EMPLOYEE SATISFACTION AT PANCHASHEEL ENTERPRISES (Ailneni) PVT. LTD.

Dissertation submitted in partial fulfillment of the requirement for the award of

BACHELOR DEGREE IN BUSINESS MANAGEMENT

SATAVAHANA UNIVERSITY, KARIMNAGAR

By

DUVASI DHANA LAKSHMI

(H.T.NO: 028-11-1803) Under the guidance of

Mr. K. SATHISH REDDY Assistant Professor

DEPARTMENT OF COMMERCE AND BUSINESS MANAGEMENT

SREE CHAITANYA DEGREE COLLEGE

(Affiliated To Satavahana University, Karimnagar) Mankamma Thota, Karimnagar - 505 001 (A. P.)

2010-2013

ACKNOWLEDGEMENTS
In the process of pursuing this project report, I have been obliged to many persons. I am extremely thankful to the management of SREE CHAITANYA DEGREE COLLEGE, KARIMNAGAR. I am very thankful to Sri. G. MALLA REDDY, Principal for giving the permission to undertake the project in the BBM programme. I would like to thanks Mr. Shankar, Sales Manager Panchasheeel Enterprises (Ailneni) Pvt.Ltd Karimnagar for given me this opportunity to undergo to a project study programmed in their esteemed organization. I would like to place on record my special and sincere thanks to Mr. K. SRINIVAS, Head, Department of Commerce And Business Management for his help and encouragement and I also thankful to my project guide Mr. K. SATHISH REDDY for his valuable suggestions during the preparation of the project work. I would like to express my gratitude to all the people who have helped me in doing this project. DUVASI DHANA LAKSHMI (H.T.NO: 028-11-1803)

DECLARATION
I DUVASI DHANA LAKSHMI, hereby declare that the project report entitled EMPLOYEE SATISFACTION with reference to PANCHASHEEL ENTERPRISES (Ailneni) PVT. LTD is prepared and submitted by me under the guidance of Assistant Professor Mr. K. SATHISH REDDY. The data collections and suggestions are my own and have not been submitted to any other University or Institution.

DUVASI DHANA LAKSHMI (H.T.NO: 028-11-1803)

Place:

Date:

INTRODUCTION
Training Training is defined as Organized activity aimed at imparting information and/or instructions to improve the recipient's performance or to help him or her attain a required level of knowledge or skill. The term training refers to the acquisition of knowledge, skills, and competencies as a result of the teaching of vocational or practical skills and knowledge that relate to specific useful competencies. Training has specific goals of improving one's capability, capacity, and performance. Training and development In the field of human resource management, training and development is the field which is concerned with organizational activity aimed at bettering the performance of individuals and groups in organizational settings. It has been known by several names, including human resource development, and learning and development. Training and development (T&D) encompasses three main activities: training, education, and development.

Training: This activity is both focused upon, and evaluated against, the job that an individual currently holds.

Education: This activity focuses upon the jobs that an individual may potentially hold in the future, and is evaluated against those jobs.

Development: This activity focuses upon the activities that the organization employing the individual, or that the individual is part of, may partake in the future, and is almost impossible to evaluate.

Why there is requirement of training and development? All too often, a decision t train is made before a problem has been fully explored. The following typical situation occurs: An operating supervisor or a manager calls the training manager and inform him that he has a training problem and wants his help. This procedure bypasses a critical step in the process: An analysis of the situation to determine what the real problem is. The plain fact of the matter is the training is not always the answer to a deficiency in performance. Rather, the problem is often poor organization; in educate supervision, unclear or ambiguous policies, poor communication, improper personnel selection policies or procedures, faulty job design, deficiencies in equipment or materials, improper work methods, or inappropriate work standards. One of the major responsibilities of the trainer is to help operating managers and supervisors to decide whether the solution to a problem lies in better training or better management. He can do this by analyzing the problem with the help of the manager. Together, they must find answers to the following questions: Is the discrepancy between expected performance and actual performance important? What brought the problem to light? Why is it critical? Is the performance shortfall skill deficiency? Merger has made the point quite clear in the form of a maxim for trainers and managers: if a man doesnt have a skill, train. If he has the skill but doesnt perform, manage NEED FOR THE STUDY Many companies go beyond training employees for specific job skills by offering programs of general educational content. The companys rationale for such programs will benefit the company in intangible ways through a change in employees attitudes. Along with the raise in competition in entire global market, it has become mandatory for the companies and organizations to increase the productivity and the work efficiency. In a situation like this it is necessary that proper training must be

given to staff people so that both productivity and work efficiency could be improved. Somewhere along with the way it also helps in cost reduction. The major need for the study is to evaluate the training and development program by studying the existing training and development process in Adarsha automotives pvt. Ltd. and to determine the factor like: Improved interpersonal skills of the trainees/respondents. Training outcome given to the trainees/respondents. Problems faced by the trainees/respondents during the training period. Respondents satisfaction level before and after training. Ability of the trainees/respondents to acquire knowledge.

SCOPE OF THE STUDY Training Effectiveness is the process wherein the management finds out how effective it has been at training and developing the employees in an organization. The scope of the present study is very limited to Adarsha automotives pvt. Ltd. The present study is confined to understand the training and development programmes conducted by Adarsha automotives pvt. Ltd. to its employees. This study gives some suggestions for making the present training and development system more effective. OBJECTIVES OF STUDY Many approaches of training programs are in action and about many of these approaches we have studied in course of MBA academic work but theoretical knowledge is not all sufficient to understand all those approaches. Therefore this study is to understand the utility and importance of all those approaches practically. The specific objectives of the study are: 1. To study the T & D programs in Adarsha automotives pvt. Ltd. 2. To analyze the views and opinions of the employees regarding the programmes provided at Adarsha automotives pvt. Ltd.Karimnagar. 3. To study the effectiveness of training practices on the employees of the Adarsha automotives pvt. Ltd.who undergone training programme. 4. To offer suggestions, if any.
6

RESEARCH METHODOLOGY Every project work is based on certain methodology, which is a way to systematically solve the problem or attain its objectives. It is a very important guideline and lead to completion of any project work through observation, data collection and data analysis. Clifford Woody has stated that Research Methodology comprises of defining & redefining problems, collecting, organizing & evaluating data, making deductions &researching to conclusions. Randomly selected few- out of all training and development programs that were conducted in Adarsha automotives pvt. Ltd. have been taken in the form of sample program for this very study and various respondents of this program have been selected as sample respondents programs most commonly are from HR area. During the study, the questionnaire has been sent to 50 respondents of different T & D programs conducted by Adarsha automotives pvt. Ltd.at different periods. Accordingly, the methodology used in the project is as follows: Defining the objectives of the study Framing of questionnaire keeping objectives in mind (considering the objectives) Selection of respondents Feedback from the respondents Analysis of feedback Conclusion, findings and suggestions.

DATA COLLECTION To determine the appropriate data for research mainly two kinds of data was collected namely primary & secondary data as explained below:

Primary data Primary data are those, which were collected afresh & for the first time and thus happen to be original in character. However, there are many methods of collecting the primary data; all have not been used for the purpose of this project. The ones that have been used are: Questionnaire Informal Interviews Telephonic interview Observation

Secondary data Secondary data is collected from previous researches and literature to fill in the respective project. The secondary data was collected through: Text Books Websites

RESEARCH INSTRUMENT: Questionnaire was used as a research instrument. Questionnaire refers to a device for securing answer to a formally arranged list of questions by using the term, which the respondent fills in himself. SAMPLE SIZE 50 respondents have been selected at random from the trainees of organization and feedback forms and questionnaires have been obtained. The data has been analyzed in order to arrive at effectiveness of training practices in the organization. SAMPLING TECHNIQUE The technique of Random Sampling has been used in the analysis of the data/Random sampling from a finite population refers to that method of sample selection, which gives each possible sample combination an equal probability of being picked up and each item in the entire population to have an equal chance of being
8

included in the sample. This sampling is without replacement, i.e. once an item is selected for the sample, it cannot appear in the sample again. STATISTICAL TOOLS The collected data were classified and tabulated and analyzed with some of the statistical tools. They are Percentage analysis Bar graph was used to explain the tabulation clearly

LIMITATIONS OF THE STUDY The following are the limitations of the study: The sample size was small and hence the results can have a degree of variation. The research is limited only to the some respondents of the company. Training needs assessment is unavailable as the organization receives readymade training needs information from the participants side. An extensive research could not be undertaken because of time constraints. The fear of expressing the true facts among the respondents could be a limitation. The data collection method is through interview method respondents often were hesitant to provide information. Even though the respondents were available they were not willing to give their valuable responses because they were busy with their usual work. Financial problem was also there in completing this project report in a proper way.

INTRODUCTION TO AUTOMOBILE INDUSTRY

The Indian automotive industry consists of five segments commercial vehicles; multi-utility vehicles & passenger cars; two-wheelers; three-wheelers; and tractors. With 5,822,963 units sold in the domestic market and 453,591 units exported during the first nine months of FY2005 (9MFY2005), the industry (excluding tractors) marked a growth of 17% over the corresponding previous. The two-wheeler sales have witnessed a spectacular growth trend since the mid nineties. Two-wheelers Market Size & Growth In terms of volume, 4,613,436 units of two-wheelers were sold in the country in 9MFY2005 with 256,765 units exported. The total two-wheeler sales of the Indian industry accounted for around 77.5% of the total vehicles sold in the period mentioned

Figure 1Segmental Growth of the Indian Two Wheeler Industry (FY1995-2004)

After facing its worst recession during the early 1990s, the industry bounced back with a 25% increase in volume sales in FY1995. However, the momentum could not be sustained and sales growth dipped to 20% in FY1996 and further down to 12% in FY1997. The economic slowdown in FY1998 took a heavy toll of two-wheeler sales, with the year-on-year sales (volume) growth rate declining to 3% that year.

