INTRODUCTION

1
 Introduction

Training has increased in importance in today's environment where jobs are complex
and change. Rapidly Companies that pay lip-service to the need for training, by lazily setting
aside a few hours a year, will soon find themselves at the receiving end when talented
employees leave in frustration and other employees find it difficult to beat rivals with new
products, sophisticated designs and improved ways of selling. To survive and flourish in the
present day corporate-jungle, companies should invest time and money in upgrading the
knowledge and skills of their employees constantly.

Employee training tries to improve skills, or add to the existing level of knowledge so
that employee is better equipped to do his present job, or to prepare him for a higher position
with increased responsibilities. However individual growth is not and ends in itself.
Organizational growth need to be measured along with individual growth.

Training refers to the teaching or learning activities done for the primary purpose of
helping members of an organization to acquire and apply the knowledge skills, abilities, and
attitude needed by that organization to acquire and apply the same. Broadly speaking training
is the act of increasing the knowledge and skill of an employee for doing a particular job.

In today’s scenario change is the order of the day and the only way to deal with it is to
learn and grow. Employees have become central to success or failure of an organization they
are the cornucopia of ideas. So it high time the organization realize that train and retain is the
mantra of new millennium.

2
OBJECTIVES

3
 Objectives of the study

Primary objectives:

• To analyse the effectiveness of training programme in the organisatrion.

Secondary objectives:

• To study about the need of the training programs in the organization.

• To know how the new and the existing employees perceive the training program

• To determine the major factors influencing the effectiveness of training program

• To investigate the effectiveness of current training program by analyzing each factor

contributing to its effectiveness

• To find out the problems involved in making the training effectiveness and making
suggestions to improve it.

4
 Scope of the study

 The study would be of immense help to the company to known the importance of
training.

 This study helps to know about the factor which affects the effectiveness of training
programme.

 This study helps to know the different methods of training.

5
Limitations of the study

 The result depends upon the status of the employee regarding income, designation.

 The result of the study depends upon the information furnished by the employees.
Hence the information provided by them subjected to personal bias.

 Due to constraint of time only a specific sample size from the entire population of
employees have been calculated for the study.

6
7
 COMPANY PROFILE

TVS Group is one of India's oldest business groups. It is a giant conglomerate with
presence in diverse fields like automotive component manufacturing, automotive dealerships
and electronics. Today, there are over thirty companies in the TVS Group, employing more
than 40,000 people worldwide and with a turnover in excess of USD 2.2 billion.

TVS Group originated as a transport company in 1911. TV Sundaram Iyengar and Sons
Limited is the parent and holding company of the TVS Group. TV Sundram Iyengar and Sons
Limited has the following three divisions

TVS and Sons:

TVS and Sons is the largest automobile distribution company in India. It distributes
Heavy Duty Commercial Vehicles, Jeeps and Cars. TVS and Sons represents premier
automotive companies like Ashok Leyland, Mahindra and Mahindra Ltd., and Honda. The
company is also one of the leading logistics solution providers and has set up state-of-the-art
warehouses all over the country. TVS and Sons has also diversified into distributing a range of
Garage equipments.

Sundaram Motors:
Sundaram Motors distributes Heavy Duty Commercial Vehicles, Cars, and auto spare
parts for several leading manufacturers. The company is also the dealer for Ashok Leyland,
Honda, Fiat, Ford and Mercedes Benz.

Madras Auto Service:

Madras Auto Service distributes automotive spare parts for all leading manufacturers.

8
Other major companies of TVS Group are:

TVS - Motor Company Limited:

TVS Motor Company Limited is one of the largest two-wheeler manufacturers in India.
It manufactures Motorcycles, Mopeds, Scooterettes and Scooters.

TVS Electronics Limited:

TVS Electronics was incorporated in 1986 in collaboration with Citizen Watch Co. of
Japan. The company manufactures a complete range of computer peripherals.

Axles India Limited:

Axles India was promoted by Sundaram Finance, Wheels India and Eaton Corporation
for the manufacture of axles for medium and heavy duty commercial vehicles in India.

Brakes India Limited:

Brakes India is a joint venture between TV Sundram Iyengar and Sons Ltd. and Lucas
Industries Plc., UK. The company manufactures braking equipment for automotive and non-
automotive applications.

Sundaram Polymers Division:

Sundaram Polymers Division manufactures Engineering Plastic compounds for various
applications.

Harita Finance Limited:

Harita Finance Ltd is a finance company under the TVS Group. It deals in retail
finance, hire purchase, leasing and bill discounting.

Harita Finance Limited:

Harita Finance Ltd is a finance company under the TVS Group. It deals in retail
Finance, hire purchase, leasing and bill discounting.

9
India Motor Parts and Accessories Limited:
It is engaged in the distribution of automobile spare parts.

India Nippon Electricals Limited:

It is a joint venture between Lucas Indian Service and Kokusan Denki Co Ltd., Japan.
The company manufactures Electronic Ignition Systems for two wheelers and portable gensets.

IRIZAR TVS (P) Ltd:

IRIZAR TVS (P) Ltd. is a joint venture between Sundaram Industries Ltd, Ashok
Leyland Ltd and IRIZAR S. Coop of Spain. The company builds bus bodies for export and
domestic market.

Lakshmi Auto Components Limited:

The company is a subsidiary of TVS-Suzuki. It manufactures gears, crankshafts and
connecting rods for TVS-Suzuki motorbikes and mopeds.

Lucas Indian Service:

Lucas Indian Service is a wholly owned subsidiary of Lucas-TVS Ltd., engaged in the
sales and service of auto-electricals and fuel injection equipment.

Lucas - TVS Limited:

Lucas-TVS, a joint venture between Lucas Varity group, UK and TVS Group, is a
leading manufacturer of auto electrical products and diesel fuel injection equipment in India.

