A

STUDY

ON

“TRAINING AND DEVELOPMENT”

A Project Report submitted in partial fulfillment of the requirements

For the award of the degree of

BACHELOR OF BUSINESS ADMINISTRATION

TO
VEER NARMAD SOUTH GUJARAT UNIVERSITY, SURAT

Submitted By:
SANGANI PIYUSH
T.Y.B.B.A. (Sem.–VI)

Roll No: 41 (HR)

Under the guidance of

Mr. ATISH PATEL

Submitted To:

THE CO-ORDINATOR

AMBABA COMMERCE COLLEGE, MANIBA INSTITUTE OF BUSINESS

MANAGEMENT

& DICA-SABARGAM

(MARCH-2016)
 DECLARATION

I,SANGANI PIYUSH J. hereby declare that the project report entitled

“ANALYSIS AND DETERMINE TRAINING AND DEVEIOPMENT”
under the guidance of Mr. ATISH PATEL submitted in partial fulfillment of
the requirements for the award of the degree of Bachelor of Business
Administration to Veer Narmad South Gujarat University, Surat is my
original work – research study – carried out during 20th January, 2016 to 20th
March, 2016 and not submitted for the award of any other degree
/diploma/fellowship or other similar titles or prizes to any other
institution/organization or university by any other person.

Place: SABARGAM, SURAT

Signature:

Date: 20th march, 2016

KARIYA MEHUL KISHORBHAI

T.Y.B.B.A. (HR)

Roll No. - 41

AMBABA COMMERCE COLLEGE, MANIBA INSTITUTE OF BUSINESS

MANAGEMENT

& DICA-SABARGAM
 ACKNOWLEDGEMENT

We all know that “words cannot express our feelings” that I have, but still I am left
with them. It is great occasion for me to express my deepest sense of gratitude to all those
who have guided advised, inspired and also thankful to veer Narmad South Gujarat
University those providing this opportunity to make the project.
First of all we are extremely thankful to our college of AMBABA COMMERCE
COLLEGE MIBM & B.C.A. COLLEGE, SABAGAM for providing us with this
opportunity and for all its cooperation and contribution. We also express our gratitude to our
director Prof. Mr. ATISH PATEL, and are highly thankful to him as our respected project
guide for giving us the encouragement and freedom to conduct our project guidance and
touch of inspiration and motivation throughout the project work without whose help the work
would not have been in the shape what it is.
Any accomplishment requires efforts of many people and this work is not different. And it is
our prime duty to acknowledge the person who directly or indirectly helped us during
completion of this report. We also heartily thanks our Head of department
and manager of marketing department those who greatly helped us in our project work
without whose help the project work is not to be completed.

Last but not list, The most precious part of my life that MY PARENTS who have showered
their love and support which can be never repaid in any form but can be commemorated
without them this achievement could not been possible.

You’re sincerely
 INDEX
SL.NO PARTICULAR Page No

I DECLARATION

II ACKNOWLEDGEMENT

III CERTIFICATE-1(FORM ORGANIZATION)

IV CERTIFICATE-2(FROM COLLEGE)

V INDEX

1 INTRODUCTION

1.1 Training And Development 1

1.2 The Training System 2

1.3 Model Of Training 3 to 6

1.4 Methods And Types Of Training And Their Advantages And 7 to 10

Disadvantage

2 INDUSTRY PROFILE

2.1 Birth Of Car 11 to 12

2.2 HISTORY OF THE AUTOMOBILE INDUSTRY 13 to 16

2.3 MAJOR PLAYERS IN AUTOMOBILE INDUSTRY 17

3 COMPANY PROFILE
 3.1 HISTORY RENAULT 18 to 22

3.2 RENAULT INDIA PRIVATE LIMITED 23 to 24

3.3 MODELS 25 to 26

3.4 MILESTONES 27 to 31

3.5 RENAULT IN SURAT 32 to 33

3.6 ORGANIZATION CHART 34

3.7 OBJECTIVE OF COMPANY 35

3.8 MISSION 35

3.9 VISION 35

3.10 VALUES 35

3.11 SWOT ANALYSIS 36

4 RESEARCH METHODOLOGY

4.1 RESEARCH DESIGN 37

4.2 SAMPLING 37

4.3 SAMPLE SIZE 37

4.4 DATA COLLECTION 38

4.5 STATEMENT OF PROBLEM 39

4.6 SCOPE OF STUDY 40

4.7 OBJECTIVE OF STUDY 40

4.8 IMPORTANCE OF TRAINING 41 to 42

4.9 LIMITATIONS OF STUDY 42

5 DATA ANALYSIS & INTERPERTATION 43 to 56

FINDINGS & OBSERVATION

7 SUGGESTION

8 CONCLUSION

BIBLIOGRAPHY

ANNEXURE
 CHAPTER: - 1
INTRODUCTION
SR NO. PARTICULAR PAGE NO.

1.1 TRAINING AND DEVELOPMENT 1

OBJECTIVES

1.2 THE TRAINING SYSTEM 2

1.3 MODELS OF TRAINING 3 to 6

1.4 METHODS AND TYPES OF TRAINING AND 7 to 10

THEIR ADVANTAGES AND
DISADVANTAGES

1.1 TRAINING AND DEVELOPMENT OBJECTIVES

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, and Societal.

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.

1.2 THE TRAINING SYSTEM

A System is a combination of things or parts that must work together to perform a particular
function. An organization is a system and training is a sub system of the organization. The
System Approach views training as a sub system of an organization. System Approach can be
used to examine broad issues like objectives, functions, and aim. It establishes a logical
relationship between the sequential stages in the process of training need analysis (TNA),
formulating, delivering, and evaluating. There are 4 necessary inputs i.e. technology, man,
material, time required in every system to produce products or services. And every system
must have some output from these inputs in order to survive. The output can be tangible or
intangible depending upon the organization’s requirement. A system approach to training is
planned creation of training program. This approach uses step-by-step procedures to solve the
problems. Under systematic approach, training is undertaken on planned basis. Out of this
planned effort, one such basic model of five steps is system model that is explained below.
Organization are working in open environment i.e. there are some internal and external
forces, that poses threats and opportunities, therefore, trainers need to be aware of these
forces which may impact on the content, form, and conduct of the training efforts. The
internal forces are the various demands of the organization for a better learning environment;
need to be up to date with the latest technologies.

1.3 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 a
transforming process that requires some input and in turn it produces output in the form of
knowledge, skills, and attitudes (KSAs).

The Two Model Of Training Are

a. System Model
b. Instructional System Development Model

a. 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:

1. Analyze and identify the training needs i.e. to analyze the department, job,

2. employees requirement, who needs training, what do they need to learn, estimating
training cost, etc The next step is to develop a performance measure on the basis of
which actual performance would be evaluated.

3. Design and provide training to meet identified needs. This step requires developing
objectives of training, identifying the learning steps, sequencing and structuring the
contents.

4. 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

5. Implementing is the hardest part of the system because one wrong step can lead to
the failure of whole training program.
 6. 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.

b. INSTRUCTIONAL SYSTEM DEVELOPMENT MODEL (ISD)

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 achieve.
The Instructional System Development model comprises of five stages:

1. ANALYSIS – This phase consist of training need assessment, job analysis, and target
audience analysis.

2. PLANNING – This phase consist of setting goal of the learning outcome, instructional
objectives that measures behavior of a participant after the 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.

3. 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.

4. EXECUTION – This phase focuses on logistical arrangements, such as arranging

speakers, equipments, benches, podium, food facilities, cooling, lighting, parking, and other
training accessories
5. 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. 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 executed.

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 mode, 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. 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.
 1.4 METHODS AND TYPES OF TRAINING AND THEIR
ADVANTAGES AND DISADVANTAGES

Following chart illustrates advantages and disadvantages for the different training methods.

