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“A STUDY ON EFFECTIVENESS OF TRAINING PROGRAM IN HYUNDAI MOTORS INDIA LIMITED”

By

A.GEETHA
(REGISTER NO: 30606631017)

Of

JEPPIAAR ENGINEERING COLLEGE

A PROJECT REPORT
Submitted To The

FACULTY OF MANAGEMENT SCIENCES

In partial fulfillment of the requirements
For the award of the degree

Of

MASTER OF BUSINESS ADMINISTRATION

June – 2008

JEPPIAAR ENGINEERING COLLEGE
JEPPIAAR NAGAR, OLD MAMALLAPURAM ROAD
CHENNAI – 600 119

DEPARTMENT OF MANAGEMENT STUDIES

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BONAFIDE CERTIFICATE

Certified that this project report titled “A STUDY ON EFFECTIVENESS OF TRAINING PROGRAM IN HYUNDAI MOTORS INDIA LIMITED” is the bonafide work of Ms.A.GEETHA who carried out the research under my supervision. Certified further, that to the best of my knowledge the work reported herein does not form part of any other project report or dissertation on the basis of which a degree or award was conferred on an earlier occasion on this or any other candidate.

Submitted for the Examination held on ……………………

HEAD OF THE DEPARTMENT Date: ………………

INTERNAL GUIDE EXTERNAL EXAMINER
Date: ……………… Date: ………………

ABSTRACT

A study on employee’s opinion towards training in HYUNDAI MOTORS INDIA LIMITED has been fully confined to the company Of Hyundai motors, Chennai. The main object of the project in to find the effectives of training to the employees at HYUNDAI MOTORS INDIA LIMITED. I have revealed many facts like the training program offered at the company. The various types of training like on the job training, off the job training, external training are described in the project.

The research methodology used in the project is descriptive method and convenient sampling. The sample size is 400 out of many employees at Hyundai motors India limited. Many statistical tools are applied to measure the various aspects.

It was found through the study that various employees prefer that training is important for employees in different ways .The training is made in various aspects according to the department.

The study is totally confined to perception and opinion of the employees of Hyundai motor India Limited, Chennai.

ACKNOWLEDGEMENT

My sincere thanks to our chairman Dr.JEPPIAAR, M.A,B.L,Ph.D.., for the endeavour in educating us in his premier institution.

I would also like to express my sincere gratitude to our directors Mr. MARIE WILSON,B.Tech, M.B.A,(Ph.D)..,and Mrs. REGEENA WILSON, B.Tech,M.B.A,(Ph.D).., for molding my things to complete this project.

My special thanks to our Principal- Management Studies Dr.N.THANGAVEL,Ph.D..,for his valuable guidance and enthusiasm shown to me . I extend my thanks to our head of the department Dr.R.TAMILSELVAN,Ph.D…, for the encouragement and inspiration that helped me for the progress of my project work.

I now present our heart-filled thanks to our internal guide,Mrs.R.AKILA,M.B.A,M.Phil,(Ph.D)..,for her support while doing my project work.

I also thank the management of HYUNDAI MOTORS INDIA LIMITED, for given the opportunity to do project in their organization.I express my sincere thanks to our Mr.Rajan(HR), for her interest, guidance and valuable support during the course of the project.

I wish to thank all my family members and friends for their encouragement.Finally I thank god without whose help I could ever have been able to complete this project.

I

LIST OF CONTENT
|S.NO | CONTENTS |PAGE.NO |
|1 |CHAPTER-I | |
|1.1 | INTRODUCTION | |
|1.2 | COMPANY PROFILE | |
|1.2.1 | PRODUCT PROFILE | |
|1.3 | OBJECTIVE OF THE STUDY | |
|1.4 | SCOPE OF THE STUDY | |
|1.5 | NEED OF THE STUDY | |
|1.6 | REVIEW OF LITERATURE | |
| | CHAPTER-II | |
|2.1 | RESEARCH METHODOLOGY | |
|2.2 | DATA ANALYSIS AND INTERPRETATION | |
|2.3 | STATISTICAL ANALYSIS | |
| | CHAPTER-III | |
|3.1 | FINDINGS | |
|3.2 | SUGGESTIONS | |
|3.3 | CONCLUSION | |
| | REFERENCES | |
| | APPENDICES | |

