Employee Training and Development in Hyundai Motor India Limited Chennai

A STUDY ON EMPLOYEE TRAINING AND
DEVELOPMENT IN
HYUNDAI MOTOR INDIA LIMITED CHENNAI.
PROJECT REPORT
Submitted by
P.UDHAYAKUMAR
Reg. No: 1021193
in partial fulfilment of the requirements for the award of the degree
of
MASTER OF BUSINESS ADMINISTRATION
SAVEETHA MANAGEMENT STUDIES,
SAVEETHA ENGINEERING COLLEGE,
THANDALAM, CHENNAI-602105.
AUGUST-2011
1
DECLARATION
DECLARATION
I affirm that the project work titled A STUDY ON EMPLOYEES TRAINING

AND DEVELOPMENT, IN HYUNDAI MOTOR INDIA LIMITED, CHENNAI
being submitted in partial fulfillment for the award of MASTER OF BUSINESS
ADMINISTRATION is the original work carried out by me. It has not formed the part
of any other project work submitted for award of any degree or diploma, either in this or
any other University.
Signature of the student
PLACE: CHENNAI P.UDHAYAKUMAR
DATE: (1021193)
BONAFIDE CERTIFICATE
BONAFIDE CERTIFICATE
This to certify that the project work entitled “A STUDY ON EMPLOYEES
TRAINING AND DEVELOPMENT, IN HYUNDAI MOTOR INDIA LIMITED ”
is a bonafide work done by P.UDHAYAKUMAR [ REGISTER NO:1021193] in
partial fulfillment of the requirement for the award of MASTER OF BUSINESS
ADMINISTRATION by Anna University during the academic year 2010-2012.
SIGNATURE SIGNATURE
Dr.C.CHENDROYAPERUMAL Dr.C.CHENDROYAPERUMAL
GUIDE
HEAD OF THE DEPARTMENT HEAD OF THE DEPARTMENT
MBA MBA
SAVEETHA ENGINEERING COLLEGE SAVEETHA ENGINEERING
COLLEGE
THANDALAM, CHENNAI-602105 THANDALAM, CHENNAI-602105
ACKNOWLEDGEMENT
ACKNOWLEDGEMENT
I first and foremost thank to lord god almighty for giving me grace and
knowledge to complete this project work successfully
My sincere and hearty thanks to Dr. VENKATASAMY, ME, Ph.D., The

Principal, SAVEETHA ENGINEERING COLLEGE, CHENNAI. for giving me
opportunity to do the project.
I express my thanks to Dr.C.CHENDROYAPERUMAL, MBA, Ph.d Head of

the Department of management studies SAVEETHA ENGINEERING COLLEGE,
CHENNAI, for his support and encouragement in completing in this project work.
I admit my thanks to Dr.C.CHENDROYAPERUMAL, MBA, Ph.d , Head

of the Department of management studies, SAVEETHA ENGINEERING COLLEGE,
CHENNAI , for the continuous guidance to accomplish my project work. And I thank all
the other faculties of the department of management studies for their valuable support in
my project study.
I am deeply indebted to Mr.ALFRED ANAND, Deputy Manager And

Mr.GURUVEL, Senior Excutive of Hyundai motor India Limited chennai for
giving me the permission and arranged for the needful help and enabling me to undertake
project in their esteemed and reputed organization.
Last but not least I submit my thanks to my parents, family members and friends
for providing me their support on my work.
P.UDHAYAKUMAR
(1021193)
DESCRIPTION
DESCRIPTION OF THE WORK
CHAPTER-1 Introduction
CHAPTER-2 Review of the literature
CHAPTER-3 Research methodolgy
CHAPTER-4 Data analysis and interpretations
CHAPTER-5 Findings, suggestions & conclusions
ANNEXURE Bibliography,
Questioner.
TABLE OF CONTENTS
TABLE OF CONTENTS
CHAPTER TITLE PAGE

NO
NO
1. INTRODUCTION
1.1 ABOUT THE STUDY 10
1.2 TOPIC DESCRIPTION OF STUDY 11
1.3 INDUSTRIAL PROFILE 21
1.4 COMPANY PROFILE 24
1.5 OBJECTIVES OF STUDY 34
1.6 NEED OF STUDY 35
1.7 LIMITATION OF STUDY 37
1.8 SCOPE OF STUDY 38
2. REVIEW OF LITERATURE
2.1 REVIEW OF EXISTING LITERATURE 39
3. RESEARCH METHODOLGY
3.1 RESEARCH DESIGN 43
3.2 COLLECTION OF DATA 43
3.3 SAMPLING TECHNIQUES 44
3.4 TOOLS TO BE USED 44
4. DATA ANALYSIS AND INTERPRETATIONS
5. FINDINGS, SUGGESTIONS, CONCLUSION.
5.1 FINDINGS 99
5.2 SUGGESTIONS 101
5.3 CONCLUSION 102
ANNEXURE
BIBILIOGRAPHY
QUESTIONER
LIST OF TABLES
LIST OF TABLES
CHAPTER TITLE PAGE NO

NO
46
Table showing the sex wise classification of respondents
4.1
4.2 47
classification of respondents on Age
4.3 classification of respondents on educational qualification 48
4.4 classification of respondents on Year of service 49
4.5 the company providing training program or not 50
4.6 type of training provided by the company 51
6
4.7 the duration of the training Program conducted 52
4.8 the opinion regarding the duration of the training Program 53
4.9 the feel of the respondents regarding the training Program 54
4.10 the quality of the trainers 55
4.11 opinion regarding the practical demonstration 56
4.12 opinion regarding the training aids 57
4.13 changes after attending the training 58
4.14 the various fields in which training is provided 59
4.15 training program is related to the work 60
4.16 whether they got opportunity to practice the training methods 61
after attending the training program
4.17 the objective of the Organizations training plan 62
4.18 the accidents/mistakes are reduced after the training program 63
4.19 the performance has improved after the training program 64
4.20 when they need training program 65

4.21 which type of training program to be conducted 66
4.22 by whom the training program to be conducted 67
4.23 the assistance needed from supervisor to apply the learned 68
techniques
LIST OF FIGURES
LIST OF FIGURES
CHAPTER TITLE PAGE NO

NO
46
4.1
4.2 47
classification of respondents on Age
4.3 classification of respondents on educational qualification 48
4.4 classification of respondents on Year of service 49
4.5 the company providing training program or not 50
4.6 type of training provided by the company 51
4.7 the duration of the training Program conducted 52
4.8 the opinion regarding the duration of the training Program 53
4.9 the feel of the respondents regarding the training Program 54
4.10 the quality of the trainers 55
4.11 opinion regarding the practical demonstration 56
4.12 opinion regarding the training aids 57
4.13 changes after attending the training 58
4.14 the various fields in which training is provided 59
4.15 training program is related to the work 60
4.16 whether they got opportunity to practice the training methods 61
after attending the training program
7
4.17 the objective of the Organizations training plan 62
4.18 the accidents/mistakes are reduced after the training program 63
4.19 the performance has improved after the training program 64
4.20 when they need training program 65

4.21 which type of training program to be conducted 66
4.22 by whom the training program to be conducted 67
4.23 the assistance needed from supervisor to apply the learned 68
techniques
ABSTRACT
ABSTRACT
The study is conducted to find out the Effectiveness of Training and Development
in Hyundai Motor India Limited with a sample of 100 respondents selected by
convenience sampling method.
Training, education and development are three terms frequently used. On the face
of it there might not appear any difference between them, but when a deep thought is
given, there appears some difference between them. In all training there is some
education in all education there is some training. And the two processes cannot be
separated from development.
Descriptive types of research is used to the find out the existing fact by means of
conducting survey and fact finding enquires of different employees.
The questionnaire schedule is to collect data. The data are analyzed with different
tools such as percentage analysis and Chi square analysis.
The suggestion and recommendation are based on the analysis of data.
8
CH.I - INTRODUCTION
1.1 ABOUT THE STUDY

CHAPTER 1
1. INTRODUCTION
ABOUT THE STUDY
A large number of organizations are setting up their own training facilities. They
are also inviting outside faculty to conduct in company courses for executives at all
levels. This trend will continue because new orientation in managerial and technical areas
is necessary for effectively responding to the changing environment of business.
Training is expensive if it does not serve the purpose for which it is given. The
training should be able to improve the capabilities of individuals and collectively that of
the organization.
“Give a man a fish, he will eat it. Train a man to fish, he will feed his family”.
This is a saying which highlights the importance of training. Employee training is the
process whereby people learn the skills, knowledge, attitudes and behaviors needed in
order to perform their job effectively.
Training can be defined as organizationally directed experience designed to
further the learning of specific job behaviors that will contribute to organizational goals.
Many firms are on-the job training (OJT) as their primary skills training approach.
True OJT includes specific procedures for delivering actual training to the employer. One
method for doing this is known as job instruction training (JIT). The JIT system includes
the major characteristics of any effective training program; determination of training
needs recognition of the needs of the trainee feedback to and from the trainee, frequent
appraisal and correction.
9
JIT is an effective method of training for several reasons. First, it can yield
effective method of training results at a relatively low cost. Second, it is relatively easy to
teach to supervisors responsible for providing OJT to their subordinates. Third, since
much of the training is provided by an individual’s supervisor or co-workers, there is
assurance that the training relates directly to the specific work situations.
The off-the job training methods includes lectures and conferences, audio-visuals
aids, interactive video.
CH.I - INTRODUCTION
TOPIC DESCRIPTION OF STUDY
TOPIC DESCRIPTION OF STUDY
TRAINING AND DEVELOPMENT- AN OVERVIEW
“Training is the act of increasing

knowledge and skills of an employee
for doing a particular job”
According to Flippo, the main output of training is learning. Training offers and
inculcates new habits, refined skills and useful knowledge during the training that helps
him improve performance.
Training aids an employee to do his present job more efficiently and prepare him
for a higher level of job. Therefore, the training is planned programme designed to
improve performance and bring about measurable change in knowledge, skills, attitude
and social behavior of employees.
Training is learning experience that is planned and carried out by the organization
to enable more skilled task behavior by the trainee. Training provides the ability to detect
and correct error. Training provides skills and abilities that may be called on in three
futures to satisfy the organizations human resource needs. Training is given on the job or
in the latter case it may be on site or off site perhaps in a motel or a training centre or it
may be in a simulated environment that is thought to be similar to the work environment
in important respects. Finally, the trainees acquire abilities and knowledge that will
enable them to perform their jobs more effectively.
Organization and individual should develop and progress simultaneously for their
survival and attainment of mutual goals. So every modern management to develop the
organization through human resources development. Employee training is the important
sub-system of human resource development. Employee training is a specialized function
and is one of the fundamental operative functions for human resources management.
CONCEPTS OF TRAINING AND DEVELOPEMENT
After an employee is selected, placed and introduced he or she must be provided

with training facilities. Training is the act of increasing the knowledge and skill of an
employee for doing a particular job. Training is a short-term educational process and
utilizing a systematic and organized procedure by which employees learn technical
knowledge and sills for a definite purpose. Dales. Beach defines the training s the
organized procedure by which people learns knowledge and or skill for a definite
purpose.
In other words training improves, changes, moulds the employee’s knowledge,
skill, behavior, aptitude, and attitude towards the requirements of the job and
organization. Training refers to the teaching and learning activities carried on for the
primary purpose of helping members of an organization, to acquire and apply the
knowledge, skills, abilities and attitudes needed by a particular job and organization.
Thus, training bridge the difference between job requirements and employee’s
present specifications.
DIFFERENCE BETWEEN TRAINING AND DEVELOPMENT