Sundaram Brake Linings Limited:

Sundaram Brake Linings is the leading manufacturer of brake linings in India.

Sundaram-Clayton Limited:
Sundaram - Clayton Ltd manufactures complete range of air brake actuation system -
compressors, actuators, valves, brake chambers, spring brakes, slack adjusters, couplings,
hoses, switches and vacuum boosters for light/medium and heavy commercial vehicles and
trailers. Foundry Division manufactures aluminum, gravity and pressure die-castings.
10
 AXLES INDIA LIMITED

Axles India is a joint venture of Wheels India, Sundaram Finance and Spicer Heavy

Axles Incorporated, USA, a 100% subsidiary of Dana Corporation. Started in 1983, Axles

India presently supplies 180,000 pressed Axle housings to Medium and Heavy Commercial

Vehicles, manufactured at two manufacturing locations. In the Domestic Market, Axles India

has, as its customers Tata Motors, Ashok Leyland, Eicher Motors, Swaraj Mazda and

Mahindra & Mahindra.

Axles India has technology support and equity participation from Dana Corporation,

USA. The company proposes to introduce Dana's latest range of axles for medium and heavy

duty commercial vehicles. 60SHO & DSHO44 Drive Heads are being produced now. Shortly

Axles India will commence supply of Dana’s Drive Heads – 90S & S130. Other models of

Dana drive heads will be offered to the OEMs thereafter to meet the needs of Medium and

Heavy Commercial vehicles.

We manufacture and supply Rear Axle Housings for Medium and Heavy commercial

vehicles in the domestic market. We have recently set up a 100 % EOU for supply of Axle

Housings for the US market. We also manufacture and supply Drive Heads for the domestic

market. The vacancies are at our manufacturing locations at Sriperumbudur and Cheyyar in the

Domestic Axle Housings Division and 100% Division EOU, to meet the growth in the market

and increased sales turnover.

11
Axles India has recently setup an Axle Housing line exclusively for export of Housings to

North American OEM supplies.

Modern Plants

Office & Plant I:

Sriperumbudur – 602105, India

Phone: +91 44 – 2716 2371

Fax: +91 44 – 2716 2229
Email: axles@vsnl.com

Plant II:

Cheyyar Taluk – 604410, India

Phone: +91 44 – 27242207

Fax: +91 44 – 27242163

CITY OFFICE

AXLES INDIA
LIMITED AXLES INDIA
SRIPERUMBUD LIMITED
UR CHEYYAR

MANUFACTURING PLANT
PLANT II
CHEYYAR TALUK 604 410
INDIA
12
Products

Single and Tandem Axles

Offer maximum performance and durability for Bus, Haulage (Truck), Tractor/Trailer and
Tipper applications.

• Advanced Designs and Latest manufacturing Technology for lower life cycle cost
• World Class Hypoid Gearing with High Strength Materials, Improved Processing
and Special Surface Treating

• Precision Flow forged differential gears for greater strength and impact resistance

• Patented wheel lube flow system for superior spin-out protection

• Optimized bearings
• High performance triple lip oil seals virtually eliminate oil leakage problems
• Pressed Steel Axle Housing
13
G130 Single Axle
12.2” (310mm) Hypoid
GAW rating : 7.5 ton
GVW rating : 12 ton

60SHO Single/ DSHO44 Tandem Axle

15.6” (396mm) Hypoid
GAW rating : 10.2 ton (Single)
19 ton (Tandem)
GVW rating : 16 ton (Single)
25 ton (Tandem)

90S Single Axle

17.3” (440mm) Hypoid
GAW rating : 10.2 ton
GVW rating : 25 ton
GCW rating : 35 ton

S190 Single /Tandem Axle

18.5” (470mm) Hypoid
GAW rating : 10.2 ton (Single)
20 ton (Tandem)
GCW rating : 57 ton (Single)
120 ton (Tandem)

14
 Financials

Axles India limited March '09'

(Rs.in lakhs)
Particulars
Net Sales – Domestic 25,149.81

- Exports 6641.77

Total Sales 31,791.58

Other Income 17.85

Total Income 31,809.43
Expenditure
a) (Increase)/Decrease in Stock in trade (-658.04)

b) Consumption of raw materials 24,390.64

C) Staff Cost 2,895.86

d) Other Expenditure 4,850.08

Profit Before Interest/Depreciation and Tax 330.89

Interest 1,704.12

Depreciation 652.85

Profit Before Tax -2026.08

Provision for Tax (including deferred Tax) 689.94

Net Profit -1336.14
Paid-up Equity Share Capital (Face value Rs.10) 2,548.88

Preference Capital 600.00

Reserves (Revaluation Reserves- NIL)

CONTRACTORS OF AXLES INDIA LIMITED

• APARAJITHA

15
• CITIDALE
• CITIDALE
• ROYAL TEAM OF THE EMPLOYEE
• M G T TRAVELS

16
17
 REVIEW OF LITERATURE

INTRODUCTION

Training is a process whereby an individual acquires job-related skills and knowledge.

It is a cost to firms to pay for the training and also to suffer the loss of working hours whilst an

employee is being trained.

However, the potential gains from employee training are significant. The main benefits

of training are improved productivity and motivation of staff and also better quality products

being made.