TABLE OF TABLE

|S.NO |CONTENT |PAGE.NO |
|2.2.1 |Gender classification of the Employee | |
|2.2.2 |Age classification of the Employee | |
|2.2.3 |Awareness of training program among the employees | |
|2.2.4 |Circular/Information about the training program provided to the employees | |
|2.2.5 |Selection of employees for training program | |
|2.2.6 |Employee opinion about the duration of the training program | |
|2.2.7 |Frequency of training program | |
|2.2.8 |Location of training program | |
|2.2.9 |Types of training program | |
|2.2.10 |Employee opinion about the training program suit the needs | |
|2.2.11 |Employee opinion about the training methods | |
|2.2.12 |Management getting suggestion for evaluating the training programs | |
|2.2.13 |Mode of getting suggestion | |
|2.2.14 |Chi Square I-Age of the employee and confident in handling day-to-day work | |
|2.2.15 |Chi Square II –Age of the employees and current training program suit the needs | |
|2.2.16 |Chi Square III –Age of the employees and satisfaction of training program | |
|2.2.17 |ANOVA I - Age of the employees and current training program suit the needs | |
|2.2.18 |ANOVA II -Age of the employees and opinion about the training program | |
|2.2.19 |Rank correlation-Age between 20-30 and training comfortable level | |
|2.2.20 |Rank correlation-Age more than 30 and training comfortable level | |
|2.2.21 |Kruskal-Wallis Test-Rate of attributes before training | |
|2.2.22 |Kruskal-Wallis Test-Rate of attributes after training | |

LIST OF CHARTS

|S.NO |CONTENT |PAGE.NO |
|2.2.1 |Gender classification of the Employee | |
|2.2.2 |Age classification of the Employee | |
|2.2.3 |Awareness of training program among the employees | |
|2.2.4 |Circular/Information about the training program provided to the employees | |
|2.2.5 |Selection of employees for training program | |
|2.2.6 |Employee opinion about the duration of the training program | |
|2.2.7 |Frequency of training program | |
|2.2.8 |Location of training program | |
|2.2.9 |Types of training program | |
|2.2.10 |Employee opinion about the training program suit the needs | |
|2.2.11 |Employee opinion about the training methods | |
|2.2.12 |Management getting suggestion for evaluating the training programs | |
|2.2.13 |Mode of getting suggestion | |

CHAPTER I

1.1 INTRODUCTION

It is common knowledge that without the continuous development of employee’s competencies of no organization can survive today, let alone grow or compete. To be effective every manufacturing organization needs competent people in all areas whether they be cost reduction, reduction in delay, increased customer satisfaction, better quality, prompt service, important market image and so on. In short all types of organization which want to grow diversity, renew change, improve or stabilize need competent employees. HRD meets this need.

Leon Nadler who is normally attributed to have first coined the acronym HRD, along with D.Wiggs says, that development is concerned with providing learning experiences to employees, so that directions that organization change may require.

DEFINITION

The present conceptual base of HRD in India, owes much to the pioneering work done by Dr. T.V.Rao, who define HRD as, “The process by which the employees of an organization are helped in a continuous and planned way to ➢ Acquire or sharpen their competencies (Skill, Knowledge, Value, Attitude) required to perform various function associated with their present or expected future roles. ➢ To discover and exploit their inner potentials for their own and organizational development. ➢ Bring about and integration of individual and organizational goals and develop an organizational culture of trust, openness, team work and collaboration.

TRAINING: A planned and systematic effort to modify or develop knowledge/ skill/ attitude through learning experience, to achieve effective performance in activity or range of activities. Its purpose, in the work situation, is to enable an individual to acquire abilities in order that he or she can perform adequately a given task of job.

The success of an organization depends not only on the technical, managerial and market environment but it largely dependent on its employees. Employees are the most important element in any organization. But employees without the necessary competences or commitment severely restrict the development and success of the organization.