TRAINING
 Technical skills and knowledge
 Specific job- related
 Short term
 Mostly technical and non managerial personnel
DEVELOPMENT
 Managerial and behavioral skills and knowledge
 Conceptual and general knowledge
 Long term
 Mostly for managerial personnel
IMPORTANCE OF TRAINING
The importance of human resource management to a large extent depends on

human resource development. Training is the most important technique of human
resource development. As stated earlier, no organization can get a candidate who exactly
matches with the job and the organizational requirements. Hence, training is important to
develop the employee and make him suitable to the job.
Job and organizational requirements are not static, they are changed from time to
time in view of technological advancement and change in the awareness of the Total
Quality and Productivity Management. The objective of the TQM can be achieved only
through training as training develops human skills and efficiency. Trained employees
would be a valuable asset to an organization. Organizational efficiency, productivity,
progress and development to a greater extent depend on training. Organizational
objectives like viability, stability and growth can also be achieved through training.
Training is important as it constitutes significant part of management control.
BENEFITS OF TRAINING
 Leads to improved profitability and positive attitudes toward profits

orientation.
 Improve the job knowledge and skills at all levels of the organization.
 Improves the morale of the workforce.
 Helps people identify with organizational goals.
 Helps create a better corporate image.
 Faster’s authenticity, openness and fast.
 Aids in organizational development.
 Learns from the trainee
 Helps prepare guidelines for work.
 Aids in understanding and carrying out organizational policies.
 Provides information for future needs in all areas of the organization.
 Organization gets more effective decision-making and problem solving.
 Improve Labour-management relation.
 Reduces outside consulting costs by utilizing competent internal
consulting
 Stimulates preventive management as opposed to putting out fires.
NEED FOR TRAINING

Every organization big or small, productive or non-productive, economic or
social, old or newly established should provide training to all employees irrespective of
their qualification, skill, suitability for the job etc. Thus, no organization can choose
whether or not to train employees.
Training is not something that is done once to new employees; it is used
continuously in every well-run establishment. Further, technological changes,
automation, require up-dating the skills and knowledge. As such an organization has to
retrain the old employees.
Specifically, the need for training arises due to the following reasons.
To match the Employee specifications with the job requirements and

Organizational Needs: An employee’s specification may not exactly suit to the
requirements of the job and the organization irrespective of his past experience,
qualifications, skills, knowledge etc. Thus, every management finds deviations between
employee’s present specifications and the job requirements and organizational needs.
Training is needed to fill these gaps by developing and molding the employee’s skill,
knowledge, attitude, behavior etc. To the tune of the job requirements and organizational
needs
Organizational viability and the transformation process: The primary goal of
most organizations is their viability is continuously by environmental pressure. If the
organization does not adapt itself to the changing factors in the environment, it will lose
its market share. If the organization desires to adapt these changes, first it has to train the
employees to impart specific skills and knowledge in order to enable them to contribute
to the organizational efficiency and to cope with the changing environment.
Technological advance: Every organization in order to survive and to be effective
should adopt the latest technology, i.e., mechanization, computerization and automation.
Adoption of latest technological means and methods will not be complete until they are
manned by employees possessing skill to operate them, so organization should train the
employees to enrich them in the areas of changing technical skills and knowledge
from time to time.
Organizational complexity: With the emergence of increased mechanization and
automation, manufacturing of multiple products and by-products or dealing in services of
diversified lines, extension of operations to various regions of the country or in overseas
countries, organization hierarchy. This creates the complex problems of coordination and
integration of activities adaptable for and adaptable to the expanding and diversifying
situations. This situation calls for training
Human relations
Change in the job assignment
THE NEED FOR TRAINING ALSO ARISES TO
 Increase productivity
 Improve quality of the product
 Help a company to fulfill its future personnel needs.
 Improve organizational climate.
 Improve health and safety.
 Prevent obsolescence
 Effect personal growth
 Minimize the resistance to change.
TRAINING OBJECTIVES
Generally line managers ask the personnel manager to formulate the training
policies. The personnel Manager formulate the following raining objectives in keeping
with the Company’s goals and objectives.
 To prepare the employee both new and old to meet the present as well as
the changing requirements of the job and the organizations.
 To prevent obsolescence

 To impart the new entrants the basic knowledge and skill they need for an
intelligent performance of definite job
 To prepare employees for higher-level tasks.
 To assist employees to function more effectively in their present position
by exposing them to the latest concepts, information and techniques and
developing the skills they will need in their particular fields.
 To develop the potentialities of people for the next level job.
 To ensure smooth and efficient working of a department
 To ensure economical output of required quality
 To promote individual and collective morale, a sense of responsibility, co-
operative attitudes and good relationships.
ASSESSMENT OF TRAINING NEEDS
Training needs are identified on the basis of organizational analysis, job analysis
and man analysis. Training programme, training methods and course content are to be
planned on the basis of training needs. Training needs are those aspects necessary to
perform the job in an organization in which employee is lacking attitude/aptitude,
knowledge, and skill.
Training needs= Job and organizational requirement-Employee specification
Organizational Analysis: This includes analysis of objectives, resource

utilization, environment scanning and organizational climate Organizational strength and
weaknesses in different areas like accidents, excessive scrap, frequent breakage of
machinery, excessive Labour turnover, market share, and other marketing areas etc.
Department Analysis: Departmental strength and weakness including special
problems of the department or a common problem of a group of employees like acquiring
skills and knowledge in operating computer by accounting personnel.
Job role Analysis: This includes study of jobs/roles, design of jobs due to change,
job enlargement, and job enrichment etc.
Man power Analysis: Individual strengths and weaknesses in the areas of job
knowledge, skills etc.
ASSESSMENT METHOD
The following methods are used to assess the training needs:
 Organizational requirement/weakness
 Departmental requirements/weakness
 Job specifications and employee specifications
 Identifying specific problems
 Anticipating future problems
 Management’s requests
 Observation
 Interviews
 Group Conferences
 Questionnaire surveys.
PRINCIPLE OF TRAINING
Providing training in the knowledge of different skills is a complex process. A
number of principles have been evolved which can be followed as guideless by the
trainees. Some of them are as follows:
 Motivation
 Progress information
 Reinforcement
 Practice
 Full Vs part
 Individual differences
TRAINING METHOD
As a result of research in the field of training, a number of programmes are
available. Some of these are new methods. While other are improvements over the
traditional methods. The training programmes commonly used to train operative and
supervisory personnel.
 ON-THE JOB METHODS
 OFF-THE JOB METHODS
ON-THE JOB METHODS

This type of training, also known as job instruction training, is the most
commonly used method. Under this method, the individual is placed on a regular job and
taught the skills necessary to perform that job. The trainee learns under the supervision
and guidance of a qualified worker or instructor. On-the-job training has the advantage
of giving first hand knowledge and experience under the actual working conditions.
While the trainee learns how to perform a job, he is also a regular worker rendering the
services for which he is paid. The problem of transfer of trainee is also minimized as the
person learns on-the-job. The emphasis is placed on rendering services in the most
effective manner rather than learning how to perform the job. On-the-job training
methods include job rotation, coaching, job instruction or training through step-by-step
and committee assignment. The types of on the job methods are given below
JOB ROTATIONS
This type of training involves the movement of the trainee from one job to
another. The trainee receives job knowledge and gain experience from his supervisor or
trainer in each of the different job assignments.
COACHING
The trainee is placed under a particular supervisor functions as a coach in training
the individual. The supervisor provides who feedback to the trainee on his performance
and offers him some suggestions for improvement. A limitation of this method of
training is that the trainee may not have the freedom or opportunity to express hi own
ideas.
JOB INSTRUCTION
This method is also known as training through step by step. Under this method,
trainer explains the trainee the way of doing the jobs, job knowledge and skills and
allows him to do the job.
COMMITTEE ASSIGNMENTS
Under the committee assignment, group of trainees are given and asked to solve
an actual organizational problem. The trainees solve the problem jointly. Its develops
teamwork.
OFF-THE JOB METHODS