Training Method Type of Training Advantages Disadvantages

Instructor-Led
Classroom Revised easily Scheduling is difficult
Training

Developed quickly Travel costs

Differences from class

Face-to-face contact
to class

On-line Group Requires computer

No travel costs
Training equipment

Developed quickly No face-to-face contact

Supports large
Videoconferencing
groups and multiple High equipment costs
and Video/On-line
sites

Logistically
No travel costs
challenging

Differences from
Effective knowledge
On-the Job Coaching instructor to instructor,
transfer
session to session.

Costly in terms of
Related to trainee's
instructor-to-trainee
job
ratio
 Face-to-face contact

On-line Self-Directed Consistent training High development

All On-line Training
Training content costs

Convenient access to Lengthy development

training time

Trainee sets own Requires computer

pace equipment

Reuse does not

require trainer
participation

Limited bandwidth
Web-Based Training Easy to modify causes slow download
times.

Supports complex
CD-ROM/DVD Difficult to modify
multimedia

Off-line Self-
Printed Material Portable Less Interesting
Directed Training

Trainee sets own

Difficult to modify
pace

Developed quickly

Video DVD or Consistent training Requires playback

Audio CD content equipment

Can share copies Can be costly to

 develop

Trainee sets own

Difficult to modify
pace

Electronic Available when

Just-In-Time
Performance Support needed at trainee's Costly to develop
Training
System (EPSS) convenience

Related to trainee's Requires computer

job equipment

Requires training
Continuous Promotes employee resources that are
Improvement involvement readily available on a
continuous basis

Promotes creative Differences from

solutions instructor to instructor

Computer-Mediated
Accessible at the Requires computer
Asynchronous
trainee's convenience equipment
Collaboration

Promotes creative Can require computer

solutions software

Promotes employee
involvement
CHAPTER: - 2
INDUSTRY
 PROFILE
SR NO. PARTICULAR PAGE NO.

2.1 BIRTH OF CAR 11 to12

2.2 HISTORY OF THE AUTOMOBILE INDUSTRY 13 to 16

2.3 MAJOR PLAYERS IN AUTOMOBILE INDUSTRY 17

2.1 BIRTH OF CAR

The design of the Cugnot Steam Trolley (Jonathan Holguinisburg) (1769)

The early history of the automobile can be divided into a number of eras, based on the
prevalent means of propulsion. Later periods were defined by trends in exterior styling, size,
and utility preferences.
In 1768, the first steam powered automobile capable of human transportation was built
by Nicolas-Joseph Cugnot.
In 1807, François Isaac de Rivaz designed the first car powered by an internal combustion
engine fueled by hydrogen.
In 1886 the first petrol or gasoline powered automobile the Benz Patent-Motorwagen was
invented by Karl Benz. This is also considered to be the first "production" vehicle as Benz
made several identical copies.
At the turn of the 20th century electrically powered automobiles appeared but only occupied
a niche market until the turn of the 21st century.
A replica of Richard Trevithick's 1801 road locomotive 'Puffing Devil'
 Steam-powered
self-propelled
vehicles large
enough to
transport people
and cargo were
first devised in
the late 18th century. Nicolas-Joseph Cugnot demonstrated his fardier à
vapeur ("steam dray"), an experimental steam-driven artillery tractor, in 1770 and 1771. As
Cugnot's design proved to be impractical, his invention was not developed in his native
France. The center of innovation shifted to Great Britain. By 1784, William Murdoch had
built a working model of a steam carriage in Redruth. The first automobile patent in the
United States was granted to Oliver Evans in 1789, and in 1801 Richard Trevithick was
running a full-sized vehicle on the roads in Cmborne

2.2 HISTORY OF THE AUTOMOBILE INDUSTRY

19th century

Many vehicles were in vogue for a time, and over the next decades such innovations as
hand brakes, multi-speed transmissions, and better steering developed. Some were
commercially successful in providing mass transit, until a backlash against these large speedy
vehicles resulted in the passage of the Locomotive Act (1865), which required many self-
propelled vehicles on public roads in the United Kingdom to be preceded by a man on foot
waving a red flag and blowing a horn. This effectively killed road auto development in the
UK for most of the rest of the 19th century; inventors and engineers shifted their efforts to
improvements in railway locomotives. The law was not repealed until 1896, although the
need for the red flag was removed in 1878.

20th century
Pre World War II
Steam-powered road vehicles, both cars and wagons, reached the peak of their development
in the early 1930s with fast-steaming lightweight boilers and efficient engine designs.
Internal combustion engines also developed greatly during WWI, becoming simpler to
operate and more reliable. The development of the high-speed diesel engine from 1930 began
to replace them for wagons, accelerated by tax changes in the UK making steam wagons
uneconomic overnight. Although a few designers continued to advocate steam power, no
significant developments in production steam cars took place after Doble in 1931.
• 1907 In Japan, the Hatsudoki Seizo Co. Ltd. is formed, which was later renamed in
1951 as Daihatsu Kōgyō Kabushiki-gaisha.
• 1908–1927 Ford Model T — the most widely produced and available 4-seater car of
the era. It used a planetary transmission, and had a pedal-based control system. Ford T
was proclaimed as the most influential car of the 20th century in the international Car of
the Century awards.
• 1909 Morgan Runabout - a very popular cyclecar, cyclecars were sold in far greater
quantities than 4-seater cars in this period[38]
• 1910 Mercer Raceabout — regarded as one of the first sports cars, the Raceabout
expressed the exuberance of the driving public, as did the similarly conceived American
Underslung and Hispano-Suiza Alphonso.
• 1910–1920 Bugatti Type 13 — a notable racing and touring model with
advanced engineering and design. Similar models were the Types 15, 17, 22, and 23.
• 1917 Japanese company Mitsubishi builds the Mitsubishi Model A, all hand built in
limited numbers for Japanese executives.
• 1922–1939 Austin 7 — the Austin Seven was one of the most widely copied vehicles
ever, serving as a template for cars around the world, from BMW to Nissan.
• 1922–1931 Lancia Lambda — very advanced car for the time, first car to feature a
load-bearing monocoque-type body and independent front suspension.
• 1924–1929 Bugatti Type 35 — the Type 35 was one of the most successful racing
cars of all time, with over 1,000 victories in five years.
• 1925–1928 Hanomag 2 / 10 PS — early example of ponton styling.
• 1927–1931 Ford Model A (1927-1931) — after keeping the brass era Model T in
production for too long, Ford broke from the past by restarting its model series with the
 1927 Model A. More than 4 million were produced, making it the best-selling model of
the era. The Ford Model A was a prototype for the beginning of Soviet mass car
production (GAZ A).
• 1930 Cadillac V-16 — developed at the height of the vintage era, the V16-
powered Cadillac would join Bugatti's Royale as the most legendary ultra-luxury cars of
the era
• 1932–1939 Alvis Speed 20 — the first with all-synchromesh gearbox[citation needed]
• 1932–1948 Ford V-8 (Model B) — introduction of the flathead V8 in mainstream
vehicles
• 1934–1938 Tatra 77 — first serial-produced car with aerodynamical design
• 1934–1940 Bugatti Type 57 — a singular refined automobile for the wealthy
• 1934–1956 Citroën Traction Avant — the first mass-produced front-wheel drive car,
built with monocoque chassis
• 1936–1955 MG T series — sports cars
• 1938–2003 Volkswagen Beetle — a design that was produced for over 60 years with
over 20 million units assembled in several counties
• 1936–1939 Rolls-Royce Phantom III — V12 engine

