EFFECTIVENESS OF TRAINING PROGRAM

by

R.SARASWATHI
(REGISTER NO: 310611631076) Of

EASWARI ENGINEERING COLLEGE

A PROJECT REPORT Submitted To The FACULTY OF MANAGEMENT STUDIES In partial fulfillment of the requirements For the award of the degree

Of

MASTER OF BUSINESS ADMINISTRATION ANNA UNIVERSITY AUG 2012

EASWARI ENGINEERING COLLEGE DEPARTMENT OF MANAGEMENT STUDIES

BONAFIDE CERTIFICATE Certified that this project report titled EFFECTIVENESS OF TRAINING PROGRAM is the bonafide work of Ms. R.SARASWATHI Registration number 310611631076 who carried out the research under my supervision. Certified further , that to the best of my knowledge the work reported herein does not form part of any other project report or dissertation on the basis of which a degree or award was conferred on an earlier occasion on this or any other candidate.

INTERNAL GUIDE

HEAD OF THE DEPARTMENT

INTERNAL EXAMINER

EXTERNAL EXAMINER

DECLARATION

I hereby declare that this project entitled EFFECTIVENESS OF TRAINING PROGRAM was sincerely done, during the period from June 2012. The study has been undertaken in partial fulfillment for the Degree of Master of Business Administration at Easwari Engineering College, Chennai affiliated to Anna University.

I also declare that this project has not been submitted to any other institutions or university, for the award of any Degree or Diploma.

Place: Chennai

R.SARASWATHI

ACKNOWLEDGEMENT

In the first instance, I oblige to the Honorable Chairman, Dr. SHIVAKUMAR, the principal Dr. JOTHI MOHAN BALASUBRAMANIAN., for their support and encouragement for the completion of project.

I take this opportunity to convey my sincere thanks to the Head of the Department Dr.Mu.SUBRAMANIYAN, for the cooperation and support given during the course of the project.

I take the privilege to extend my hearty thanks to my Internal Project Guide Mr.S.BALAMURALI for her valuable and invariable suggestion and encouragement in carrying out this project successfully.

I take this opportunity to express my deep sense of gratitude and sincere thanks to Mr. SANKARANARAYANAN HR MANAGER and to the management of who spent their valuable time in helping me to finish the project.

Last but not the least; I would like to thank my parents and friends for providing all the necessary support throughout the study without which this study would be an unaccomplished task.

TABLE OF CONTENTS
CHAPTER NO 1 TITLE CHAPTER -1 INTRODUCTION 1.1 1.2 1.3 2 INTRODUCTION INDUSTRY PROFILE PROFILE OF THE COMPANY CHAPTER -2 REVIEW OF LITERATURE 2.1 2.2 3 REVIEW OF LITERATURE RESEARCH REVIEW CHAPTER -3 RESEARCH METHODOLOGY 3.1 3.2 3.3 3.4 3.5 3.6 4 RESEARCH METHODOLOGY STATEMENT OF THE PROBLEM SCOPE OF THE STUDY OBJECTIVES LIMITATIONS OF THE STUDY CHAPTER SCHEME CHAPTER -4 DATA ANALYSIS AND INTERPRETATION 4.1 4.2 4.3 4.4 4.5 4.6 ANALYSIS TABLES CHARTS INTERPRETATION ACTION CHECK 30 30 30 30 55 56 23 26 27 27 28 29 12 20 1 2 5 PAGE NO

CHAPTER-5 SUMMARY OF FINDINGS,SUGGESTIONS & CONCLUSION

5.1 5.2 5.3

SUMMARY OF FINDINGS SUGGESTIONS AND RECOMMENDATIONS CONCLUSION BIBLIOGRAPHY APPENDIX

58 60
61 62 63

CHAPTER 1 INTRODUCTION 1.1INTRODUCTION TO THE STUDY

Indian industry is waking up to the challenges thrown in by market economy. To survive in this highly competitive scenario, managers are being pressurized to improve quality, increase productivity, cut down waste and eliminate inefficiency. The collective efforts of the employer and the employee assume relevance in this context. And this is where human resource management can play crucial role. Human Resource Management is management functions that helps managers recruit, select, train and develop members for an organization. Obviously, HRM is concerned with the peoples dimension in organization. Since every organization is made up of people, acquiring their services, developing their skills, motivating them to higher levels of performance and ensuring that they continue organizational objectives. This is true regardless of the type of organization Government, Business, education, health or recreation.

TRAINING AND DEVELOPMENT Training and development refer to the imparting of specific skills abilities and knowledge to an employee. A formal definition of training and development is it is any attempt to improve current or future employee performance by increasing an employees attitude or increasing his or her skills and knowledge. Employee training is distinct from management development or executive development. While the former refers to training given to employees in the areas of operations, technical and allied areas, the latter refers to developing an employee in the areas of principles and techniques of management, administration, organization and allied areas. The importance of human resources management to a large extent depends on human resources development and training is its most important technique. 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.

1.2 INDUSTRY PROFILE

AUTOMOBILE INDUSTRY IN INDIA Automobile industry is booming in this century. India is one of the key players in the international automobile market. One of the fastest growing sectors in India is the automobile industry. High demand for cars, two wheelers and other vehicles has driven the growth of the automobile sector. Introduction of easy repayment and finance schemes has given a boost to the automobile companies in India. The list below gives the name of the best automobile companies in India.

BAJAJ AUTO LTD It is market leader among the automobile companies in India. The Bajaj Groups flagship company is Bajaj Auto. It is the fourth largest two-wheeler and four-wheeler manufacturer in the world. The Bajaj Brand is renowned in countries like US, Europe, Latin America ect. It is also among the top Ten Indian Companies in market capitalization. The company has products in the segments like scooters, mopeds, motorcycles, three wheelers.

ASHOK LEYLAND It is the second largest key player among the commercial vehicles in India. The company manufactures vestibule buses, Haulage vehicles, 18-82 seated single and double Decker buses ect,. The six manufacturing units of the company can produce 77,000 vehicles at a time.

FORD MOTOR COMPANY

This company entered the Indian automobile industry by a tie up with Mahindra Motors to manufacture the awesome Ford Escort. The companys models made for India are manufactured keeping in mind the India conditions. The company has sold about than 260,000,000 vehicles across the globe. The eminent brands of the company are jaguar, Mercury, Ford, and Lincoln. The company also ranks among the best five industrial corporations in the globe and is found in about 200 countries.

HERO HONDA MOTORS LTD

The company is the result of the amalgamation between Japanese Honda Motors Company and Indias Hero Honda Group in 1993. This is the single largest two-wheeler company of India. Hero Honda Motors Ltd is the market leader for being the largest Indian motorcycle company for selling CBZ and also the most fuel efficient one.

MAHINDRA & MAHINDRA LIMITED

This Indian automobile company is a subsidiary of Mahindra Group. The Company specializes in vehicles for the general purpose utility. It ranks tenth among the largest private sector companies in India. The Company has four divisions-tractors, automotive, inter trade and MSL. It has about 33 sales offices and the network support is about 500 dealers across India.

MARUTI SUZUKI LTD

It is the company which has ushered revolution in the industry of Indian cars. The Company is the result of the alliance of Japans Suzuki and Maruti. Maruti Suzuki car is for the average Indian. It is the first Indian company which manufactured about one million vehicles. The motto of the largest Automobile Company of India was to offer low cost and fuel efficient vehicles. The Company produces Zen, Maruti 800, Maruti Esteem, Maruti Omni etc.

TATA MOTORS
Initially known as TELCO, Tata Motors is the largest manufacturer of commercial vehicles in India and also the largest private sector Company. The Company produces light commercial vehicles, passenger cars, commercial vehicles and multi-utility vehicles. The most popular vehicles are Indica, Safari, Estate, Sierra etc. The latest innovation of the Tata Motors is the Nano car which is called the peoples car. This one lakh car has created a revolution in the history of the automobile industry across the world.