Under this method of training, trainee is separated from the job situation and his
attention is focused upon learning the material related to his future job performance.
Since the trainee is not distracted by job requirements, he can place his entire
concentration on learning the job rather than spending his time in performing it. There is
an opportunity for freedom of expression for the trainees.
Off-the-job training methods are as follows:
VESTIBULE TRAINING
In this method, actual work conditions are simulated I a classroom. Material, files
and equipment those are used in actual job performance are also used in training.
ROLE PLAYING
It is defined as a method of human interaction that involves realistic behavior in
imaginary situations. This method of training involves action. Doing and practice. The
participants play the role of certain characters.
LECTURE METHODS
The lecture is a traditional and direct method of instruction. The instructor
organizes the material and gives it to a group of trainees in the form of a talk. To be
effective, the lecture must motivate and create interest among the trainees.
CONFERENCE
It is a method in training the clerical, professional and supervisory personnel.
This method involves a group of people who pose ideas, examine and share facts, ideas
and data, test assumptions, and draw conclusions, all of which contribute to the
improvement of job performance.
PROGRAMMED INSTRUCTION
In recent year this method has become popular. The subject matter to be learned
is presented in a series of carefully planned sequential units. These units are arranged
from simple to more complex levels of instructions.
TRAINING EFFECTIVENESS
Another critical area for deriving expected benefits from training is the
measurement of training effectiveness how well the training inputs are serving the
intended purpose.
They are three kinds of training outputs that organization need to measure. They
are
 Relating to course planning, comprehension and whatever goes on in the teaching
programme and the environment.
 The utilization of what is learnt on the job, i.e., transferring the classroom
learning to the job in terms of skills, competencies, decision making, problem-
solving abilities and relationships and the like.
 The changes in the mindset such as work related attitudes, values, interpersonal
competencies and personal attributes.
Two kinds of measurements are necessary to evaluate training that aim at influencing
person – related behavior.
 Measuring the changes within the individual that the training may have initiated.
These processes are not manifest or observable.
 Actual behavior changes at work.
1. Measures of changes within the individual
The instrument to measure the impact of training would have to identify the
factors that the individual uses to deal with a live problem before and after training. If the
training has an impact on the situation to factors he may have used before training.
2. Measuring changes in behavior
Post training changes in behavior of a participant can be assessed only at the place
of this work.
CH.I - INTRODUCTION
INDUSTRY PROFILE
INDUSTRY PROFILE
The automotive sector is one of the core industries of the Indian economy. The
delicensing of the sector in 1991 and the subsequent opening up of 100 per cent foreign
direct investment (FDI) through the automatic route marked the beginning of a new era
for the Indian automotive industry. Since then almost all the global major automobile
players have set up their facilities in India taking the level of production of vehicles from
2 million in 1991 to 10.83 million in 2007–08.
The industry is estimated to be a US$ 34 billion industry with exports
contributing 5 per cent of the revenues.
The growth of the Indian middle class with increasing purchasing power along
with the strong growth of the economy over the past few years has attracted global major
auto manufacture to the Indian market. Moreover, India provides trained manpower at
competitive costs making India a favored global manufacturing hub. The attractiveness of
the Indian markets on one hand combined with the stagnation of the auto sector in
markets such as Europe, US and Japan on the other, have resulted in shifting of new
capacities and flow of capital to the Indian auto industry.
The Indian automobile industry has been growing at the rate of 15–27 per cent
over the past five years.
According to the United Nations Industrial Development Organization’s
(UNIDO) International Yearbook of Industrial Statistics 2008, India ranks 12th in the list
of world’s top 15 automakers.
Moreover, Indian car makers are earning acclaim worldwide. The home-grown
automaker, Maruti Suzuki has emerged as the fourth most reputed among auto companies
in the world, even ahead of its parent Suzuki Motor Co of Japan, according to the Global
200: The World's Best Corporate Reputations list, compiled by US-based Reputation
Institute.
Automobile industry in India

The automobile industry in India—the tenth largest in the world with an annual
production of approximately 2 million units—is expected to become one of the major
global automotive industries in the coming years.
A number of domestic companies produce automobiles in India and the growing

presence of multinational investment, too, has led to an increase in overall growth.
Following the economic reforms of 1991 the Indian automotive industry has
demonstrated sustained growth as a result of increased competitiveness and relaxed
restrictions.
Development:
In 1953, the government of India and the Indian private sector initiated
manufacturing processes to help develop the automobile industry, which had emerged by
the 1940s in a nascent form.
Between 1970 to the economic liberalization of 1991, the automobile
industry continued to grow at a slow pace due to the many government restrictions.
A number of Indian manufactures appeared between 1970-1980. Japanese
manufacturers entered the Indian market ultimately leading to the establishment of
Maruti Udyog. A number of foreign firms initiated joint ventures with Indian companies.
Following the economic reforms of 1991, the automobile section underwent
deli censing and opened up for 100 percent Foreign Direct Investment. A surge in
economic growth rate and purchasing power led to growth in the Indian automobile
industry, which grew at a rate of 17% on an average since the economic reforms of 1991.
The industry provided employment to a total of 13.1 million people as of
2006-07, which includes direct and indirect employment. The export sector grew at a rate
of 30% per year during early 21st century. However, the overall contribution of
automobile industry in India to the world remains low as of 2007. Increased presence of
multiple automobile manufacturers has led to market competitiveness and availability of
options at competitive costs.
India was one of the largest manufacturers of tractors in the world in 2005-
06, when it produced 2,93,000 units. India is also largely self-sufficient in tyre
production, which it also exports to over 60 other countries. India produced 65 million
tyres in 2005-2006.
Overview:
India’s car market has emerged as one of the fastest growing in the world. The
number of cars sold domestically is projected to double by 2010, and domestic
production is skyrocketing as foreign makers are setting up their own production

plants in India. The government’s 10-year plan aims to create a $145 billion auto industry
by 2016.
According to McKinsey, the auto sector’s drive to lower costs will push
outsourcing. The auto sector could be worth $375 billion by 2015, up from $65 billion in
2002. McKinsey thinks India could capture $25 billion of this amount. Out of 400 Indian
suppliers, 80 percent have the ISO 9000 certificate—the international standard for quality
management.
The production of automobiles in India is largely aimed at local consumers.
Several Indian manufacturers also export a diverse variety of auto components.
Tiku (2008) predicts a sale of 4.2 million four wheeler automobiles in India by
2015.Indian passenger vehicle exports are also expected to rise from 170,000 in
2006 to 500,000 in 2010.
Production statistics
The production of automobiles has greatly increased in the last decade. It passed the 1
million mark during 2003-2004 and has more than doubled since.
Car % % Total %
Commercial
Year Production Change Change Vehicles Change
Prodn.
2009 2,166,238 17.34 466,456 -4.08 2,632,694 11.40
2008 1,846,051 7.74 486,277 -9.99 2,332,328 3.35
2007 1,713,479 16.33 540,250 -1.20 2,253,999 10.39
2006 1,473,000 16.53 546,808 50.74 2,019,808 19.36
2005 1,264,000 7.27 362, 755 9.00 1,628,755 7.22
2004 1,178,354 29.78 332,803 31.25 1,511,157 23.13
2003 907,968 28.98 253,555 32.86 1,161,523 22.96
2002 703,948 7.55 190,848 19.24 894796 8.96
2001 654,557 26.37 160,054 -43.52 814611 1.62
2000 517,957 -2.85 283,403 -0.58 801360 -2.10
1999 533,149 285,044 818193
CH.I - INTRODUCTION
COMPANY PROFILE
1.4 COMPANY PROFILE
ABOUT HYNDAI MOTOR COMPANY
Established in 1967, Hyundai Motor Co. has grown into the Hyundai-Kia Automotive
Group which was ranked as the World’s Fifth-Largest Automaker in 2007 and includes
over two dozen auto-related subsidiaries and affiliates. Employing over 75,000 people
worldwide, Hyundai Motor posted sales of US$74.9 billion in 2007 on a consolidated-
basis and US$32.8 billion on a non-consolidated basis (using the average currency
exchange of 929 won per US dollar). Hyundai vehicles are sold in 193 countries through
some 6,000 dealerships and showrooms. Further information about Hyundai Motor Co.
and its products is available at http://www.hyundai-motor.com.
Hyundai Motor India Limited (HMIL) is a wholly owned subsidiary of Hyundai

Motor Company (HMC), South Korea and is the second largest and the fastest growing
car manufacturer in India. HMIL presently markets 34 variants of passenger cars across
segments. The Santro in the B segment, the Getz Prime and the i10 in the B+ segment,
the Accent and the Verna in the C segment, the Sonata Embera in the E segment and the
Tucson in the SUV segment.
Hyundai Motor India, continuing its tradition of being the fastest growing
passenger car manufacturer, registering total sales of 327,160 vehicles in the calendar
year (CY) 2007, an increase of 9.2 percent over CY 2006. In the domestic market it
clocked a growth of 7.6 percent as compared to 2006 with 200,412 units, while overseas
sales grew by 11.8 percent, with exports of 126,748 units.
HMIL’s fully integrated state-of-the-art manufacturing plant near Chennai boasts

of the most advanced production, quality and testing capabilities in the country. In
continuation of its commitment to provide the Indian customer with global technology,
HMIL has set up its second plant, which produces an additional 300,000 units per annum,
raising HMIL’s total production capacity to 600,000 units per annum.
PRODUCT LINE-UP:
The Santro Xing is a stunning combination of
contemporary looks and functional luxury. It
also incorporates the revolutionary
EUROSAFE Passenger Protection System
that meets the latest European safety standards.
The new Santro Xing combines a fresh new
attitude, warmth and comfort
Here’s the car brimming with
innovative ideas and good design that
will put pleasure into every moment
you spend behind the wheels.
The first glimpse of the Sonata V-6 will always
take your breath away. Your quest for automotive
perfection ends with Sonata. This is a car worthy
of a modern day Caesar.
E
v
e
n
t
h
o
u
g
h
t
h
e
s
t
y
l
i
n
g
o
f
the t
seems o
contemporary r
you always q
end up u
comparing it e
with the .
Accent. The
external T
additions of h
the body of i
the Verna s
seem to blend
together with s
the shape and o
this sets it f
apart from the t
Accent -
r
o
a
d
e
The r
Tucson
2.0 CRDi, i
1991cc, 4 s
cylinder,
16 valve h
engine i
comes g
with h
amazing l
power y
122ps and
245Nm of
Getz's
space/comf
This car sits between the Santro and Getz Pri
ort and
presents itself as a good looking VFM family
Santro's
There are options like ABS and airbags al
engine
with features
make Getz
Swift but in essence Getz scores over Swift on
like sunroof to
Prime. A
many parameters.
opt for. All this
very
in a small-car!
practical 2
Won Car of the
car. Fuel Year - 2008
economy
had been a
concern but
with 1.1L
engine, it's
not any
more. Getz
1.3 is still
available
as top-end
versions.
never sell
like
6
HMIL is investing to expand capacity in line with its positioning as HMC’s global
export hub for compact cars. Apart from expansion of production capacity, HMIL plans
to expand its dealer network, which will be increased from 232 to 260 this year.
The year 2007 has been a significant year for Hyundai Motor India. It achieved a
significant milestone by rolling out the fastest 400,000th export car. Hyundai exports to
over 90 countries globally; even as it plans to continue its thrust in existing export
markets, it is gearing up to step up its foray into new markets.
The year just ended also saw Hyundai Motor India attaining other milestones with the
launch of the i10 and yet another path-breaking record in its young journey by rolling out
the fastest 1,500,000th car.
Awards and Certifications:
For Environment
ISO 14001
Certification
(EMS) in 2003 from
TUV, Germany
Eco First Award in 2003
from Kanchi Health &
3 Leaves Award in 2001 Education Society
from CSE, New Delhi
27
Energy Conversation & Safety
Energy Efficient Unit Award

in 2001 from CII
Safety Appreciation
Award in 2001 from
National Safety Council
National Energy
Conservation Award in
2002 from Govt. of
India
Car of the Year 2008
Car of the Year Small Car of the Year 2008
Compact Car of the Year
PM Presents “Star Company” Award to