Post-World War II
Whether steam cars will ever be reborn in later technological eras remains to be seen.
Magazines such as Light Steam Power continued to describe them into the 1980s. The 1950s
saw interest in steam-turbine cars powered by small nuclear reactors (this was also true of
aircraft), but the dangers inherent in nuclear fission technology soon killed these ideas.
• 1946–1958 GAZ-M20 Pobeda — Soviet car with full ponton design
• 1947–1958 Standard Vanguard — British mass-market car with full ponton design
• 1948–1971 Morris Minor – an early post-war car exported around the world
• 1953–1971 Chevrolet Bel Air and 1953–2002 Cadillac Eldorado Brougham – first
generations were representative of tailfin design
• 1955–1976 Citroën DS — aerodynamic design and innovative technology, awarded
third place as Car of the 20th Century
• 1959–2000 Mini — a radical and innovative small car that was manufactured for four
decades; awarded second place as Car of the 20th Century
• 1961–1975 Jaguar E-type — a classic sports car design
• 1963–1989 Porsche 911 – a sports car was awarded fifth place as Car of the 20th
Century
• 1964–present Ford Mustang — the pony car that became one of the best-selling cars
of the era
• 1966–end of the 20th century Fiat 124 — an Italian car that was produced under
license in many other counties including the Soviet Union
• 1966-1971 Subaru 1000 - one of the first Japanese built sedans using a boxer
engine, front wheel drive and introducing the "double offset joint" drive shaft to the front
wheels
• 1967 NSU Ro 80 — the basic wedge profile of this design was emulated in
subsequent decades, unlike its Wankel engine
• 1969 Datsun 240Z — Japanese sports car
• 1980-1988 AMC Eagle — the first mass-produced full-time all-wheel drive car[45]
• 1966–present Toyota Corolla – a Japanese saloon/sedan that has become the best-
selling nameplate of all time, with over 40 million sold across 11 generations through
July 2013.
• 1966-1992 Oldsmobile Toronado - Introduced electronic anti-lock braking
system, and airbag First modern-era American car with front wheel drive.
• 1973–present Mercedes-Benz S-Class – Seat belt pretensioner, and electronic traction
control system
• 1975–present BMW 3 Series – the 3 Series has been on Car and Driver magazine's
annual Ten Best list 17 times
• 1977–present Honda Accord saloon/sedan — a Japanese sedan that became popular in
the U.S.
• 1983–present Chrysler minivans – the two-box minivan design nearly pushed
the station wagon out of the market
• 1984–present Renault Espace — first mass one-volume car of non-commercial MPV
class
• 1986–present Ford Taurus — this mid-sized front-wheel drive sedan dominated the
U.S. market in the late-1980s
 • 1997–present Toyota Prius, launched in the Japanese market and became the best
known hybrid electric vehicle and also the world's top selling hybrid.
• 1998–present Ford Focus — one of the most popular hatchbacks and Ford's best
selling world car

2.3 MAJOR PLAYERS IN AUTOMOBILE INDUSTRY

Bajaj Auto Daewoo Motors Eicher Motors Ford

General Motors Hero Honda Hero Motors Hindustan Motors

Hyundai Ind Auto Ltd. Kinetic Engineering LML

Renault Maruti Udyog Ltd. Royal Enfield Telco

TVS Suzuki Swaraj Mazda Ltd. Volvo DC Designs

These are the companies that bring to us our dream machines. This is where it all
starts from; the bourgeoisie Maruti 800, the up market Astra, the stately Mercedes, the
'Indian' Indica. Renault Duster, the racy Hero Honda, the Tata truck and the rest.

Wend your way through the automobile companies, their history and product lines.
Find out hitherto unknown facts about the vehicles you use. Did you know that the Hindustan
Motors was the first vehicle manufacturing company to be set up in India?
CHAPTER: - 3
COMPANY
PROFILE
SR NO. PARTICULAR PAGE NO.

3.1 HISTORY RENAULT 18 to 22

3.2 RENAULT INDIA PRIVATE LIMITED 23 to 24

3.3 MODELS 25 to 26

3.4 MILESTONES 27 to 31

3.5 RENAULT IN SURAT 32 to 33

3.6 ORGANIZATION CHART 34

3.7 OBJECTIVE OF COMPANY 35

3.8 MISSION 35

3.9 VISION 35

3.10 VALUES 35

3.11 SWOT ANALYSIS 36

3.1 HISTORY RENAULT

Renault head office, 13-15 quai le Gallo, Boulogne-Billancourt, France

Type Society anonyme

Traded as Euronext: RNO

Industry Automotive

Founded 25 February 1899; 116 years ago

Founder Louis Renault

Marcel Renault

Fernand Renault

Headquarters Boulogne-Billancourt, France

Area served Worldwide (118 countries)

Key people Carlos Ghosn (Chairman and CEO)

Louis Schweitzer (Chairman and CEO 1992-2005)

Products Automobiles, commercial vehicles, Luxury Cars, financing

Production output
2,761,969 (2014)

Revenue
€45.33 billion (2015)

Operating income
€2.12 billion (2015)
Profit
€2.96 billion (2015)

Total assets
€90.6 billion (end 2015)

Total equity
€28.47 billion (end 2015)

Owner State of France (19.73%)

Nissan Finance (15%)

Daimler AG (3.1%)

Number of 127,086 (December 2012)

employees
• Transportation
Subsidiaries

• Renault S.A.S

• Automobile Dacia (99.43%)

• Renault Samsung Motors (80.1%)

• Nissan (43.4%)

• AvtoVAZ (37%)

• Dongfeng Renault (50%)

• Financing

• RCI Banque Retail

• Renault Retail Group

• Other
Motrio
International

• Oyak-Renault

• Renault Argentina
 • Renault España

• Renault do Brazil

• Renault India Private Limited

• Renault Mexico

• Renault Russia

Revoz
Sofasa
Somaca

Slogans • Drive the change (corporate slogan)

• Passion for life (Renault marque slogan)

Website group.renault.com

Founding and early years (1898–1918)

Louis Renault in 1903

The Renault corporation was founded in 1899 as Society Renault Frères by Louis
Renault and his brothers Marcel and Fernand. Louis was a bright, aspiring young engineer
who had already designed and built several prototypes before teaming up with his brothers,
who had honed their business skills working for their father's textile firm. While Louis
handled design and production, Marcel and Fernand managed the business.
The first Renault car, the Renault Voiturette 1CV, was sold to a friend of Louis' father after
giving him a test ride on 24 December 1898.

Manufacturing subsidiaries

French factories

• Batilly, subsidiary Society de Vehicles’ Automobiles de Batilly (SoVAB)

• Choisy
• Cleon
• Dieppe, Society des Automobiles Alpine
• Douai.
• Dourine, subsidiary Franchise Mécanique (FM), equally owned by Renault and PSA
Peugeot Citroën.
• Flins.
• Grand-Couronne.
• Le Mans, subsidiary Auto Chassis International (ACI)
• Maubeuge, subsidiary Maubeuge Construction Automobile (MCA)
• Ruitz, subsidiary Society des Transmissions Automatiques (STA) owned by Renault
(80%) and PSA Peugeot Citroën (20%).
• Sandouville

Manufacturing subsidiaries outside France

Renault factories over the world.