Some of the specific reasons as to why a business should train its employees are:

• Introduce new employees to the business (this is known as “induction training”)

• Help provide the skills the business needs (in particular making the workforce more

flexible or being trained on new higher technology machinery)

• Provide employees with better knowledge about the business and the market it operates

in

• Provide support for jobs that are complex and for which the required skills and

knowledge are often changing (e.g. a firm of lawyers training staff about new

legislation)

• Support the introduction of new working methods, such as a firm introducing new lean

production techniques

• Reduce the need for supervision and therefore free up valuable manager time

• Help achieve a good health and safety record Help improve quality of a product or

service and lower customer complaints

• Increase employee motivation and loyalty to the business

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DEFINITION

It is defined as organized activity aimed at imparting information and/or

instructions to improve the recipient's performance or to help him or her attain
a required level of knowledge or skill.

MEANING

It is a learning process that involves the acquisition of knowledge, sharpening of

skills, concepts, rules, or changing of attitudes and behaviours to enhance the performance of
employees.

NEEDS OF EMPLOYEE TRAINING

Training is necessary for improving the quality of work of employees. There are some
other factors, giving rise to the need for training.

1. EFFECTIVE PERFORMANCE:

Employment of inexperienced and new labour detailed instructions for effective

performance on the job.

2. PRODUCTION OF QUALITY GOODS AND SERVICES

People have not only to work. but work effectively with the minimum of supervision.
Minimum of costs, waste, and spoilage, and to produce quality goods and services.

3. FAST CHANGING YTECHNIQUES:

Increasing use of fast changing techniques in production and other operations requires
training into newer methods for the operatives.

4. TO KEEP PACE WITH THE DEVELOPMENT OF TECHNOLOGY:

Old employees need refresher training to enable then to keep abreast of changing
techniques and the use of sophisticated tools and equipment.

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5. CHANGE OF PROGESSION:

Training is necessary when a person has to move from one job to another because of
transfer, promotion or demotion.

IMPORTANCE OF TRAINING

1. BENIFITS TO THE EMPLOYERS

• The workers can work more efficiently.

• By using machines, tools, materials in a proper way. Wastage is thus eliminated to a large
extent.

• Since, the training improves the knowledge of employees regarding the use of machines
and equipments, the accidents are less. Hence, trained workers do not require much
supervision, as they know how to handle properly.

• After training, the workers will show superior performance. They can turn out better
performance, and produce better quality goods by putting the materials, tools and equipments to
good use.

• Training improves employee’s loyalty to an organization. They will be less

2. BENIFITS TO THE EMPLOYEES

• Training enables an employee to be more useful to a firm. Hence, his employment is

secured

• Training makes employees more efficient and effective. By combning materials,. Tools
and equipments in a right way, they can produce more with minimum effort.

• Training facilitates employee promotions easily. They an realize their career goals
comfortably.

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 • Training provides strength to employee to move from one organization to another
easily. He van be more mobile and pursue career goals actively.

• Employees do not commit mistakes, and avoid accident on the job. They can handle
jobs with confidence. They will be more satisfied on their jobs. Their morale would be
high.

• Training leads to higher production, fewer mistakes, greater job satisfaction and lower
labour turnover.

ROLE OF TRAINING

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TRAINING PROCESS

THE TRAINING PROCESS

ORGANIZATIONAL OBJECTIVES AND

STRATEGIES

ASSESSMENT OF TRAINING NEEDS

ESTABLISHMENT OF TRAINING
GOALS

IMPLEMENTATION OF
TRAINING PROGRAMMERS

DEVISING TRAINING
PROGRAMMER

EVALUATION OF RESULTS

22
ESTABLISHING THE ORGANISATIONAL OBJECTIVES AND STRATEGIES

Every organization has to formulate its objectives and strategies. They include the
nature of product and they quality of product or service.

TRAINING NEEDS ANALYSIS

In this step, a needs analysis will be carried out regarding present problems and future
challenges to be met through training and development, normally, the organizations will spend
more money or training and development.

TRAINING AND DEVELOPMENT OBJECTIVES

After analyzing the raining nees, training and development goals must be established.
In the absence of clearly set goals, it is not possible to design a training and development
programme and, after is it has been implemented, there will be no way of measuring its
effectiveness.

DESIGNING TRAINING PROGRAMME

The training development programmes may be conducted by several people, including the
following.

• Immediate supervisors
• Co-workers. As in buddy systems
• Members of the personnel staff
• Specialists in other parts of the company
• Outside consultants
• Industry associations
• Faculty members at universities.

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IMPLELMENTATION OF THE TRAINING PROGRAMME

After finalizing the training programme, it needs to be implemented. Implementation is

beset with certain problems. For example the executives are action-oriented and frequently say
they are too busy to engage in training efforts.

Generally, the programme implementation involves the

following actions.

• Fixing the location and organizing training and other facilities.

• Timing the training programme
• Conducting the programme
• Monitoring the progress of trainees.

METHODS OF TRAINING:

The most widely used methods of training used by organizations are classified into two
categories:
1. On-the-Job Training
2. Off-the-Job Training.

ON-THE-JOB TRAINING
It is given at the work place by superior in relatively short period of time. This type of
training is cheaper & less time-consuming.

This training can be imparted by four methods

Coaching
It is learning by doing. In this, the superior guides his sub-ordinates & gives him/her job
instructions. The superior points out the mistakes & gives suggestions for improvement.

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Job Rotation: -
In this method, the trainees move from one job to another, so that he/she should be
able to perform all types of jobs. E.g. In banking industry, employees are trained for both back-
end & front-end jobs. In case of emergency, (absenteeism or resignation), any employee would
be able to perform any type of job.

OFF THE JOB TRAINING:

It is given outside the actual work place.

Lectures/Conferences:-

This approach is well adapted to convey specific information, rules, procedures or

methods. This method is useful, where the information is to be shared among a large number of
trainees. The cost per trainee is low in this method.

Films: -
It can provide information & explicitly demonstrate skills that are not easily
presented by other techniques. Motion pictures are often used in conjunction with Conference,
discussions to clarify & amplify those points that the film emphasized.