10

However, sales picked up thereafter mainly on the strength of an increase in the disposable income of middle-income salaried people (following the

implementation of the Fifth Pay Commission's recommendations), higher access to relatively inexpensive financing, and increasing availability of fuel efficient twowheeler models. Nevertheless, this phenomenon proved short-lived and the twowheeler sales declined marginally in FY2001. This was followed by a revival in sales growth for the industry in FY2002. Although, the overall two-wheeler sales increased in FY2002, the scooter and moped segments faced de-growth. FY2003 also witnessed a healthy growth in overall two-wheeler sales led by higher growth in motorcycles even as the sales of scooters and mopeds continued to decline. Healthy growth in twowheeler sales during FY2004 was led by growth in motorcycles even as the scooters segment posted healthy growth while the mopeds continued to decline. Figure 1 presents the variations across various product sub-segments of the two-wheeler industry between FY1995 and FY2004. Demand Drivers The demand for two-wheelers has been influenced by a number of factors over the past five years. The key demand drivers for the growth of the two-wheeler industry are as follows Inadequate public transportation system, especially in the semi-urban and rural areas; Increased availability of cheap consumer financing in the past 3-4 years; Increasing availability of fuel-efficient and low-maintenance models; Increasing urbanisation, which creates a need for personal transportation; Changes in the demographic profile; Difference between two-wheeler and passenger car prices, which makes twowheelers the entry level vehicle; Steady increase in per capita income over the past five years; and Increasing number of models with different features to satisfy diverse consumer needs.

11

MARKET CHARACTERISTICS Demand Segmental Classification and Characteristics The three main product segments in the two-wheeler category are scooters, motorcycles and mopeds. However, in response to evolving demographics and various other factors, other sub segments emerged, viz. scooterettes, gearless scooters, and 4-stroke scooters. While the first two emerged as a response to demographic changes, the introduction of 4-stroke scooters has followed the imposition of stringent pollution control norms in the early 2000. Besides, these prominent sub-segments, product groups within these sub-segments have gained importance in the recent years. Examples include 125cc motorcycles, 100-125 cc gearless scooters, etc. The characteristics of each of the three broad segments are discussed in Table 1. Table 1 Two-Wheelers Comparative Characteristics Scooter Price*(Rs. as in January 2005) Stroke Engine Capacity (cc) Ignition Engine Power (bhp) Weight (kg) Fuel Efficiency (kms per litre) Load Carrying > 22,000 2-stroke, stroke 90-150 4Motorcycle > 30,000 Mainly 4stroke 100, 125, > 125 Kick/Electronic 7-8 and above > 100 50-80+ Highest Moped > 12,000 2-stroke 50, 60 Kick/Electronic 2-3 60-70 70-80 Low

Kick/Electronic 6.5-9 90-100 50-75 High

12

Segmental Market Share The Indian two-wheeler industry has undergone a significant change over the past 10 years with the preference changing from scooters and mopeds to motorcycles. The scooters segment was the largest till FY1998, accounting for around 42% of the two-wheeler sales (motorcycles and mopeds accounted for 37% and 21 % of the market respectively, that year). However, the motorcycles segment that had witnessed high growth (since FY1994) became larger than the scooter segment in terms of market share for the first time in FY1999. Between FY1996 and 9MFY2005, the motorcycles segment more than doubled its share of the two-wheeler industry to 79% even as the market shares of scooters and mopeds stood lower at 16% and 5%, respectively. Figure 2 Trends in Segmental Share in Industry Sales (FY1996-9MFY2005)

While scooter sales declined sharply by 28% in FY2001, motorcycle sales reported a healthy growth of 20%, indicating a clear shift in consumer preference. This shift, which continues, has been prompted by two major factors change in the country's demographic profile, and technological advancements. Over the past 10-15 years the demographic profile of the typical two-wheeler customer has changed. The customer is likely to be salaried and in the first job. With a younger audience, the attributes that are sought of a two-wheeler have also changed. Following the opening up of the economy and the increasing exposure levels of this new target audience, power and styling are now as important as comfort and utility.

13

The marketing pitch of scooters has typically emphasised reliability, price, comfort and utility across various applications. Motorcycles, on the other hand, have been traditionally positioned as vehicles of power and style, which are rugged and more durable. These features have now been complemented by the availability of new designs and technological innovations. Moreover, higher mileage offered by the executive and entry-level models has also attracted interest of two-wheeler customer. Given this market positioning of scooters and motorcycles, it is not surprising that the new set of customers has preferred motorcycles to scooters. With better ground clearance, larger wheels and better suspension offered by motorcycles, they are well positioned to capture the rising demand in rural areas where these characteristics matter most. Scooters are perceived to be family vehicles, which offer more functional value such as broader seat, bigger storage space and easier ride. However, with the second-hand car market developing, a preference for used cars to new two-wheelers among vehicle buyers cannot be ruled out. Nevertheless, the past few years have witnessed a shift in preference towards gearless scooters (that are popular among women) within the scooters segment. Motorcycles, offer higher fuel efficiency, greater acceleration and more environment-friendliness. Given the declining difference in prices of scooters and motorcycles in the past few years, the preference has shifted towards motorcycles. Besides a change in demographic profile, technology and reduction in the price difference between motorcycles and scooters, another factor that has weighed in favour of motorcycles is the high re-sale value they offer. Thus, the customer is willing to pay an up-front premium while purchasing a motorcycle in exchange for lower maintenance and a relatively higher resale value. India is an emerging country with huge potential. The domestic economy is now growing at around 9-10% per annum and Indias importance in global terms is being reinforced by rapidly rising exports and domestic consumption. At a time when numbers of a slowdown and overheating in the Indian economy have started gaining momentum, the Indian rupee sprang a surprise by pushing the GDP figure past the trillion-dollar (42,00,000 crore) mark.

14

The automotive industry is at the center of Indias new global dynamic. The domestic market expanding rapidly as incomes rise and consumer credit becomes more widely available. Manufacturers product lines are being continually expanded, as is the local automotive manufacturing base. Expectation are high that India can develop as a global hub for vehicle manufacturers and as an outsourcing center that offers the global automotive industry solution high up the automotive value chain. India eyes 25 million automotive jobs. India's GDP is set to double over the next decade In percentage terms, the automotive industry's contribution should also double. In dollar terms, the sector's contribution is set to quadruple to some $145bn The automobile industry in India accounts for a business volume of $45 billion and has the potential to grow much faster both through Indian as well as international manufacturers who have established huge facilities in the country With the worlds second largest and fastest-growing population, there is no denying Indias potential in both economic and population terms and the effect it will have on the auto industry in the years to come. The country is already off to a good start, with a well-developed components industry and a production level of 1 million four-wheeled vehicles a year, plus a further 5 million two- and three-wheelers. The implications, market drivers and scope of a future massive Indian vehicle market are covered in the India Strategic Market Profile, a brand-new forecast of Indian automotive and related activity to 2020. Based on Max Pemberton's unique relational long-term forecasting model, it forecasts car and CV sales, demographics, materials usage, auto industry employment, and explains their inter- year of healthy growth in auto industry.

15

INDUSTRY GROWTH

Future of the Automobile in the Economy

16

US based consultancy, keystone predicts that India will become worlds third largest automobile market by 2030. Overall size expected to exceed 20 million with compounded annual growth rate of over 12%. India Then & Now 1983 Number of brands 2 Number of models 2 2008 Number of brands 30 Number of models 70 Some of the Car companies in India Maruti Suzuki Hero motocorp ltd. Fiat General motors (Opel, Chevrolet) Ford Hindustan motors, Mitsubishi Honda Hyundai Baja tempo Marinara Maine elect. Mercedes Benz Nissan San engineering Soda Toyota

17

Top three manufacturers Maruti Suzuki Tate motors Hyundai

Car segmentation This is done on the basis of size and price of the car A segment maruti800, omni B segment Zen, wagon-r, alto, Santo, polio, indicia C segment esteem, accent, indigo, icon, Honda city, civic D-segment opera, Octavia, sonata, monde, accord, corolla, Camry, Mercedes

18

COMPANY PROFILE
Maruti Suzuki is one of India's leading automobile manufacturers and the market leader in the car segment, both in terms of volume of vehicles sold and revenue earned. Until recently, 18.28% of the company was owned by the Indian government, and 54.2% by Suzuki of Japan. The Indian government held an initial public offering of 25% of the company in June 2003. As of May 10, 2007, Govt. of India sold its complete share to Indian financial institutions. With this, Govt. of India no longer has stake in Maruti Udyog. Maruti Udyog Limited (MUL) was established in February 1981, though the actual production commenced in 1983 with the Maruti 800, based on the Suzuki Alto kei car which at the time was the only modern car available in India, its' only competitorsthe Hindustan Ambassador and Premier Padmini were both around 25 years out of date at that point. Through 2004, Maruti has produced over 5 Million vehicles. Maruti are sold in India and various several other countries, depending upon export orders. Cars similar to Maruti (but not manufactured by Maruti Udyog) are sold by Suzuki and manufactured in Pakistan and other South Asian countries. The company annually exports more than 50,000 cars and has an extremely large domestic market in India selling over 730,000 cars annually. Maruti 800, till 2004, was the India's largest selling compact car ever since it was launched in 1983. More than a million units of this car have been sold worldwide so far. Currently, Maruti Alto tops the sales charts and Maruti Swift is the largest selling in A2 segment. Due to the large number of Maruti 800s sold in the Indian market, the term "Maruti" is commonly used to refer to this compact car model. Till recently the term "Maruti", in popular Indian culture, was associated to the Maruti 800 model. Maruti Suzuki India Limited, a subsidiary of Suzuki Motor Corporation of Japan, has been the leader of the Indian car market for over two decades. Its manufacturing facilities are located at two facilities Gurgaon and Manesar south of New Delhi. Marutis Gurgaon facility has an installed capacity of 350,000 units per annum. The Manesar facilities, launched in February 2007 comprise a vehicle assembly plant with a capacity of 100,000 units per year and a Diesel Engine plant
19

with an annual capacity of 100,000 engines and transmissions. Manesar and Gurgaon facilities have a combined capability to produce over 700,000 units annually. More than half the cars sold in India are Maruti cars. The company is a subsidiary of Suzuki Motor Corporation, Japan, which owns 54.2 per cent of Maruti. The rest is owned by the public and financial institutions. It is listed on the Bombay Stock Exchange and National Stock Exchange in India. During 2007-08, Maruti Suzuki sold 764,842 cars, of which 53,024 were exported. In all, over six million Maruti cars are on Indian roads since the first car was rolled out on December 14, 1983. Maruti Suzuki offers 12 models, Maruti 800, Omni, Alto, Versa, Gypsy, A Star, Wagon R, Zen Estilo, Swift, Swift Dzire, SX4, Grand Vitara. Swift, Swift dzire, A star and SX4 are maufactured in Manesar, Grand Vitara is imported from Japan as a completely built unit (CBU), remaining all models are manufactured in Maruti Suzuki's Gurgaon Plant. Suzuki Motor Corporation, the parent company, is a global leader in mini and compact cars for three decades. Suzukis technical superiority lies in its ability to pack power and performance into a compact, lightweight engine that is clean and fuel efficient. Maruti is clearly an employer of choice for automotive engineers and young managers from across the country. Nearly 75,000 people are employed directly by Maruti and its partners. The company vouches for customer satisfaction. For its sincere efforts it has been rated (by customers)first in customer satisfaction among all car makers in India for nine years in a row in annual survey by J D Power Asia Pacific. Maruti Suzuki was born as a government company, with Suzuki as a minor partner to make a people's car for middle class India. Over the years, the product range has widened, ownership has changed hands and the customer has evolved. What remains unchanged, then and now, is Marutis mission to motorize India.