The industrial and commercial organization have come to face a new and rapidly changing techniques, changed social attitudes, shifts in the expectation of consumers and buyers. This makes it necessary for organization to workout more positive and systematic approaches to the Training and Development of their employees.

Before executing the Training Programs a thorough analysis has to be made on the various areas that need training, what sort of training, training aids, to be used, who is to administer the training, the cost involved in the process and the practical implication and benefits through the programs.

WHY TRAINING?

Change is the only thing permanent on earth and necessity is the mother of creativity for an organization. To survive and be successful, these changes both internal and external have to be anticipated well in advance and planned for. This has forced the companies to pay attention to HRD and have become aware of the need to adopt a systematic approach to the Training and Development of its employees.

BENEFITS:

It is impossible to list all the internal benefits that a systematic training program will bring to every organization as they are all very different and will all emphasis different aspect of Training in different ways.

There is numerous potential benefits to be gained by individuals and by organization from well planned and effectively conducted Training programs individual trainees can benefit in a number of ways. In relation to their current positions, trainees may gain greater intrinsic or extrinsic job satisfaction. Intrinsic job satisfaction may come from performing a task well and from being able to exercise a new repertoire of skills. Extrinsic job satisfaction may be derived from extra earnings accrued through improved job performance and the enhancement of career and promotion prospects both within and outside the organization to which they belong. Benefits for the organization include improved employee work performance and productivity, shorter learning time which could lead to less costly training and employee’s being “Online more quickly decreases in wastage, fewer accidents, less absenteeism, lower labor turnover and greater customer or client satisfaction.

It follows that in preparing an individual to perform a specific task more effectively, training can contribute to the organization achieving its current objectively, training can contribute to the organization achieving its current objectives. However it can also play a more long-term strategic role either directly or indirectly. The direct role is pursued through the nature of the actual training context. In this respect training can move away from concern simply for the individual skills and can deal with leadership, group and organization issues.

More important, in some respect perhaps, than the direct and indirect effects already mentioned is the influence that the context and conduct of training can have an attitudes towards the process of learning and development. This is true, can help to create a “learning organization” that is more flexible and responsive in coping with present and future internal and external demands. But it is possible to measure the effectiveness of their Training Programmes by way of quality improvement, productivity, customer satisfaction level etc.

It follows that in preparing an individual to perform a specific task more effectively, training can contribute to the organization, achieving its current objectively; training can contribute to the organization achieving its current objectives. However it can also play a more long term strategic role either directly or indirectly. The direct role is pursued through the nature of the actual training context. In this respect training can move away from concerning simply for the individual skills, and can deal with leadership, group and organizational issues.

Most important in some respect perhaps, than the direct and indirect effect already mentioned is the influence that the context and conduct of training can have an attributes towards the processes of learning and development. This in true can help to create a learning organization that is more flexible and responsive in coping with present and future, internal and external demand. But it is possible to measure the effectiveness of their Training Programmes by way of quality improvement, productivity, customer satisfaction level etc.

PURPOSE OF EVALUATION

The main purpose of evaluation can be summarized as follows:-

➢ It provides feedback on how well is doing. This not only includes your own performance, but also gives you information on the quality of the design and delivery of training activities. It can focus on the whole as well as the part and provides useful feedback for the “Review of improve” stage.

➢ It can add to the body of knowledge on training principles and practice that could have a much wider application than feedback evaluation.

➢ We can learn from the evaluation process and the techniques used and possibly refine or improve those techniques as well as seeing opportunities to apply them in other fields.

➢ It can measure the effectiveness of the transfer of learning back to the workplace. This can be a more lengthy and therefore expensive, process and a cost benefit analysis is required benefit such analysis is required before such an operation can be started 1.2COMPANY PROFILE

HISTORY OF HYUNDAI MOTORS LIMITED

[pic] Hyundai means "modernity" in the Korean language. The Hyundai logo, a slanted, stylized 'H', is symbolic of two people (the company and customer) shaking hands and its official global tagline slogan is "Drive your way.” THE HYUNDAI LOGO

➢ The symbol represents an image of CAR Company that produces refined cars with cutting edge technology. ➢ Express the will of the management for harmony and stability. ➢ The oval shape symbolizes the earth to express the global nature of HMC ➢ The H logo stands for the first letter of Hyundai Motor Company ➢ The slanted shape of the H represents progress and a company that will successfully face future challenges as it continues to raise its standards of quality.