Simulation Exercise: -
Any training activity that explicitly places the trainee in an artificial environment
that closely mirrors actual working conditions can be considered a Simulation. Simulation
activities include case experiences, experiential exercises, vestibule training, management
games & role-play.

Cases: -
It present an in depth description of a particular problem an employee might
encounter on the job. The employee attempts to find and analyze the problem, evaluate
alternative courses of action & decide what course of action would be most satisfactory.

25
Experiential Exercises: -
These are usually short, structured learning experiences where individuals learn by
doing. For instance, rather than talking about inter-personal conflicts & how to deal with them,
an experiential exercise could be used to create a conflict situation where employees have to
experience a conflict personally & work out its solutions.

Vestibule Training: -
Employees learn their jobs on the equipment they will be using, but the training is
conducted away from the actual work floor. While expensive, Vestibule training allows
employees to get a full feel for doing task without real world pressures. Additionally, it
minimizes the problem of transferring learning to the job.

Role Play: -
Its just like acting out a given role as in a stage play. In this method of training, the
trainees are required to enact defined roles on the basis of oral or written description of a
particular situation.

Management Games: -
The game is devised on a model of a business situation. The trainees are divided into
groups who represent the management of competing companies. They make decisions just like
these are made in real-life situations. Decisions made by the groups are evaluated & the likely
implications of the decisions are fed back to the groups. The game goes on in several rounds to
take the time dimension into account.

In-Basket Exercise: -
Also known as In-tray method of training. The trainee is presented with a pack of
papers & files in a tray containing administrative problems & is asked to take decisions on
these problems & are asked to take decisions on these within a stipulated time. The decisions
taken by the trainees are compared with one another. The trainees are provided feedback on
their performance.

26
TRAINING PROCEDURE

The training procedure comprises of three phases:

Phase 1:
Pre-training: - This may also be called as the preparation phase. The process starts
with an identification of the circumstances requiring more efficient performance. A firm’s
concern prior to training lie primarily in four areas: Clarifying the precise objectives of training
and what the organization expects to make use of the participants after training; selection of
appropriate participants; building favorable expectations and inspiration in the participants
before training; and planning for any changes that improved task performance requires in
addition to training.

Phase 2:
Training: - During the course of the training, participants focus their attention on the
new impressions that seem useful, thought-provoking and engaging. There is no guarantee that
the participants will in fact learn what they have chosen. But the main reason remains; trainees
explore in a training situation what interests them, and a training institution’s basic task is to
offer the required opportunities.

Phase 3:
Post-Training: - This may be called as the “follow up” phase. When the trainees go
back to job after attending the training, a practice of adapting change begins for each one
participated. The newly acquired skills and knowledge undergo modification to fit the work
condition. Participants may find their organizations offering support to use the training and
also the support for continuing contact with the training institution. On the other hand, they
may step into a quagmire of distrust. More effective behavior of people on the job is the prime
objective of the training process conducted by an organization as a whole.

27
MEASURING THE EFFECTIVENESS OF TRAINING

One of the most popular methodologies for measuring training effectiveness was
developed by Donald Kirkpatrick. This model articulates a four-step process.

Level 1:

Reactions.

At this level, we measure the participants’ reaction to the programme. This is measured
through the use of feedback forms (also termed as “happy-sheets”). It throws light on the level
of learner satisfaction. The analysis at this level serves as inputs to the facilitator and training
administrator. It enables them to make decisions on continuing the programme, making
changes to the content, methodology, etc.

Level 2:

Participant learning. We measure changes pertaining to knowledge, skill and attitude. These
are changes that can be attributed to the training. Facilitators utilise pre-test and post-test
measures to check on the learning that has occurred. However, it is important to note that
learning at this level does not necessarily translate into application on the job.

Measuring the effectiveness of training at this level is important as it gives an indication about
the quantum of change vis-à-vis the learning objectives that were set. It provides critical inputs
to fine-tuning the design of the programme. It also serves the important aspect of being a lead
indicator for transfer of learning on to the job context.

Level 3:

Transfer of learning. At this level, we measure the application of the learning in the work
context, which is not an easy task. It is not easy to define standards that can be utilised to

28
measure application of learning and there is always this question that preys on the minds of
various people: ‘Can all changes be attributed to the training?’

Inputs at this level can come from participants and their supervisors. It makes sense to obtain
feedback from the participants on the application of learning on the job. This can be done a few
weeks after the programme so that it gives the participants sufficient time to implement what
they have learnt. Their inputs can indicate the cause of success or failure; sometimes it is
possible that learning was good at level-2, but implementation did not happen due to system-
related reasons. It can help the organisation deal with the constraints posed by systems and
processes so that they do not come in the way of applying learning.

Level 4:

Results.

This measures effectiveness of the programme in terms of business objectives. At this

level we look at aspects such as increase in productivity, decrease in defects, cycle time
reduction, etc.

Many organisations would like to measure effectiveness of training at this level; the fact
remains that it is not very easy to do this, as it is improbable that we can show direct linkage.
However, it is worthwhile making the attempt even if the linkage at this level is indirect.

Benefits from Employee Training and Development

• Increased job satisfaction and morale among employees

• Increased employee motivation
• Increased efficiencies in processes, resulting in financial gain
• Increased capacity to adopt new technologies and methods
• Increased innovation in strategies and products
• Reduced employee turnover
• Enhanced company image, e.g., conducting ethics training (not a good reason for ethics
training!)

29
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, transfer

of knowledge at the work place, and training.

30
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.

Process of Training Evaluation

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.

31
During Training:

It is the phase at which instruction is started. This phase usually consist of short tests
at regular intervals.