• Oyak-Renault (Turkey), a joint venture between Renault and Oyak (Turkey's Armed
Forces Pension Fund), established in 1969
• Renault Argentina (Argentina).
• Cormecánica S.A. (Chile).
• Renault Brazil (Brazil).
• Renault Espuma (Spain).
• Renault India (India).
• Renault Industries Belgique S.A. / Renault Industries België N.V. (Belgium).
• Renault Med (Morocco), a subsidiary operating the Renault-Nissan Alliance factory
in Tangier.
• Renault México (Mexico, cars manufactured in the Nissan's Aguascalientes plant).
• Renault Pars (Iran), a joint venture established in 2004 and owned by Renault (51%)
and Iran's Industrial Development Renovation Organization (IDRO) (49%).
• Renault Russia (Russia).
• Renault South Africa (South Africa, cars manufactured in the Nissan’s Rosslyn plant).
• Revoz (Slovenia).
• Sofasa (Colombia).
• Somaca (Morocco).
 3.2 RENAULT INDIA PRIVATE LIMITED

Type Subsidiary
Industry Automotive
Founded October 2005
Founder Louis Renault

Marcel Renault
Fernand Renault
Headqua Chennai, India
rters
Key Mr. Sumit Sawhney, CEO &MD
people
Products Automobiles
Parent Renault S.A.
Renault India Pvt Ltd is a wholly owned subsidiary of Renault S.A., France and currently
offers six models in the Indian market – the premium sedans Scala and the Fluence, the
luxury SUV Koleos, the SUV Duster, the compact MPV Lodgy and the premium compact
car, Pulse. Renault India also exports the Duster to a growing number of right-hand drive
markets.

Renault cars are manufactured at the manufacturing facility located in Oragadam, Chennai,
with a capacity of 480,000 units pa with 3 shifts per day. In February 2008, Renault-Nissan
Alliance signs Memorandum of Understanding with Government of Tamil Nadu to set up a
manufacturing plant in Oragadam near Chennai. [2]Work on the plant began in June later that
year and was completed in a record 21 months. Renault Design India, the first vehicle design
studio set up by a foreign manufacturer in India, was established in Mumbai in September
2008. The design house is integral to Renault’s success in India as one of its functions is to
monitor customer trends and customize global products for India. At the end of 2015, Renault
has approximately 200 dealerships across India, from only 14 in 2012.

Renault Duster named 2013 Indian Car of the Year (ICOTY), got a total of 29 awards

Renault received more awards in one year than any of its market competirors. Since 2012, the
Renault Duster received 29 awards in India and the Renault company 34 awards.

• Indian Car of the Year (ICOTY): Duster, Car of the Year

• Autocar and Bloomberg TV: Duster, Car of the Year, Viewers’ Choice, and SUV of
the Year
 • NDTV: Duster, Car of the Year and Compact SUV of the Year; Scala, Creative TV
Commercial of the Year; Pulse, Premium Hatch of the Year; and Renault India, Car
Manufacturer of the Year
• Top Gear: Duster, Compact SUV of the Year and Readers’ Choice for the BBC and
Times of India
• Car India: Duster, SUV of the Year
• Overdrive and CNBC-TV 18: Duster, Compact SUV of the Year
• Vicky.in, Motor Vikatan (Chennai) and Team BHP: Duster, Car of the Year
• Zigwheels and Economic Times: Duster, Car of the Year, Readers’ Choice and entry-
level SUV of the Year
• AutoJunction.in: Duster, Car of the Year and Utility Vehicle of the Year; Renault
Pulse, SuperMini of the Year; Renault Scala, Mid-size Sedan of the Year

Operations

In September 2008, Renault India opened its fifth global vehicle design studio in Mumbai.

In March 2010, Renault India and Nissan India opened a production facility in
Chennai. Established with an initial investment of Rs 45 billion (US$750 million), the plant
has a combined annual capactity to produce 480,000 vehicles.

As of September 2015, Renault India has 175 dealerships in 16 cities across 9 states and
2 Union Territories, targeting 210 outlets at the end of 2015. It fastely expanded to 190
dealerships in December 2015, thanks to the Renault Kwid success. Renault has also
developed an innovative approach with some virtual showrooms and some specific phone
App.

3.3 MODELS
Renault Kwid gets 10% market shares of its segment

Renault Fluence

Renault Duster

Renault Scala

Renault sales commenced in May 2011 with the Fluence sedan. This was followed in
September by the Koleos SUV.

In 2012 Renault launched three further models; the Pulse hatchback in January, the Duster in
July 2012, and the Scala in August 2012.
In 2014, aside from the launch of the all-new Fluence and Koleos, Renault also launched the
Duster Adventure Edition.

Renault launched Lodgy, its compact MPV in Delhi on 9 April 2015. Renault also unveiled
its first sub Rs 4 lakh segment car Kwid SUV (earlier codenamed XBA) fully developed in
India by Gerard Detour bet and his french and indian team, from 2012. The press measured
that the Kwid is the best in class on interior space, boot, mileage, and offers some features
usually associate with cars in the premium segment of the Indian market, like USB,
Bluetooth, music, AC, power steering, air bags, GPS navigation. The Renault Kwid is
available since October 2015, near the pre-festive season (before Diwali). The Renault Kwid
received a surprising amount of 50,000 bookings in the first 5 weeks, then 70,000 in 2
months, getting 10% of effective market shares in its segment.

3.4 MILESTONES

2005

Oct 2005

• Renault India registered in Mumbai.

2007
May 2007
• Launch of the Logan, through Mahindra Renault, a JV with the Mahindra & Mahindra
group (currently the Logan is being manufactured by M&M under a special licensing
agreement);

2008
June 2008

• Establishment of the Integrated Logistics Network to facilitate the export of automobile

components to Renault plants around the world.
September 2008

• The Renault DeSign Studio opened in Mumbai. It is one of the 5 satellite global design
studios for Renault.

2009
May 2009

• Inauguration of the Renault Nissan Technology and Business Centre in Chennai.

2010

January 2010

• Renault participates in the New Delhi AUTOEXPO 2010 exhibition, displaying a

range of cars from its global portfolio announces plans to introduce a full range of
cars from its global portfolio in the Indian market.
February 2010

• Renault announces the consolidation of its presence in the Indian market (ends JV
with Mahindra's) with plans to open a nation-wide network of Renault branded
dealerships and the launch of a range of cars from mid-2011.
March 2010
 • Inauguration of the Renault-Nissan Alliance manufacturing facility in Chennai
(investment of Rs. 4500 crores with a capacity to produce 400,000 cars per year).

2011
May 2011

• Renault launches its first car in India, the Renault Fluence.

Jun 2011

• Renault - Nissan Alliance manufacturing facility rolls out its 100,000 car

Sep 2011

• All New Renault Koleos Global Launch in India on 8th Sept

October 2011

• Renault Pulse unveiled at the 2011 Indian Grand Prix by Formula1 drivers Mark
Webber and Karun Chandok, in the presence of Renault COO Mr. Carlos Tavares and
Renault India MD Mr. Marc Nassif.

• Renault India crosses 75,000 fans on Facebook.

2012
January 2012

• Renault launches the Renault Pulse and unveils the Duster at the New Delhi Auto
Expo 2012 in the presence of India’s top Media.
• Renault crosses 40 Dealerships across India and soon to hit 100 by the end of the
year.

April 2012
 • Renault launches the New Renault Fluence E4 Diesel with the powerful dCi 110
Engine.

July 2012

• Renault Duster receives a phenomenal response from the Indian market.

• Renault Duster launched across 9 cities in India.
September 2012

• Renault Scala launched in New Delhi on 7th September.

December 2012

• Renault Duster chosen as Car of the Year by NDTV (CAR & Bike) and ICOTY.
• Renault was awarded “The Car Manufaturer of the Year’’ (NDTV Car & Bike).
• Renault Scala won the Creative TV commercial of the Year.
• Renault Pulse was chosen as the Premium Hatch of the year..

2013
July 2013

• Renault proudly celebrated its 2nd Anniversary in India with the 2013 Manufacturer
of the Year award.

August 2013

• Renault launched the Gang Of Dusters, the official community for Renault Duster
owners with a 5 day road trip called the West Coast Expedition.
• The Renault Scala broke two existing mileage records, set by the Limca Book of
Records and Autocar, to become the most fuel efficient car in the country.
• Renault teams up with LINC to sponsor Spellinc, a nationwide school level spelling
competition.
• The all-new Renault Fluence is launched, carving a new niche for itself - Sport
Luxury.
• Renault reaches landmark of 1,00,000 cars on Indian roads in less than 3 years of
operation in India.
2014
February 2014

• Renault unveils a concept car for the first time outside of Europe. The concept car
Kwid, is a perfect compact SUV to escape the urban jungle.
• The new Renault Koleos is launched with bold new styling and a powerful engine.