HYNDAI MOTORS INDIA

The company is a sub division of the Hyundai Motors Company, a South Korean multinational. The South Korean top manufacturer of automobile has captured the Indian market through this sub division. The Company has more than 70 dealer workshops. Hyundai Santro is giving competition to others. This car is designed in India near Chennai.

HINDUSTAN MOTORS
The leading manufacturer of Electric Motors in India is Hindustan Motors. The first car Company of India to India to start the manufacturing process of cars in India in the year 1942 is Hindustan Motors. The Company has a strong network of 115 dealers and 60 parts Dealers and 4 regional offices. The new model, Ambassador Nova was launched by this Company.

TVS MOTORS
A significant name in the two wheeler industry is TVS MOTORS. The first two seated moped of India was manufactured by this company. The company has always worked for innovation in the arena of motor cycle. Indias first 140cc mo tor cycle, Suzuki Shaolin, was developed by TVS Suzuki. Another remarkable success of the company is TVS Scooty. It ranks third among the largest manufacturers of two- wheelers in India.

1.3COMPANY PROFILE
The origin of Ashok Leyland can be traced to the urge for self-reliance, felt by independent India. Pandit Jawaharlal Nehru, India's first Prime Minister persuaded Mr. Raghunandan Saran, an industrialist, to enter automotive manufacture. In 1948, Ashok Motors was set up in what was then Madras, for the assembly of Austin Cars. The Company's destiny and name changed soon with equity participation by British Leyland and Ashok Leyland commenced of commercial

Since then Ashok Leyland has been a major presence in India's commercial vehicle industry with a tradition of technological leadership, achieved through tie-ups with international technology leaders and through vigorous in-house R&D. Access to international technology enabled the Company to set a tradition to be first with technology. Be it full air brakes, power steering or rear engine busses, Ashok Leyland pioneered all these concepts. Responding to the operating conditions and practices in the country, the Company made its vehicles strong, over-engineering them with extra metallic muscles. "Designing durable products that make economic sense to the consumer, using appropriate technology", became the design philosophy of the Company, which in turn has molded Consumer attitudes and the brand personality.

Ashok Leyland vehicles have built a reputation for reliability and ruggedness. The 5, 00,000 vehicles we have put on the roads have considerably eased the additional pressure placed on road transportation in independent India. In the populous Indian metros, four out of the five State Transport Undertaking (STU) buses come from Ashok Leyland. Some of them like the double-decker and vestibule buses are unique models from Ashok Leyland, tailor-made for high-density routes.

In 1987, the overseas holding by Land Rover Leyland International Holdings Limited (LRLIH) was taken over by a joint venture between the Hinduja Group, the Non-Resident Indian transnational group and IVECO. (Since July 2006, the Hinduja Group is 100% holder of LRLIH). The blueprint prepared for the future reflected the global ambitions of the company, captured in four words: Global Standards, Global Markets. This was at a time when liberalization and globalization were not yet in the air. Ashok Leyland embarked on a major product and process up-gradation to match world-class standards of technology.

In the journey towards global standards of quality, Ashok Leyland reached a major milestone in 1993 when it became the first in India's automobile history to win the ISO 9002 certification. The more comprehensive ISO 9001 certification came in 1994, QS 9000 in 1998 and ISO 14001 certification for all vehicle manufacturing units in 2002. It has also become the first Indian auto company to receive the latest ISO/TS 16949 Corporate Certification (in July 2006) which is specific to the auto industry.

ENNORE Ashok Leyland has six manufacturing plants - the mother plant at Ennore near Chennai, two plants at Hosur (called Hosur I and Hosur II, along with a Press shop), the assembly plants at Alwar and Bhandara. The total covered space at these six plants exceeds 450,000 sq m and together employs over 11,500 personnel.

Spread over 135 acres, Ashok Leyland Ennore is a highly integrated Mother Plant accounting for over 40% ALL production. The plant manufactures a wide range of vehicles and house production facilities for important aggregates such as Engines, Gear Box, Axles and other key inhouse components

Ashok Leyland has six manufacturing plants - the mother plant at Ennore near Chennai, two plants at Hosur (called Hosur I and Hosur II, along with a Press shop), the assembly plants at Alwar and Bhandara. The total covered spaces at these six plants exceed 450,000 sq m and together employ over 11,500 personnel. Established in 1982, the Alwar Unit in Rajasthan is an assembly plant for a wide range of vehicles with an emphasis on passenger chassis, including CNG buses, situated close to the northern market.

The birth of Ashok Leyland can be attributed to the quest for self-reliance in the aftermath of independence. Pandit Jawaharlal Nehru persuaded Mr. Raghunandan Saran, an industrialist, to enter automotive manufacture. In 1948, Ashok Motors was set up in Chennai for the assembly of Austin Cars. Soon, British Leyland acquired an equity stake in the company and the name of the company was changed from Ashok Motors to Ashok Leyland.

In 1955, Ashok Leyland commenced the production of commercial vehicles. Since then Ashok Leyland has maintained its technological leadership in Indias commercial vehicle industry. Tie-ups with international technology leaders and vigorous in-house R&D enabled Ashok Leyland to introduce latest technological breakthroughs in the Indian market. Ashok Leyland was the first to introduce full air brakes, power steering and rear engine buses in India.

Over 135 acres of land was acquired by the company in the coastal village of Ennore near Chennai and the company went into production within 12 months of its incorporation. The company registered an impressive turnover of Rs.35 Lakhs and a profit before tax of 1.80 lakhs in the first five years of its operation. In 1950, the company acquired the sole rights for distribution and assembly of Leyland commercial vehicles. In conformity with the Government of Indias policy to achieve self reliance in the core sector industry. An agreement was concluded with Leyland Motors Ltd., U.K. to participate in the equity capital of the company, which was then, renamed Ashok Leyland Limited.

In the journey towards global standards of quality. Ashok Leyland reached a milestone in 1993 when it became the first in Indias automobile industry to win the ISO-9002 certification. The more comprehensive ISO-9001 certification came in 1994 and ISO-14001 certification for all vehicle manufacturing units in 2002. Committed to total quality management Ashok Leyland is the countrys automotive manufacturer to obtain the ISO9004 certification. In the populous Indian metros, four of the five state transport undertakings (STUs) buses come from Ashok Leyland. Some of them like double Decker and vestibule buses are unique models from Ashok Leyland, tailor-made for high density routes.

The finalization of the collaboration agreement led to the commencement of a phased manufacturing programme of the comet range of the medium duty vehicles. This was a courageous move because of the sale of Leyland vehicles per year till then and exceeded 230 vehicles.

Apart from mere numerical growth, focus has also been a providing greater value to the customer through continuous innovation and updating the technology. The Company was the first to introduce heavy duty vehicles for off-highway application to mid-sixties.

The company has been alive to the need of improving economics of goods transportation in the country the introduction in 1978 of the Tuskers which has a growth of 13 tonnes is another landmark in this.

In 1980 the company started manufacturing the Indias first multi-axle vehicles, the Taurus. The company has also widened its product to meet specific requirements of defence applications by supply in 4 x 4 chassis and heavy duty tractors for gun-touring applications. In 1987, the overseas holding by Land Rover Leyland International Holdings Limited (LRLIH) was taken over by a joint venture between the Hinduja Group and IVECO. Since July 2006, the Hinduja Group is 100% holder of LRLIH. Ashok Leyland offers the cargo range of world class vehicles.

The main competition for Ashok Leyland is TATA which is having 65% of Market share, Ashok Leyland is having 32-33% of market share and other competitors are having 2-3%of market share.

Ashok Leyland is a 60 years old company. The company has six manufacturing plants in India. The managing director of the company is Mr. Seshasayee. The company has six manufacturing plants - the mother plant at Ennore near Chennai, two plants at Hosur (called Hosur I and Hosur II, along with a Press shop), the assembly plants at Alwar and Bhandara. The total covered spaces at these six plants exceed 450,000 sq m and together employ over 11,500 personnel. The Company is also an MNC. Other than India the company is situated in Finland UAE, Srilanka, and Detroit.