20

BACKGROUND OF THE INDIAN AUTO INDUSTRY Although the Indian car industry was established in the late forties, there was little growth or technical progress, as passenger cars were given very low priority in the scheme of Centralized Economic Planning. In the 1980s, the car industry was undergoing technological stagnation and was characterized by low production volumes, high cost and low productivity. The consumer had very little choice and the market was selling just around 30,000 cars per year. There was a clear need to provide a cost effective, reliable and quality car to the customers. Maruti Suzuki India Limited was incorporated in such a scenario as a fully owned Government Company on February 24, 1981 with a resolve to bring about expansion and technological modernization, of the automobile sector. Thus MSIL, when started was entrusted with the task of achieving the following policy objectives Modernization of Indian Automobile Industry. Production of Vehicles in large volumes, which was necessary for economic

growth. Production of Fuel-efficient vehicles to conserve scarce resources.

Choice of product and collaborator To achieve the above objectives, one of the foremost tasks before. Maruti Suzuki India Limited was to determine the most suitable product mix and to select the most suitable foreign partner who would be willing to accept MSIL s requirements in terms of product mix, technology transfer, and equality participation and had the required technological expertise and experience in producing high quality, reliable and fuel efficient vehicles. After extensive discussion with several major European and Japanese car manufacturers, MUL chose Suzuki Motor Corporation (SMC) further increased its equity holding to 50% in the year 1992, converting . Maruti Suzuki India Limited, into a Non-Government Company with a total Equity base of Rs. 1322.92 million.

21

BACKGROUND OF SMC SUZUKI was founded in 1909 as Suzuki Loom Manufacturing Company. It started manufacturing motorcycles in 1952 and has become a world leader in the manufacture of two-wheelers .SUZUKI started producing cars from 1955.Today it is Japans largest manufacturers of small , fuel-efficient cars. At present the companys name is SUZUKI MOTOR CORPORATION. SUZUKI AND MARUTIS WORLD-CLASS MANUFACTURING

FACILITIES AT MANESAR On February 06,2007 Mr. Bhupendera Singh Hooda , Chief Minister of Haryana inaugurated three world-class manufacturing facilities set up by SMC and Maruti Suzuki India Limited. The facilities inaugurated were as follows MSILs fourth car Assembly plant. A diesel engine and transmission plant, set up under a joint venture of SMC and MSILcalled Suzuki Power train India Limited (SPIL) SMCs two-wheeler plant in Gurgaon, Suzuki Motorcycle India Private Limited (SMIPL). INTRODUCTION TO MARUTI SUZUKI INDIA LIMITED A License and a Joint Venture Agreement was signed with Suzuki Motor Company of Japan, in OCT. 1982 Market leader with over 54% Share in Domestic Car Market Exporting cars to over 70 countries around the world including most advance Western European Markets. Maruti has revolutionized the Indian Automobile and Component and has set standards in quality of products and service. Industry

22

MARUTI INSTALLED CAPACITY PLANT 1 200,000 units PLANT 2 150,000 units PALNT 3 150,000 units PLANT 4 100,000 units

COMPANY MISSION A leader in the Indian Automobile Industry. Creating Customer Delight and Shareholders wealth. A pride of India!

LEADERSHIP By Market share and brand equity By operational practices By people strategy

CUSTOMER DELIGHT Values for money Quality Service

SHARE HOLDERS WEALTH High Profitability & Image

A PRIDE OF INDIA As a corporate citizen Products People Practices Customers

23

VALUES Customer Obsession Fast, Flexible, First Mover Innovation and creativity Networking and partnership Openness and learning

QUALITY POLICY To increase consumer satisfaction through continuous improvement of products and services, this is achieved by following PDCA functions and levels of Maruti Organizations. QUALITY TOOLS 5S 4M 3M 3G 3K

What is 5S? SEIRI PROPER SELECTION SEITION ARRANGEMENT

SEISO CLEANING SEIKETSO CLEANLINESS SHITSUKE DISCIPLINE What is 4M? The factory is essentially a mix of man, materials, machines and methods. These should move continuously and effectively to produce a quality product at low cost. The most essential work in quality control is to thoroughly investigate regarding the
24

problems concerning quality, decide suitable counter measures and carry out improvements accordingly. MAN MACHINE MATERIAL METHODS What is 3M? In Japanese Language 3M is MURI INCONVENIENCE MUDA MURA What is 3G? In Japanese Language 3G is GENCHI GENBUTSU GENJITSU GO TO ACTUAL PLACE WASTAGE INCONSISTENCY

SEE THE ACTUAL THING TAKE APPROPRIATE ACTION

INTRODUCTION TO VARIOUS MODELS PRODUCT RANGE

MODELS

SPECIFICATIONS

YEAR OF LAUNCH

MARUTI MODEL)

800

(FIRST

796CC, HATCHBACK

DECEMBER 1983

25

OMNI GYPSY MARUTI (MODIFIED) MARUTI 1000 ZEN ESTEEM 1.3L LX ESTEEM 1.3L VX ESTEEM 1.3L AX ZEN AX (AUTOMATIC) GYPSY KING OMNI (E) GYPSY (E) MARUTI MODEL) ESTEEM 98 NEW OMNI & OMNI-E ZEN VX & ZEN VX AUTOMATIC ZEN D MARUTI 800 EX ZEN LX 800 (NEW 800

796CC, MUV 992CC, 4WD

NOVEMBER 1984 DECEMBER 1985

796CC, HATCHBACK

APRIL 1986

996CC, SEDAN 996CC, HATCHBACK 1296CC, SEDAN 1296CC, SEDAN 1296CC, SEDAN 996CC, HATCHBACK 1296CC, 4WD 796CC, MUV 1296CC, 4WD

OCTOBER 1990 OCTOBER 1993 NOVEMBER 994 NOVEMBER1995 JUNE 1996 OCTOBER 1996 NOVEMBER1996 DECEMBER 1996 DECEMBER 1996

796CC, HATCHBACK

SEPTEMBER 997

1296CC, SEDAN 796CC, MUV

OCTOBER 1997 FEBRUARY 1998 JULY 1998

996CC, HATCHBACK

1200CC, HATCHBACK 796CC, HATCHBACK 996CC, HATCHBACK

26

AUGUST 1998 JANUARY 1999 JANUARY 1999

ZEN CLASSIC ZEN VXI OMNI XL BALENO WAGON R

996CC, HATCHBACK 996CC, HATCHBACK 796CC, MUV 1586CC, SEDAN 1096CC, HATCHBACK 1586CC, HATCHBACK (BALENO) 796CC, HATCHBACK 1296CC, MUV 1296CC, HATCHBACK 1096CC, HATCHBACK 1296CC, HATCHBACK

AUGUST 1999 OCTOBER 1999 OCTOBER 1999 DECEMBER 1999 JANUARY 2000

ALTURA

MARCH 2000

ALTO LX, LXI VERSA SWIFT ZEN ESTILO SWIFT DIESEL SWIFT DIESEL GRAND VITARA SX4 SWIFT DZIRE A- STAR RITZ

SEPTEMBER 000 DECEMBER 2001 MAY 2005 DECEMBER 2006 FEBRUARY 2007 FEBRUARY 2007 MARCH 2007

1.600CC

MAY 2007 MARCH 2008 NOVEMBER 2008 MAY 2009

27

ORGANIZATIONAL STRUCTURE Maruti has believed, since the very beginning that it is its employees who could make it into an organization with a difference .Accordingly, as against the traditional hierarchical System of management, which causes unnecessary delays in decision-making, we have built up a flat organization with a family type of atmosphere at our place of work. The company is divided into different divisions according to the various functional areas. A Divisional Manager heads each Division. Divisions are further divided into Departments that are headed by Department Managers who report to the respective Divisional Managers. Designations in the company are based on the functional responsibility and not levels as in terms of the companys philosophy designations and functional responsibility are de-linked from the salary levels. The total operations of the Company are divided into Divisions like Marketing & Sales, Spares, Engineering, Q.A. & Services, Production, Production Engineering, Materials, Information Services, Finance, Personnel & Administration, etc. Each division is furthering divided into Departments and headed by Departmental Managers who is assisted by Supervisory Executives. DIVISIONS AND DEPARTMENTS Corporate Services Division Legal & Secretarial Department Corporate Communication Cell Protocol Strategic Initiative Group Recruitment & Management Compensation

Human Resource Division Employee Relations Department Establishment & Time Office
28

Factory Administration Department Organizational Development Department

Production Division Plant- 1 Plant- 2 Plant- 3 Plant- 6 at Manesar

Production Engineering Production Engineering Division Production Service Division

Engineering Directorate QAIN Division Service Division Service- 1-5 MSS(D) Parts Inspection Division Engineering Division

Supply Chain division Supply Chain- 1,2,3 Division Shipping & transport Department Imports Department Consumables Department

Information Technology Division Application Group1 (AG1) Application Group2 (AG2) Application Group3 (AG3) Information Technology Strategies(ITS)
29

IT Operation and Services(ITOS)

Marketing & Sales Secretariat Marketing Strategy & Development Marketing Sales Exports Web-IT, E-Commerce

Spare Parts Division Spare Parts Procurement Warehousing & Dispatch Spare Parts Sales Accessories

Vigilance Division Security Wing Vigilance Wing

Finance Division Budget, Cost & Accounts Department Income Accounting

The total project costs, priority, completion time and personnels required were estimated. Initial plans were drawn up as to how the project would proceed to its final implementation, while running the existing system so that companys information needs were not affected.