March 2014

• The new Renault Duster Adventure Edition is launched as the perfect accomplice to
any explorer.
• Gang of Dusters sets out for their second adventure drive during Holi, for the Desert
Odyssey in Rajasthan.

2015
• Looking to make its mark in the hatchback segment, Renault India on Thursday 24
September 2015 launched the Kwid at a starting price of Rs 2.56 lakh (ex-showroom
Delhi). The most expensive variant of the car costs Rs 3.53 lakh(ex-showroom). The
Renault Kwid has better features than any of its competitors.
• The Kwid, based on the CMF-A platform, measures 3,679 mm in length, 1,579 mm in
width, 1,478 mm in height and 2,422 mm in wheelbase. It has a ground clearance of
180 mm and a fuel tank capacity of 28 litre.
• Features seen on the top-end variant include power steering, AC, front power
windows, fog lights, keyless entry and central locking, a 7-inch touch screen
MediaNAV system with Bluetooth, USB, AUX-in, an optional driver airbag and some
design customizations.
• An updated version of the Duster is launched in October 2015.
 3.5 RENAULT IN SURAT

A. VIEW OF THE COMPANY

 B. COMPANY PROFILE

Type Subsidiary
Industry Automotive
Founded June 2009
Headquarters Piplod, Surat

Key people Mr. Harshil patel & Dharmesh patel

(MD)

No of employee 38

Products Automobiles
Parent Renault S.A.
3.6 ORGANIZATION CHART
 3.7 OBJECTIVE OF COMPANY

 become a world image leader through pioneering and caring about people

 Renault will be the worldwide reference for the environment, safety, quality
and social responsibility

3.8 MISSION

pioneer sustainable mobility for all, once again making the automobile source of
progress for mankind .

Renault proposes essential, ingenious, affordable and low CO 2 vehicles that improve
the quality of life and enable people to move around freely, without stress and in safety

3.9 VISION

Renault, a people-centric and innovative Company, offering

sustainable mobility for all
 3.10 VALUES

HUMAN, RELIABLE, ENTHUSIASTIC

Values that define the way we behave and express ourselves as a Brand and as a
Company

3.11 SWOT ANALYSIS

Strengths

• A good value for money car

• Available in multi variants providing more options to the customers

• Good fuel efficiency and performance

• Good sales globally specially France and UK

• Meganne Renault Sport is sports version with 0-60 in 6 seconds and top speed of
240kmph

• Hybrid electric versions available for cleaner drives

Weaknesses

• Limited market penetration in Americas and other growing markets

• Market share is stagnant due to presence of other small car brands

Opportunities

• Expanding hatchback segment to accommodation competition

• Acquiring collaborations with automobile business entities

• Augment distribution and servicing network

Threats
 • Intense competition in the market

• Competition offering innovative features at lower price

• New entrants in the same segment with better features and lower price

CHAPTER: - 4
RESEARCH
METHODOLOGY
SR NO. PARTICULAR PAGE NO.

4.1 RESEARCH DESIGN 37

4.2 SAMPLING 37

4.3 SAMPLE SIZE 37

4.4 DATA COLLECTION 38

4.5 STATEMENT OF PROBLEM 39

4.6 SCOPE OF STUDY 40

4.7 OBJECTIVE OF STUDY 40

4.8 IMPORTANCE OF TRAINING 41 to 42

4.9 LIMITATIONS OF STUDY 42

4.1 RESEARCH DESIGN

A research design is the assignment of conditions for collection and analysis of data
in a manner that aims to combine relevance to the search purpose formidable problem that
follow the fact defining the research is the preparation in this study the researcher has made
use of the descriptive research design this is used to determine some definitive purpose with
the help of structured questionnaire to further primary information to focus on the accurate
description of the variable present in the problem

4.2 SAMPLING

Sampling is concerned with the selection of a subset of individuals from within a

population to estimate characteristics of the whole population.

Researchers rarely survey the entire population because the cost of a census is too
high. The three main advantages of sampling are that the cost is lower, data collection is
faster, and since the data set is smaller it is possible to ensure homogeneity and to improve
the accuracy and quality of the data. In the study researcher has used probability sampling.
 4.3 SAMPLE SIZE

The total number of population [employees] is 75. It would be time consuming as

well as difficult to interview all 60 employees. So he researcher has selected 30% of
population for sampling. The samples were selected using simple random sampling
techniques ie every individual in the total population had equal chances of being selected.

4.3 (A) SAMPLE DESIGN

SR. NO ADDRESS OF BRANCH NO. OF RESPONDER

1 Dumas Road, Opp. Iscon Mall, Athwa, Beside 35
Rajan's Theare, Piplod, Surat, Gujarat 395007

2 Royal Arcade, Mota Varachha Main Rd, 25

Sarthana Jakat Naka, Nature Park and Zoo,
Surat, Gujarat 395006

4.4 DATA COLLECTION

Data refers to information or facts however it also includes descriptive facts, non numerical
information, qualitative and quantitative information

Data could be broadly classified as

• Primary data

• Secondary data

A. Primary data
Primary data is the data collected for the first time through field survey. It is collected with a
set of objectives to assess the current status of any variable studied. Primary data reveals the
cross-section picture of the object under scrutiny. Therefore primary data are those collected
by the investigator (or researcher) himself for the first time and thus they are original in
character.

B. Secondary data

Secondary data refers to the information or facts already collected. It is collected with
objective of understanding the part status of any variable or the data collected and reported
by some source is accessed and used for the objective of a study. Normally in research, the
scholars collect published data analyze it in order to explain the relationship between
variables.

4 . 5 S TAT E M E N T O F P R O B L E M

Training and development play vital role in any given organizations in the modern day. It is
aimed at preparing employees for future or current jobs. The efficiency and productivity of
the firm can be increased considerably with right training methods. This is the reason why
HR department gives Training such a huge importance. So it is essential that we conduct
studies and experiment s to improvise our training methods.

The motive behind this study is to understand the effectiveness of training and
development programs on the employees of Renault.

The training cannot be measured directly but the change in attitude and behavior that
occurs as a result of training. By studying and analyzing the response of employees regarding
training, we can make scientific conclusions, which is the core idea of this study.

4.6 SCOPE OF STUDY

This research provides me with an opportunity to explore in the field of Human Resources.
This
Research also provides the feedback of people involved in the Training and development
process Apart From that it would provide me a great deal of exposure to interact with the
high profile managers of the company.

4.7 OBJECTIVE OF STUDY

Primary Objective

• To study the effectiveness of training and development programs in Renault

Secondary Objectives

• To study the methods used in training the employees

• To analyze whether the quality of training and satisfaction of respondents related.

• To analyze whether the employees are satisfied with their current training methods.

• To collect and analyze the views of the participants and superior on the training.

• To study the training program on the basis of relevance, implementation and

outcomes.

4.8 IMPORTANCE OF TRAINING

• Improvement in skill and knowledge:

Such training helps the employees to perform his job much better. This benefits the enterprise
as well.

• Higher production and productivity:

If an enterprise has a team of well trained employees there will be rise in production as well
as increase in productivity. Productivity is the input- output ratio

• Job satisfaction:

Trained employees will be able to make better use of the making of their skill. This increases
their level of self confidence and commitment to work. Such employees are bound to have
higher job satisfaction.

• Better use of resources:

Trained employees will be able to make better use of materials and machines. This reduces
the rate of wastage and spoilage of materials and also breakage of tools and machines

• Reduction in accidents:

Trained employees are aware of safety precautions and so they are alert and cautious. This is
bound to bring down the number of accident in the works place.