Ashok Leyland in Tamilnadu exactly situated at Ennore near Chennai. The plant that is situated at Ennore is a production plant that covers an area of 135 acres. The Ennore plant is the mother plant of Ashok Leyland. Here totally 4500 employees are working on the basis of 3 shifts a day. The Ennore plant is under the control of the Plant Director.

The Ennore plant have been divided into 3 lands, Main land East land West land

The company works on the basis of three shifts a day. The shifts are, Day shift (7.30am to 3.30pm) First shift (3.30pm to 11.30pm) Night shift (11.30pm to 7.30am)

Manufacturing Product In Ashok Leyland, the main manufacturing product is chassis for the following products. Buses Trucks Engines Defense and special vehicles.

They are manufacturing 96 chassis per day. Companys Vision Achieving leadership in the medium / heavy duty segments of the domestic commercial vehicle market and a significance presence in the world market through transport solutions that best anticipate customer needs, with the highest value-to-cost ratio. Companys Mission Identifying with the customer. Being the lowest cost manufacturer. Global bench marking our products, processes and people.

DEPARTMENT FUNCTIONS:
The major function areas and the major departments which oversee those areas are catalogued as follows: Personal& Administration department Purchase& Material Planning department Production department

Finance department Systems department Research& development department.

DEPARTMENT Human Resource Department In Ashok Leyland the employees are divided into two cadres namely, Employees Executives

Executives The executive cadre is further divided into two. They are confidential executives and NonConfidential executives.

The Confidential executives are, Senior Manager Divisional Manager Assistant General Manager Deputy General Manager Plant Director Executive Director Chief Operating Officer

Managing Director

The Non-Confidential executives are, Officer Senior Officer Assistant Manager Deputy Manager Manager

Recruitment of Executives The executives are recruited through paper advertisements, references, through CV Data Base and also by executive conversion. The conversion of existing employees for the posts of executives in the company is called as executive conversion. For this, if an employee is highly skilled and qualified he is converted to an executive after a written test and a personal interview.

In case of other applications received from the outsiders, the applications are short listed by the HR manager and the applications are forwarded to the department heads. Then a final list is selected by the department heads for the personal interview. The interview panel consists of the HR Head and the Department Heads. Then the candidate undergoes a medical check-up and then finally selected.

Employees In Ashok Leyland totally 3560 employees are working. The designations of employees are, Senior highly skilled Highly skilled Setter Skilled higher Skilled lower/viewer Semi skilled higher Semi skilled lower/unskilled Unskilled

Recruitment of Employees For the employee category the ITI holders have been recruited before 25 years. But now, in order to reduce the manpower because of some automations and outsourcings if an employee completes his service of 20 to 30 years in the company his son or son-in-law will be recruited, that too if the company has a demand in the requirement of manpower. Sometimes if an employee passes away his child can also be recruited only if the company considers a demand in the requirement of manpower in a particular area in the company.

Human Resource Development

Training programs for new employees. Career counseling and guidance programme. Personality development and vocational training programme. General medical camps. Eye check-up camps. Dental screening camps. Basic English for executives. Blood donation camps. Health talks. Family visits. M D's communication meetings.

Production Department In Ashok Leyland the production process is carried out in five production shops namely, Shop-I Engine assembly, Shop-II Rear axle assembly, Shop-III Front axle assembly, Shop-IV Gear box assembly, Shop-V Units assembly

The production process in each shop is controlled by the Shop manager and the whole production process in all the four shops is controlled by the Chief Operating Officer. The production is carried out for the entire three shifts.

Financial Department Financial statements are prepared in accordance with the generally accepted accounting principles including accounting standards in India under historical cost convention except so far as they relate to revaluation of certain land and buildings.

CHAPTER-2 REVIEW OF LITERATURE

2.1 CONCEPTUAL AND THEORETICAL REVIEW:

TRAINING After an employee is selected, placed and introduced in an organization he must be provided with training facilities in order to adjust him to the job. 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 skills for a definite purpose. Dale S. Beach defines the training as the organized procedure by which people learn knowledge and skill for a definite purpose. In other words, training improves changes and moulds the employee knowledge, skill, behavior and aptitude and attitude towards the requirements of the job and the 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. as it helps the individual handle future

Development

defined

responsibilities, with less emphasis on present job duties.

BENIFITS OF TRAINING
How training benefits the organization Leads to improved profitability and more positive attitudes toward profits orientation. Improves the job knowledge and skills at all levels of the organization. Fosters authenticity, openness and trust. Aids in organizational development.

Benefits to the individual which in turn ultimately should benefit the organization Helps the individual in making better decisions and effective problem solving. Through training and development, motivational variables of recognition, achievement, growth, responsibility and advancement are internalised and operationalised. Aids in encouraging and achieving self-development and self-confidence. Helps a person handle stress, tension, frustration and conflict. Provides information for improving leadership knowledge, communication skills and attitudes. Increases job satisfaction and recognition. Moves a person towards personal goals while improving interactive skills. Provides the trainee an avenue for growth and a say in his own future.

Benefits in personnel and human relations, intra and inter-group relations and policy implementation Improves communication between groups and individuals. Provides information on equal opportunity and affirmative action. Provides information on other governmental laws and administrative policies. Improves inter-personal skills. Makes organization policies, rules and regulations viable. Improves morale. Builds cohesiveness in groups. Provides a good climate for learning, growth, and co-ordination. Makes the organization a better place to work and live.

NEED FOR TRAINING I. To match the employee specifications with the job requirements and organization needs: Management finds deviations between employees present specifications and the job requirements and organizational needs. Training is needed to fill these gaps by developing and moulding the employees skill, knowledge, attitude, behaviour etc., to the tune of the job requirements and organizational needs as felt in Glaxo India, ICICI, and Colgate-Palmolive etc.

II.

Organizational viability and the transformation process: the primary goal of most of the organizations is that their viability is continuously influenced 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 organizational efficiency and to cope with the changing environment.

III.

Technological advances: Every organization in order to survive and to be effective should adopt the latest technology. Adoption of latest technological means and methods will not be complete until they are manned by employees possessing skills to operate them. So the organization should train the employees to enrich them in the areas of changing technical skills and knowledge from time to time.

IV.

Organizational Complexity: With the emergence of increased mechanisation 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 of most of the companies has become complex. This creates the complex problems of co-ordination and integration of activities adaptable for and adaptable to the expanding and diversifying situations. This situation calls for training in the skills of co-ordination, integration and adaptability to the requirements of growth, diversification expansion.

V.

Human Relations: trends in approach towards personnel management has changed from the commodity approach to partnership approach, crossing the human relations approach. So today, management of most of the organizations has to maintain human relations besides maintaining sound industrial relations although hitherto the managers are not accustomed to deal with the workers accordingly. So, training in human relations is necessary to deal with human problems and to maintain human relations. They include: Enhancement of positive attitude Achievement of excellence Motivation and self development Team building Enhancement of communication skills

VI.

Change in the Job Assignment: training is also necessary when the existing employee is promoted to the higher level in the organization and when there is some new job or occupation due to transfer due to transfer. Training is also necessary to equip old employees with the advances disciplines, techniques or technology.

TRAINING OBJECTIVE 1. To prepare the employee to meet the present as well as the changing requirement of the job and the organization. 2. To prevent obsolescence. 3. To impart the new entrants the basic knowledge and skills they need for an intelligent performance of a definite job. 4. To prepare employees for higher level tasks. 5. To assist employees to function more effectively in their present positions by exposing them to the later concepts, information and techniques and developing the skills they will need in their particular fields. ASSESSMENT OF TRAINING NEEDS Training needs are identified on the basis of organizational analysis, job analysis and manpower 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 or aptitude, knowledge and skill. Group or Organizational Analysis Organizational goals and objectives Personnel/skills inventories Organizational climate indices Efficiency indices Exit interviews MBO or work planning systems Quality circles Customer survey/satisfaction data Consideration of current and projected changes

Individual Analysis Performance appraisal Work sampling Interviews Questionnaires Attitude survey Training progress Rating scales Observation of behaviour

TRAINING METHODS

ON THE JOB TRAINING 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. i. JOB ROTATION: this type of training involves the movements of the trainee from one job to another. The trainee receives job knowledge and gains experience from his supervisor or trainer in each of the different job assignments. Though this method of training is common in training managers for general management positions, trainees can also be rotated from job to job in work-shop jobs. This method gives an opportunity to the trainee to understand the problems of employees on other jobs and respect them.

ii.