Hyundai originated in 1967 at Seoul, Republic of Korea. Plant in Ulsan is the first plant of HMC. Since its establishment in 1967, HMC has grown as the largest automobile manufacture and 8th largest in the world. There are 5 plants around the world, in India, China, USA, Korea and Turkey. Mr. Mong Chung Koo is the chairman of the company.

In the year 1996, less than years since it introduced its first car, Hyundai Motor Corporation set a new record of a total production of ten million unit mark since its inception 30 years age. Employing over 68,000 people worldwide, Hyundai motor posted US$ 27.383 billion in sales in 2005 (on a non-consolidated basis).Hyundai motor vehicles are sold in 193 countries through some 5000 dealership and showrooms. Hyundai motor Co. was the sponsor of the 2006 FIFA Germany World cup.

HYUNDAI MOTOR INDIA-CHENNAI PLANT

Hyundai motor company Korea has constructed its largest overseas manufacturing plant in India. The groundbreaking ceremony of the state of the are plant in Irrungattukottai near Chennai took place in December 1996. Constructed at a total cost of &614 million, the plant was built in record 17 months, with the pillar production beginning in may1998. With the planned set-up of a hi-tech research and development enter on the anvil in the second phase of investment; Hyundai Motor has accorded highest priority to task making India a global automobile major in the year to come. In the first phase of investment, the plant, so-far built upon 30 acres of a total of 538 acres of land, had facilities such as press shop, body shop, assembly line and paint shop, it also has manufacturing facilities for critical components such engine and transmission, aluminum foundry to manufacture aluminum cylinder heads for the engines, as well as plastic injection molding unit to manufacturing high-precision parts.

The Plant has installed cutting edge manufacturing facilities to five the consumer technologically the most advanced cars in the world. The Production lines are flexible, capable of producing more than one model. The assembly lines, where engine is mounted into the car along with tyres and seat feeding by fully automatic overhead conveyor system, are capable for rolling our one car in every 3 minutes.

The Hyundai Motor India plant is one of the most sophisticated and efficient auto-manufacturing facilities in the country. It is a full-fledged manufacturing unit with in-house capacities to manufacture 120,000 cars per annum, it aims at bringing economics of scale, at full capacity utilization.

The Plant has machines that are fully computerized and numerically controlled, with automated machines to check critical dimensions and detect defects, it has a fully automated transfer press line in stamping process, the heat treatment process used is the highly specialized salt quenching process. The plant has a press shop that moulds high-tensile steel into required body panels of cars, a body shop that puts the various body parts of a car together with the help of seven automated robots, and a state-of-the are paint shop built on 3 coat 3 brake system that offer high film thickness and paint durability. The plant uses environment friendly water based paints only.

With an aim to ensure high levels of quality control on critical parts along with cost-competitiveness, the company has brought in high degree of indigenisation in its products. Towards this objective, we have installed in the plant not only an engine and transmission manufacturing unit, but also an aluminum foundry manufacture the aluminum cylinder heads for the engines. It also has a highly sophisticated plastic injection-modeling unit with a 2400-ton fully automatic plastic injection machine to ensure uniform high quality of all high precision plastic parts. The overall product quality checks stringently imposed on each car that rolls out of the assembly line on a 800 meter test track located in the plant itself, where the engineering and quality control teams run pre delivery inspection of acceleration, rattling and noise-test.

1.2.1 Product Profile

HYUNDAI MOTOR INDIA PRODUCT:

[pic] SANTRO All the state-of –art, cutting edge facilities in the plant have helped the company achieve a start-up level of indigenisation of over 70% in both the Santro and the Accent at the time of their launches-Santro in September 1998 and Accent in October 1999. The Santro has already achieved over 80% local content within twenty months of its sales, while local content in the Accent is at about 75% within six months of its launch.