30

PROFILE OF ADARSHA AUTOMOTIVES PVT LTD

ADARSHA AUTOMOTIVES PVT.LTD in Karimnagar has been established on may 2005 physically it is located at Bypass x road. The proprietor of ADARSHA AUTOMOTIVES PVT.LTD is Mr. Satyanarayana mainly the show room has been established for the sale of Maruti vehicles in Karimnagar. ADARSH

AUTOMOTIVES PVT.LTD has been providing better services to the consumers from the three years. The authorized share capital of ADARSH AUTOMOTIVES PVT.LTD is 10 Crores. ADARSH AUTOMOTIVES PVT.LTD has got a good reputation in Karimnagar town and it is convenient to all the consumers.

MARUTI SUZUKI INDIA LIMITED

Maruti Suzuki India Limited is a publicly listed automaker in India. It is a leading four-wheeler automobile manufacturer in South Asia. Suzuki Motor Corporation of Japan holds a majority stake in the company. It was the first company in India to mass-produce and sell more than a million cars. It is largely credited for having brought in an automobile revolution to India. It is the market leader in India. On 17 September 2007, Maruti Udyog was renamed to Maruti Suzuki India Limited. The company's headquarters remain in Gurgaon, near Delhi. Maruti Suzuki is one of India's leading automobile manufacturers and the market leader in the car segment/ both in terms of volume of vehicles sold and revenue earned. Until recently, 18.28% of the company was owned by the Indian government, and 54.2% by Suzuki of Japan. The Indian government held an initial public offering of 25% of the company in June 2003. As of May 10, 2007, Govt, of India sold its complete share to Indian financial institutions. With this, Govt, of India no longer has stake in Maruti Udyog.

31

Awards 2006 2005 Ranks 1st among automobile companies in the corporate image monitor (cim) study 2005 conducted by ac Nielsen org-marg receives a commendation from ministry of economy, trade and industry (miti) of Japan -sept 05 Number one in jd power ssi for the second consecutive year Number one in jd power csi for the sixth time in a row - the only car to win it so many times M800, WagonR and swift topped their segments in the tns total Customer satisfaction study Leadership in the JD power initial quality study -alto number one in its segment for the 2nd time in a row, esteem number one in its segment for the 3rd year in a row. Swift number one in the premium compact segment WagonR and esteem top their segments in the jd Power appeal study Ranks 1st in auto sector for corporate reputation Strength (csr) study - Feb. 05 Tns ranks Maruti 4th in the corporate reputation strength (csr) study. Maruti bagged the "manufacturer of the year" award from AutocarJd power csi 1st rank, 7 years in a row 2000 -2006 Jd power ssi 1st rank, 3 years in a row 2004 -2006 Tops tns TCS survey in key segments, 5 years in a row 2002 2006 Among top 5 car companies in the Forbes list of the worlds most reputed companies - nov 06 Features in business today's annual list of "20 companies to look for in 2007" nov 06 The only automobile manufacturer to feature in business today's list of "Indias best 10 marketers -nov 06 Ranks 1st for corporate social responsibility by tons automotive

CNBC ( 2nd time in a row)-Feb. 05

32

First Indian car manufacturer to reach 5 million vehicles sales business world ranks Maruti among top five most respected companies in India-oct 04. Maruti ranked among top ten (rank7) greenest companies in India by business today - sep '04

2004 Maruti 5uzuki was no. 1 in customer satisfaction, No. 1 in sales satisfaction No.l in product quality (Esteem and alto) and no. 1 in product appeal (esteem and wagon r) No. 1 in total customer satisfaction (Maruti 800, Zen and alto) Business world ranked us among the country's five most respected companies Business company Voted manufacturer of the year by CNBC Voted one of Indias greenest companies by business today-ac Nielsen orgmarg 2003 2002 Mul tops in j d power csi (2001) for 4th time in a row another international fest 2001 Maruti bags jd power csi 1st rank; unique achievement by market leader anywhere in the world 2000 Msm launched as model workshop in India; achieves highest csi rating. Central board of excise & customs awards Maruti with sampan Petra, for
33

world

ranked us

the

country's

most respected automobile

Maruti 800, Maruti Zen and Maruti esteem make it to the top 10 automotive brands in "most trusted brand survey 2003" J d power ranked 3 models of Maruti on top; WagonR, Zen and esteem Maruti 800 and WagonR top in total customer satisfaction study 2003.

contribution to exchequer and being an ideal tax assesses. 1998 1996 Maruti wins insane award for excellence in suggestion scheme Awarded the star trading house status by ministry of commerce Ciis business excellence award

1994-95 1994 Best canteen award among Haryana industries as part of employee welfare. Engineering exports promotion council's award for export performance

1992-93 Engineering exports promotion councils award for export performance

1991-92 Engineering exports promotion councils award for export performance.

Milestones 2005 2004 New (non a/c) variant of alto Alto becomes Indias new bestselling car Lpg variant of 'omnicargo' Versa 5-seater, anew variant Baleno lxi, a new variant Maruti closed the financial year 2003-04 with an annual sale of 472122 units, the highest ever since the company began operations 20 years ago The fiftieth lakh car rolls out in April, 2005 Growth in overall sales by 15.8%

34

2003 New Suzuki grand vitara xl-7 redesigned and all-new Zen New upgraded wagon r Enters into partnership with state bank of India Production of 4 millionth vehicles. Listed on BSE and NSE after a public issue oversubscribed 10 times 2002 2001 Zen lxi Maruti true value launched in Bangalore and Delhi Maruti versa, India's first luxury mpv Alto spin lxi, with electronic power steering Alto vxi customer information centers launched in Hyderabad, Bangalore and Chennai Launch of versa WagonR pride esteem diesel All other variants upgraded Maruti insurance. Two new subsidiaries started Maruti insurance distributor services and Maruti insurance brokers limited Alto spin lxi, with electronic power steering Special edition of Maruti 800, India's first color-coordinated car Maruti true value in Mumbai Maruti finance in Mumbai with 10 finance companies Suzuki motor corporation (SMC) increases its stake in Maruti to 54.2 percent

35

2000 First car company in India to launch a call center New alto altura, a luxury estate car IDTR (institute of driving training and research) launched jointly with the Delhi government to promote safe driving habits 1999 Maruti 800 ex ( 796cc, hatchback car) Zen lx (993cc, hatchback car) Zen vxi (993cc, hatchback car with power steering) Omni xl (796cc, muv, high roof) Baleno (l600cc/3 box car) Wagon r Launch of Maruti -Suzuki innovative traffic beat in Delhi and Chennai as social initiative 1998 Maruti launches website as part of crm initiatives Zen d (1527 cc diesel, hatchback car) Zen vx & Zen vx automatic

36

ADARSHA Employee Structure Chairman (B. Ramaswamy Goud)

Managing director B. Satyanarayana Goud

Managing Partner

Managing partner

Managing partner J. Amarachary

Managing Partner B.Srinivas Reddy

C.E.O

G. Satyanarayana G. Gyaneshwar Goud

K.V.Santhosh Kumar

Adarsha group Adarsha group was established in the year of 1992 as a Adarsha finance by Mr. B. Ramaswamy Goud, B. Laxmi Narayana Goud and B. Satyanarayana Goud and along with the friend G. Satyanarayana Goud were with finance business along with chit fund business and subsequently in the month of June 1992 started TVS dealership at Manchiryal then in the year 1995 dealership with Swaraj Tractors (Punjab tractors pvt ltd). Then in the year of 1998 Adarsha terminated dealership of Swaraj and they took the dealership of Manchiryal.

37

In the year of 1999 established dealership in karimnagar. In 2001 established raja TVS at Warangal. In 2000-2002 established shisheel TVS at Hyderabad. In 2002 established dealership TVS at janagam. Adarsha got the dealership at karimnagar in the year 2006 then they got the dealership of Maruthi in 2006 and in 2009 the dealership of Maruthi in Warangal district. Growth The Adarsha motors has a tie-up with Maruti Udyog limited (m.u.l) 30% sales of Adarsha is contributed by Maruti Udyog limited cars .Adarsha Maruti is an iso95 certified company. Adarsha motors also dealers for Mahindra & Mahindra tractors. In adilabad district Adarsha have 45% market share and in Warangal it has 43% market share in tractor sales. Adarsha motors is very famous for TVS two wheeler dealers in karimnagar ,adilabad, and Warangal districts, the penetration level of TVS is 40% in this region, the Adarsha group is largest automotive dealer in Telangana region. In Adarsha group there are 2000 employees and Adarsha is top 4th automotive dealers in India.

38

TRAINING AND DEVELOPMENT

Training and Development nowadays constitute an ongoing process in any organization. Training is a tool for increasing individual performance and overall organizational growth. The objective of the training is to enable the employees to grow acquire knowledge of thought and action. What is Training? Training refers to importing of specific skills, abilities and knowledge to an employee or it is any attempt to improve present or future, employee performance by increasing an employee ability to perform, through learning, usually by changing the attitude or increasing his/her skills and knowledge. Training is needed not only for technicians who work in the shop floor but also for supervisors, managers and executives. After training, candidates will be placed on the jobs to perform the tasks given to them effectively. Development refers to those learning opportunities designed to help employees grow. Development is, less skill oriented and stresses on knowledge. Knowledge about business environment, management, principles and techniques, human relations, specific industry analysis and like. Any training & development programme must contain inputs, which enable the participants to gain skills, learn theoretical concepts and help acquire vision to look in to the distant future. Training is an investment in HR with a promise of better returns in future. IMPORTANCE OF TRAINING AND DEVELOPMENT Training is the corner stone of sound management, for it makes employees more effective and productive. It is actively and intimately connected with all the personnel or managerial activities. It is an integral part of the whole management programme, with all its many activities functionally related. Training is a practical and vital necessity because, apart from the other advantages mentioned above, it enables employees to develop and rise within the
39

organization, and increase their market value, earning power and job security. It moulds the employees attitudes and helps them to achieve a better cooperation with the company and a great loyalty to it. Training, moreover, heightens the morale of the employees, for it helps in reducing dissatisfaction, complaints, grievances and absenteeism, reduces the rate of turnover. Further, trained employees make a better and economical use of materials and equipped; therefore, wastage and spoilage are lessened, and the needs for supervision is reduced. Recognition of the importance of training in recent years has been heavily influenced by the intensification of the overseas competition and the relative success of economies like Japan, Germany etc. technological development and organization change have gradually led some employers to the realization that success relies on the skills and abilities of their employees and this means considerable and continuous improvement in Training and Development. This has also been underscored by the rise in HRM with its emphasis on the importance of people and the skills they possess in enhancing organization efficiency. Such commitment to the company and the growth in the quality movement has led senior management teams to realize the increasing importance of training, development and education. There has also been more recognition of the need to complement the qualities of employees with the needs of the organization. Such concepts require not only careful planning but also a greater emphasis on employee development. SUBJECT BACKGROUND OF THE REASERCH TOPIC EDUCATION: Education is the understanding and interpretation of knowledge- Education is concerned with increasing the general knowledge and understanding of the employees. TRAINING: Training is a short term process utilizing a systematic and organized procedure by which non-managerial personnel learn technical knowledge and skill.