After Training:
It is the phase when learner’s skills and knowledge are assessed again to
measure the effectiveness of the training. This phase is designed to determine whether
training has had the desired effect at individual department and organizational levels.
There are various evaluation techniques for this phase.

32
33
 RESEARCH METHODOLOGY

The research design is primarily descriptive and it follows analytical approach in

bringing out the solution for the problem and is purely the framework or plan for a study that
guides the collection and the analysis of the data. It may be worthwhile to mention here that a
research design is essentially the framework for the study, which ensures that.
• The study will be relevant to the subjects and the topics discussed.
• The data collected will be accurate.

DESCRIPTIVE RESEARCH DESIGN:

Descriptive research design is used to find solution for research problems. It is rigid or
formal. Descriptive study provides clear specification for who, what, when, where, why and
how aspects of the research. It also involves more specific hypothesis and testing of them
through statistical inference techniques. Two basic types of research design used in descriptive
research are case research design and statistical research design.
RESEARCH METHODOLOGY
KEY ISSUES OPTION SELECTED
Data source Primary and secondary data
Research approach Interview survey
Instrument Questionnaire
Contact method Personal contact

DATA COLLECTION:
The work does not end by framing the design. It is necessary to acquire various
details. The collected information is aimed at getting a truthful and clear result. The result can
be further analyzed selection of best possible method for collecting data becomes very vital for
this type of study.The two types of data used for the purpose and study are
1. Primary data
2. Secondary data

34
1. PRIMARY DATA:
The relating study was collected from the staff and executive level in the

company. It was collected through questionnaire method. The other methods such as

observation, indirect oral interview and detailed discussion with the employees had been

conducted for the purpose of data collection.

QUESTIONNAIRE DESIGN:
The questionnaire used for collecting the data is a structured one. It was a
mixture of open ended, closed ended and multiple industry choices. The words used were
simple and helps in avoiding confusion and misunderstanding among the respondents.
Various questionnaires were avoided in order to make sure that the questions were
arranged in a logical order. So that, the respondents would not find the questions confusing.

2. SECONDARY DATA
Secondary data are those which have already been collected by some other
agency and which have already been processed. Secondary data for the study has complies
from the reports and official publications of the organizations, which have helped in getting
and insight present scenario existing in the operation of the company.

SAMPLING PROCEDURE
KEY ISSUES OPTION SELECTED
Sampling unit Employees
Sampling 50

The first step of research design is used t formulate the objectives of research plan,
which will specify the ways of achieving research objectives. Questionnaire was used to collect
the needed information. The sampling method was convenience sampling and it is made in
such a way freely without any hesitation.

35
TOOL USED FOR ANALYSIS:

PERCENTAGE ANALYSIS

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

comparison between two or more series of data. Percentage is used to describe relationship.
Percentage (%) = No. of respondents*100/total respondents.

36
37
 Table No. 4.1.1

Employee undergone orientation programme at the time of appointment

S.No Particulars No.of.respondents Percentage

1. Yes 35 70
2. No 15 30
S.No Particulars
Total No.of.respondents 50 Percentage 100
1. Strongly agree 37 74
2. Agree 8 16
3. Partially agree 5 10 Chart No.
4. Disagree 0 0 4.1.1
Total 50 100

80

70
Percentage of respondents

60

50

40

30

20

10

0
Yes No

1 2
Opinion of respondents

Inference:
From the above table it is inferred that 70% of the respondent said they get orientation
training at the time of appointment and 30% of the respondent said they are not get any
training at the time of appointment.

Table No. 4.1.2

38
Induction training provides an excellent opportunity for new comers to learn about
organisation

Chart No. 4.1.2

80

70
Percentage of respondents

60

50

40

30

20

10

0
Strongly agree Agree Partially agree Disagree

1 2 3 4
Opinion of respondents

Inference:
From the above table it is inferred that 74% of the respondents strongly agree that the
induction training provides an excellent opportunity for new comers to learn about
organization, 16% are agree and 10% of the respondents partially agreed.

Table No. 4.1.3.1

39
Training method followed by the organisation

S.No Particulars No.of.respondents Percentage

1. Lecture 12 24
2. Demonstration 9 18
3. Apprenticeship training 8 16

4. Coaching 10 20
5. Job rotation 11 22
Total 50 100

Chart No. 4.1.3.1

Percentage of respondents

35
30
25
20
15
10
5
0
Job rotation
Lecture

Demonstration

Apprenticeship

Coaching
training

1 2 3 4 5
Opinion of respondents

Inference:
From the above table it is inferred that 16% of the respondent said Apprenticeship
training has followed in the organization, 24% are said lecture method,18% of the respondent
said Demonstration method,20% of the respondent said coaching and 22% of the respondent
said Job rotation.

Table No. 4.1.3.2

40
Training method which is preferred by the employees

S.No Particulars No.of.respondents Percentage

1. Lecture 3 6
2. Demonstration 11 22
3. Apprenticeship training 16 32

4. Coaching 12 24
5. Job rotation 8 16
Total 50 100

Chart No. 4.1.3.2

Percentage of respondents

120
100
80
60
40
20
0

Job rotation
Lecture

Demonstration

Apprenticeship

Coaching
training

1 2 3 4 5
Opinion of respondents

Inference:
From the above table it is inferred that 32% of the employees preferred Apprenticeship
training as most appropriate method,22% are preferred Demonstration, 24% preferred
coaching,16% preferred job rotation, and 6% of the employees said lecture method.

41
 Table No. 4.1.4

Employees need training to improve their job performance

S.No Particulars No.of.respondents Percentage

1. Yes 30 60
2. No 20 40
Total 50 100

Chart No. 4.1.4

70
Percentage of respondents

60

50

40

30

20

10

0
Yes No

1 2
Opinion of respondents

Inference:
From the above table it shows that 60% of the respondent said they need training
programme to improve their job performance and 40% said no need any other training
programme.