Hyundai Motor India has consciously adopted the philosophy of integrated manufacturing that helps transfer of international technology to the auto-ancillary industry the country. As a result of which, products to be launched by the company in future will also have high levels of indigenisation.

The Hyundai Santro, which had its worldwide debut on September 23,1998,in India, pioneered the latest international tallboy design concept in the country. Positioned as The Complete Family Car, Santro is a marvelous combination of versatility, practically, maneuverability and space in a small car, had proved its distinct technological edge over competition in the market.

[pic] ACCENT The new Hyundai Accent, that made its international debut at the Frankfaurt Motor Show, Germany, on September 14,1999. Accent is the most contemporary international car ever to be launched in the country, with simultaneous launches in other developed markers.

With a ‘Think Smooth’ positioning, the Accent delivers driving experience of high performance luxury sedan with the most perfect blend of all aspects that go into making a world-class automobile.

[pic] SONATA The refreshingly new car Sonta-edge contemporary design and style is here to make its mark. Called the Embra, the refinement and luxury of this fifty generation Sonta is amazingly unmistakable. Refining the Sonta took place over countless hours in the wind tunnel, on test tracks and in technical laboratories. Only then did Hyundai engineers achieve the results they wanted their valued customers experience.

[pic] GETZ The trendsetter. The Euro-chic styling makes this car stand out. Your driving experience getz style and smoothness. Their spacious interiors are thoughtfully designed. Luxury & space that’s going to surprice you, every time you sit inside he international favourite.

And to make your ride a cruising experience, are the reclining rear seats. The 1,3,-litre SOHC engine delivers lively performance and is also easy on fuel. Its computer engineered precisely tuned chassis, provides a comfortable ride and nimble handing with class leading safety features. The car with everything you need, plus everything you didn’t expect.

[pic]TERRACAN The promise of adventure never looked better than in the shape of the Hyundai Terracan. This is a car which disregards normal boundaries. Where the road stops the real challenge begins. One that Terracan meets with sure footed distinction. Elegant, yes, but the business like integrated side cladding and bumber molding, complete with stylish and well protected lighting, all work together with the solid stance, telling you that here is something special. A vehicle you can depend upon however tough the task, Terracan.

• TUCSON

HMC introduced the Tucson SUV at the Chicago Auto Shoe in January. HMC’s first entry into the small SUV segment (being smaller than the hot selling Hyundai Santa , the Tucson has been designed to offer the best value in the market place in equipment, styke, image and value. Tueson features a spacious, well-configured interior that provides lots of room and comfort for the driver and passengers, and all their cargo. The Tucson carries on with Hyundai’s traditional emphasis on safety, it comes equipped with a total of six airbags.

• ELANTRA

It’s the masterful execution of an excellent mix performance and luxury that makes the Elantra the first of its kind in India. The Elantra’s design is a culmination of European styling and delightful functionality.The Elantra features one of the most elegant four piece headlamp assembly, that combines clear headlamps, separate high and low beam bulbs, and turn indicator for perfect brightness and visibility.

[pic]i10 Hyundai cars are known for their commanding Aerodynamics & i10 is no exception with a significantly low co-effcient of drag. The curved roof gives a sporty look wide black waistline moulding imports sporty dynamic looks while protecting the body from nicks & dents. A wide sweep angle maximizes vision on rainy days while the washer keeps the rear view clean and clear.

1.3 Objective of the Study

Primary Objective

PRIMARY OBJECTIVE OF THE STUDY

➢ To study the effectiveness of training and development program in Hyundai Motors India Limited ➢ To study how far the training has improved the knowledge and skills of the Employees.

SECONDARY OBJECTIVE OF THE STUDY

➢ To study whether the Employees are being satisfied with the training Methods. ➢ To find out their performance after Training and development ➢ To compare the grading of the employees before and after training. ➢ To find out what they have learnt from the Training programs ➢ To study on the strengths and weaknesses of the Training objectives.

1.4: SCOPE OF THE STUDY

➢ It helps to know the efficiency and confidence level of the employee after the training.