Car of the Year 2008 Hyundai Motor India
Hyundai Santro has topped the JD Power

Car of the Year - Aaj Tak Viewers Choice
Asia Pacific Intial Quality Study (IQS) that
Award
measures product quality for three years in
a row (Years 2000, 2001 & 2002)
CNBC-TV18 Autocar Auto Awards

2007: 'Best value-for-money car'
Hyundai Getz is the CNBC Autocar

Car of the Year 2005
Hyundai Elantra – Best Value for

Money Car of the Year 2005
Company – Awards – CNBC Autocar India

– Hyundai has been the manufacturer of the
year for two years in row.
29
Hyundai i20 awarded 'Five Star Rating' for Safety by
European New Car Assessment Programme
(NCAP).
“Hyundai Motor wins the ‘Manufacturer of the

Year’ award at the NDTV Profit Car & Bike
Awards 2009.
Hyundai Motor India was named the ‘Manufacturer

of the Year’ award and the 'Best Variant' award for
it’s ‘i-10 Kappa’ engine at the UTVi Autocar
Awards 2009.
Hyundai Motor India wins the “Highest Resale

Value” award at the Apollo Tyres Auto India Best
Brand Survey Awards for the year 2009.
30
Hyundai i20 wins the ‘Viewer’s Choice Award’ at
the Overdrive CNBC TV 18 Awards 2010.
Hyundai Motor India Ltd wins the award for

‘Customer Service’ at the Apollo Auto India Best
Brand Awards 2010.
Hyundai i20 wins the ‘Design of the Year’ award at

the NDTV Profit Car & Bike Awards 2010.
Hyundai i10 brand ambassador Shahrukh Khan wins

the ‘Brand Ambassador of the Year’ award at NDTV
Profit Car & Bike Awards 2010.
THE HYUNDAI LOGO
 The symbol represents an image of Car Company that produces refined cars with
cutting edge technology.
 Expresses the will of the management for harmony and stability
 The oval shape symbolizes the earth to expresses the global nature of HMC car.
 The H logo stands for the first letter of Hyundai motor company
 The slanted shape of the H represent progress and a company that will
successfully face future challenges as it continues to raise its standard of quality.
GOALS OF HMIL:
 The ultimate goal is to join the ranks of the world’s top 10 automakers.
 Focus on developing advanced technology.
 Hyundai cars known as world-class cars
 Concentrating on building cars that are more environments conscious and further
improving the quality of life for everyone in future.
BASIC OBJECTIVES OF HMIL:

 Best customer service
 Best technology
 Best quality products
 Best value for people
This has helped the company deliver consistently producing some of the finest cars of the
company.
HMIL VISION
 DREAM
 STRIVE
 ACHIEVE TOGETHER
HMIL MISSION:
 INNOVATION FOR HUMANITY
Vision of Hyundai is “Innovation for humanity”.

Manpower: [Category wise]
Executives:
309 Mgmt. Trainee / Grad. Engr. Trainee

Em 6 Asst. Mgr / Dy. Mgr
plo Mgr / Sr. Mgr / AGM / DGM / GM
yee 1280
Sr.GM / VP / Sr.VP / President
s
95
Unique HR Jr.Executives:
9
Engineer / Officer
Technical / Business Associate
Technical /Business Associate Trainees
Executives Jr. Executives Non Executives

Non - Executives:
UNIQUE HR INITIATIVES: Technician / Workman / Trainee
 Morning Department Standing Meeting – done by all

 My Machine and My Station concept
 Music Extravaganza in the Plant – once a year at Founders day
 Free Help Line services to serve employees
 Employees Family Visit Program – Gift from Management thanking the family
 Publicity for Outstanding Work
 By display of achievement and Photograph in Department Notice Board
 By distribution of Prizes in meetings attended by all employees
 Annual Picnics to promote “ ONENESS ”
 Birthday Greeting with flower bouquet & Plantation of trees named after them
 Marriage Gift to newly married employees
 Welfare benefits over and above what is prescribed by law
 Meditation for Managers – and follow up
 Tax Saving Gift vouchers / Gift Credit Card on Festive occasions
The Challenges were…
To manufacture and sell a global technology, global quality car reflecting Indian
consumer needs at an appropriate price and attain profitability.
What Hyundai Provide:
 A highly Energized & Stimulating work environment

 High Levels of Motivation, Empowerment & Recognition
 Emphasis on Competence, Creativity and Challenge
 Proactively unleashing People’s Potential that will build the future
 Encourage Innovation and allow the freedom to learn from mistakes
 A culture of Continuous Change & Improvement
Health:
 Regular Health Camps (Eye, Cardiac and Wellness) at the adopted villages
 Donated Ultra Sound Machines and Auto Refractometer to Primary Health Center
Infrastructure:
 Construction of Cement Roads at Keevalur
 Deepening of Ponds in Thandalam & Kattarambakkam
 Drinking Water Tank construction at Irrungattukottai
Education:
 Construction of High School at Thandalam (Common for Four villages)
 Infrastructure Facilities like Fans, Benches for the Schools of nearest 4 villages
 Distribution of Note Books and Stationery items to School Children
 Picnics for all the 4 school children once a year
CH.I - INTRODUCTION
1.5 OBJECTIVES
OBJECTIVES
PRIMARY OBJECTIVES
1. To study the various training and development activities exist in Hyundai Motor
India Limited.
SECONDARY OBJECTIVES
1. To find out the quality of training programme in Hyundai Motor India Limited.
2. To find out training programme is productive to improve their performance or
not.
3. To find out whether they are implementing the knowledge and skills or not.
4. To find out the changes the employees required in their training program.
5. To make suitable suggestion and recommendations for the improvement of
training and development programme based on the opinion of the employees and
findings of the study.
CH.I - INTRODUCTION
NEED OF TRAINING AND

DEVELOPMENT
NEED FOR TRAINING AND DEVELOPMENT
I.  Productivity – Training and Development helps in increasing the

productivity of the employees that helps the organization further to achieve its
long-term goal.
II.  Team spirit – Training and Development helps in inculcating the sense of
team work, team spirit, and inter-team collaborations. It helps in inculcating
the zeal to learn within the employees.
III.  Organization Culture – Training and Development helps to develop and

improve the organizational health culture and effectiveness. It helps in
creating the learning culture within the organization.
IV.  Organization Climate – Training and Development helps building the

positive perception and feeling about the organization. The employees get
these feelings from leaders, subordinates, and peers.
V.  Quality – Training and Development helps in improving upon the quality

of work and work-life.
VI.  Healthy work environment – Training and Development helps in creating

the healthy working environment. It helps to build good employee,
relationship so that individual goals aligns with organizational goal.
VII.  Health and Safety – Training and Development helps in improving the
health and safety of the organization thus preventing obsolescence.
VIII.  Morale – Training and Development helps in improving the morale of the
work force.
IX.  Image – Training and Development helps in creating a better corporate image.
X.  Profitability – Training and Development leads to improved profitability
and more positive attitudes towards profit orientation.
XI.  Training and Development aids in organizational development i.e.

Organization gets more effective decision making and problem solving. It helps in
understanding and carrying out organisational policies
XII.  Training and Development helps in developing leadership skills, motivation,

loyalty, better attitudes, and other aspects that successful workers and managers
usually display.
XIII. Optimum Utilization of Human Resources – Training and Development helps
in optimizing the utilization of human resource that further helps the employee to
achieve the organizational goals as well as their individual goals.
XIV. Development of Human Resources – Training and Development helps to
provide an opportunity and broad structure for the development of human
resources’ technical and behavioral skills in an organization. It also helps the
employees in attaining personal growth.
XV. Development of skills of employees – Training and Development helps in
increasing the job knowledge and skills of employees at each level. It helps to
expand the horizons of human intellect and an overall personality of the
employees.
CH.I - INTRODUCTION
LIMITATIONS
LIMITATIONS OF THE STUDY
Any research study will be restricted in scope by certain inherent

limitations that are participated by the choice of the research design, sampling
procedure and respondent selection. This study has the following limitations.
 Since the survey was conducted among the certain employees it

may not reflect the real opinion of the entire population.
 The samples may behave of give opinions differently at different
times because of their psychological temperament. This will affect
the survey.
 Though the respondents are clear about the answers they may not
be in position to explain in the manner related to this study.
 Since the study was restricted to , majority of findings are
applicable only to this company and cannot be generalized.
CH.I - INTRODUCTION
SCOPE OF STUDY
1.8 SCOPE OF THE STUDY
This study will help to know the present standard of the training and development
process in Hyundai Motor India Limited. This study will help to improve the
performance of the training and development programme than the current
performance. This study will help the company to know the effectiveness of training
and development programme in Hyundai Motor India Limited. This study will help
to know the different opinions and needs and requirements from the different
employees about the training and development activities and programme from the
company.
CH.2 -REVIEW
2.1 REVIEW OF LITERATURE INTRODUCTION
CHAPTER 2
REVIEW OF LITERATURE
2.1 REVIEW OF THE EXISTING LITERATURE.
1. Age Discrimination and Training
Maurer, T. & Rafuse, N. (2001). Academy of Management Executive, Vol. 15 No.

4, pp. 110-121.
This article offers suggestions to avoid age discrimination in training and development.
Two perspectives are examined. First, a lack of training can be detrimental to older
workers. Second, the legal perspective, that a lack of training opportunities may be
discriminatory. Some suggestions for avoiding discrimination in training and
development are offered including: Culture and policies; decisions about training and
development opportunities; supervisors and developmental relationships; and training
managers on stereotypes.
2. Training An Age-Diverse Workforce.
Newton, B. (2006). Industrial and Commercial Training, Vol. 38 No. 2,

pp. 93-97.
The focus of this article is on age discrimination in training and development. However,
the practical advice offered can be applied generally to all areas of training and
development in the workplace. There are practical steps on how to implement a training
policy to facilitate access to all employees in the organisation. All the important areas of
best practice in delivering training and development programs are identified.
3. Training for Diversity

Bendick, M., Egan, M. & Lofhjelm, S. (2001). HR: Human Resource
Planning, Vol. 24 No. 2, pp. 10-25.
Despite this article’s focus on the US workplace, there are some lessons that can be
translated to the Australian workplace. Namely, organisations can benefit from offering
diversity training to employees. That is, training employees to respect others and not to
act in a discriminatory manner towards fellow employees.
4. Is Diversity Divisive' A Positive Training Approach.
Bagshaw, M. (2004). Industrial and Commercial Training, Vol. 36 No. 4,

pp. 153-157.
A case study of the London Fire Brigade is outlined demonstrating the benefits of
learning how to manage diversity in the workplace effectively. A brief outline of the
diversity training program is presented. The main focus of the program was to
development communication skills.
5. Mentoring
McGregor, L. (2000). Career Development International. Vol. 5 No. 4/5,

pp. 244-249.
This article presents two models of mentoring. The traditional view of mentoring is
facilitated mentoring where the more experienced person (mentor) acts as a role model
for the less experienced person (mentee). A case study from the Department of Justice is
used to highlight this facilitated mentoring approach. Another approach is also offered –
guided learning. A more experienced co-worker uses guided learning to teach a less
experienced worker new skills. A further case study is presented to demonstrate the use
of guided learning.
6. A Mentoring Hand
Taylor, W. (2005). The Age, My Career Section, p. 11, 26/11/2005.