• Reduced supervision:

Well trained employees do not need much supervision. They can do their work without
having to approach their superior often for guidance.

• Reduction in complaints:

‘Only bad workers blame their tools’. An employee who has acquired the necessary skill and
job knowledge would certainly love his job.

• Adaptability:

Trained workers have the capacity to adapt themselves to any kind of situation. They are odd
in crisis management too. This indeed is beneficial for the organization.
 • Scope for management by exception:

With trained workers working under them, it becomes easy for the managers to get things
done by delegating authority. This enables the managers to concentrate more on important
issues confronting the organization.

• Stability:

“The employees of today are going to be the managers of tomorrow”. The retirement of key
managers may not affect the stability of an organization if it has a team of trained, efficient
and committed employees who are ever ready to take over management.

4.9 LIMITATIONS OF STUDY

Some difficulties were encountered while doing the project. The limitations were listed
below.

• The employees of the Renault found it difficult to answer questions properly due to
their busy and heavy workload.

• Some were reluctant to answer some question thinking that might affect their job
negatively.

• The primary collection of data was time consuming, as the employees were busy.

• Sample size was 20% of total population.

• The total time allowed by company to do the project.

• Being a very lengthy and complex process it is difficult to analyze the details of
training and process.
• The working personals are not proffered to give complete information

CHAPTER: - 5
DATA ANALYSIS
&
INTERPERTATION

SR NO. PARTICULAR PAGE NO.

1 How long you are working in this 43

organization?

2 To whom the training is given more in your 44

organization?
3 What mode of training method are normally 45
used in your organization?

4 How many training programs do you attend in 46

a year?

5 Employees are given appraisal in order to 47

motivate them to attend the training. Do you
agree with this statement?

6 Which are the barriers to training and 48

development in your organization?

7 How well the work place of training is 49

organised?

8 Time duration given for the training period is; 50

9 Enough practice is given to us during training 51

session. Do you agree with this statement?
10 What are the general complains about the 52
training session?

11 What are the conditions that have to be 53

improved during training sessions?

12 The training sessions conducted in your 54

organization is useful. Do you agree with this
statement?

13 How long does it take to implement the trained 55 TO 56

process?

Ques 1) How long you are working in this organization?

PARTICULARS NO OF RESPONDENTS PERCENTAGE

Less than 1 Year 16 26.67
1 – 3 Year 29 43.33
3 – 5 Year 6 10
More than 5 year 9 15
TOTAL 60 100
 • INTERPERTATION

In The above chart shows that 26.67% employees to working in organization less
than 1 year, 43.33% employees to working In organization for 1 to 3 year, 10%
Employees to working In organization for 3 to 5 year and 15% Employees to
working In organization more than 5 year.

Ques 2) To whom the training is given more in your organization?

PARTICULAR NO OF RESPONDENTS PERCENTAGE

SENIOR STAFF 6 10

JUNIOR STAFF 9 15

NEW STAFF 15 25

BASED ON 9 15
REQUIRTMENT
ALL OF ABOVE 21 35

TOTAL 60 100

• INTERPERTATION
 In The above chart shows that 10% employees are says to management given to
senior staff training by organization, 15% employees are says to management given
to training junior staff by organization, 25% Employees are says to management
given new staff to training by organization, 15% Employees are says to management
given to training based on requirement by organization and 35% employees are says
to management given to training all employee by organization

Ques 3) What mode of training method are normally used in your organization?

PARTICULAR NO OF RESPONDENTS PERCENTAGE

JOB ROTATION 6 10
EXTERNAL RATING 0 0
CONFERENCE/DISCUSION 16 26.67
PROGRAMMED 28 46.67
INSTRUCTION
OTHER 10 16.66
TOTAL 60 100

• INTERPERTATION

In The above chart shows that 10% employees are says to organization use for
training method job rotation, 0% employees are says to organization use for training
method external rating, 26.67% Employees are says to organization use for training
method conference/discussion, 46.67% Employees are says to organization use for
training method programmed instruction and 16.66% employees are says to
organization use for training method other
Ques 4) How many training programs do you attend in a year?

PARTICULAR NO OF RESPONDENTS PERCENTAGE

UPTO 2 39 65
3–5 17 28.33
6–8 4 6.67
MORE THAN 8 0 0
TOTAL 60 100

• INTERPERTATION

In The above chart shows that 65% employees up to 2 training programs attend to
year, 28.33% employees 3 to 4 training programs attend to year, 6.67% Employees 6
to 8 training programs attend to year and 0% Employees more than 8 training
programs attend to year

Ques 5) Employees are given appraisal in order to motivate them to attend the training.
Do you agree with this statement?

PARTICULAR NO OF RESPONDENTS PERCENTAGE

STRONGLY AGREE 45 75
AGREE 7 11.67
SOME WHAT AGREE 6 10
DISAGREE 2 3.33
TOTAL 60 100

• INTERPERTATION

In The above chart shows that 75% employees strongly agree appraisal in order to
motivate them to attend the training, 11.67% employees agree appraisal in order to
motivate them to attend the training, 10% Employees somewhat agree appraisal in
order to motivate them to attend the training and 3.33% Employees disagree
appraisal in order to motivate them to attend the training

Ques 6) Which are the barriers to training and development in your organization?

PARTICULAR NO OF RESPONDENTS PERCENTAGE

TIME 9 15
MONEY 0 0
LACK OF INTEREST BY THE STAFF 39 65
NON- AVAILABILITY OF SKILLED 10 16.67
TRAINERS
OTHER 2 3.33
TOTAL 60 100

• INTERPERTATION

In The above chart shows that 15% employees are says time is the barrier to training
and development of organization, 0% employees are says money is the barrier to
training and development of organization, 65% employees are says lack of interest by
the staff is the barrier to training and development of organization, 16.67%
Employees are says non- availability of skilled trainers is the barrier to training and
development of organization and 3.33% employees are says other is the barrier to
training and development of organization

Ques 7) How well the work place of training is organised?

PARTICULAR NO OF RESPONDENTS PERCENTAGE

EXCELLENT 50 83.33

GOOD 9 15

AVERAGE 1 1.67

BAD 0 0

TOTAL 60 100
 • INTERPERTATION

In The above chart shows that 83.33% employees are says excellent the work place
of training is organized, 15% employees are says good the work place of training is
organized, 1.67% Employees are says bad the work place of training is organized and
0% Employees are says average the work place of training is organized

Ques 8) Time duration given for the training period is;

PARTICULAR NO OF RESPONDENTS PERCENTAGE

SUFFICIENT 50 83.33
TO BE EXTENDED 2 3.33
TO BE SHORTEND 4 6.67
MANAGEABLE 4 6.67
TOTAL 60 100

• INTERPERTATION
 In The above chart shows that 83.33% employees are says sufficient time duration
given for the training period, 3.33% employees are says to be extended time
duration given for the training period, 6.67% employees are says to be short end time
duration given for the training period and 6.67% employees are says manageable
time duration given for the training period

Ques 9) Enough practice is given to us during training session. Do you agree with this
statement?

PARTICULAR NO OF RESPONDENTS PERCENTAGE

STRONGLY AGREE 50 83.33
AGREE 9 15
SOME WHAT AGREE 1 1.67
DISAGREE 0 0
TOTAL 60 100

• INTERPERTATION

In The above chart shows that 83.33% employees strongly agree practice is given to
us during training session, 15% employees agree practice is given to us during
training session, 1.67% employees somewhat agree practice is given to us during
training session and 0% Employees disagree practice is given to us during training
session

Ques 10) What are the general complains about the training session?