40

Training refers only to instruction in technical and mechanical operations. Training courses are typically designed for a short term, stated set of purposes. DEVELOPMENT: Development is an inclusive process with which both managers and individual employees involved. It offers opportunity to learn skills, but also provide an environment designed to discovering and cultivating basic attitudes and capabilities and facilitating continuing personal growth. NEED FOR TRAINING 1. Training program helps in increasing the quality and quantity of output. 2. It helps each individual employee to utilize or develop his/her full potential. 3. Employees feel that they are being taken care of by the management and these results in increasing their morale. 4. By training, the worker is enabled to make the more economical and best use of equipment. This results in the reduction of cost of production. 5. Trained employee needs less supervision because of this supervisor can increase his span of management, resulting in reduced cost of supervision. 6. The availability of trained personnel ensures long term stability and flexibility in the organization. 7. The workers are exposed to the latest concepts, information and techniques, they become well qualified by this and the increase their market value and earning power. 8. To help a company fulfill its future personnel needs 9. To improve organization culture. 10. To improve health and safety

41

PRINCIPLES OF TRAINING 1. Training and Development is continuous & its scope exists throughout the career. 2. The objective & scope of a training plan should be defined before its development is begun in order to provide a basis for common agreement & cooperative action. 3. Training and Development must meet the organization objectives, so the objectives of the employee Training and Development must be set in clear terms. 4. There exists a gape b/w best performance and present performance and Training and Development can bring out the hidden talents to fill the gaps. 5. Growth is a challenge, which involves stress and strains. Training helps an individual to cope up with these and helps in concentrated effort. 6. Active participation of the learner, the feedback of the learners performance accelerates growth and improves the effectiveness of Training and Development. 7. Training should be conducted in the actual job environment to the maximum possible extent. STEPS OT BE TAKEN IN TRAINING PROCESS 1. Assessment of training needs 2. Training methods 3. Picking an effective method 4. Evaluation of training

42

A. ASSESSMENT OF TRAINING NEEDS Merger has made the point quite clear in the form of a maxim for trainers and managers: if a man doesnt have a skill, train. If he has the skill but doesnt perform, manage Tools to identify training needs In the first instance, certain technical or supervisory skills are required or forecast, and personnel with theses skills are not available in the present work force or in the source of potential employees. Therefore, a program to train personnel in these skills of operative, supervisory, or managerial personnel are brought to light by any one of several means. 1. Comparing job descriptions and applicant specifications with skills of employees. 2. Analyzing performance ratings. 3. Analyzing personnel records. 4. Analyzing other types of enterprise records. 5. Analyzing operating problems. 6. Analyzing long-range plans and forecasts. What is required, then, is a comprehensive survey of the training and development needs of the enterprise in light of enterprise forecasts. B. TRAINING METHODS: As a result of research in the field of training, a number of programs are available. Some of these are new methods, while others are improvements over the traditional methods. The training programs commonly used to train operative and supervisory personnel are discussed below. These programs are classified into on-the job and off-the-job training programs as shown in the figure below: On-the-job Methods Job Rotation Coaching Off-the-job Methods Vestibule training Role-plays
43

Job instruction Committee assignments

Lecture methods Discussion Programmed instruction

On-The-Job-Training Methods: The most important type of training is on the job training. The workers in this method learn to master the operations involved on the actual job under the supervision of\his immediate boss. On the job training has the advantage of giving hand knowledge and experience under the actual working conditions. On the job training can be offered in several ways. Job Rotation: This type of training involves the movement of the trainee from on job to another. The trainee receives job knowledge and gains experience from his supervision or trainer in each of the different job assignments. This method gives an opportunity to the trainee to understand the problems of employees on other jobs and respect them. Coaching: The trainee is placed under a particular supervision function as a coach in training the individual. The supervisor provides feed back to the trainee on his performance and offers him some suggestions for improvement. Job Instruction: This method is also known as training through step b step. Under this method, trainer explains the trainee the way of doing the jobs, knowledge and skills and allows \ him to do the job. The trainee apprises the performance of the trainee, provides feedback information and corrects the trainee.

44

Committee Assignments: Under the committee assignment, group of trainees are given and asked to solve an actually organizational problem. The raise solves the problem jointly. It develops teamwork. Off The Job Methods: In this method a trainee has to leave his place of working and devote his entire time for trading purpose. Trainee is speared from the job situation and his attention Is focused upon learning the material related to his future job performance. Off the job training methods are as follows. Vestibule Training: In this method, actual work conditions are simulated in a classroom, material, files and equipment those are used in actual job performance are also used in training, and this type of training is commonly used for training persons for clerical and semiskilled jobs. Role Playing: It is defined as a method of human interactive that involves realistic behavior in imaginary situations. This method of training involves action, doing and reactive. The participants play the role of retrain characters, such as the productive manager, mechanical engineer, superintendents, maintenance engineer, quality control inspectors, foreman, workers and the like. This method is mostly used for developing interpersonal interactions. 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, lets assumptions and draw conclusions, all of which contribute to suitable for a group consisting of 12 to 25 members who are required to discuss and share a problem common to the. Although it provides little information, it may encourage analytical thinking; the conferee provides a pooling of ideas to solve
45

problems. The conference letter should encourage discussion stimulate completion, enhance ego and reflect the feelings of participants. Case Study: This method has been developed by HARVARD Business school of U.S.A. Case studies provides facts regarding a business situation summarizing experience and razing problems. They teach trainees to handle similar situations arising in future. This method enables the trainees to diagnose business problem and analyze critical factors, conceptualize the dynamic nature of business and attain confidence to look for alternative measures for solving the problem and taking decisions with full understanding of their outcome in the totality. Management Games: The game is built around the model of a business situation and trainees are divided in to reams representing the management. They stimulate the real life process of taking orating decisions. In-Basket Exercise: This is simulation training technique designed around the "Incoming mail" of an executive. A variety of situations presented which would usually be dealt which by an executive in his working day. His reaction and responses are taken sown in writing and then analyzed. Feedback on his decisions forces him to reconsider not only his administrative actions but also his behavioral style. Programmed Instruction: In recent years this method has become popular. Programmed instruction involves a sequence of step which is often wet through the central panel and guides in the performance of a desired operations or series of operations. The subject matter to be learned will be presented in a series of carefully planned. Sequential units are arranged from simple to more complex levels of instruction. The trainee goes through the see units by answering question or filling the blends. It incorporates a pre arranged, proposed or desired course of proceedings pertaining to the learning or

46

acquisition of some specific skills or general knowledge. This method is expensive and time consuming and suitable for large organizations. Lecture Method: The lecture is traditional and direct method of instruction. It is regarded as one of the simplest ways of imparting knowledge to the trainees especially when facts, concepts or principle, attitude theories and problem solving abilities are to be taught. The instructor organizes the material and gives it to group of trainees in the form of a talk. The lecture method can be used for every large group, which are to be trained within a short period of time. Video tapes: The use of video tapes can be effective or ineffective depending on how they are used. It has been pointed out that the presentation of information is not enough to guarantee learning. if trainees are allowed to watch videos in a passive manner, the learning will be ineffective. To be effective, the video should be stopped a certain points so the trainer can ask questions of the audience. This leads to active participation and feedback. It should be noted that video does not hold attention as well as lecturing in person. To overcome this, video must rely on its strong points: colour, motion, drama and the incorporation of graphic. Video ranks high in the number of senses involved. In fact, it ranks second only to simulation. When used properly it can also rank relatively high in the activity of and feedback to, the trainee. Couple these with peoples predisposition to watching television and you can see why video is a popular and effective training methods. Its main disadvantages may be complexity and cost. Producing an in house training video or having an outside consultant do it can be an expensive process.

47

Slides: Slides are more of a training aid than a training method. They are usually used in conjunction with the lecture. Their purpose is to use graphics to help simplify the presentation and capture the attention of the audience. Since more senses are involved and audience attention is enhanced, the training is likely to be more effective. The use of slides in a lecture has the same faults as the lecture itself. Trainee participation and feedback are extremely low. Again, combining the lecture with slides and group discussions is much more effective. Computer Based Training (CBT): Computer-based training can be divided into two groups: computer-assisted instruction and computer-managed instruction. In computer assisted instruction, the computer acts as a tutor. Training takes place during a dialogue between the trainee and the computer. Information is presented via the monitor and the trainee respondts to questions asked by typing on the keyboard. Under this system, one terminal is needed for each trainee. Computer managed instruction differs in that most training takes place offline. The computer assigns each trainee individualized instruction modules that are completed away from the terminal. After completion, the computer evaluates the trainees learning, diagnoses areas fo weakness, and prescribes additional work as needed. The benefit of managed instruction is that less time is spent online so a single terminal may be used by many trainees. This can significantly reduce the cost of the training programme. The advantage of both types of computer based training is that the proramme can esily be tailored to the needs of the individual trainees. Those who need additional instruction can get it without slowing down the training process for others. The biggest disadvantage is cost. Both the hardwre and the software needed to support the system can be expensive. The time and money needed to develop the computerized instructional material can be substantial. For these reasons, computer-based training is best suited for training courses with a large enrolment and stable content.
48