➢ The study also explores to find out relevance and contribution of training in the growth of the Hyundai Motors India Limited.

➢ The Study also aimed to bring out deficiency in the training systems as to suggest improvement

➢ The study was further intended to ascertain whether the total input of the training is in tune with fulfilling the present and future needs of the Hyundai Motors India Limited

➢ The study helps in introducing new learning techniques required for employees during Training Programs.

➢ The result of the project would give the level of achievement of the Training Programs and focus on the areas that need to be improved further.

➢ The study helps to evaluate whether any new training methods should be adopted for the better performance of employees.

1.5: NEED FOR THE STUDY

The changing demands of the economy have mobilized various companies to enhance their productivity by using their resources in an effective manner. One of the most important resources of any company is their manpower itself, which has been constantly trained to develop the required competence and keep in pace with the changing demand.

But only training the employees doesn’t mean it will increase the productivity. The training should be effectively implemented on the job and only the achievement of training objectives will increase the performance.

So it is necessary that you administer the training and also get feedback by way of studying the level and effect of implementation. The training involves investment of lot of resources and so it becomes essential for the management to see that these resources are not wasted and the training successfully implemented. This makes the study on the effective of Training Programs important from the organization point of view. Also the training department would like to know the effect of the training programme planned and conducted by them and improve upon the future training programme.

1.6 Limitations of the study

➢ Employees answer positively due to the opinion they would be treated indifferently by the organization.

➢ Some employees are not interested in answering the questionnaire

➢ Some employees are uneducated, so they could not understand the questionnaire properly which is also a constraint to this research.

➢ Judgment is made only based on questionnaire

1.7 LITERATURE REVIEW

1.7.1 TRAINING AND DEVELOPMENT:

Definition: “In a work organization, training is a learning process in which learning opportunities are structured in a planned manner so as to develop employees knowledge skills and attitude, necessary for effective performance of their work, thereby achieving Organizational aims and Objectives by the most cost effective measures available “. Training Program seeks a relatively Permanent change in an individual that will improve his or her ability to perform on the job

1.7.2 NEEDS FOR BASIC PURPOSE OF TRAINING

The need for the training of employees would be clear from the observation made by different authorities.

➢ To make Productivity. ➢ To help a company fulfill its future personal need. ➢ To improve organization climate. ➢ To improve health and safety ➢ Obsolescence privation

The word “Training” consists of eight letters to each of which would be attributed some significant meanings in the following manner.

1. T- Talent and Tenacity (Strong determination) 2. R- Reinforcement (Something positive to be reinforced into memory and system again and again, until it becomes a spontaneous affair) 3. A- Awareness (With which one can easily take long strides of progress) 4. I- Interest (Which is invariably accompanied by excitement and enthusiasm) 5. N – Novalties (The new things, the like of which would sustain our interest and fill our hearts with thrills and sensations) 6. I – Intensity (The training instilled into the trainees mind must acquire experience oriented intensity) 7. N- Nurturing (It does refers to incessant nurturing of talents, which otherwise would remain latent and dormant 8. G- Grip ( A fine grip over the situation solves multiple problems and enables one to acquire a practical and programmatic approach along with all tricks and tactics to achieve success after success in one’s endeavours)

1.7.3 TYPES OF TRAINING: Broadly Training can be categorized under the following four types. • Initial Training (for the purpose of orientation of new entrants in the organization). • Refresher Training (for the purpose of Refreshing). • Promotional Training (for the purpose of preparing staff for higher Responsibility). • Special Training (for the purpose of providing Special Knowledge)

Other Types of Training:

However on the basis of detailed purpose of Training it can also be classified as,

➢ Vocational training ➢ Vocational Guidance ➢ Induction (initial training) ➢ Basic/ Foundation training ➢ Further / Continued training ➢ Booster training ➢ Updating training ➢ Multi Skill training ➢ Module / Segmental training ➢ Retraining
1.7.4 PURPOSE AND IMPORTANCE OF TRAINING:

Training is important from the point of view of both / employee and employer. While employer depend on the quality of their employee performance by bringing up their competence through training to a level by which organizational aims & Objectives could be achieved , employee need training to meet their motivational needs for development , recognition , status etc through Job satisfaction.