PARTICULAR NO OF PERCENTAGE
RESPONDENTS
TAKE AWAY PRECIOUS TIME OF 9 15
EMPLOYEES
TOO MANY GAPS BETWEEN THE SESSION 24 40

TRAINING SESSION ARE UNPLANNED 18 30

BORING AND USEFUL 9 15

OTHER 0 0

TOTAL 60 100

• INTERPERTATION

In The above chart shows that 15% employees are says take away precious time of
employees is training session, 40% employees are says too many gaps between is
training session, 30% employees are says training session are unplanned, 15%
employees are says boring and useful the training session and 0% employees are says
other reason the complains about the training session.

Ques 11) What are the conditions that have to be improved during training sessions?

PARTICULAR NO OF PERCENTAGE
RESPONDENTS
RE ORGANISE THE JOB 4 6.67
REMOVE INTERFERENCE 6 10
RE ORGANISE THE WORK – PLACE 10 16.66
UP GRADE THE IMFORMATION OF MATERIAL 40 66.67
GIVEN DURING TRAINING
OTHER 0 0
TOTAL 60 100

• INTERPERTATION

In The above chart shows that 6.67% employees are says re-organize the job to be
improved during training sessions, 10% employees are says remove interference to
be improved during training sessions, 16.66% employees are says upgrade the
information of matrial given to be improved during training sessions, 66.67%
employees are says boring and useful the training session and 0% employees are says
other reason the complains about the training session.

Ques 12) The training sessions conducted in your organization is useful. Do you agree
with this statement?

PARTICULAR NO OF RESPONDENTS PERCENTAGE

STRONGLY AGREE 45 75
AGREE 10 16.67
SOME WHAT AGREE 5 8.33
DISAGREE 0 0
TOTAL 60 100
 • INTERPERTATION

In The above chart shows that 75% employees strongly agree the training session
conducted in organization is useful, 16.67% employees agree the training session
conducted in organization is useful, 8.33% employees somewhat agree the training
session conducted in organization is useful and 0% employees disagree the training
session conducted in organization is useful

Ques 13) How long does it take to implement the trained process?

PARTICULAR NO OF RESPONDENTS PERCENTAGE

LESS THAN 1 MONTH 15 25
1-2 MONTH 9 15
2-4 MONTH 14 23.33
4-6 MONTH 12 20
6-8 MONTH 3 5
8-10 MONTH 6 10
10-12 MONTH 1 1.67
MORE THAN 12 MONTH 0 0
TOTAL 60 100

• INTERPERTATION
 In The above chart shows that 25% employees are says to implement the trained
process less than 1 month, 15% employees are says to implement the trained
process 1 to 2 month, 23.33% employees are says to implement the trained process 2
to 4 month, 20% employees are says to implement the trained process 4 to 6 month,
5% employees are says to implement the trained process 6 to 8 month, , 10%
employees are says to implement the trained process 8 to 10 month, , 1.67%
employees are says to implement the trained process 10 to 12 month, , 0% employees
are says to implement the trained process more than 12 month

CHAETER: - 6
FINDINGS
&
OBSERVATION
 FINDING

 26.67% employees to working in organization less than 1 year, 43.33% employees

to working In organization for 1 to 3 year, 10% Employees to working In
organization for 3 to 5 year and 15% Employees to working In organization more
than 5 year.

 10% employees are says to management given to senior staff training by

organization, 15% employees are says to management given to training junior staff
by organization, 25% Employees are says to management given new staff to training
by organization, 15% Employees are says to management given to training based on
requirement by organization and 35% employees are says to management given to
training all employee by organization

 10% employees are says to organization use for training method job rotation, 0%
employees are says to organization use for training method external rating, 26.67%
Employees are says to organization use for training method conference/discussion,
46.67% Employees are says to organization use for training method programmed
instruction and 16.66% employees are says to organization use for training method
other

 65% employees up to 2 training programs attend to year, 28.33% employees 3 to 4

training programs attend to year, 6.67% Employees 6 to 8 training programs attend to
year and 0% Employees more than 8 training programs attend to year

 75% employees strongly agree appraisal in order to motivate them to attend the
training, 11.67% employees agree appraisal in order to motivate them to attend the
training, 10% Employees somewhat agree appraisal in order to motivate them to
 attend the training and 3.33% Employees disagree appraisal in order to motivate
them to attend the training

 15% employees are says time is the barrier to training and development of
organization, 0% employees are says money is the barrier to training and
development of organization, 65% employees are says lack of interest by the staff is
the barrier to training and development of organization, 16.67% Employees are says
non- availability of skilled trainers is the barrier to training and development of
organization and 3.33% employees are says other is the barrier to training and
development of organization

 83.33% employees are says excellent the work place of training is organized, 15%
employees are says good the work place of training is organized, 1.67% Employees
are says bad the work place of training is organized and 0% Employees are says
average the work place of training is organized

 83.33% employees are says sufficient time duration given for the training period,
3.33% employees are says to be extended time duration given for the training period,
6.67% employees are says to be short end time duration given for the training period
and 6.67% employees are says manageable time duration given for the training
period

 83.33% employees strongly agree practice is given to us during training session,

15% employees agree practice is given to us during training session, 1.67%
employees somewhat agree practice is given to us during training session and 0%
Employees disagree practice is given to us during training session

 15% employees are says take away precious time of employees is training session,
40% employees are says too many gaps between is training session, 30% employees
are says training session are unplanned, 15% employees are says boring and useful
the training session and 0% employees are says other reason the complains about the
training session.

 6.67% employees are says re-organize the job to be improved during training
sessions, 10% employees are says remove interference to be improved during
training sessions, 16.66% employees are says upgrade the information of matrial
given to be improved during training sessions, 66.67% employees are says boring
 and useful the training session and 0% employees are says other reason the complains
about the training session.

 75% employees strongly agree the training session conducted in organization is

useful, 16.67% employees agree the training session conducted in organization is
useful, 8.33% employees somewhat agree the training session conducted in
organization is useful and 0% employees disagree the training session conducted in
organization is useful

 25% employees are says to implement the trained process less than 1 month, 15%
employees are says to implement the trained process 1 to 2 month, 23.33%
employees are says to implement the trained process 2 to 4 month, 20% employees
are says to implement the trained process 4 to 6 month, 5% employees are says to
implement the trained process 6 to 8 month, , 10% employees are says to implement
the trained process 8 to 10 month, , 1.67% employees are says to implement the
trained process 10 to 12 month, , 0% employees are says to implement the trained
process more than 12 month

OBSERVATION

 Majority of the employees who have attended the training program were well
educated. Their level of education was from graduates

 Majority of the employees stated that they were informed about the purpose of
training, its intended results and significance of training. This reflects that the
management was keenly interested in achieving the objective for which the training
programs were conducted.

 As far as the infrastructure facilities are concerned, majority of employees have stated
that the learning atmosphere was quite all right and the facilities provided during the
process of training were adequate and conductive to learning.

 Majority of the employees have expresses satisfactory opinion about the training
faculty and their ability to train but a few numbers of the respondents were neither
 satisfied with the way in which the training programs were conducted by the trainer
/faculty.

 With regards to the enhancement of skills and knowledge of the employee who have
attended the training program, eighty percent of them have cited there was an
enhancement in their knowledge and skills compared to the other employees who
have not attended the training program. The skill and knowledge learned through
training were helpful to them in exercising on the job.

 Only a few members of the respondents have the opinion of significance of training in
developing the personality of the individual. This shows that the training programs
conducted were related only with their job but not concerned with the personal
development of the employees.

 Te training expectations of the respondents were found to be moderate. It could be

observed from these facts that the employee’s expectations were not completely
fulfilled trough training

CHAETER: - 7
SUGGESTION
 Suggestion

 In today’s competitive world attitude is the factor which is the dividing line between
failure and success. Thus recruitment of the employees must be made not only on
skills and attitude but also the attitude of the employee. If an employee has a positive
attitude then training for him can be more effective, he has a positive effect on the
climate.