This paper outlines the experiences of two executive women in developing an internal
mentoring program. The experiences demonstrate that the mentoring relationship not
only benefits the mentees but also the mentor.
7. Most Mentoring Programs Stink: But Yours Doesn’t Have To.
Boyle, M. (2005). Training Vol. 42 No. 8, pp. 8-15.
Outlines Ernst & Young’s mentoring program that has enhanced the organisation’s
creditability in light of recent accounting scandals.
8. Strategies For Developing Women Managers: How Well Do The Fulfil

Their Objectives'
Lewis, A. & Fagenson, E. (1995). Journal of Management Development.

Vol 14 No. 2, pp. 39-53.
This article highlights the advantages and disadvantages a number of training programs
types.
1. Women only training programs
2. Management training for men and women
3. Mentoring Programs
The researchers conclude that women should not be segregated from men when attending
training programs.
9. Mentoring: A Personal Reflection.
Long, S. (2002). New Library World. Vol. 103 No. 1174, pp. 94-97.
This paper investigates mentoring from the perspective of the mentee. The author offers
some handy tips:
1. Be open to your mentor,

2. Follow up with your mentor,
3. Outline the boundaries of the relationship,
4. Create and agenda for each meeting,
5. Listen and ask questions,
6. Plan to the next meeting,
7. Change the process, and
8. Respect the relationship.
10. measurement
Kirkpatrick, 1971 Kirkpatrick’s
first level of measurement, reaction, is defined as how well the
trainees liked the training program. The second measurement level, learning, is
designated as the determination of what knowledge, attitudes, and skills were
learned in the training. The third measurement level is defined as behavior.
Behavior outlines a relationship of learning (the previous measurement le vel)
to the actualization of doing. Kirkpatrick recognized a big difference between
knowing principles and techniques and using those principles and techniques on
the job. The fourth measurement level, results, is the expected outcomes of
most educational training programs such as reduced costs, reduced turnover and
absenteeism, reduced grievances, improved profits or morale, and increased
quality and quantity of production.
CH.3 –RESEARCH
METHOD
3.1 RESEARCH DESIGN

CHAPTER 3
3. RESEARCH METHODOLGY
RESEARCH DESIGN
A research design is the arrangement of condition for collection and analysis of

data in a manner that aims to combine relevance to the research purpose with economy in
procedure.
It is concerned with decision regarding what, were, when, how much, by what
means covering and inquiring for a research study constitutes a research design.
Research design is needed because it facilitates the smooth sailing of research
operation, thereby making research as efficient as possible, yielding and most
information with minimal expenditure of effort, time and money.
The researcher has used descriptive research design which is
Descriptive research studies are those studies which are concerned with delivery
the characteristics of a particular individual group. A descriptive design studies is
concerned with specific prediction with narration of facts and characteristics concerning
individuals group or situations.
DATA COLLECTION
The task of data collection begins after a research problem has been defined and
research design chalked out. While deciding about the method of data collection to be
used for the study two types of data namely, primary data and secondary data.
1.PRIMARY DATA
Primary data was collected from respondents through a well structured
questionnaire by interviewing them.
2.SECONDARY DATA
Secondary data was used in the introduction part of the company profile, and was
collected from the website.
SAMPLING TECHNIQUES
Convenience sampling method
SAMPLE SIZE
The sample size is 100 respondents.
TOOLS USED FOR
ANALYSIS 1.PERCENTAGE
ANALYSIS
Percentage refers to a special kind of ratio. Percentage is used in making
comparison between two or more series of data. Percentages are used to describe
relationship. Percentage can also be used to compare the relationship. The destruction of
two or more series of data.
Percentage of respondents = No. of respondents * 100

Total no. of respondents
2. CHI-SQUARE TEST
Suppose we are given a set of observed frequencies obtained under some
experiments and we want to test if the experimental results support a particular
hypothesis or theory. Karl Pearson developed a test for testing the significance of
discrepancy between experimental values and the theoretical values obtained under some
theory or hypothesis. This test is known as goodness of fit.
Literally, an attribute means a quality or characteristics. Example of attributes is drinking,
smoking, blindness, honesty, etc.
An attributes may be marked by its presence or absence in a number of a given
population.
² = (O-E)
E
O = Observed frequency
E = Expected frequency
² is used to test whether differences between observed and expected frequencies and
significant.
Note: If the data is given in a series of ‘n’ number then degrees of freedom = n-1.
Let us consider two attributes A and B is divided into two classes and B is divided
into two classes. The various cell frequencies can be expressed in the following table as
2 x 2 contingency table
A a b
B c d
A B a+b
C D c+d
a+c b+d N
E(a) = (a+c) (a+b)/N E(a)= (b+d) (a+b) /N a+b

E(a)= (a+c) (c+d) /N E(a)=(b+d) (c+d) /N c+d
a+c b+d N
Note: In this chi-square test, we test if two attributes A and B under consideration are
independent or not.
Null Hypothesis Ho: Attributes are independent

Alternative Hypothesis H1: Attributes are dependent
Degree of freedom: d.f

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

c = Number of column
CH.4 DATA ANALYSIS

CHAPTER 4
3. DATA ANALYSIS AND INTERPRETATIONS
1. PERCENTAGE
ANALYSIS TABLE
4.1

Sex Number of respondents Percentage of respondents
Male 80 80%
Female 20 20%
Total 100 100%
Interpretation:
The above table explains that among 100 respondents, vast majorities 32% of
respondents are belonging to male sex and 68% of the respondents are belonging to
female sex.
Inference:
Majority of the respondents (68%) are female.
TABLE 4.2
Table showing classification of respondents on Age
Age Number of respondents Percentage of respondents

Below 21 48 48%
21-30 24 24%
Above 30 28 28%
Total 100 100%
Interpretation:
respondents are married. Only 23% of the respondents are belonging to female sex.
Inference:
Majority of the respondents (48%) belong to the age group of below 21.
Chart showing age wise classfication
Above 30, 28%
Below 21, 48% Below 21

21-30
Above 30
21-30, 24%
TABLE 4.3
Table showing classification of respondents on educational qualification
Educational qualification Number of respondents Percentage of respondents
UG 35 35%
PG 65 65%
Total 100 100%
Interpretation:
respondents have studied PG. Then another 35% of the respondents are UG.
Inference:
Majority of the respondents 65% are PG
TABLE 4.4
Table showing the classification of respondents on Year of service
Year of service Number of respondents Percentage of respondents
Below 3 years 56 56%
3-6 years - -
50
Above 6 years 44 44%
Total 100 100%
Interpretation:
The above table explains that among 100 respondents, a majority 56% of
respondents is having a work experience of Below 3 years. And 44% of the respondents
are having a work experience of more than Above 6 years.
Inference:
Majority of the respondents (56%) are belonging to the category of below 3 years
of service.
Chart showing year of service
Above 6 years, Below 3 years

44%
3-6 years
Below 3 years,
56% Above 6 years
3-6 years, 0
TABLE 4.5
Table showing weather the company providing training program or not
Training program Number of respondents Percentage of respondents
Yes 100 100%
No - -
Total 100 100%
51
Interpretation:
The above table explains that among 100 respondents, 100% of respondents said
company provide training program.
Inference:
Majority of the respondents (100%) agree that their company provide training
program.
Chart showing weather company provide training or not
No, 0
Yes
No
Yes, 100%
TABLE 4.6
Table showing type of training provided by the company
Training program Number of respondents Percentage of respondents
On the job training 52 52%
Off the job training 48 48%
Total 100 100%
52
Interpretation:
The above table explains that among 100 respondents, a vast majority 52% of
respondents are gone for on-the Job Training and 48% of respondents are gone for Off-
the job Training.
Inference:
Majority of the respondents (52%) have attended the on the job training.
Chart showing which type of training they provide
53%
52%
51%
50%
49%
48%
47% Percentage
46%
On the job trainingOff the job training
TABLE 4.7
Table showing the duration of the training Program conducted
Duration Number of respondents Percentage of respondents

Less than one week 12 12%
One to three week 20 20%
Above three week 68 68%
Total 100 100%
Interpretation:
The above table explains that among 100 respondents, 12% of the respondents
said less than one week, 20% of the respondents said one to three week and 68% of the
respondents said above three week.
Inference:
Majority of the respondents (68%) have attended the training program above three
weeks.
Chart showing the duration of the training

program conducted
80%
70%
60%
50%
40%
30% Percentage
20%
10%
0%
Less than one One to three Above three week

week week
TABLE 4.8
Table showing the opinion regarding the duration of the training
Program
Opinion Number of respondents Percentage of respondents
Highly satisfied 84 84%
satisfied 12 12%
Moderate - -
Dissatisfied 4 4%
Highly dissatisfied - -
Total 100 100
Interpretation:
said highly satisfied, 12% of the respondents said satisfied, 4% of the respondents said
dissatisfied.
Inference:
Majority of the respondents (84%) feel that the duration of the training program is
highly satisfied.
Chart showing the opinion of the duration of the training