COACHING: The trainee is placed under a particular supervisor who functions as a coach in training the individual. The supervisor provides feedback to the trainee on his performance and offers him some suggestions for improvement. Often, the trainee shares some of the duties and responsibilities of the coach and relieves him of his burden. A limitation of this method of training is that the trainee may not have the freedom or opportunity to express his own ideas.

iii.

JOB INSTRUCTION: This method is also known as training through step by step. Under this method, the trainer explains to the trainee the way of doing the jobs, job knowledge and skills and allows him to do the job. The trainer appraises the

performance of the trainee, provides feedback information and corrects the trainee.

iv.

COMMITTEE ASSIGNMENTS: Under the committee assignment, a group of trainees are given and asked to solve an actual organizational problem. The trainees solve the problem jointly. It develops team work.

INTERNSHIP: Internship is one of the on the job training methods. Individuals entering industry in skilled trades like machinist, electrician and laboratory technician are provided with thorough instruction though theoretical and practical aspects. Apprenticeship training programmes are jointly sponsored by colleges, universities and industrial organizations to provide the opportunity to the students to gain real-life experience as well as employment.

OFF THE JOB METHODS Under this method of training, the trainee is separated from the job situation and his attention is focussed 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.

i.

VESTIBULE TRAINING: In this method, actual work conditions are simulated in a class room. Material, files and equipment which are used in actual job performance are also used in training. This type of training is commonly used for training personnel for clerical and semi-skilled jobs. The duration of this training ranges from days to a few weeks. Theory can be related to practice in this method.

ii.

ROLE PLAYING: It is defined as a method of human interaction that involves realistic behaviour in imaginary situations. T his method of training involves action, doing and

practice. The participants play the role of certain characters such as the production manager, mechanical engineer, superintendents, maintenances engineers, quality control inspectors, foremen, workers and the like. This method is mostly used for developing inter-personal interactions and relations.

iii.

LECTURE METHOD: The lecture is a traditional and direct method of instruction. The instructor organises 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. An advantage of the lecture method is that it is direct and can be used for a large group of trainee. Thus, costs and time involved are reduced. The major limitation of the lecture method is that it does not provide for transfer of training effectively.

iv.

CONFERENCE OR DISCUSSION: 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.

v.

PROGRAMMED INSTRUCTION: In recent years, this method has become popular. The subject-matter to be learned is presented in a serial of carefully planned sequential units. These units are arranged from simple to more complex levels of instruction. The trainee goes through these units by answering questions or filling the blanks. This method is expensive and time consuming.

EVALUATION OF TRAINING PROGRAMME The specification of values forms a basis for evaluation. The basis of evaluation and the mode of collection of information necessary for evaluation should be determined at the planning stage. The process of training evaluation has been defined as any attempt to obtain information on the effects of training performance and to assess the value of training in the light of that information. Evaluation leads to controlling and correcting the training programme.

1. REATIONS: Training programme is evaluated on the basis of the trainees reactions to the usefulness of coverage of the matter, depth of the course content, method of presentation, teaching methods etc. 2. LEARNING: Training programme, trainers ability and trainee ability are evaluated on the basis of quantity of content learned and time in which it is learned and the learners ability to use or apply the content he learned.

3. JOB BEHAVIOUR: This evaluation includes the manner and extent to which the trainee has applied his learning to his job.

4. ORGANIZATION: This evaluation measures the use of training, learning and change in the job behaviour of the department or organization in the form of increased productivity, quality, morale, sales turnover and the like.

5. ULTIMATE VALUE: It is the measurement of the ultimate result of the contributions of t he training programme to the company goals like survival, growth, profitability etc., and to the individual goals like development of personality and social goals like maximising social benefit

2.2 RESEARCH REVIEW:

(Michael S. Lane, Gerald L. Blakely, 1990) Management development programmes are increasingly being studied and evaluated, regarding the efficiency and effectiveness. Presents the results of a survey of 155 directors and vice-presidents of personnel and human resource management departments regarding the current status of their management development programmes. The Results indicate that management development programmes do not seem to differentiate between levels of management.

(Oladele Akin, 1991) Evaluation is increasingly being regarded as a powerful tool to enhance the effectiveness of training. Three major approaches to training evaluation: quality ascription, quality assessment and quality control are highlighted. In order to enhance the effectiveness of training, evaluation should be integrated with organizational life.

(Phillip c. Wright, 1992) Reports on a study of current and past training literature which suggests that, to be effective and to isolate both training needs and those problems having other, non-trainable solutions, training must be preceded by a needs analysis. Proposes a needs assessment model to illustrate an optimum needs assessment process, and compares this model with the Ontario Governments.

(Farhad Analoui 1995) Traditionally, the effectiveness of the senior officials within the public sector has been disproportionately associated with task instead of people-related skills. A study of 74 senior managers within Indian Railways, over three years, has revealed that managers, in order to become effective, not only required task and people skills but also self-development knowledge and skills. Moreover, the above broad categories of managerial skills form a hierarchy which suggests that the more senior positions which managers occupy, the greater the need for people and self-development. Explores the implications of the above for senior management training and development in public sector briefly.

(Joe Perdue, Jack D. Ninemeier, Robert H. Woods, 2002) Describes a study undertaken to assess how private club managers perceive the relative effectiveness of alternative training methods to attain specific types of training objectives. Data were obtained from 123 club managers who were members of the club managers association of America. Participants rated the effectiveness of 16 alternate training methods studied included case study, video-tape, lecture, one-to-one, role play, games, computer simulations, paper and pencil, audiotapes, self-assessment, movie/films, multi-media, audio, computer and video conferencing and sensitivity training. Training objectives studied were knowledge acquisition, changing attitudes, problem solving, interpersonal skill development, participant acceptance and knowledge retention. Analysis of data indicated that one-to-one training is the preferred method to attain all objectives except interpersonal skill development.

(Diarmuid De Faoite, Colette Henry, Kate Johnston, Peter van der sijde,2003) A rowing body of academic research has examined the effectiveness of entrepreneurship training and support initiatives, with recent studies focusing on the provision of training and other skills development opportunities. An important theme that has emerged from this work is the failure of many programmes and initiatives to take on board the particular needs of the entrepreneurs in developing training and support systems.

(Kate Johnston, Peter van der sijide, 2003) successfully measuring effectiveness in management training and development can be a difficult task. Design of a valid measurement programmed should include evaluation in key areas; including emotional reaction and knowledge gain measured after training interventions. Behavioural change and organizational impact measurements should be used on a longer time horizon to evaluate the progress and currency of the management development programme. Finally, research shows that maintaining a balance of the above measurements is the final key to success in measuring the effectiveness of management training and development.

(Ogundeji, 2004) The gap between evaluation theory and practice is a serious problem for training in industry and business. A recent literature review of the Summative evaluation on training noted:

(Clinton O. Longenecker, Laurence S. Fink, 2005) effective management training and consequences of ineffective training programs. Design/methodology/approach Seasoned managers (278) working in rapidly changing organizations were surveyed on issues related to management training. Findings content analyses revealed a number of specific benefits associated with management training. Conversely, managers identified a series of problems caused by ineffective management training. (Ching Yaw Chen, Phyra Sok, Keomony Sok, 2007) Purpose A previous study found that the quality of education in Cambodia is poor compared to other developing countries. However, the working performance of commercial banks in Cambodia is high. It was speculated that effective training was the main factor underlying the contradiction. Therefore, the main purpose of this article is to explore the elements of training conducted by commercial banks in Cambodia and to examine their relationship with training effectiveness. Design/ methodology/ approach The research focuses on six factors: training needs assessment; training program; flexibility of training; self-efficacy; social support; and transfer of knowledge. The data came in the form of questionnaires and desk research.