42
 Table No. 4.1.5
Personal factors which affect the employee learning during the training period

S.No Particulars No.of.respondents Percentage

1. Family situation 9 18
Benefits expected from
2. 3 6
training
3. Comfort level with the trainer 30 60
4. Previous training experience 8 16
Total 50 100

Chart No. 4.1.5

70
Percentage of respondents

60

50

40

30

20

10

0
Family situation Benefits expected Comfort level with Previous training
from training the trainer experience

1 2 3 4
Opinion of respondents

Inference:
From the above table it is inferred that most of them said comfort level with the trainer
is the major factor which is affecting the employee learning during the training period 18% of
the employee said family situation affect their learning and 6% said benefits expected from the
training, 16% said previous training experience.

43
 Table No. 4.1.6
The duration of the training programme conducted in the organization

S.No Particulars No.of.respondents Percentage

1. Periodically 27 58
2. Occasionally 5 10
3. Need based 14 28
4. No opinion 4 8
Total 50 100

Chart No. 4.1.6

70

60
Percentage of respondents

50

40

30

20

10

0
Periodically Occasionally Need based No opinion

1 2 3 4
Opinion of respondents

Inference:
From the above table it shows that 58% of the employee said training conducted
periodically, 10% said occasionally, 28% of the respondents said training conducted based on
their need, 4% said no opinion about that.

44
 Table No. 4.1.7
Organisation gives importance to the training

S.No Particulars No.of.respondents Percentage

1. To a great extent 36 72
2. To satisfactory 8 16
3. To little extent 6 12
4. No importance 0 0
Total 50 100

Chart No. 4.1.7

Percentage of respondents

80
70
60

50
40

30
20

10
0
To a great To To little extent No importance
extent satisfactory

1 2 3 4
Opinion of respondents

Inference:
45
 It could be seen from the above table that most of the respondent said that the
organization gives more importance to the training and few of them said little importance.

46
 Table No. 4.1.8
The person who will assess the employee training needs

S.No Particulars No.of.respondents Percentage

1. The manager 4 8
2. The training professional 32 64
3. Supervisor 14 28
4. Any other 0 0
Total 50 100

Chart No. 4.1.8

Percentage of respondents

70

60

50

40

30

20

10

0
The manager The training Supervisor Any other
professional

1 2 3 4
Opinion of respondents

Inference:
From the above table it shows that majority of the respondent said that the training
professional assess their training needs,28% said supervisor and few of them said manager
assess the training needs.

47
 Table No. 4.1.9

When the organization conducting training programme

S.No Particulars No.of.respondents Percentage

1. At the time of Recruitment 36 72
During the performance
2. 2 4
appraisal of the employee
While Promoting the employee
3. 4 8
to higher position
4. While updating the technology 8 16
Total 50 100

Chart.No. 4.1.9
Percentage of respondents

80
70
60
50
40
30
20
10
0
At the time of During the While While
Recruitment performance Promoting the updating the
appraisal of employee to technology
the employee higher position

1 2 3 4
Opinion of respondents

Inference:

From the above table it has been found that majority 72% of the respondent said
training is given to them at the time of recruitment,16% said during the performance appraisal
of the employee,8% said while promoting the employee to higher position and few of them
said during the performance appraisal of the employee.

48
 Table No. 4.1.10
Employee’s opinion about their job match with their qualification

S.No Particulars No.of.respondents Percentage

1. Highly satisfied 33 66

2. Satisfied 3 6

3. Partially satisfied 8 16

4. Dissatisfied 6 12

Total 50 100

Chart No. 4.1.10

70
Percentage of respondents

60

50

40

30

20

10

0
Highly Satisfied Partially Dissatisfied
satisfied satisfied

1 2 3 4
Opinion of respondents

Inference:

From the above table it has been found that 33% of the respondents are highly satisfied
with their job, 6% are satisfied, and 16% are partially satisfied with their job and 6% of the
respondents are dissatisfied.

49
 Table No. 4.1.11
Organisational factor which is necessary for the success of the training

S.No Particulars No.of.respondents Percentage

1. Peer support 7 14
2. Supervisor support 8 16
3. Trainer support 31 62
4. Organisational climate 2 4
5. All the above 2 4
Total 50 100

Chart No. 4.1.11

70

60
Percentage of respontents

50

40

30

20

10

0
Peer support Supervisor Trainer support Organisational All the above
support climate

1 2 3 4 5
Opinion of respondents

Inference:
It could be seen from the above table that majority of the respondent felt that
trainer support is necessary for the success of the training, 16% said peer support, 14% said
supervisor support, 4% said organizational climate and 4% of the respondent said all the four
factors are necessary for the success of the training.

50
 Table No. 4.1.12
Method used for evaluating the effectiveness of Training

S.No Particulars No.of.respondents Percentage

1. Observation 31 62
2. Questionnaire 7 14
3. Interview 2 4
4. Self diaries 6 12
5. Self recording of specific incidents 4 8
Total 50 100

Chart No. 4.1.12

70
Percentage of respondents

60
50

40

30

20
10

0
Observation Questionnaire Interview Self diaries Self recording
of specific
incidents

1 2 3 4 5
Opinion of respondents

Inference:
From the above table it is inferred that 62% of the respondent said through observation
they evaluate the effectiveness of training,14% said through questionnaire,4% said through
interview,12% said through employee self diaries and 8% said through Self recording of
specific incidents.
Table No. 4.1.13

51
Training leads to better productivity

S.No Particulars No.of.respondents Percentage

1. Strongly agree 26 52
2. Agree 12 24
3. Partially agree 8 16
4. Disagree 4 8
Total 50 100

Chart No. 4.1.13

60
Percentage of respondents

50

40

30

20

10

0
Strongly agree Agree Partially agree Disagree

1 2 3 4
Opinion of respondents

Inference:
From the above table it is inferred that 52% of the respondent strongly agree that
training leads to better productivity both in a way of quality and quantity,24% are agree,16%
are partially agree and 8% of the respondent disagreed.