program
90%
80%
70%
60%
50%
40% Percentage
30%
20%
10%
0%
HighlysatisfiedModerateDissatisfiedHighly
satisfieddissatisfied
TABLE 4.9
Table showing the feel of the respondents regarding the training
Program
satisfied 16 16%
No idea - -
Dissatisfied - -
Total 100 100
Interpretation:
feel highly satisfied, 16% of the respondents feel satisfied.
Inference:
Majority of the respondents (84%) feel that the training program is highly
satisfied.
Chart showing the opinion about the training program
90%
80%
70%
60%
50%
40% Percentage
30%
20%
10%
0%
HighlysatisfiedNo ideaDissatisfiedHighly
TABLE4.10
Table showing the quality of the trainers
Very good 84 84%
Good 16 16%
Moderate - -
Poor - -
Very poor - -
Total 100 100
Interpretation:
The above table explains that among 100 respondents, 84% of the respondents feel very
good, 16% of the respondents feel good.
Inference:
Majority of the respondents (84%) feel that the quality of trainers is very good.
Chart showing the opinion about the quality of trainers
90%
80%
70%
60%
50%
40%
30% Percentage
20%
10%
0%
Very good Good Moderate Poor Very poor
TABLE 4.11
Table showing the opinion regarding the practical demonstration
satisfied 48 48%
No idea - -
Dissatisfied - -
Total 100 100
Interpretation:
Inference:
Majority of the respondents (52%) feel that the practical demonstration is highly
satisfied.
Chart showing the opinion regarding the practical demonstration
60%
50%
40%
30%
20%
10% Percentage
0%
HighlysatisfiedNo ideaDissatisfiedHighly
TABLE 4.12
Table showing the opinion regarding the training aids
satisfied 60 60%
No idea - -
Dissatisfied - -
Total 100 100
Interpretation:
Inference:
Majority of the respondents (60%) feel that the training aids is satisfied.
Chart showing the opinion regarding the training aid
80%
60%
40%
20% Percentage
0%
Highly satisfied No idea DissatisfiedHighly

satisfied dissatisfied
TABLE 4.13
Table showing the changes after attending the training
Confidence 40 40%
Better performance 60 60%
Skill - -
All the above - -
Total 100 100
Interpretation:
feel confidence level has increased, 60% of the respondents feel better performance.
Inference:
Majority of the respondents (60%) feel that there is better performance after
attending the training program.
Chart showing the changes after attending the training program
70%
60%
50%
40%
30% Percentage
20%
10%
0%
Confidence Better Skill All the above

performance
TABLE 4.14
Table showing the various fields in which training is provided
Training Number of respondents Percentage of respondents
Process training 84 84%
Technical training 14 14%
Both - -
Total 100 100
Interpretation:
The above table explains that among 100 respondents, 84% of the respondents said
process training and 14% of the respondents said technical training.
Inference:
Majority of the respondents (84%) have attended the process training.
Chart showing the various feilds in which training is
provided
100%
80%
60%
Percentage
40%
20%
0%
Process training Technical training Both
TABLE 4.15
Table showing that whether the training program is related to the work
Highly related 68 68%
Related 28 28%
Not related 4 4%
Highly not related - -
Total 100 100
Interpretation:
The above table explains that among 100 respondents, 68% of the respondents feel that
the training program is highly related to the work, 28% of the respondents feel that the
training program is highly related to the work and 4% of the respondents feel that the
training program is highly not related to the work .
Inference:
Majority of the respondents (68%) of the respondents feel that the training program is
highly related to the work
Chart showing opinion weather the training is realeted to

the work
80%
70%
60%
50%
40%
30% Percentage
20%
10%
0%
Highly relatedRelatedNot relatedHighly not

related
TABLE 4.16
Table showing that whether they got opportunity to practice the
training methods after attending the training program
Strongly agree 96 96%
Agree 4 4%
Disagree - -
Strongly disagree - -
Total 100 100
Interpretation:
The above table explains that among 100 respondents, 96% of the respondents strongly
agree that they got opportunity to practice the training methods after the training and 4%
of the respondents agree that they got opportunity to practice the training methods after
the training.
Inference:
Majority of the respondents (96%) of the respondents strongly agree that they got
opportunity to practice the training methods after the training.
Chart showing the opinion weather they got opportunity to practise the training methods
Strongly agree Agree Disagree

Strongly disagree
TABLE 4.17
Table showing the objective of the Organizations training plan
Organization goal 4 4%
Individual development 20 20%
Increase productivity and update new 56 56%
technology
All the above 20 20%
Total 100 100
Interpretation:
The above table explains that among 100 respondents, 4% of the respondents feel that
Organizations training plan is for Organization goal 20% of the respondents feel that
Organizations training plan is for individual development, 56% of the respondents feel
that Organizations training plan is to increase productivity and update new technology
and 20% of the respondents feel that Organizations training plan is for all the above
mentioned things.
Inference:
Majority of the respondents (56%) feel that Organizations training plan is to increase
productivity and update new technology.
Chart showing the opinion about the objective of the

organization training plan
60%
50%
40%
30% Percentage
20%
10%
0%
OrganizationIndividual goaldevelopment
Increase productivity and update new technology
All the above
TABLE 4.18
Table showing the accidents/mistakes are reduced after the training
program
Strongly agree 92 92%
Agree 8 8%
Disagree - -
Strongly disagree - -
Total 100 100
Interpretation:
The above table explains that among 100 respondents, 92% of the respondents strongly
agree that accidents/mistakes are reduced after the training program and 8% of the
respondents agree that accidents/mistakes are reduced after the training program.
Inference:
Majority of the respondents (92%) strongly agree that accidents/mistakes are reduced
after the training program.
Chart showing the opinion weather the accidents and mistakes are reduced after the training program
Strongly agree Agree Disagree

Strongly disagree
TABLE 4.19
Table showing the performance has improved after the training
program
Yes 100 100%
No - -
Total 100 100%
Interpretation:
feel that performance has improved after the training program.
Inference:
Majority of the respondents (100%) feel that performance has improved after the
training program.
Chart showing weather the performance has
increased after training
120%
100%
80%
60% Percentage
40%
20%
0%
Yes No
TABLE 4.20
Table showing when they need training program

Regularly 4 4%
Occasionally 48 48%
Periodically 16 16%
At the time of appointment 32 32%
Total 100 100%
Interpretation:
The above table explains that among 100 respondents, 4% of the respondents feel
that they need training program regularly, 48% of the respondents feel that they need
training program occasionally, 16% of the respondents feel that they need training
program periodically and 32% of the respondents feel that they need training program at
the time of appointment .
Inference:
Majority of the respondents (48%) feel that they need training program
occasionally.
Chart showing the opinion about when they need training program
60%
50%
40%
30%
20%
10%
0%
RegularlyOccasionallyPeriodicallyAt the
Percentage
time of
appointment
TABLE 4.21
Table showing which type of training program to be conducted
Training Number of respondents Percentage of respondents

On the job training 48 48%
Off the job training 52 52%
Total 100 100%
Interpretation:
want on the job training and 52% of the respondent want off the job training.
Inference:
Majority of the respondents (52%) want off the job training.
Chart showing what type of training they need
On the job Off the job
TABLE 4.22
Table showing by whom the training program to be conducted

Insiders 88 88%
Outsiders 12 12%
Total 100 100%
Interpretation:
want to conduct training by insiders and 12% of the respondents want to conduct training
by outsiders.
Inference:
Majority of the respondents (88%) want to conduct the training by the insiders.
Chart showing the opinion about by whom they need to conduct the training
Insiders
Outsiders
TABLE 4.23
Table showing the assistance needed from supervisor to apply the
learned techniques

Yes 60 60%
No 40 40%
Total 100 100%
Interpretation:
want the assistance from the supervisor and 40% of the respondents do not want to the
assistance from the supervisor.
Inference:
Majority of the respondents (60%) want the assistance from the supervisors.
Chart showing the opinion weather they need assistance from the supervisor
Yes No
2. CHI-SQUARE ANALYSIS
To find out the association between different

experience and opinion about duration of the training
program
Null Hypothesis: Ho
There is no significant difference between people of different experience and

opinion about the duration of the training program.
Alternative hypothesis: H1
There is significant difference between people of different experience and opinion

about the duration of the training program.
TABLE 4.2.1
CONTINGENCY TABLE SHOWING THE OBSERVED FREQUENCIES OF
THE OPINION ABOUT THE DURATION OF THE TRAINING PROGRAM
Opinion Year of experience

Below 3 years 4-6 years Above 6 years Total
Highly Satisfied 48 16 20 84
Satisfied 8 0 4 12
Moderate 0 0 0 0
Dissatisfied 0 0 4 4
Highly dissatisfied 0 0 0 0
Total 56 16 28 100
O E O-E (O-E)² (O-E)²/E

48 47.04 0.96 0.9216 0.019592
16 13.44 2.56 6.5536 0.487619
20 23.52 -3.52 12.3904 0.526803
8 6.72 1.28 1.6384 0.24381
0 1.92 -1.92 3.6864 1.92
4 3.36 0.64 0.4096 0.121905
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 2.24 -2.24 5.0176 2.24
0 0.64 -0.64 0.4096 0.64
4 1.12 2.88 8.2944 7.405714
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
Calculated value of ² 13.60544
² = (O-E) ²
E
Calculated value of ² = 13.60544
Degree of freedom = (r-1) (c-1)
c = Number of columns
= (5-1) (3-1)
= (4) (2) = 8
At 5% significance level (α) and degree of freedom 8 the table value is 15.5
Result
Since the calculated value is lesser than the table value. Null hypothesis is accepted.
Inference
opinion about the duration of the training program.
To find out the association between different experience

and opinion about the training program
Null Hypothesis: Ho

opinion about the training program.

about the training program.
TABLE 4.2.2
THE OPINION ABOUT THE TRAINING PROGRAM

Satisfied 4 4 8 16
No idea 0 0 0 0
Total 56 16 28 100
O E O-E (O-E)² (O-E)²/E

52 47.04 4.96 24.6016 0.522993
12 13.44 -1.44 2.0736 0.154286
20 23.52 -3.52 12.3904 0.526803
4 8.96 -4.96 24.6016 2.745714
4 2.56 1.44 2.0736 0.81
8 4.48 3.52 12.3904 2.765714
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
² = (O-E) ²
E
= (5-1) (3-1)
= (4) (2) = 8
73
Result
Since the calculated value is lesser than the table value. Null hypothesis is
accepted.
Inference
opinion about the training program.
5.2.3 To find out the association between different experience and

opinion about the quality of the trainers
Null Hypothesis: Ho

opinion about the quality of the trainers.

about the quality of the trainers.
TABLE 4.2.3
THE OPINION ABOUT THE QUALITY OF THE TRAINERS

Very Good 44 16 24 84
Good 12 0 4 16
Moderate 0 0 0 0
Poor 0 0 0 0
Very Poor 0 0 0 0
Total 56 16 28 100
O E O-E (O-E) ² (O-E) ²/E
74
44 47.04 -3.04 9.2416 0.196463
16 13.44 2.56 6.5536 0.487619
24 6.72 17.28 298.5984 44.43429
12 8.96 3.04 9.2416 1.031429
0 2.56 -2.56 6.5536 2.56
4 4.48 -0.48 0.2304 0.051429
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
² = (O-E) ²
E
= (5-1) (3-1)
= (4) (2) = 8
Result
Since the calculated value is higher than the table value. Alternative hypothesis is
accepted.
Inference
about the quality of the trainers.

