. So there is a need to create awareness among them that how much the
feedback exercise is important to identify the effectiveness and valuation of the
training program, to identify the ROI, need of retraining and the points to
improve the training.

75
14. The post training feedback can be used:

 To identify the effectiveness and valuation of training program 3

 To identify the ROI (return on investment) 2
 To identify the need of retraining 0
 To provide the points to improve the training 0
 All of above 15

To identify the To identify the To identify the To provide the All of above
effectiveness ROI (return on need of points to
and valuation investment) retraining improve the
of training training
program

INTERPRETATION: 75% respondents feels that post training feedback can

be used to identify the effectiveness and valuation of training program, to
identify the ROI, to identify the need of retraining and to provide the points to
improve the training. And others are also aware of the importance of post
training feedback.

76
FINDINGS

77
FINDINGS

 Mostly all the employees of corporate HR are well aware of the role and
importance of the training They are self motivated to attend such training
program as it will result in their skill enhancement & improving their
interpersonal skill.
 Corporate HR, Automobile Sector, time to time training is provided to all
the employees and it is continuous process.
 Two types of training are provided to the employees by Corporate
Automobile Sector. -induction training and soft skill development
training.
 Questionnaire is the most popular mean of evaluating the training
program in Automobile Sector.
 Post training evaluation focus on result rather than on the effort expended
in conducting the training and it worth the time, money and effort.
 Most of the participants are benefitted by giving feedback after attended
the training. It motivated them to do better, helped them to increase their
job performance and is an aid to future planning.

78
SUGGESTIONS

79
SUGGESTIONS

The management must commit itself to allocate major resources and adequate
time to training. Ensure that training contribute to competitive strategies of the
firm. Different strategies need different HR skill for implementation. Let
training help employees at all levels acquire the needed skill. Ensure that a
comprehensive and systematic approach to training exists, and training and
retraining are done at all levels on a continuous and ongoing basis.

Ensure that there is proper linkage among organizational, operational and

individual training needs. Skill based training (product/process training) should
also be provided. Besides questionnaire other methods of post training
evaluation should also be used like interviews, self diaries, observation and
supplement test. The evaluation procedure must be implemented concerning
trainer, trainee and subject. Post training feedback has to be continuous and
should also be taken from line manager/superior & from peers to find out the
effectiveness and valuation of training

80
CONCLUSION

81
CONCLUSION

Professional competence describes the state-of-the-art, Area- knowledge,

expertise and skill relevant for performing excellently within a specific
functional department. This competence insures that technical knowledge is
both present and used within a firm forth welfare of its stake-holders. To
develop this competence regular Training and Development is required
Therefore, Training initiatives and programs have become a priority for Human
Resources. As business markets change due to an increase in technology
initiatives, companies need to spend more time and money on training
employees. Business climate employee development is critical to corporate
success and organizations are investing more in their employees training and
development needs. Training evaluation is the important part of training
process. It provides a feedback and helps the sponsors and the resource persons
for improvement at the level of individual performance and in the strategy
formulation for training and development. Post training evaluation can be used
to identify the effectiveness and valuation of training programmed, to identify
the ROI (return on investment), to identify the need of retraining and to provide
the points to improve the training.

82
BIBLIOGRAPHY

83
BIBLIOGRAPHY

BOOKS REFERRED:

Make Training Evaluation Work – Jack.J.Phillips, ASTD Publishers

Everything You Ever Needed To Know About Training – Kaye Theme& David
Mackey

AMACOM-2007, Grooming Personality & Development – Elizabeth Hurlock,

Tata McGrawHill.com

WEBSITE REFERRED:

www.google.com

www. automobilesector.com

www.scribd.com

www.wikepedia.com

www.hrguide.com

84
QUESTIONNAIRE

85
QUESTIONNAIRE

NAME:

DEGINATION:

GENDER:

AGE:

1. What do you understand by training?

 Learning
 Enhancement of knowledge, Skill, Attitude
 Sharing of Information
 All of the above

2. Training is must for enhancing productivity and performance.

 Completely agree 17
 Partially agree 3
 Disagree 0
 Unsure 0

3. (I). Have you attended any training program in the last 01 year?

 Yes 20
 No 0

86
 (II) If yes, which module of soft skill development training?

 Personality and positive attitude 3

 Business communication 2
 Team building and leadership 0
 Stress management and work-life balance 2
 Business etiquettes and corporate grooming 0
 All of above 13
 If any other ,please specify 0

4. (I). After the training, have you given feedback of it?

 Yes 20
 No 0

(II). If yes, through which method?

 Questionnaire 16
 Interview 2
 Supplement test 2
 Any other 0

87
5. Which method of post training feedback according to you is more
appropriate?

 Observation 5
 Questionnaire 3
 Interviews 8
 Self diaries 3
 Supplement test 1

6. (I). Do you think that the feedback can evaluate the training
effectiveness?

 Yes 20
 No 0

(II).If yes, how can the post training feedbacks can help the participants?

 Improve job performance 1

 An aid to future planning 3
 Motivate to do better 2
 All of the above 14
 None 0

88
7. Post training evaluation focus on result rather than on the effort
expended in conducting training.

 Completely agree 14
 Partially agree 6
 Disagree 0
 Unsure 0

8. What should be the approach of post training evaluation?

 Trainer centered 2
 Trainee centered 2
 Subject centered 8
 All of the above 8

9. What should be the ideal time to evaluate the training?

 Immediate after training 6

 After 15 days 7
 After 1 month 4
 Can’t say 3

89
10. Should the post training evaluation procedure reviewed and revised
periodically?

 Yes 16
 No 2
 Can’t say 2

11. Is the whole feedback exercise after the training worth the time, money
and effort?

 Yes 18
 No 2
 Can’t say 0

12. The post training feedback can be used:

 To identify the effectiveness and valuation of training program 3

 To identify the ROI (return on investment) 2
 To identify the need of retraining 0
 To provide the points to improve the training 0

 All of above 15

90