CHAPTER-3

RESEARCH METHODOLOGY

3.1 RESEARCH METHODOLOGY:

Research methodology is a purely and simply the framework or a plans for the study that guides the collection and analysis of data. Research is the scientific way to solve the problems and its increasingly used to improve market potential. This involves exploring the possible methods, one by one, and arriving at the best solution, considering the resources at the disposal of research.

RESEARCH DESIGN:
Research methodology is a way to systematically solve the research problem. It may be understood as science of studying how research is done scientifically and systematically. The study is based on both descriptive research and Hypothesis testing research

DESCRIPTIVE RESEARCH:
A study, which wants to portray the characteristic of a group of individual or situation, is known as descriptive study. Descriptive research includes survey and fact- finding enquiries of different kinds. The major purpose of descriptive research is description of state of affairs, as it exists as present.

DATA COLLECTION METHOD:

The study is carried out with the help of the following methods of collection. 1. Primary data 2. Secondary data

Primary data
The primary data is collected through the structured questionnaire from the customer.

Questionnaire
Questionnaire refers to a device for securing answer to a formally arranged list of questions by using a term, which the respondents fill in him. Questionnaire design used in study are Close-ended, Dichotomous questions, multiple choice questions, Likert scale.

Secondary data
The secondary data are gathered from various sources such as website of event companies, internet etc.

SAMPLING DESIGN:
This survey will be carried out through disproportionate stratified random sampling.

SAMPLING TECHNIQUE:The method which is adopted to collect the sample obviously has large implications on the conclusions drawn from that sample. Mentioned below are the techniques which can be used for sampling populations as well as processes.

DISPROPORTIONATE STRATIFIED RANDOM SAMPLING: A probability sampling design that involves a procedure in which the number of sample subjects chosen from various strata is not directly proportionate to the total number of elements in the respecting strata. Disproportionate sampling, the different strata have different sampling fractions. The precision of this design is highly dependent on the sampling fraction allocation of the researcher. If the researcher commits mistakes in allotting sampling fractions, a stratum may either be overrepresented or underrepresented which will result in skewed results.

SAMPLE AREA:
Sample areas is Ashok Leyland Limited, Ennore

SAMPLE SIZE:
A sample size of 100 has been taken for the purpose of the project study.

STATISTICAL TOOLS:
The collected data were classified and tabulated and analysed with some of the statistical tools listed. Percentage analysis ANOVA Chi Square test

Percentage method Percentage refers to a special kind of ratio. Percentages are 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 relative terms, the distribution of two or more series of data. Since the percentage reduce everything to a common base and there by allow meaning comparisons to be made. Percentage Chi square test The chi-square test is one of the simplest and most used non-parametric tests in statistical work; it makes no assumption about the population being sampled. The quantity chi-square describes the magnitude of discrepancy between theories and observation.

ANOVA (ANALYSIS OF VARIANCE) Analysis of variance (ANOVA) is a collection of statistical models, and their associated procedures, in which the observed variance in a particular variable is partitioned into components attributable to different sources of variation. In its simplest form, Anova provides a statistical test of whether or not the means of several groups are all equal. Two-way analysis of variance (ANOVA) tests (also called two-factor analysis of variance) measure the effects of two factors simultaneously.

3.2 STATEMENT OF THE PROBLEM

Management development is aimed at preparing employees for future jobs with the organization or at solving organization wide problems concerning. Acquiring or sharpening capabilities required performing various tasks and functions associated with their present or expected future roles. But the organization not able to fulfill the purposes for which they are giving the training and development program. The problem in this is organization is not having the clear idea of what kind of expectation did the employee have with regards to the various training program and also it is difficult to identify the area in which the employee performance is less in ASHOK LEYLAND LIMITED.

This study is undertaken to see the problem for ineffectiveness of training and development program at executive and non- executive level in Ashok Leyland Limited, Ennore. Training cannot be measured directly but change in attitude and behavior that occurs as a result of training can also be measured. So employee assessment should be done after training session by the management, to know the effectiveness of training given to the employee.

3.3 SCOPE OF THE STUDY The study is conducted on the employees in Ashok Leyland Limited Ennore. The study will help the organization to know present condition of training and development program and the employees willingness and expectation regarding various training and development program.

Training and development help the organization to improve the productivity of employees, profitability, efficiency of the business.

It develops better relationship among the employee and employer. It creates a sense of responsibility to the organization for being competent and knowledgeable that leads to the improvement of labor management relations.

It helps keep costs down in many functional areas such as production, personnel, administration etc.,

It helps employer to faster authenticity, openers and creates trust.

3.4OBJECTIVES OF THE STUDY:

PRIMARY OBJECTIVES To study the effectiveness of training and development programme at Ashok Leyland limited.

SECONDARY OBJECTIVES To study the employees awareness about the training program. To study whether the training program helps to improve the employees skills and performance. To study whether training helps to motivate employees and helps in avoiding mistakes. To suggest valuable measures to improve the training and development.

3.5 LIMITATIONS OF THE STUDY There is no activity without limitations so it had too. The main limitation has been faced during project research are as follows The research was carried out by asking the respondents to fill the questionnaire. There may be bias in their answer which may lead to inaccuracy of results. Few of the employees were not fully cooperative. Due to the hectic schedule of the employees, they were not able to spend adequate time to fill the questionnaire. Study being done in one month is also a major limitation

3.6CHAPTER SCHEME

Chapter1:

The first chapter deals about the Introduction, Company profile, Industry profile

Chapter 2:

The second chapter deals about the literature review.

Chapter 3:

The third chapter deals about the research methodology.

Chapter 4:

The fourth chapter deals about the data analysis and interpretation.

Chapter 5:

The fifth chapter deals about the findings, suggestions and conclusion.

CHAPTER 4

DATA ANALYSIS AND INTERPRETATION

TABLE 4.1.1: AGE WISE CLASSIFICATION AGE (in years) 20 30 31 40 Above 41 Total NO OF RESPONDENTS 12 40 48 100 PERCENTAGE (%) 12 40 48 100

CHART 4.2.1: AGE WISE CLASSIFICATION

12%

48%

20 - 30 year 31 40 years Above 41 years 40%

INFERENCE: From the above table it is inferred that 48% of the respondents are above 41 years, 12% of respondents are between the age group of 20 30 years.

TABLE 4.1.2: CLASSIFICATION BASED ON EDUCATIONAL QUALIFICATION

QUALIFICATION SSLC HSC UG PG ITI Other Total

NO OF RESPONDENTS 17 18 14 10 35 6 100

PERCENTAGE (%) 17 18 14 10 35 6 100

CHART 4.2.2: CLASSIFICATION BASED ON EDUCATIONAL QUALIFICATIONS

6% 17% SSLC HSC 35% 18% UG PG ITI Other 10% 14%

INFERENCE: From the above table, it is inferred that 35% of the respondents have ITI as their educational qualification, and 6% respondents other educational qualification.

TABLE 4.1.3: YEAR OF EXPERIENCE IN COMPANY

EXPERIENCE (in years) Less than 5 6 10 11 15 16 20 Above 20 Total

NO OF RESPONDENTS 6 15 19 13 47 100

PERCENTAGE (%) 6 15 19 13 47 100

CHART 4.2.3 YEAR OF EXPERIENCE IN COMPANY

50 45 NO OF RESPONDENTS 40 35 30 25

47

20
15 10 5 0 Less than 5 6

19 15

13

6 10

11 15 EXPERIENCE

16 20

Above 20

INFERENCE: From the above table it is inferred that 47% of the respondents are above 21 experience and 13% respondents are between 16 20 years of experience.

TABLE 4.1.4: AWARENESS OF TRAINING PROGRAM

AWARENESS OF T.P YES NO Total

NO OF RESPONDENTS 100 0 100

PERCENTAGE (%) 100 0 100

CHART 4.2.4: AWARENESS OF TRAINING PROGRAM

NO OF RESPONDENTS

100 80 60 100 40 20 0 YES 0 NO AWARENESS

INFERENCE: From the above table it is inferred that all the respondents are aware about training program.