opinion about the practical demonstration
75
Null Hypothesis: Ho

opinion about the practical demonstration.

about the practical demonstration.
TABLE 4.2.4
THE OPINION ABOUT THE PRACTICAL DEMONSTRATION

Satisfied 28 4 16 48
No idea 0 0 0 0
Total 56 16 28 100
O E O-E (O-E) ² (O-E) ²/E

28 29.12 -1.12 1.2544 0.043077
12 8.32 3.68 13.5424 1.627692
12 14.56 -2.56 6.5536 0.45011
28 26.88 1.12 1.2544 0.046667
4 7.68 -3.68 13.5424 1.763333
16 13.44 2.56 6.5536 0.487619
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
76
0 0 0 0 0
0 0 0 0 0
² = (O-E) ²
E
= (5-1) (3-1)
= (4) (2) = 8
Result
accepted.
Inference
opinion about the practical demonstration.

opinion about the training aid
Null Hypothesis: Ho
opinion about the training aid.
77
about the training aid.
TABLE 4.2.5
THE OPINION ABOUT THE TRAINING AID

Satisfied 28 8 16 52
No idea 0 0 0 0
Total 56 16 28 100
O E O-E (O-E) ² (O-E) ²/E

28 26.88 1.12 1.2544 0.046667
8 7.68 0.32 0.1024 0.013333
12 13.44 -1.44 2.0736 0.154286
28 29.12 -1.12 1.2544 0.043077
8 8.32 -0.32 0.1024 0.012308
16 14.56 1.44 2.0736 0.142418
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
² = (O-E) ²
E
78
= (5-1) (3-1)
= (4) (2) = 8
Result
accepted.
Inference
opinion about the training aid.
To find out the association between different experience

and opinion about the changes after the training
Null Hypothesis: Ho

opinion about the changes after the training.

about the changes after the training.
TABLE 4.2.6
THE OPINION ABOUT THE CHANGES AFTER THE TRAINING

Confidence 28 8 4 40
Better performance 28 8 24 60
Skill 0 0 0 0
All the above 0 0 0 0
Total 56 16 28 100
O E O-E (O-E) ² (O-E) ²/E

28 22.4 5.6 31.36 1.4
8 6.4 1.6 2.56 0.4
4 11.2 -7.2 51.84 4.628571
28 33.6 -5.6 31.36 0.933333
8 9.6 -1.6 2.56 0.266667
24 16.8 7.2 51.84 3.085714
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
² = (O-E) ²
E
= (4-1) (3-1)
= (3) (2) = 6
Result
accepted.
Inference
opinion about the changes after the training.
To find out the association between different experience and

opinion about weather the training program is related to your
work
Null Hypothesis: Ho

opinion about weather the training program is related to your work.

about weather the training program is related to your work.
TABLE 4.2.7
THE OPINION ABOUT WEATHER THE TRAINING PROGRAM IS REALTED
TO YOUR WORK

Highly related 36 8 24 68
Related 20 4 4 28
Not related 0 4 0 4
Highly not related 0 0 0 0
Total 56 16 28 100
O E O-E (O-E) ² (O-E) ²/E
36 38.08 -2.08 4.3264 0.113613
8 10.88 -2.88 8.2944 0.762353
24 19.04 4.96 24.6016 1.292101
20 15.68 4.32 18.6624 1.190204
4 4.48 -0.48 0.2304 0.051429
4 7.84 -3.84 14.7456 1.880816
0 2.24 -2.24 5.0176 2.24
4 0.64 3.36 11.2896 17.64
0 1.12 -1.12 1.2544 1.12
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
² = (O-E) ²
E
= (4-1) (3-1)
= (3) (2) = 6
Result
accepted.
Inference
There is significant difference between people of different experience and opinion about
weather the training program is related to your work.
opinion about weather they got opportunity to practice the
training methods
Null Hypothesis: Ho
;
opinion about weather they got opportunity to practice the training methods.

about weather they got opportunity to practice the training methods.
TABLE 4.2.8
THE OPINION ABOUT WEATHER THEY GOT OPPORTUNITY TO
PRACTISE THE TRAINING METHODS

Strongly Agree 52 16 28 96
Agree 4 0 0 4
No idea 0 0 0 0
Disagree 0 0 0 0
Strongly Disagree 0 0 0 0
Total 56 16 28 100
O E O-E (O-E) ² (O-E) ²/E

52 53.76 -1.76 3.0976 0.057619
16 15.36 0.64 0.4096 0.026667
28 26.88 1.12 1.2544 0.046667
4 2.24 1.76 3.0976 1.382857
0 0.64 -0.64 0.4096 0.64
0 1.12 -1.12 1.2544 1.12
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
² = (O-E) ²
E
= (5-1) (3-1)
= (4) (2) = 8
Result
accepted.
Inference
opinion about weather they got opportunity to practice the training methods.

opinion about the objective of the organization training plan
84
Null Hypothesis: Ho

opinion about the objective of the organization training plan.

about the objective of the organization training plan.
TABLE 4.2.9
THE OPINION ABOUT THE OBJECTIVE OF THE ORGANIZATION
TRAINING PLAN

Organization Goal 4 0 0 4
Individual development 20 0 0 20
Increase production 28 8 20 56
All 4 8 8 20
Total 56 16 28 100
O E O-E (O-E) ² (O-E) ²/E

4 2.24 1.76 3.0976 1.382857
0 0.64 -0.64 0.4096 0.64
0 1.12 -1.12 1.2544 1.12
20 11.2 8.8 77.44 6.914286
0 3.2 -3.2 10.24 3.2
0 5.6 -5.6 31.36 5.6
28 31.36 -3.36 11.2896 0.36
8 8.96 -0.96 0.9216 0.102857
20 15.68 4.32 18.6624 1.190204
4 11.2 -7.2 51.84 4.628571
8 3.2 4.8 23.04 7.2
8 5.6 2.4 5.76 1.028571
² = (O-E) ²
85
E
= (4-1) (3-1)
= (3) (2) = 6
Result
accepted.
Inference
about the objective of the organization training plan.

opinion about weather the accidents/mistakes are reduced after
the training program
Null Hypothesis: Ho

opinion about weather the accidents/mistakes are reduced after the training program.

about weather the accidents/mistakes are reduced after the training program.
TABLE 4.2.10
THE OPINION ABOUT WEATHER THE ACCIDENTS/MISTAKES ARE
REDUCED AFTER THE TRAINING PROGRAM

Strongly Agree 48 16 28 92
Agree 8 0 0 8
No idea 0 0 0 0
Disagree 0 0 0 0
Strongly Disagree 0 0 0 0
Total 56 16 28 100
O E O-E (O-E) ² (O-E) ²/E

48 51.52 -3.52 12.3904 0.240497
16 14.72 1.28 1.6384 0.111304
28 25.76 2.24 5.0176 0.194783
8 4.48 3.52 12.3904 2.765714
0 1.28 -1.28 1.6384 1.28
0 2.24 -2.24 5.0176 2.24
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
² = (O-E) ²
E
= (5-1) (3-1)
= (4) (2) = 8
Result
accepted.
Inference
opinion about weather the accidents/mistakes are reduced after the training program.

opinion about weather after the training performance has increased
or not
Null Hypothesis: Ho

opinion about weather after the training performance has increased or not.

about weather after the training performance has increased or not.
TABLE 4.2.11
THE OPINION ABOUT WEATHER AFTER THE TRAINING PERFORMANCE
HAS INCREASED OR NOT

Yes 56 16 28 100
No 0 0 0 0
Total 56 16 28 100
O E O-E (O-E) ² (O-E) ²/E

56 56 0 0 0
16 16 0 0 0
28 28 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
Calculated value of ² 0
² = (O-E) ²
E
Calculated value of ² = 0
= (2-1) (3-1)
= (1) (2) = 2
Result
accepted.
Inference
opinion about weather after the training performance has increased or not.

opinion about when they need training
Null Hypothesis: Ho

opinion about when they need training.

about when they need training.
TABLE 4.2.12
THE OPINION ABOUT WHEN THEY NEED TRAINING

Below 3 years 4 -6 years Above 6 years Total
Regularly 4 0 0 4
Occasionally 24 8 20 52
Periodically 8 4 0 12
At the time of appointment 20 4 8 32
Total 56 16 28 100
90
O E O-E (O-E) ² (O-E) ²/E
4 2.24 1.76 3.0976 1.382857
0 0.64 -0.64 0.4096 0.64
0 1.12 -1.12 1.2544 1.12
24 29.12 -5.12 26.2144 0.90022
8 8.32 -0.32 0.1024 0.012308
20 14.56 5.44 29.5936 2.032527
8 6.72 1.28 1.6384 0.24381
4 1.92 2.08 4.3264 2.253333
0 3.36 -3.36 11.2896 3.36
20 17.92 2.08 4.3264 0.241429
4 5.12 -1.12 1.2544 0.245
8 8.96 -0.96 0.9216 0.102857
² = (O-E) ²
E
= (4-1) (3-1)
= (3) (2) = 6
Result
accepted.
Inference
91
opinion about when they need training.

opinion about which method of training they need
Null Hypothesis: Ho

opinion about which method of training they need.

about which method of training they need.
TABLE 4.2.13
THE OPINION ABOUT WHICH METHOD OF TRAINING THEY NEED

On the job 28 4 16 48
Off the job 28 12 12 52
Total 56 16 28 100
O E O-E (O-E) ² (O-E)²/E

28 26.88 1.12 1.2544 0.046667
4 7.68 -3.68 13.5424 1.763333
16 13.44 2.56 6.5536 0.487619
28 29.12 -1.12 1.2544 0.043077
12 8.32 3.68 13.5424 1.627692
12 14.56 -2.56 6.5536 0.45011
² = (O-E) ²
E
= (2-1) (3-1)
= (1) (2) = 2
Result
accepted.
Inference
opinion about which method of training they need.

opinion about by whom they need to conduct the training program
Null Hypothesis: Ho
93
opinion about by whom they need to conduct the training program.

about by whom they need to conduct the training program.
TABLE 4.2.14
THE OPINION ABOUT BY WHOM THEY NEED TO CONDUCT THE
TRAINING PROGRAM

Insiders 56 16 20 92
Outsiders 0 0 8 8
Total 56 16 28 100
O E O-E (O-E)² (O-E)²/E

56 51.52 4.48 20.0704 0.389565
16 14.72 1.28 1.6384 0.111304
20 25.76 -5.76 33.1776 1.28795
0 4.48 -4.48 20.0704 4.48
0 1.28 -1.28 1.6384 1.28
8 2.24 5.76 33.1776 14.81143
² = (O-E) ²
E
= (2-1) (3-1)
= (1) (2) = 2
94
Result
accepted.
Inference
about by whom they need to conduct the training program.

opinion about weather they need assistance from supervisors or
not
Null Hypothesis: Ho

opinion about weather they need assistance from supervisors or not.

about weather they need assistance from supervisors or not.
TABLE 4.2.15
THE OPINION ABOUT WEATHER THEY NEED ASSISTANCE FROM
SUPERVISORS OR NOT
Yes 32 8 20 60
No 24 8 8 40
Total 56 16 28 100
O E O-E (O-E)² (O-E)²/E

32 33.6 -1.6 2.56 0.07619
8 9.6 -1.6 2.56 0.266667
20 16.8 3.2 10.24 0.609524
24 22.4 1.6 2.56 0.114286
8 6.4 1.6 2.56 0.4
8 11.2 -3.2 10.24 0.914286
² = (O-E) ²
E
= (2-1) (3-1)
= (1) (2) = 2
Result
accepted.
Inference
opinion about weather they need assistance from supervisors or not.
CH.5
5.1 FINDINGS
CHAPTER 5
FINDINGS, SUGGESTIONS AND CONCLUSION
FINDINGS:
 80% of the respondents are male.