Audio tapes: The use of audiotapes as a stand-alone training method has some severe limitations. The activity level of the trainee is low, feedback is low, and only one sense is involved. Audio-tapes are frequently used to present the same information that could appear on a printed page. The problem is that tables and diagrams that could help explain the material cannot be included. In addition, it usually takes longer to listen to the information than it would to read it. Thus training time is increased. For these reasons, audiotapes are better used in conjunction with some visual aid such as printed material or slides. Combining these two can be an effective way to develop an individualized training programme. The benefit is that audiotapes are relatively inexpensive and easy to use when compared to other individualized methods. C. PICKING AN EFFECTIVE METHOD No single training method is superior to all others. The nature of the material to be presented, the number of persons to be trained, the background and ability of the trainees, the king and amount of equipment available, the time that can be devoted to training, and the results to be achieved, must all be considered when determining the best method for a particular training programme. When possible, it is best to pick a method that encourages active participation by the trainee and provides adequate feedback. This increased the likelihood that what is taught in training will be retained and later applied. Of the training methods discussed, one-on-one instruction, role plays, games/simulation, case studies, and computer-based training all rank high in both trainee activity level and feedback. The other methods are inherently passive but can be made active with addisiional effort on the part of the trainer. The use of an effective training method does not guarantee that the training process will be effective. The selection of an appropriate method is just one small step in designing an effective training programme. Before a method can be slected the needs of the organization must be analysed and understood. Then the goals and

49

objectives of the training programme need to be established. It is from these goals that the appropriate course content and presentation method come. The final phase of the training process, and probably the most important in terms of increasing effeactiveness, is evaluation. The oldadage holds:that which get measures gets done. D. TRAINING EVALUATION: Evaluate what and why? Evaluate? Eva,uate what? Training? What do we mean by training? Whats to be evaluated? A particular training course? The trainees? The trainers? The training department? A certain set of training materials? Training in general? More to the point, why evaluate it? Do we wish to gauge its effectiveness, that is, to see if it workds? If so, what is it supposed to do? Change behavior? Shape attitudes? Improve job performance? Reduce defects? Increase sales? Enhance quality? What about efficiency? How much time does the training consume? Can it be shortened? Can we make do with on-the-job training or can we completely eliminate training by substituting job aids instead? What does it cost? Whatever it costs, is it worth it? Who says? On what basis? What are we trying to find out? For whom? The preceding questions illustrate the complexity of any effort to evaluate training and emphasize the importance of being clear about the purposes of and the audiences for any such evaluation. It is the central thesis of this article that the evaluation of training poses a problem for many trainers, managers, executives, and toher professionals with an interest in training. Further, it is my firm conviction that these problems are most productively addressed by examining their underlying structure. As Dewy (1910) wrote, A difficulty clearly apprehended is likely to suggest its own solution (p. 94). This article, then, will examine various elements in the structure of the problem of evaluating training.
50

Evaluation of training is the most critical phase is not only assessing the quality of training imparted but also to see what future changes in training plan should be made to make it more effective, It consist of evaluation of all aspects of training and judging utility of training in terms of objectives and plans the main dimensions of training evaluation include contextual factors, training outcomes. In evaluation of outcomes 4 categories of outcomes can be measured. Reaction: Evaluation of trainees reactions of the programs Learning: Evaluation of what trainee has learnt. Behavior: Evaluation of change in behavior. Result: Evaluation of final result achieved due to training in various areas such as production, human resources utilization, performance tests etc. Evaluation of Training Program: The specification of the values forms a basis for evaluation. The basis of evaluation and mode of collection of information necessary for evaluation should be determined at the planning stage. The process of training evaluation has been defined as " an attempt to obtain information on the effects of training performance, and to assess the value of training in the light of that information". Evaluation is crucial in ascertaining whether or not the training program is proving to be effective and its objectives are being achieved. It is most critical phase that assesses not only the quality of training imparted but also the training plan in order to see whether future changes can make it more effective. It must be both scientific and objective. NEED FOR EVALUATION OF TRAINING 1. To check the effectiveness of Training and Development in improving performance of the employee. 2. To assess how far training is useful for improving career prospects of every individuals. 3. To identify he deficiencies of Training and Development for incorporating additions to the program.

51

4. To improve the cost effectiveness of Training and Development programme. PRINCIPLES OF EVALUATION 1. Evaluation must be continuous. 2. Evaluation must be specific. 3. Evaluation must be based on objective methods and standards. 4. Evaluation must provide means for trainees to self appraise. 5. The goals & purpose of evaluation must be clear. 6. It is essential to lay down the criteria of evaluation & it must be realistic.

52

1. (i). Have you attended any training program in the last 01 year? TABLE NO -1.(i) Attended training programs in the last 1 year OPINION Yes No TOTAL NO. OF RESPONDENTS 50 0 50 PERCENTAGE OF RESPONDENTS 100% 0% 100%

Graph No-1.(i)

ATTENDED TRAINING PROGRAM

120% 100% 100% 80% PERCENTAGE 60% OF RESPONDENTS 40% 20% 0% 0% Yes OPINION No

From the above analysis, it is clear that 100% of the respondents attended the training program in the last 1 year.

53

2. Your organization considers training as a part of organizational strategy. TABLE NO -2 Training as a part of organizational strategy OPINION Agree Partly agree Disagree Cant say TOTAL NO. OF RESPONDENTS 40 2 2 6 50 PERCENTAGE OF RESPONDENTS 80% 4% 4% 12% 100%

Graph No-2

TRAINING AS A PART OF ORGANIZATIONAL STRATEGY

Percentage of respondents 100% 80% 80% 60% 40% 20% 0% Agree Partly agree Opinion Disagree Cant say 4% 4% 12%

From the above analysis, it is interpreted that 80% of the respondents agree that their organization considers training as a part of organizational strategy. 4% of the respondents partly agreed with it. 4% of the respondents disagreed with the statement that their organization considers training as a part of organizational strategy.
54

12% of the respondents are unable to say about the topic.

3. Training is must for enhancing productivity and performance. TABLE NO -3 Training enhance productivity and performance OPINION Completely Agree Partially agree Disagree unsure TOTAL NO. OF RESPONDENTS 36 6 5 3 50 GRAPH NO-3 PERCENTAGE OF RESPONDENTS 72% 12% 10% 6% 100%

TRAINING ENHANCE PRODUCTIVITY AND PERFORMANCE

PERCENTAGE OF RESPONDENTS 80% 70% 60% 50% 40% 30% 20% 10% 0% 72%

12%

10%

6% unsure

Completely Agree Partially agree OPINION

Disagree

From the above table and graph, it is clear that 72% of the respondents completely agreed that training is must for enhancing productivity and performance. 12% of the respondents partly agreed it. 10% of the respondents disagreed that training is must for enhancing productivity and performance. 6% of the respondents are not sure about the effectiveness of training.
55

4. (i) After the training, have you given feedback of it? TABLE NO-4.(i) Feedback given after training OPINION Yes No TOTAL NO. OF RESPONDENTS 45 5 50 PERCENTAGE OF RESPONDENTS 90% 10% 100%

GRAPH NO-4.(i)

FEEDBACK GIVEN AFTER TRAINING

PERCENTAGE OF RESPONDENTS 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 90%

10%

YES OPINION

NO

From the above analysis, it is said that 90% of the respondents had given feedback of the training. 10% of the respondents had not given any feedback of the training.

56

(ii) If yes, through which method? TABLE NO-4.(ii) Method of feedback OPINION Questionnaire Interview Other TOTAL NO. OF RESPONDENTS 45 0 0 45 PERCENTAGE OF RESPONDENTS 100% 0% 0% 100%

GRAPH NO-4.(ii)

METHOD OF FEEDBACK
PERCENTAGE OF RESPONDENTS 120% 100% 100% 80% 60% 40% 20% 0% 0% Questionnaire Interview OPINION Other 0%

From the above analysis, it is said that 100% of the respondents given feedback through questionnaire while. 0% of the respondents given feedback through interview. 0% of the respondents given feedback through other sources.

57

(iii) Do you think that the feedback can evaluate the training effectiveness? TABLE NO-4.(iii) Evaluation of training effectiveness OPINION Yes No TOTAL NO. OF RESPONDENTS 34 16 50 PERCENTAGE OF RESPONDENTS 68% 32% 100%

GRAPH NO-4.(iii)

EVAULATION OF TRAINING EFFECTIVENESS

PERCENTAGE OF RESPONDENTS 80% 70% 60% 50% 40% 30% 20% 10% 0% 68%

32%

Yes OPINION

No

From the above table, it can be inferred that 68% of the respondents agreed that feedback can evaluate the training effectiveness. 32% of the respondents disagreed it.

58

(iv) If yes, how can the post training feedbacks can help the participants? TABLE NO-4.(iv) Post training feedback can help the participants OPINION Improve job performance An aid to future planning Motivate to do better All of the above None TOTAL NO. OF RESPONDENTS 11 16 12 21 0 50 PERCENTAGE OF RESPONDENTS 22% 32% 24% 42% 0% 100%

GRAPH NO-4.(iv)

POST TRAINING FEEDBACK CAN HELP THE PARTICIPANTS

PERCENTAGE OF RESPONDENTS 50% 40% 30% 20% 10% 0% Improve job performance An aid to future planning Motivate to do better OPINION All of the above None 0% 22% 32% 24% 42%

From the above table, it can be concluded that 22% of the respondents agreed that post training feedbacks can help the participants to improve job performance. 32% of the respondents agreed that post training feedback can be an aid to future planning. 24% of the respondents agreed that it motivates to do better.
59

42% of the respondents agreed that they can get all the above benefits from post training feedbacks. 0% of the respondents agreed that post training feedback does nothing to them.

5. What should be the approach of post training evaluation? TABLE NO -5 Post training evaluation approach OPINION Trainer centred Trainee centred Subject centred All of the above TOTAL NO. OF RESPONDENTS 9 4 20 17 50 PERCENTAGE OF RESPONDENTS 18% 8% 40% 34% 100%

GRAPH NO -5

POST TRAINING EVALUATION APPROACH

PERCENTAGE OF RESPONDENTS 50% 40% 40% 30% 20% 10% 0% Trainer centred Trainee centred Subject centred All of the above OPINION 18% 8% 34%

From the above table, it is clear that 18% of the respondents opined that the approach of post training evaluation should be trainer centred. 8% of the respondents opined that the approach of post training evaluation should be trainee centred.

60

40% of the respondents agreed that the post training evaluation approach should be subject centred. 34% of the respondents agreed that all of the above approaches are useful for the post training evaluation.

6. What should be the ideal time to evaluate the training? TABLE NO-6 Ideal time to evaluate training OPINION Immediate after training After 15 days After 1 month Cant say TOTAL NO. OF RESPONDENTS 39 6 2 3 50 PERCENTAGE OF RESPONDENTS 78% 12% 4% 6% 100%

GRAPH NO-6

IDEAL TIME TO EVALUATE TRAINING

PERCENTAGE OF RESPONDENTS 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 78%

12% 4% Immediate after training After 15 days After 1 month

6% Cant say

OPINION

From the above table, it is clear that 78% of the respondents agreed that it is the ideal time to evaluate the training immediately after training. 12% of the respondents felt that it would be better to evaluate the training after 15 days.
61

4% of the respondents felt that it would be better to evaluate the training after 1 month. 6% of the respondents couldnt say about the ideal time to evaluate the training.