TABLE 4.1.5: METHODS OF TRAINING PROGRAM

TRAINING METHODS On the job training Off the job training Total

NO OF RESPONDENTS 83 17 100

PERCENTAGE (%) 83 17 100

CHART 4.2.5: METHODS OF TRAINING PROGRAM

90

NO OF RESPONDENTS

80 70 60 50 40 30 20 10 0

83

17
On the job training Off the job training TRAINING METHODS

INFERENCE: From the above table it is inferred that 83% of the respondents are given on the job training program, 17% of the respondents are given off the job training.

TABLE 4.1.6: NO OF EMPLOYEES ATTENDED THE TRAINING PROGRAM

ATTENDENCE YES NO Total

NO OF RESPONDENTS 100 0 100

PERCENTAGE 100% 0% 100%

CHART 4.2.6: NO OF EMPLOYEES ATTENDED THE TRAINING PROGRAM

100 100 90 80 70 60 50 40 30 20 10 0 NO OF RESPONDENTS

YES

NO ATTENDENCE

INFERENCE: From the above table it is inferred that all of the respondents have attendant training program.

TABLE 4.1.7: EFFECTIVENESS OF TRAINING PROGRAM

OPINION Strongly agree Agree Neutral Disagree Strongly disagree Total

RESPONDENTS 26 44 26 3 1 100

PERCENTAGE (%) 26 44 26 3 1 100

CHART 4.2.7: EFFECTIVENESS OF TRAINING PROGRAM

45 40 35 30 25 20 15 10 5 0

NO OF RESPONDENTS

44 26 26

3
Strongly agree Agree Neutral OPINION Disagree

1 Strongly disagree

INFERENCE: From the table it is evident that the 44% of the respondents agree that the training program made positive difference between the past and present performance.

TABLE 4.1.8: UNDERSTANDING OF TRAINING PROGRAM.

OPINION Strongly agree Agree Neutral Disagree Strongly disagree Total

NO OF RESPONDENTS 14 49 22 15 0 100

PERCENTAGE (%) 14 49 22 15 0 100

CHART 4.2.8: UNDERSTANDING OF TRAINING PROGRAM.

49 50 45 40 35 30 25 20 15 10 5 0 NO OF RESPONDENTS

22 14 15

0 Strongly agree Agree Neutral OPINION Disagree Strongly disagree

INFERENCE: From the above table it is inferred that 49% of respondents agree that they have clearly understand what they are going to acquire from training program.

TABLE 4.1.9: IMPORTANCE OF TRAINING PROGRAM

OPINION Most important Very important Important Less important Not important Total

NO OF RESPONDENTS 20 30 40 9 1 100

PERCENTAGE (%) 20 30 40 9 1 100

CHART 4.2.9: IMPORTANCE OF TRAINING PROGRAM. 40 40 NO OF RESPONDENTS 35 30 25 20 20 30

15
10 5 0 Most important Very Important important OPINION

9 1 Less important Not important

INFERENCE: From the above table it is inferred that 40% of respondent agree that training program is important to improve their job performance.

TABLE 4.1.10: PERIODICAL GAP AMONG TRAINING PROGRAM

TIME PERIOD Hours Days Weekly Monthly Year Total

NO OF RESPONDENTS 0 4 18 54 24 100

PERCENTAGE (%) 0 4 18 54 24 100

CHART 4.2.10 PERIODICAL GAPS AMONG TRAINING PROGRAM

60 NO OF RESPONDENTS 50 40 30 20 10 0
0 4 18 24 54

Hours

Days

Weekly Monthly Year TIME PERIOD

INFERENCE: From the above table it is inferred that 54% agree that training program is monthly provided to the respondents.

TABLE 4.1.11: QUALITY OF TRAINING PROGRAM.

OPINION Excellent Very good Good Average Poor Total

NO OF RESPONDENTS 6 24 54 15 1 100

PERCENTAGE (%) 6 24 54 15 1 100

CHART 4.2.11: QUALITY OF TRAINING PROGRAM

60 NO OF RESPONDENTS 50 40 30 20 10 0 6 24 15 1 Excellent Very good Good AveragePoor QUALITY OF T.P 54

INFERENCE: From the above table it is inferred that 54% of the respondents agree that the quality of training program is good.

TABLE 4.1.12: INNOVATIVE TECHNIQUE USED IN TRAINING PROGRAM

OPINION To a greater extend To a some extend Not at all Total

NO OF RESPONDENTS 36 60 4 100

PERCENTAGE (%) 36 60 4 100

CHART 4.2.12: INNOVATIVE TECHNIQUE USED IN TRAINING PROGRAM

NO OF RESPONDENTS

60 50 40 30 20 10 0

60 36

4 To a greater To a some extend extend

Not at all

INNOTIVE TECHNIQUE

INFERENCE: From the above table it is inferred that 60% of the respondents agree that innovative technique followed in the training program improved their performance to a some extend.

TABLE 4.1.13: TRAINING EQUIPMENT

TRAINING EQUIPMENT Excellent Very good Good Average Poor Total

NO OF RESPONDENTS 3 27 43 23 4 100

PERCENTAGE (%) 3 27 43 23 4 100

CHART 4.2.13: TRAINING EQUIPMENT

45 40 35 30 25 20 15 10 5 0

NO OF RESPONDENTS

43

27
3 Excellent Very good Good 23 4 Average Poor

TRAINING EQUIPMENT

INFERENCE: From the above table it is inferred that 43% of respondents agree that good equipments are used during training program.

TABLE 4.1.14: TRAINING SESSION TRAINING SESSIONS Theoretical Practical Both Total NO OF RESPONDENTS 36 36 28 100 PERCENTAGE (%) 36 36 28 100

CHART 4.2.14: TRAINING SESSION

40
NO OF RESPONDENTS 35

36

36 28

30
25 20 15 10 5 0 Theoretical Practical

Both

TRAINING SESSION

INFERENCE: From the above table it is inferred that 36% of respondents agree that training session on theoretical basis, 36% of respondents agree that training session on practical basis and 28% of respondents agree that training session is on both bases.

TABLE 4.1.15: UNDERSTANDING OF INDUCTION TRAINING

OPINION Strongly agree Agree Neutral Disagree Strongly disagree Total

NO OF RESPONDENTS 8 50 29 7 6 100

PERCENTAGE (%) 8 50 29 7 6 100

CHART 4.2.15: UNDERSTANDING OF INDUCTION TRAINING

NO OF RESPONDENTS

50 40 30 20 10 0
8

50

29

Strongly agree Agree Neutral Disagree Strongly disagree OPINION

INFERENCE: From the table it is inferred that 50% of the respondents agree that they understand the induction training.

TABLE 4.1.16: IMPROVEMENT OF TRAINING AND DEVELOPMENT PROGRAM. IMPROVEMENT Very high High Moderate Low Poor Total NO OF RESPONDENT 14 44 39 3 0 100 PERCENTAGE (%) 14 44 39 3 0 100

CHART 4.2.16: IMPROVEMENT OF TRAINING AND DEVELOPMENT PROGRAM.

NO OF RESPONDENTS

50 40 30 20 10 0 Very high

44 39

High

Moderate

Low

Poor

IMPROVEMENT

INFERENCE: From the above table it is inferred that 44% of respondents agree they have high improvement after attending training program.

TABLE 4.1.17: NEED OF VARIOUS TRAINING PROGRAM

VARIOUS TRAINING PROGRAM Technology Quality Environmental Health and safety Total

RESPONDENTS

PERCENTAGE (%)

31 41 16 12 100

31 41 16 12 100

CHART 4.2.17: NEED OF VARIOUS TRAINING PROGRAM

45 40 NO OF RESPONDENTS 35 30 25 20 15 10 5 0 Technology 31

41

16 12

Quality Environmental Health and safety TRAINING PROGRAM

INFERENCE: From the above table it is inferred that 41% of respondent need training in quality, 31% respondent need training in technology, 16% of respondents need training in environment and 12% of respondents need training in health and safety.