 48% of the respondents belong to the age group of below 21.
 65%of the respondents are below PG.
 56% of the respondents are belonging to the category of below 3 years of service.
 100% of the respondents agree that their company provide training program.
 52% of the respondents have attended the on the job training.
 68% of the respondents have attended the training program above three weeks.
 84% of the respondents feel that the duration of the training program is highly
satisfied.
 84% of the respondents feel that the training program is highly satisfied.
 84% of the respondents feel that the quality of trainers is very good.
 52% of the respondents feel that the practical demonstration is highly satisfied.
 60% of the respondents feel that the training aid is satisfied.
 60% of the respondents feel that there is better performance after attending the
training program.
 84% of the respondents have attended the process training.
 68% of the respondents of the respondents feel that the training program is highly
related to the work
 96% of the respondents of the respondents strongly agree that they got
opportunity to practice the training methods after the training.
 56% of the respondents feel that Organizations training plan is to increase
productivity and update new technology

 92% of the respondents strongly agree that accidents/mistakes are reduced after
the training program.
 100% of the respondents feel that performance has improved after the training
program.
 48% of the respondents feel that they need training program occasionally.
 52% of the respondents want off the job training.
 88% of the respondents want to conduct the training by the insiders.
 60% of the respondents want the assistance from the supervisors.
CH.5
SUGGESTIONS
SUGESSTIONS:
The Following suggestions are made to improve the effectiveness of the training
program.
1. Training can be given on a regular basis to the employees.

2. Most of the employees suggested that off the job training is more effective.
3. Supervisor can give assistance to the employees so that they feel much better
carry out the work
4. Many of the employees suggested that training should be made more interactive.
The trainers should mingle freely with the employees so that the training will be
more effective.
5. Feedback can be obtained from the employees so that training can be improved
further to their expectations and thus their productivity could be increased and
accomplishment of objectives could be made easier.
CH.5
CONCLUSION
5.3CONCULSION:
From this research work it can be concluded that most of the employees in the
organization have the opinion that training is essential for the growth of the organization
and also for developing themselves. Also most of the employees feel that proper feed
back is essential so that training can be made more effective, And so the off job training
is more effective than on job training.
ANNEXURE
6. ANNEXURE
BIBILIOGRAPHY
1. REFRENCES
 HUMAN RESOURCE MANAGEMENT SUBBA RAO

AND INDUSTRIAL RELATION HIMALAYA
PUBLISHING
HOUSE
 PERSONNEL AND HUMAN DAVIDA. DECENZO
RESOURCE MANAGEMENT STEPHEN P.ROBBINS
 RESEARCH METHODOLOGY KOTHARI
2. WEBSITES
WWW.WIKIPEDIA.COM
WWW.GOOGLE.COM
WWW.HYNDAI.COM
WWW.ANSWERS.COM
QUESTIONNAIRE
QUESTIONNAIRE
A STUDY ON TRAINING AND DEVELOPMENT IN HYUNDAI

MOTOR INDIA LIMITED
,IRRUNGATTUKOTTAI,SRIPERUMBUDUR,KANCHIPURAM
DIST.
1.Name:
2.Age:
Below21 [ ] 21-30 [ ] above 31[ ]
3.Year of service:
Below 3 years [ ] 3-6 years [ ] above 7 years [ ]
4.Qualification:
UG [ ] PG [ ]
5.Marital status
Single [ ] Married [ ]
6.Nature of work
Technical [ ] Non-Technical [ ]
7. Does your company provide training

program? Yes [ ] No [ ]
8. What type of training are they providing?

On the job training [ ] off the job training [ ]
9. What is the objective of your organization’s training plan?

Organizational Goal [ ] Individual development [ ]
Increase productivity and Update new technology [ ] All of the above [ ]
10. What is the duration of the training program conducted?

Less than 1 week [ ] one-three week [ ] above three weeks [ ]
11. What is your opinion regarding duration of the training

program? Highly satisfied [ ] Satisfied [ ] Moderate [ ]
Dissatisfied [ ] Highly Dissatisfied [ ]
12. How do you feel about the training program?

Highly satisfied [ ] Satisfied [ ] No Idea [ ] Dissatisfied [
] Highly Dissatisfied [
]
13. What do you feel about the quality of the trainers?
Very Good [ ] Good [ ] Moderate [ ] poor [ ]
very poor [
14. What is your opinion regarding the following?
Practical Demonstration:
Highly satisfied [ Satisfied [ ] No idea [ ] Dissatisfied [ ]
]
] Highly
Dissatisfied [
Training aids:
Highly satisfied [ Satisfied [ ] No idea [ ] Dissatisfied [ ]
]
Highly Dissatisfied [ ]
15. What changes you have noted in your work place after training?
Confidence [ ] better performance [ ] skill [ ] all the above [ ]
16. What are the various fields in which training is provided?

Product Training [ ] Process Training [ ] Technical Training [
] All the above [ ]
17. Was the training programme related to your work?

Highly related [ ] Related [ ] Not related [ ] highly not related [ ]
18. Have you got opportunity to practice the training methods after the
training programme?
Strongly Agree [ ] Agree [ ] No idea [ ] Disagree [
] Strongly Disagree [ ]
19. Accidents/mistakes are reduced after the training program. Do you
agree? Strongly Agree [ ] Agree [ ] No idea [
] Disagree [ ]
Strongly Disagree [ ]
20.Are you satisfied the training program?
Yes [ ] No[ ]
21. After the training program whether your performance has

improved. Yes [ ] No [ ]
22. According to you when do you need training?

Regularly [ ] occasionally [ ] periodically [
] At the time of appointment [ ]
23. Which method of training do you needed to be conducted.
On the job training [
] Off the job training [
24. According to you whom do you want to conduct the training

programs? Insiders [ ]Outsiders [ ]
25. Do you need any assistance from your supervisors to apply the techniques
learned? Yes [ ] No [ ]

Employee Training and Development in Hyundai Motor India Limited Chennai

Hochgeladen von

Dokumentinformationen

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Employee Training and Development in Hyundai Motor India Limited Chennai

Hochgeladen von

Copyright:

Verfügbare Formate

A STUDY ON EMPLOYEE TRAINING AND

HYUNDAI MOTOR INDIA LIMITED CHENNAI.

Reg. No: 1021193

in partial fulfilment of the requirements for the award of the degree

MASTER OF BUSINESS ADMINISTRATION

SAVEETHA MANAGEMENT STUDIES,

SAVEETHA ENGINEERING COLLEGE,

I affirm that the project work titled A STUDY ON EMPLOYEES TRAINING

Signature of the student

PLACE: CHENNAI P.UDHAYAKUMAR

This to certify that the project work entitled “A STUDY ON EMPLOYEES

TRAINING AND DEVELOPMENT, IN HYUNDAI MOTOR INDIA LIMITED ”

is a bonafide work done by P.UDHAYAKUMAR [ REGISTER NO:1021193] in

partial fulfillment of the requirement for the award of MASTER OF BUSINESS

ADMINISTRATION by Anna University during the academic year 2010-2012.

My sincere and hearty thanks to Dr. VENKATASAMY, ME, Ph.D., The

I express my thanks to Dr.C.CHENDROYAPERUMAL, MBA, Ph.d Head of

I admit my thanks to Dr.C.CHENDROYAPERUMAL, MBA, Ph.d , Head

I am deeply indebted to Mr.ALFRED ANAND, Deputy Manager And

CHAPTER TITLE PAGE

CHAPTER TITLE PAGE NO

4.19 the performance has improved after the training program 64

4.20 when they need training program 65

CHAPTER TITLE PAGE NO

4.19 the performance has improved after the training program 64

4.20 when they need training program 65

The suggestion and recommendation are based on the analysis of data.

1.1 ABOUT THE STUDY

ABOUT THE STUDY

TOPIC DESCRIPTION OF STUDY

TOPIC DESCRIPTION OF STUDY

TRAINING AND DEVELOPMENT- AN OVERVIEW

“Training is the act of increasing

CONCEPTS OF TRAINING AND DEVELOPEMENT

After an employee is selected, placed and introduced he or she must be provided

DIFFERENCE BETWEEN TRAINING AND DEVELOPMENT

The importance of human resource management to a large extent depends on

 Leads to improved profitability and positive attitudes toward profits

NEED FOR TRAINING

To match the Employee specifications with the job requirements and

THE NEED FOR TRAINING ALSO ARISES TO

ASSESSMENT OF TRAINING NEEDS

Training needs= Job and organizational requirement-Employee specification

Organizational Analysis: This includes analysis of objectives, resource

ON-THE JOB METHODS

OFF-THE JOB METHODS

1. Measures of changes within the individual

2. Measuring changes in behavior

Automobile industry in India

A number of domestic companies produce automobiles in India and the growing

production is skyrocketing as foreign makers are setting up their own production

1.4 COMPANY PROFILE

ABOUT HYNDAI MOTOR COMPANY

Hyundai Motor India Limited (HMIL) is a wholly owned subsidiary of Hyundai

HMIL’s fully integrated state-of-the-art manufacturing plant near Chennai boasts

Awards and Certifications:

Energy Efficient Unit Award

PM Presents “Star Company” Award to

Hyundai Santro has topped the JD Power

CNBC-TV18 Autocar Auto Awards

Hyundai Getz is the CNBC Autocar

Hyundai Elantra – Best Value for

Company – Awards – CNBC Autocar India