7.

Enough practice is given for us during training session at Adarsha automotives pvt. ltd. TABLE NO-7 Given enough practice NO. OF PERCENTAGE OF RESPONDENTS RESPONDENTS 36 4 8 2 50 72% 8% 16% 4% 100%

OPINION Strongly Agree Agree Somewhat agree Disagree TOTAL

GRAPH NO-7

GIVEN ENOUGH PRACTICE

PERCENTAGE OF RESPONDENTS 80% 70% 60% 50% 40% 30% 20% 10% 0% Strongly Agree Agree Somewhat agree OPINION Disagree 16% 8% 4% 72%

From the above table, it is clear that

62

72% of the respondents strongly agreed that enough practice is given for them during training session at Adarsha. 8% of the respondents agreed that they get enough practice during training session at Adarsha. 16% of the respondents somewhat agreed that they get enough practice during training session at Adarsha. 4% of the respondents felt that they didnt get enough practice during training session.

8. What are the skills that the trainer should possess to make the training effective? TABLE NO-8 Skills the trainer should posses OPINION Technical skills People skills or Soft skills Personnel managers than Specialist Fond of talking to people TOTAL NO. OF RESPONDENTS 20 18 7 5 50 GRAPH NO-8 PERCENTAGE OF RESPONDENTS 40% 36% 14% 10% 100%

SKILLS THE TRAINER SHOULD POSSES

PERCENTAGE OF RESPONDENTS 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% 40% 36%

14%

10%

Technical skills

People skills or Soft skills

Personnel Fond of talking to managers than people Specialist

OPINION

From the above analysis, it can be interpreted that

63

40% of the respondents agreed that the trainer should possess technical skills to make the training effective. 36% of the respondents agreed that the trainer should have people skills or soft skills to make the training effective. 14% of the respondents agreed that Personnel managers than Specialist. 10% of the respondents agreed that the trainer should be fond of talking to people.

9. What are the general complaints about the training session? TABLE NO-9 General complaints OPINION Take away precious time of employees Too many gaps between the sessions Training sessions are unplanned Boring and not useful None of the above TOTAL NO. OF RESPONDENTS 4 PERCENTAGE OF RESPONDENTS 8%

0 0 0 46 50 GRAPH NO-9

0% 0% 0% 92% 100%

64

GENERAL COMPLAINTS
PERCENTAGE OF RESPONDENTS 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 92%

8%

0%

0%

0% Boring and not useful None of the above

Take away Too many Training precious time gaps between sessions are of employees the sessions unplanned OPINION

From the above table and graph, it can be said that 8% of the respondents felt that training takes away precious time of employees. 0% of the respondents agreed that there are too many gaps between the sessions. 0% of the respondents agreed that training sessions are unplanned. 0% of the respondents agreed that training sessions are boring and not useful. 92% of the respondents have no complaints on Adarsha T & D programmes 10. (i) The program objectives were known to you before attending it. TABLE NO-10.(i) Program objectives were known OPINION Strongly agree Moderately agree Moderately Disagree Strongly Disagree Cant Say TOTAL NO. OF RESPONDENTS 50 0 0 0 0 50 PERCENTAGE OF RESPONDENTS 100% 0% 0% 0% 0% 100%

GRAPH NO-10

65

PROGRAM OBJECTIVES WERE KNOWN

PERCENTAGE OF REPONDENTS 120% 100% 80% 60% 40% 20% 0% Strongly agree Moderately agree Moderately Disagree OPINION Strongly Disagree Cant Say 0% 0% 0% 0% 100%

From the above graph, it is clear that 100% of the respondents strongly agreed that they know the objectives of training programme before attending it.

(ii) The training objectives meet expected needs... TABLE NO-10.(ii) Training objectives meet expected needs OPINION Fully agree Partially agree Not at all agree TOTAL NO. OF RESPONDENTS 35 15 0 50 PERCENTAGE OF RESPONDENTS 70% 30% 0% 100%

GRAPH NO -10.(ii)

66

TRAINING OBJECTIVES MEET EXPECTED NEEDS

PERCENTAGE OF RESPONDENTS 80% 70% 60% 50% 40% 30% 20% 10% 0% 70%

30%

0% Fully agree Partially agree OPINION Not at all agree

From the above analysis of graph and table, it is clear that 70% of the respondents opined that the training objectives meet expected needs fully. 30% of the respondents opined that the training objectives meet expected needs partially. 0% of the respondents opined that the training objectives were not at all met.

11. The period of training session conducted by Adarsha was sufficient for the learning. TABLE NO-11 Period of training was sufficient OPINION Strongly agree Moderately agree Moderately Disagree Strongly Disagree Cant Say TOTAL NO. OF RESPONDENTS 46 4 0 0 0 50
67

PERCENTAGE OF RESPONDENTS 92% 8% 0% 0% 0% 100%

GRAPH NO-11

PERIOD OF TRAINING WAS SUFFICIENT

PERCENTAGE OF RESPONDENTS 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 92%

8% Strongly agree Moderately agree

0% Moderately Disagree OPINION

0% Strongly Disagree

0% Cant Say

From the above table, it can be said that 92% of the respondents strongly agreed that the period of training session conducted by Adarsha was sufficient for the learning. 8% of the respondents moderately agreed that the period of training session conducted by Adarsha was sufficient for the learning.

12. The training methods used by Adarsha during the training were effective for understanding the subject. TABLE NO-12 Method used were effective OPINION Strongly agree Moderately agree Moderately Disagree Strongly Disagree Cant Say TOTAL NO. OF RESPONDENTS 28 18 4 0 0 50
68

PERCENTAGE OF RESPONDENTS 56% 36% 8% 0% 0% 100%

GRAPH NO-12

METHOD USED WERE EFFECTIVE

PERCENTAGE OF RESPONDENTS 60% 50% 40% 30% 20% 10% 0% Strongly agree Moderately agree Moderately Disagree OPINION Strongly Disagree Cant Say 8% 0% 0% 36% 56%

From the above table, it can be said that 56% of the respondents strongly agreed that the training methods used by Adarsha during the training were effective for understanding the subject. 36% of the respondents moderately agreed that the training methods used by Adarsha during the training were effective for understanding the subject. 8% of the respondents moderately disagreed that the training methods used by Adarsha during the training were effective for understanding the subject.

13. The training sessions at Adarsha were exciting and a good learning experience. TABLE NO -13 Effectiveness of training session OPINION Strongly agree Moderately agree Moderately Disagree Strongly Disagree Cant Say TOTAL NO. OF RESPONDENTS 39 6 3 0 2 50
69

PERCENTAGE OF RESPONDENTS 78% 12% 6% 0% 4% 100%

GRAPH NO-13

EFFECTIVENESS OF TRAINING SESSION

PERCENTAGE OF RESPONDENTS 100% 80% 60% 40% 20% 0% Strongly agree Moderately agree Moderately Disagree OPINION Strongly Disagree Cant Say 12% 6% 0% 4% 78%

From the above analysis of graph, it is clear that 78% of the respondents strongly agreed that the training sessions at Adarsha automotives pvt. Ltd. were exciting and a good learning experience. 12% of the respondents moderately agreed that the training sessions at Adarsha were exciting and a good learning experience. 6% of the respondents moderately disagreed that the training sessions at Adarsha were exciting and a good learning experience. 4% of the respondents couldnt say anything about the topic.

14. How do like the training programs to be TABLE NO-14 Method of training program NO. OF PERCENTAGE OF RESPONDENTS RESPONDENTS 22 44% 16 32% 12 24% 50 100%

OPINION Lecture Practical Both TOTAL

GRAPH NO-14

70

METHOD OF TRAINING PROGRAM

PERCENTAGE OF RESPONDENTS 50% 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% 44% 32% 24%

Lecture

Practical OPINION

Both

From the above analysis of graph, it is clear that 44% of the respondents agreed that they like the training program if it is in lecture method. 32% of the respondents suggested practical method of training. 24% of the respondents suggested both.

15. Do you agree that you can practice what you have learnt? TABLE NO-15 Learnings can be practiced OPINION Strongly agree Agree Disagree Strongly Disagree TOTAL NO. OF RESPONDENTS 18 17 10 5 50 PERCENTAGE OF RESPONDENTS 36% 34% 20% 10% 100%

GRAPH NO -15

71

LEARNINGS CAN BE PRACTICED

PERCENTAGE OF RESPONDENTS 40% 35% 30% 25% 20% 15% 10% 5% 0% Strongly agree Agree OPINION Disagree Strongly Disagree 10% 20% 36% 34%

From the above analysis of graph, it is clear that 36% of the respondents strongly agreed that they can practice what they have learnt. 34% of the respondents agreed that they can practice what they have learnt. 20% of the respondents disagreed with it. 10% of the respondents strongly disagreed with it.

16. The training content provided by Adarsha matches job profile TABLE NO-16 Training content matched job profile OPINION NO. OF PERCENTAGE OF RESPONDENTS RESPONDENTS Yes 46 92% No 4 8% 50 100% TOTAL GRAPH NO-16

72

PERCENTAGE OF RESPONDENTS
PERCENTAGE OF RESPONDENTS 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 92%

8% Yes OPINION No

From the above analysis of graph, it is clear that 92% of the respondents agreed that training content matches the job profile. 8% of the respondents agreed that training content doesnt match the job profile.

17. The resource person at Adarsha for the training program is competent TABLE NO-17 Resource person is competent NO. OF PERCENTAGE OF OPINION RESPONDENTS RESPONDENTS Strongly agree 38 76% Moderately agree 8 16% Moderately 0 0% Disagree Strongly Disagree 0 0% Cant Say 4 8% 50 100% TOTAL
73

GRAPH NO-17

RESOURCE PERSON IS COMPETENT

PERCENTAGE OF RESPONDENTS 80% 70% 60% 50% 40% 30% 20% 10% 0% 76%

16% 8% 0% Strongly agree Moderately agree Moderately Disagree OPINION 0% Strongly Disagree Cant Say

From the above graph, it can be inferred that 76% of the respondents strongly agreed that the resource person at Adarsha for the training program is competent. 16% of the respondents moderately agreed that the resource person at Adarsha for the training program is competent. 8% of the respondents couldnt say about the topic.