TABLE 4.1.18: TRAINING PROGRAM HELPS EMPLOYEES TO REDUCE ABSENTEEISM OPINION Strongly agree Agree Neutral Disagree Strongly disagree Total NO OF RESPONDENTS 27 48 13 12 0 100 PERCENTAGE (%) 27 48 13 12 0 100

CHART 4.2.18: TRAINING PROGRAM HELPS EMPLOYEES TO REDUCE ABSENTEEISM 60 NO OF RESPONDENTS 50 40 30 27 48

20
10 0 Strongly agree Agree Neutral OPINION Disagree 13 12 0 Strongly disagree

INFERENCE: From the above table it is inferred that 48% respondents agree that training program helps to reduce absenteeism.

TABLE 4.1.19: TRAINING HELPS EMPLOYEES TO REDUCE EMPLOYEE TURNOVER OPINION Strongly agree Agree Neutral Disagree Strongly disagree Total NO OF RESPONDENTS 13 46 32 8 1 100 PERCENTAGE (%) 13 46 32 8 1 100

CHART 4.2.19: TRAINING HELPS EMPLOYEES TO REDUCE EMPLOYEE TURNOVER

Strongly disagree Disagree Neutral Agree Strongly agree 0

1 8 32 46 13 10 20 30 NO OF RESPONDENTS 40 50

INFERENCE: From the above table it is inferred that 46% of the respondents agree that training program helps to reduce employee turnover.

TABLE 4.1.20: TRAINING PROGRAM HELPS EMPLOYEES TO REDUCE ACCIDENTS OPINION Strongly agree Agree Neutral Disagree Strongly disagree Total RESPONDENTS 25 38 27 8 2 100 PERCENTAGE (%) 25 38 27 8 2 100

CHART 4.2.20: TRAINING PROGRAM HELPS EMPLOYEES TO REDUCE ACCIDENTS

NO OF RESPONDENTS

40 30 20 10 0 Strongly agree 25

38

27

8 2 Agree Neutral

Disagree

Strongly disagree

OPINION

INFERENCE: From the above table it is inferred that 38% of respondents agree that training program help to reduce accidents.

TABEL 4.1.21: TRAINING PROGRAM HELPS EMPLOYEE TO REDUCE WASTAGE OPINION Strongly agree Agree Neutral Disagree Strongly disagree Total NO OF RESPONDENTS 23 41 26 9 1 100 PERCENTAGE (%) 23 41 26 9 1 100

CHART 4.2.21: TRAINING PROGRAM HELPS EMPLOYEE TO REDUCE WASTAGE

45 40 35 30 25 20 15 10 5 0

41

NO OF RESPONDENTS

23

26

9 1 Strongly agree Agree Neutral OPINION Disagree Strongly disagree

INFERENCE: From the above table it is inferred that 41% of the respondents agree that training program help them to reduce wastages.

TABLE 4.1.22: TRAINING PROGRAM HELPS TO IMPROVE JOB SATISFACTION OPINION Strongly agree Agree Neutral Disagree Strongly disagree Total NO OF RESPONDENTS 26 51 11 12 0 100 PERCENTAGE (%) 26 51 11 12 0 100

CHART 4.2.22: TRAINING PROGRAM HELPS TO IMPROVE JOB SATISFACTION NO OF RESPONDENTS

60 50 40 30 20 10 0

51 26 11

12 0

Strongly agree

Agree

Neutral

Disagree

Strongly disagree

OPINION

INFERENCE: From above table it is evident that 51% of the respondents agree that training program help them to improve their job satisfaction.

TABLE 4.1.23 TRAINING PROGRAM HELP EMPLOYEES TO IMPROVE JOB INVOLVMENT OPINION Strongly agree Agree Neutral Disagree Strongly disagree Total NO OF RESPONDENTS 18 53 20 9 0 100 PERCENTAGE (%) 18 53 20 9 0 100

CHART 4.2.23: TRAINING PROGRAM HELP EMPLOYEES TO IMPROVE JOB INVOLVMENT

Strongly disagree Disagree Neutral Agree Strongly agree 0

0 9 20 53 18 10 20 30 40 NO OF RESPONDENTS 50 60

INFERENCE: From the above table it is inferred that 53% of respondents agree that training program improve their job involvement.

TABLE 4.1.24: TRAINING PROGRAM HELP EMPLOYEE TO IMPROVE ORGANISATION COMMITMENT OPINION Strongly agree Agree Neutral Disagree Strongly disagree Total NO OF RESPONDENTS 12 42 36 7 3 100 PERCENTAGE (%) 12 42 36 7 3 100

CHART 4.2.24: TRAINING PROGRAM HELP EMPLOYEE TO IMPROVE ORGANISATION COMMITMENT

Strongly disagree Disagree Neutral Agree Strongly agree 0

3
7 36 42 12 10 20

30

40

50

NO OF RESPONDENTS

INFERENCE: From the above table it is inferred that 42% of respondents agree that training program helps to improve their job involvement.

TABLE 4.1.25: TRAINING PROGRAM HELPS THE EMPLOYEE TO IMPROVE THEIR AWARENESS. OPINION Strongly agree Agree Neutral Disagree Strongly disagree Total NO OF RESPONDENTS 24 41 22 11 2 100 PERCENTAGE (%) 24 41 22 11 2 100

CHART 4.2.25: TRAINING PROGRAM HELPS THE EMPLOYEE TO IMPROVE THEIR AWARENESS.

11

2 24

Strongly agree
Agree 22 Neutral

Disagree
Strongly disagree 41

INFERENCE: From the above table it is inferred that 41% of the respondents agree that training program help them to improve the awareness.

STATISTICAL ANALYSIS
CHI-SQUARE-1

TO FIND WHETHER THERE IS RELATIONSHIP BETWEEN TRAINING PROGRM CONDUCTED AND JOB SATISFACTION. TABLE 4.1.26: CHI SQUARE TEST

JOB SATISFACTION
HIGHLY HIGHLY DIS DIS

QUALITY OF TRAINING PROGRM

FACTORS EXCELLENT VERY GOOD GOOD AVERAGE

SATISFIED SATISFIED NEUTRAL SATISFIED SATISFIED TOTAL 2 3 1 6

10 13 1

8 31 8

6 4 -

6 6

24 54 15

POOR TOTAL

26

1 51

11

12

1 100

Null hypothesis (H0) There is no significant relationship between training program conducted and job satisfaction.

Alternate Hypothesis (H1) There is significant relationship between training program conducted and job satisfaction

TABLE SHOWING CHI SQUARE VALUE O 2 3 1 0 0 10 8 6 0 0 13 31 4 6 0 1 8 0 6 0 0 1 0 0 0 E 1.56 3.06 0.66 0.72 0 6.24 12.24 2.64 2.88 0 14.04 27.54 5.94 6.48 0 3.9 7.65 1.65 1.8 0 0.26 0.51 0.11 0.12 0 (O - E) 0.44 -0.06 0.34 -0.72 0 3.76 -4.24 3.36 -2.88 0 -1.04 3.46 -1.94 -0.48 0 -2.9 0.35 -1.65 4.2 0 -0.26 0.49 -0.11 -0.12 0 (O -E ) 0.19 0.00 0.11 0.51 0 14.13 17.97 11.28 8.29 0 1.08 11.97 3.76 0.23 0 8.41 0.12 2.72 17.64 0 0.06 0.24 0.01 0.01 0 ( O - E)/E 0.12 0.00 0.17 0.72 0 2.26 1.46 4.27 2.88 0 0.07 0.43 0.63 0.03 0 2.15 0.01 1.65 9.8 0 0.26 0.47 0.11 0.12 0 27.67

Degree of freedom =(R-1)*(C-1)

= (5-1)*(5-1)

= Table value = 26.296

16

Calculated value = 27.675295

Calculated value than table value, hence H1 is accepted.

INFERENCE It is found that the table value lesser than calculated value, H1 is accepted. Hence it is concluded that there is a significant relationship between training program conducted and job satisfaction.