 The training needs should be assessed regularly by observing the performance of

employees and also from feedback.

 The training records must be maintained, preserved properly and updated timely.

 Proper care should be taken while selecting the trainers.

 Trainers must be given continuous feedback and the training should be performed as a
continuous planned activity.
 New and different trainers should be invited so that the maximum impact can be got
from the training programmers.

 Co –ordination and interaction of the employees of all levels must be encouraged to

locate new talents among employees. Individual care should be given as much as
possible in case of practical sessions

 Try to consider the personal goals of participants also when designing the training
module. By which the interest and satisfaction of participants can be increased.

Try to use more visual and audio aids to make trainings more interactive and active.

CHAETER: - 8

CONCLUSION
 CONCUSION

Analysis of all the facts & figures, the observations and the experience during the
training period gives a very positive conclusion/ impression regarding the training imparted
by the Renault trainers. The Renault is performing its role up to the mark and the trainees
enjoy the training imparted especially the practical sessions and simulations.

The training imparted meets the objectives like:

 Effectiveness of the training and its resultant in the performance of the employees.

 Assists the employees to acquire skills, knowledge and attitude and also enhance the
same.

 Helps to motivate employees and helps in avoiding mistakes.

It becomes quite clear that there is no other alternative or short cut to the development of
human resources. Training when used in a planned and purposeful manner can be an
extremely effective management tool as they increase the knowledge and skills of workers
and thereby increasing the productivity and wealth of the organization

BIBLIOGRAPHY

Industry Profile Date :- 28-01-2016

https://en.wikipedia.org/wiki/History_of_the_automobile

Company Profile Date :- 04-02-2016

https://en.wikipedia.org/wiki/Renault

indian profile 05-02-2016

https://www.renault.co.in/discover-renault/renault-in-india.html

https://www.renault.co.in/discover-renault/renault-worldwide.html

https://www.renault.co.in/discover-renault/renault-commitment-on-safety.html

https://www.renault.co.in/discover-renault/innovation-and-technology.html

https://www.renault.co.in/discover-renault/ecoefficient.html

2014 annual report 06-02-2016

https://group.renault.com/wp-content/uploads/2015/05/renault_ra_2014_en.pdf

https://en.wikipedia.org/wiki/Renault_India_Private_Limited

vision and mission

https://group.renault.com/en/commitments/vision-of-social-responsability/social-
responsability-principles

https://www.google.co.in/search?
q=renault+vision+and+mission+statement&espv=2&biw=1366&bih=653&tbm=isch&imgil
=aAapJ7cJb5EYuM%253A%253BlCJQq713hbz9QM%253Bhttp%25253A%25252F
%25252Fwww.nissanmotor.jobs%25252Fabout%25252Fvision
%25252F&source=iu&pf=m&fir=aAapJ7cJb5EYuM%253A%252ClCJQq713hbz9QM
%252C_&usg=__R0VWo0xmwqIOlXq4tiv6vOA62rE
%3D&ved=0ahUKEwio6tzEp8rLAhWDmZQKHfCYAqEQyjcIMg&ei=RP7rVqi4OIOz0gT
wsYqICg#imgrc=aAapJ7cJb5EYuM%3A

http://blog.alliance-renault-nissan.com/content/ghosn-wins-lifetime-achievement-award-
strategic-management-society

http://www.renaultrajasthan.com/achievement-en-in.htm

RESEARCH

http://libguides.usc.edu/writingguide/introduction/researchproblem

https://explorable.com/defining-a-research-problem

http://www.studylecturenotes.com/social-research-methodology/research-problem-meaning-
definition-identification

http://www.zeepedia.com/read.php?
problem_definition_and_research_proposal_problem_definition_research_methods&b=71&c
=11

https://www.scribd.com/doc/54520061/74/SCOPE-OF-STUDY

http://www.slideshare.net/hemanthcrpatna/a-research-on-effectiveness-of-training-
development-programme-at-t-t-minerals-pvt

http://www.slideshare.net/hemanthcrpatna/a-project-report-on-training-and-development-
with-reference-to-hal

http://home.ku.edu.tr/~ijccm/objectives_and_scope.htm
 ANNEXURE

QUESTIONARE

Dear sir/madam,

I am Sangani Piyush j a management student from Ambaba Commerce College,

Maniba Institute of business Management & Deviba Institute of Computer Application,
Sabargam which is affiliated with Veer Narmad South Gujarat University, Surat. Conducting
a study on “Training and development of Renault Company's product inSurat
city”. This experience is a part of the “winter project” towards fulfilling the requirement of
the T.Y.B.B.A(6TH SEM.) course. I would be a grateful if you could provide me with some
of your valuable time to answer a few questions the views conveyed by you will be used for
my academic purpose only.
Ques 1) How long you are working in this organization?

Less than 1 Year

1 – 3 Year

3 – 5 Year

More than 5 year

Ques 2) To whom the training is given more in your organization?

SENIOR STAFF

JUNIOR STAFF

NEW STAFF

BASED ON REQUIRTMENT

ALL OF ABOVE

Ques 3) What mode of training method are normally used in your organization?

JOB ROTATION

EXTERNAL RATING

CONFERENCE/DISCUSION

PROGRAMMED INSTRUCTION

OTHER

Ques 4) How many training programs do you attend in a year?

UPTO 2

3-5

6-8

MORE THAN 8
Ques 5) Employees are given appraisal in order to motivate them to attend the training. Do you agree
with this statement?

STRONGLY AGREE

AGREE

SOME WHAT AGREE

DISAGREE

Ques 6) Which are the barriers to training and development in your organization?

TIME

MONEY

LACK OF INTEREST BY THE STAFF

NON- AVAILABILITY OF SKILLED TRAINERS

OTHER

Ques 7) How well the work place of training is organised?

EXCELLENT

GOOD

BAD

AVERAGE

Ques 8) Time duration given for the training period is;

SUFFICIENT

TO BE EXTENDED

TO BE SHORTEND

MANAGEABLE

Ques 9) Enough practice is given to us during training session. Do you agree with this statement?
 STRONGLY AGREE

AGREE

SOME WHAT AGREE

DISAGREE

Ques 10) What are the general complains about the training session?

TAKE AWAY PRECIOUS TIME OF EMPLOYEES

TOO MANY GAPS BETWEEN THE SESSION

TRAINING SESSION ARE UNPLANNED

BORING AND USEFUL

OTHER

Ques 11) What are the conditions that have to be improved during training sessions?

RE ORGANISE THE JOB

REMOVE INTERFERENCE

RE ORGANISE THE WORK – PLACE

UP GRADE THE IMFORMATION OF MATERIAL GIVEN DURING TRAINING

Oues 12) The training sessions conducted in your organization is useful. Do you agree with this
statement?

STRONGLY AGREE

AGREE

SOME WHAT AGREE

 DISAGREE

Ques 13) How long does it take to implement the trained process?

LESS THAN 1 MONTH

1 - 2 MONTHS

2 - 4 MONTHS

4 - 6 MONTHS

6 – 8 MONTHS

8 -10 MONTHS

10 – 12 MONTHS

MORE THAN 12 MONTHS

QUE 14) SUGGESTION

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-: Identification Information :-
Name :- _____________________________________________________________

Gender :- Male Female

Age Group:- Below or 25 26-35 36-45

46-55 Above 55
Education :- Under Graduate Graduate

Post Graduate

Marital Status :- Married Unmarried

Annual Income:- < Rs. 2,50,000 Rs. 2,50,001 - 3,00,000

Rs. 3,00,001 - 5,00,000 Rs. 5,00,001 - Rs. 10,00,000

>Rs. 10,00,000

THANK YOU