52
 Table No. 4.1.14

Training helps to the employees to build up their career

S.No Particulars No.of.respondents Percentage
1. To a great extent 29 58

2. To satisfactory 10 20

3. To little extent 8 16

4. Not at all 3 6

Total 50 100

Chart No. 4.1.14

Not at all
To little extent 4
3

To a great
To satisfactory extent
2 1

Inference:
From the above table it shows that most of the respondent felt that training helps to
built up their career and few of them said it doesn’t helps to build up their career.

53
 Table No. 4.1.15

Training programme helps in developing discipline, Job responsibilities, and reducing

errors and wastages at the work place.
S.No Particulars No.of.respondents Percentage
1. To a great extent 11 22
2. To satisfactory 34 68
3. To little extent 5 10
4. Not at all 0 0
Total 50 100

Chart No. 4.1.15

80

70
Percentage of respondents

60

50

40

30

20

10

0
To a great extent To satisfactory To little extent Not at all

1 2 3 4
Opinion of respondents

Inference:
From the above table it shows that 68% of the respondent said some what training
programme helps in developing discipline, Job responsibilities, and reducing errors and
wastages at the work place,22% said its great helpful,10% said some little extent.

54
 Table No. 4.1.16
The duration of restructuring the training programme
S.No Particulars No.of.respondents Percentage
1. Once in a year 36 72
2. Once in 2years 6 12
3. Once in 3years 5 10
4. No restructuring 3 6
Total 20 100

Chart No. 4.1.16

80

70
Percentage of respondents

60

50

40

30

20

10

0
Once in a year Once in 2years Once in 3years No restructuring

1 2 3 4
Opinion of respondents

Inference:
From the above table it shows that 72% of the respondent said training programme is
restructured once in a year, 12% of the respondents are said once in 2years, 10 of the
respondents are said once in 3years and 6% of the respondents are said training programme is
not restructured frequently.

55
 Table No. 4.1.17

Organization get feedback from employees after training

S.No Particulars No.of.respondents Percentage

1. Yes 33 66
2. No 17 34
Total 50 100

Chart No. 4.1.17

80

70
Percentage of respondents

60

50

40

30

20

10

0
Yes No

1 2
Opinion of respondents

Inference:
From the above table it shows that 74% of the respondents said Organization provide
increments to reward the goal achieving employees in post training and 26% of the respondents
said Organization not provide increments.

56
 Table No. 4.1.18
The Technique used for determine the individual training needs
S.No Particulars No.of.respondents Percentage
1. Appraisal and performance review 7 14
2. Peer appraisal 5 10
3. Competency assessments 30 60
4. Self-assessment 8 16
Total 50 100

Chart No. 4.1.18

70
Percentage of respondents

60

50

40

30

20

10

0
Appraisal and Peer appraisal Competency Self-assessment
performance review assessments

1 2 3 4
Opinion of respondents

Inference:
From the above table it shows that 60% of the respondents said training needs are
determine based on the employee Competency assessment, 14% of the respondents said
Appraisal and performance review, 10% of the respondents said Peer appraisal, 16% of the
respondents said Self-assessment.

57
 Table No.4.1.19

The way used for measure Participant’s knowledge, skills and attitudes are improved as a
result of training
S.No Particulars No.of.respondents Percentage
1. Pre and post test scores 8 16
2. On the job assessment 29 58
3. Supervisor reports 8 16
4. Not measuring 5 10
Total 50 100

Chart No. 4.1.19

Percentage

Pre and post test

Not measuring scores
4 1
Supervisor
reports
3

On the job
assessment
2

Inference:
From the above table it shows that 58% of the respondent said through on the job
assessment Participant’s knowledge, skills and attitudes are measured,16% are said Pre and
post test scores,16% of the respondent said Supervisor reports,10% of the respondent said they
are Not measuring the participant’s knowledge, skills and attitudes.

Table No. 4.1.20

58
The way used for find out the Organizational benefit resulted from the training
S.No Particulars No.of.respondents Percentage
1. Through financial reports 15 30
2. Quality inspections 35 70
3. Interview with sales manager 0 0
Total 50 100

Chart No. 4.1.20

Interview with sales

manager
3
Through financial
reports
1

Quality inspections
2

Inference:
From the above table it shows that 70% of the respondent said through Quality
inspections they assess the benefits of training, 30% of the respondent said through financial
reports organizational befits are assessed.

59
60
 FINDINGS

• It was found that 70% of the respondent said they got training at the time of
appointment where as 30% said they didn’t get any training.
• Most of the respondent strongly agreed that induction training provides an excellent
opportunity for new comers to learn about organization and few of them disagreed that.
• 32% of the respondent felt Apprenticeship training is an appropriate method for
training and few of them said Demonstration is most appropriate method.
• Majority 60% of the respondent said comfort level with the trainer is the major factor
affecting the employee learning during the training period.
• 58% of the respondent said training is conducted periodically in the organization and
10% said training is conducted occasionally.
• Most of the respondent said that the organization gives more importance to the training
and few of them said they give little importance to the training.
• It was found that majority of the respondent said organization gives training at the time
of recruitment only.
• 66% of the respondents are satisfied with their job where as 12% are not satisfied with
their job and they felt job is not match with their Qualification.
• 62% of the respondent said that trainer support is necessary for the success of the
training.
• Few of the respondent said they are not measuring the improvements of participant’s
knowledge, skills and attitudes after the training.
• Most of the respondent felt that training helps to built up their career and few of them
said it doesn’t helps to build up their career.