TWO WAY ANOVA TABLE TO FIND WHETHER THERE IS DIFFERENCE BETWEEN QUALITY OF TRAINING PROGRAM CONDUCTED AND REDUCTION IN THE WASTAGES.

TABLE 4.1.27

REDUCTION IN WASTAGE
HIGHLY HIGHLY SATISFIED SATISFIED DIS NEUTRAL SATISFIED DIS SATISFIED TOTAL

FACTORS

QUALITY OF TRAINING PROGRAM

STRONGLY AGREE AGREE NEUTRAL DIS AGREE STRONGLY DISAGREE TOTAL 23 1 41 26 9 1 1 100
3 2 1 6

15 2 3

6 27 5

3 19 3

5 4

1 -

24 54 15

NULL HYPOTHESIS There is no significant difference between quality of training conducted and reduction in wastage.

ALTERNATE HYPOTHESIS There is significant difference between quality of training conducted and reduction in wastage.

SOURCE VARIATION

OF

DEGREE FREEDOM

OF

SUM OF SQUARE

MEAN SUM OF VARIANCE SQUARE [R1/(K-1)] RATIO

QUALITY OF TRAINING PROGRAM

(K-1)5-1=4

R1 =350.8

= 87.7 2.70

[R1/(R-1)] REDUCTION IN WASTAGE (R-1)5-1=4 R2 = 193.6 = 48.4 1.490

[R3/(K-1)(R-1)] (K-1) (R-1) ERROR (5-1 ) (5-1) 16 R3 = 519.6 = 32.475

Calculated value = 2.70

Table value = (4, 16) = 3.01

Table value is greater than calculated value, hence H0 is accepted.

INFERENCE It is found that the calculated value lesser than table value, H0 is accepted. Hence it is concluded that there is no significant difference between training program conducted and reduction in wastage.

CHAPTER 5 RESULTS, DISCUSSIONS AND CONCLUSION 5.1 FINDINGS

It is inferred that 48% of the respondents are above 41 years of age. From the table it shows that 35% of the respondents have ITI as their educational qualification. From the table its shows that 47% of the respondents are above 20 years of experience. There is a 100% awareness of training program among respondents. From the table we can infer that 83% of the respondents say that they are given on the job training. Majority 44% of respondents agree that there is a positive difference in their performance after attending the training program. Majority 49% of the respondents agree that they had clearly understood about what they are going to acquire from training program. Majority 40% of the respondents agree that training program is important. Most 54% of the respondents agree that training program is provided on monthly bases. Most 54% of the respondents agree that quality of training program is good. Most 60% of the respondents agree that innovative technique is used to some extent. Majority of 43% of respondent agree that good equipments are used during training program. Majority of 36% of respondents agree that they are undergoing both on the job training and off the job training. Most 50% of the respondents agree that they clearly understand the norms and regulation during induction training. Most 44% of the respondents agree that they have high improvement after attending training program. 48% of the respondents agree that training program helps in reducing absenteeism. 46% of the respondents agree that training program helps to reduce employee turnover. Majority 38% of the respondents agree that training program helps to reduce accidents.

Majority 41% of the respondents agree that training program helps them to reduce wastages. Most 51% of the respondents agree that training program help those to improve their job satisfaction and 53% agree they get job involvement. Majority of 42% agree that training program helps them to improve organisation commitment. 41% of the respondents agree that they get awareness from the training program. There is a relationship between training program conducted and job satisfaction of employees There is no significant difference between training program conducted and reduction in wastage.

5.2 SUGGESTIONS:
The management must commit itself to allocate major resources and adequate time to training. Training should be conducted according to the employees needs. Trainer, training place, training method, trainee are the major things that should be considered while conducting the training program. More improvement in latest knowledge should be added in the training program. According to employees perception innovative technique used in the training program was for some extend, it should be changed to great extend. According to employees perception they need more training on technology, quality and new 7 initiative programs The employees feedback must be getting in a proper way.

5.3 CONCLUSION:
Analysis of all the facts and figures, the observations and the experience during the training period gives a very positive conclusion regarding the training imparted by the Ashok Leyland trainers. The Ashok Leyland is performing its role up to the mark and the trainees enjoy the training imparted.

The training imparted meets the objectives like: Effectiveness of the training program is show in the productivity of the employees, reduction in the wastages of resources and reduction in the accidences. Employees are completely aware about the training program and training program help the employees to improve their skills and performance. It 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
BOOKS Subba Rao. P, Human Resource and industrial relations, Himalaya publishing house (second edition) Ivancevich, Human Resource Management, New Delhi, McGraw Hill 2002. Stephen Robbins, P., Human Resources Management, 9th Edition, Prentice Hall, New Delhi, 2007. Wendell L. French, Human Resources Management, 6th Edition, Houghton Mifflin Company, Surat, 2006. Aswathappa .k Human Resource and personnel Management, New Delhi, McGraw Hill 1999. Gupta.C.B, Human Resource Management, Himalaya publishing house (fifth edition) Kothari C. R, Research Methodology Methods and Techniques, New Age

International (P) Ltd Publishers, New Delhi, Second revised edition,2010 Gupta . S.P, Statistical Methods, Sultan Chand & Sons Publishers, New Delhi (thirty fourth edition, 2005) WEBSITES www.citehr.com/research/ study on effectiveness of training and development program. www.hdfclife.com www.scribd.com/doc/19236439/ training program www.slideshare.net/ effectiveness of training and development program www.Ashokleyland.com

QUESTIONNAIRE
Personal details 1. Name.................................................................... i. Age below 25 years 26 30 years 31 35 years 36 40 years Educational qualification above 41 yea Diploma Other

ii.

SSLC HSC UG

PG

iii. iv.

Designation............................................................... Year(s) of experience in the organisation

less than 5years

6 10 yr

1115yr

1620yr

Above 20 yrs

2. Are you aware of the various training programs provided by the company? (a). Yes (b). No

3. What method of training is given to you by the company? (a) .On-the-job (b). Off-the-job

4. Specify the training program............................................

5. Have you attended any training program me in Ashok Leyland Limited? (a). YES (b). NO

6. The effectiveness of the training program made positive difference between the past & present performance? (a). Strongly agree (b). Agree (c). Neutral (d). Disagree (e). Strongly disagree

7. Employees have a clear understanding of what they are going to acquire from training program me? (a). Strongly agree (b). Agree (c). Neutral (d). Disagree (e). Strongly disagree

8. How important do you think of training & development helps to improve performance in your job? Most Important Very Important Not Important Important less Important

your

9. What is the periodical gap among training program? (a). Hours (b).Days (c). Weekly (d). Monthly (e). Year

10. What do you think about quality of training program in your organization? (a). Excellent (b). Very Good (c). Good (d). Average (e). Poor

11. How for the innovative techniques followed in the training program me improved you? (a). To a greater extend (b). To some extend (e). Not at all

12. What is your opinion about the equipments used during training ? (a). Excellent (b). Very Good (c). Good (d). Average (e). Very poor

13. On what basis HR Department conducts training sessions for employees? (a). Theoretical (b). Practical (c). Both

14. Does the company norms &values are clearly explained to the new employees during induction? (a). Strongly agree (b). Agree (c). Neutral (d). Disagree (e). Strongly disagree

15. Rate your improvement after attending the training & development program? (a). Very high (b). High (c). Moderate (d). Low (e). Poor

16. In which field do you need training programs? (a). Technological (b). Quality (c). Environmental (d). Health & safety

17. Did training program help you to reduce the below statement? Item Strongly agree Absenteeism Agree Neutral Disagree Strongly disagree

Employee turnover Accident

Wastage

18. How does the training program help you to improve the following factors? Items Strongly agree Job satisfaction Job involvement Organisation commitment Awareness Agree neutral Disagree Strongly Disagree

19. What type of training and development programmes you have attended? Item Safety training Problem solving Decision making New 7 initiatives Yoga Yes No

20. Suggestions, if any to make training & development more effectives.......