18. Quality of the Training program needs to be improved. TABLE NO-21 Quality to be improved OPINION Yes No TOTAL NO. OF RESPONDENTS 9 41 50 PERCENTAGE OF RESPONDENTS 18% 82% 100%

74

GRAPH NO-21

QUALITY TO BE IMPROVED
PERCENTAGE OF RESPONDENTS 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 82%

18%

Yes OPINION

No

From the above graph, it can be inferred that 18% of the respondents agreed that the quality of the training programme needs to be improved. 82% of the respondents disagreed with the statement.

19. The training programme at Adarsha was relevant to your developmental needs. TABLE NO-22 Relevant to developmental needs NO. OF PERCENTAGE OF OPINION RESPONDENTS RESPONDENTS Strongly agree 35 70% Moderately agree 15 30% Moderately 0 0% Disagree
75

Strongly Disagree Cant Say TOTAL

0 0 50

0% 0% 100%

GRAPH NO-22

RELEVANT TO DEVELOPMENTAL NEEDS

PERCENTAGE OF RESPONDENTS 80% 70% 60% 50% 40% 30% 20% 10% 0% 70%

30%

0% Strongly agree Moderately agree Moderately Disagree OPINION

0% Strongly Disagree

0% Cant Say

From the above graph, it can be inferred that 70% of the respondents strongly agreed that the training programme at Adarsha was relevant to their developmental needs. 30% of the respondents moderately agreed that the training programme at Adarsha was relevant to their developmental needs.

20. The training aids used by Adarsha were helpful in improving the overall effectiveness of the programme. TABLE NO-23 Effectiveness of training aids OPINION Strongly agree Moderately agree Moderately Disagree Strongly Disagree NO. OF RESPONDENTS 40 3 2 0
76

PERCENTAGE OF RESPONDENTS 80% 6% 4% 0%

Cant Say TOTAL

5 50 GRAPH NO-23

10% 100%

EFFECTIVENESS OF TRAINING AIDS

PERCENTAGE OF RESPONDENTS 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 80%

6% Strongly agree Moderately agree

4% Moderately Disagree OPINION

10% 0% Strongly Disagree Cant Say

From the above graph, it can be inferred that 80% of the respondents strongly agreed that the training aids used by Adarsha were helpful in improving the overall effectiveness of the programme. 6% of the respondents moderately agreed that the training aids used by Adarsha were helpful in improving the overall effectiveness of the programme. 4% of the respondents moderately disagreed that the training aids used by Adarsha were helpful in improving the overall effectiveness of the programme. 10% of the respondents couldnt say about the statement.

FINDINGS
1. From the analysis it is found that all the 50% respondents were attended the training Sessions in last year. It is observed that 30% of respondents attended all the programs which were taken under the purview of study, another 20% attended advanced techno management program , while 18% attended negotiation & conflict management where 16% attended stress management & work life balance program.

77

2. It is observed from the study that 80% of respondents agreed that their respective Organization considers training a part of organizational strategy. This shows that training is an important feature of the organization and they are looking for the improvement/enhancement of employee knowledge and skill. Further 84% completely agreed that training is must for enhancing productivity & performance of the organization. 3. Feedback mechanism helps the organization to find the opinions of trainees and it provides an opportunity to evaluate effectiveness of the training program. During the study, it is seen that 90% of respondents have given the feedback about the training sessions they attended. It is observed that 100% of the respondents have given feedback through questionnaire. Further 68% of the respondents felt that feedback can evaluate the training effectiveness. 22% said that feed back helps in improving job performance, acts as an aid to future planning to do better. Also 32% said feedback helps in aid to future planning. This shows that feed back helps in evaluating effectiveness of the program so that they can design the program based on the feedback given to the trainers. 4. 40% of the respondents realised that the approach of post training evaluation should be subject centered and 18% felt it should be trainer centered where as 34% said that it should be trainer, trainee & subject centered. Further 4% of the respondent said that the ideal time to evaluate the training program is after one month and 78% felt that it should be immediately after the training. Further 12% said it should be after 15 days. 5. It is seen from the study that enough practice is given for the trainees during training session at Adarsha automotives pvt. Ltd.. 80% completely agree and 16% agreed to some extent. 6. From the analysis it is observed that 36% respondents felt that the trainer should posses People skill or soft skills to enable the participants to learn much from the trainer. The skills will make them better for transfer of the knowledge, skills. Another 10% expressed that they should have fond of talking people. 7. It is observed that 92% of respondents expressed that they do not have any complaint about the training session. Also 100% of respondents were said that the program objectives were known before attending the session. Further they expressed that 70% of respondents fully agreed that the training objective met

78

their expected needs. Also 100% have agreed that the period of training session conducted by Adarsha was sufficient for the learning.

CONCLUSIONS 1. Adarsha Training programme was quite useful and productive in enhancing the knowledge of the employee. It is observed that training session was more exiting and gave the respondents a good learning experience. 2. The respondents concludes that the training content provided through Adarsha training Program matches their job profile and were relevant to their developmental needs. They acquired greater benefits through the training
79

session. They could upgrade technical knowledge & skills also developed leadership skill as well as added to their creativity helped in contributing them in the development of new ideas for their organization the program were in such a way that they can practice what they have learnt. 3. There is high satisfaction with respect to quality of training program and infrastructure facilities. Also it is found that the resource persons were quite competent and they were involved very much in conducting the trainee program. 4. Respondents were informed about the training objective and they observed that their training objectives were met. Also employer organization considers training as a part of the organizational strategy. It is seen that they were given enough practice during training session at Adarsha and this makes them in their regional area for this, there were no specific complaints regarding session. However it is said some are take the precious time. They were all happy with the period of training session and quite satisfied. The training methods used by Adarsha during training were effective for understanding the subject. 5. Feedback mechanism is one of the ways to evaluate the training effectiveness and the Feedback given through questionnaire was linked by majority of respondents. Through feedback the Adarsha can develop more relevant and useful training program as per the employee requirement.

SUGGESTIONS 1. There is certain respondents who felt training effectiveness cant be done through feedback hence they are of the view that something mechanism be installed to find out the effectiveness of training Program. 2. The method of feedback should be remain in form of questionnaire as it seems easy to fill within the few minutes.
80

3. The training program to be conducted, should be of lecture and practical both methods. 4. Some participants wanted some gap between the classes specially after lunch breaks. 5. The post training evaluation process should start immediate after the training. 6. Post trainee evaluation be subject centered and hence can be taken in performing the effectiveness of training as subject centered where in it helps in improving the training programs and its effectiveness

81

QUESTIONNAIRE

Name : Date of Birth : Organization : Designation/Grade : Department : Training program attended Period :

1. (i). Have you attended any training program in the last 01 year? a. Yes 2. b. No

Your organization considers training as a part of organizational strategy. a. Agree b. Disagree c. Partly agree d. Cant say

3. Training is must for enhancing productivity and performance. a. Completely Agree b. Partially agree c. Disagree d. unsure

4. (i) After the training, have you given feedback of it? a. yes (ii) If yes, through which method? a. Questionnaire b. Interview c. Supplement test d. Any other b. No

(iii) Do you think that the feedback can evaluate the training effectiveness? a. Yes b. No

(iv) If yes, how can the post training feedbacks can help the participants? a. Improve job performance c. Motivate to do better e. None b. An aid to future planning d. All of the above

82

5. What should be the approach of post training evaluation? a. Trainer centered c. Subject centered b. Trainee centered d. All of the above

6. What should be the ideal time to evaluate the training? a. Immediate after training c. After 1 month automotives pvt. Ltd.. a. Strongly Agree b. Agree c. Somewhat agree d. Disagree b. After 15 days d. Cant say

7. Enough practice is given for us during training session at Adarsha

8. What are the skills that the trainer should possess to make the training effective? a. Technical skills b. People skills or Soft skills

c. Generalist makes better Personnel managers than Specialist d. Fond of talking to people 9. What are the general complaints about the training session? a) Take away precious time of employees b) Too many gaps between the sessions c) Training sessions are unplanned d) Boring and not useful e) None of the above 10. (i) The programme objectives were known to you before attending it. a. Strongly agree b. Moderately agree c. Moderately Disagree d. Strongly Disagree e. Cant Say (ii) The training objectives meet expected needs... a. Fully b. Partially c. Not at all

11. The period of training session conducted by Adarsha automotives pvt. Ltd. was sufficient for the learning. a. Strongly agree b. Moderately agree c. Moderately Disagree d. Strongly Disagree e. Cant Say 12. The training methods used by Adarsha automotives pvt. Ltd. during the training were effective for understanding the subject. a. Strongly agree b. Moderately agree c. Moderately Disagree d. Strongly Disagree e. Cant Say

83

13. The training sessions at Adarsha automotives pvt. Ltd. were exciting and a good learning experience. a. Strongly agree b. Moderately agree c. Moderately Disagree d. Strongly Disagree e. Cant Say 14. How do like the training programmes to be a. Lecture b. Practical c. Both

15. Do you agree that you can practice what you have learnt? a. Strongly Agree job profile a. Yes program is competent a. Strongly agree b. Moderately agree c. Moderately Disagree d. Strongly Disagree e. Cant Say 18. Quality of the Training programme needs to be improved. a. Yes b. No b. No 17. The resource person at Adarsha automotives pvt. Ltd. for the training b. Agree c. Disagree d. Strongly disagree 16. The training content provided by Adarsha automotives pvt. Ltd. matches

19. The training programme at Adarsha automotives pvt. Ltd. was relevant to your developmental needs. a. Strongly agree b. Moderately agree c. Moderately Disagree d. Strongly Disagree e. Cant Say 20. The training aids used by Adarsha automotives pvt. Ltd.were helpful in improving the overall effectiveness of the programme. a. Strongly agree b. Moderately agree c. Moderately Disagree d. Strongly Disagree e. Cant Say

...Thank you for your co-operation...

84

BIBLIOGRAPHY Ashwathappa & Sadnadash International Human Resource Management/Tata McGraw Hill Ltd, New Delhi/1997. Biswajeet Pattanayak, Human Resource Management, PHI Learning pvt ltd (Eastern Economy Edition), 3rd Edition, 2009 P. Subbarao /Essential of Human Resource Management,/ Himalaya Publishing House, Mumbai /1997.

WEB SITES:
www.ask.com www.Citehr.com www.hr-guide.com

85