61
• 72% of the respondent said training programme is restructured once in a year where as
6% of the respondents are said training programme is not restructured frequently.
• Majority 66% of the respondent said they are not get feedback from the employees after
the training is over.
• Most of the respondents said training needs are determine based on the employee
Competency assessment and few of them said Peer appraisal technique is used for
determine the training needs.

62
 SUGGESSTIONS

• It is suggested that Experienced & skilled trainer, who possesses good amount of
knowledge & understanding about the organization's objectives, individual abilities &
the present environment, should give training.
• The organization has to conduct training program while introducing new techniques
and promoting the present employees to higher position.
• Active participation from the trainees should be encouraged. There should be a two-
way communication between the trainer & trainee.
• Feedback should be taken from the trainees after the training is over, so that the
organization comes to know about the deficiencies in the training program & also get
suggestions to improve upon the same.
• To make training more effective management learn about the needs and proficiency of
each and every employee before invests its effort, time & money on training. Its better
to identify the needs & shortcomings in an employee before actually imparting training
to him.

63
 CONCLUSION

The entire study started with a gaining thorough knowledge about the Training
programme in AXLES INDIA LTD,

A research was conducted to evaluate the effectiveness of Training programme in

AXLES INDIA LTD by using a self administrated questionnaire and various statistical tool to
analyse the various responses received.

From the above study we conclude that, training is a vital tool for smooth functioning
of the organization and to cope up with the changing needs & technologies, & ever-changing
environment. It benefits both the organization as well as the employees but it needs to be used
with care in order to derive all the benefits.

64
65
 BIBLIOGRAPHY

* Aswathappa K. "Human Resource and Personal Management" – Text and Cases, Tata
McGraw Hill Publishing Company Ltd., New Delhi.

* Chhabra T.N. "Human Resources Management – Concepts and Issues, Fourth

Edition", Shampat Rai & Co., Delhi.

* Gupta, C. B. (2004), "Human Resource Management", Sixth Edition, Sultan Chand & Sons,
New Delhi.

* Kothari, C. R. (2005), "Research Methodology", Second Edition, New Age International

Publishers, New Delhi.

WEB SITE

WWW.IMPACT1976.COM

www.mapng.org/library/training-development/gdlns.htm

www.authenticityconsulting.com/pubs.htm

66
67
 QUESSTIONNAIRE

1. Employee Name:
2. Educational Qualification:
3. Designation:
4. Nature of work
5. Total year of service:

1. Have you undergone orientation program at the time of appointment in the

organization?
(a) Yes
(b) No
2. Do you agree that the induction training provides an excellent opportunity for new
Comers to learn comprehensively about organization?
(a) Strongly agree
(b) Agree
(c) Partially agree
(d) Disagree
3. Which method of training program your organization follows and which you prefer as
most appropriate?

Your organization You Prefer

Methods of Training
follows
1. Lectures
2. Demonstrations
3. Apprenticeship training
4. Coaching
5. Job rotation
Any other please specify
4. Do you need any further training to improve your job performance?
(a) Yes
(b) No

5. Which of the following personal factors affect your learning during the course of

68
 Training?
(a) Family Situation
(b) Benefits expected from training
(c) Comfort level with the trainer
(d) Previous training experience’
6. How often training program is conducted in your organization?
(a) Periodically
(b) Occasionally
(c) Need based
(d) No opinion
7. To what extent training is given importance in the organization?
(a) To a great extent
(b) To satisfactory
(c) To little extent
(d) No importance
8. Who will assess the need for training?
(a) The Manager
(b) The training professional
(c) Supervisor
(d) Any other (please specify)
9. When you go for conducting training program?
(a) At the time of recruiting the employees
(b) During the performance appraisal of the employees
(c) While promoting the present employees to higher position
(d) While updating the technology or process of work
(e) Any other (please specify)
10. How you feel about your job match with your qualification?
(a) Highly satisfied
(b) Satisfied
(c) Partially satisfied
(d) Dissatisfied

69
11. Which of the following organisational factors are necessary for the success of the
Training?
(a) Peer Support
(b) Supervisor Support
(c) Trainer Support
(d) Organizations Climate
(e) All the above
12. Which method you have adopted for evaluation of training effectiveness on
Employees?
(a) Observation
(b) Questionnaire
(c) Interview
(d) Self diaries
(e) Self recording of specific incidents
13. Do you agree that training leads to better productivity both in way of quality and
Quantity?
(a) Strongly agree
(b) Agree
c) Partially agree
(d) Disagree
14. To what extent training helps the employees to build up their career?
(a) To a great extent
(b) To satisfactory
(c) To little extent
(d) Not at all
15. To what extent does the training programme helps in developing discipline,
Job responsibilities, and reducing errors and wastages at the work place?
(a) To a great extent
(b) To satisfactory
(c) To little extent
(d) Not at all

70
16. How frequently you are restructuring the training program?
(a) Once in a year
(b) Once in 2 years
(c) Once in 3 years
(d) No restructuring
17. Is the Organization get feedback from the employees after the training is over?
(a) Yes
(b) No
18. How do you determine the individual training needs?
(a) Appraisal and performance review
(b) Peer appraisal
(c) Competency assessments
(d) Self-assessment or self-appraisal
19. How do you measure the extent to which participants improved knowledge, skills
and attitudes as a result of training?
(a) Pre and post test scores
(b) On the job assessment
(c) Supervisor reports
(d) Not measuring
20. How do you find out the organizational benefit resulted from the training?
(a) Through financial reports
(b) Quality inspections
(c) Interview with sales manager

71
72