Training should necessarily lead to effective performance by employee. Since basic aim of training is to bring about effective performance of work, training has to be recognized as an integral & essential part of whole work system.

1.7.5 EFFECTIVENESS OF TRAINING:

Effective Training should do the following, ➢ Ensure that trainees have learnt.

➢ Develop feeling amongst trainees that what they have learnt has potential value to their work. ➢ Develop capabilities among trainees to apply their learning to work.

➢ Meet the specific needs of work for which the training was designed.

1.7.6 TRAINING METHODS: The Training Program that are commonly used to train operatives and supervisely personal are classified into • On the Job • Off the Job

ON THE JOB

The most widely used methods of training is on the job. This can be attributed to the simplicity of such methods and the impression that they are less costly to operate. On the job training places the employees in a actual work situation and makes them appear to be immediately productive. It is learning by doing. For jobs that either are difficult to simulate or can be learned quickly by working and doing on the job training sense. It includes method such as i. Simulation ii. Coaching iii. Job instruction iv. Apprenticeship

▪ Simulation: It is a technique which duplicate as nearly as possible the actual condition encountered on a job. Simulation technique has been mostly widely used in the aeronautical industry. Trainee interest and employee motivation are both in simulation exercise because the action of a trainee closely duplicate real job condition. ▪ Coaching: In this method, the superior guide and instruct the trainee as a coach. The coach or counselor sets mutually agreed upon goals, suggest how to achieve turn goals. Periodically reviews the trainees progress and suggest changes required in behaviour and performance.

▪ Job Instruction training:

During World war II a systematic approach to on the job was developed to prepare supervisors to train operatives. This approach called to job instruction training was past of the training within industry programme. Job instruction training proved highly effective and become extremely popular.

▪ Apprenticeship:

Apprenticeship training is the oldest and most commonly used method, especially when proficiency in a job is the result of a relatively long training period of 2 year to 3 years for purpose of superior ability and from 4 years to 5 years for other.

OFF THE JOB TRAINING: Covers a number of technique classroom, lecturer, fitters, demonstration, case studies and other dissimulation’s exercise and programmed institution. The facilities need for each of these techniques vary from a small make shift classroom to an elaborate development centre with large lecture hall, supplemented by conference room with sophisticated equipment , no way mirror and all the frills. It consists of methods like i. Vestibule training ii. Role playing iii. Lecture method iv. Conference or Discussion

▪ Vestibule Training: In Vestibule Training employees learn this job on the equipment they will be using but the training is conducted away from the actual work. In the 1980’s many lacy retails chains train cashiers on this new computer cash register which are much more complex because they control inventory and perform other fanatic addition to bringing up order in specially created vestibule labs that simulated the actuate checkout center environment.

▪ Role Playing: This method was developed by Moreno, a Venetian Psychiatrist. He counsel the terms ‘ role playing’, ’ role reversal ‘ “ Psychodrama “, and a variety of specializing terms , with emphasis on learning human relation skills through practice and insight into one’s own behavior and its effect upon other.

▪ Lecture Method: Lectures are organized talks by the training specialist, the \formal superior or other individual specific topics. The Lecture Method can be used for very large groups, which are to be trained within a short time. It can be organized rigorously so that idea and principles relate properly. Lectures are essential when it is question of improving technical or special information of a complex nature. ▪ Conference Method: The Conference Method approach is well adapted to conveying specific information rules, procedures and methods. The use of audio visual or demonstration can often make a formal classroom presentation more interesting while increasing retention and offering a vehicle for classifying more difficult points. THE TRAINING PROCESS

CHAPTER- II

2.1 Research Methodology

2.1.1 RESEARCH DESIGN

A research design is purely and simply the framework or plan for a study that guides the collection and analysis of data. It is a blue print that is followed in completing a study.

2.1.2 RESEARCH DESIGN ADOPTED IN THIS STUDY

DESCRIPTIVE RESEARCH DESIGN

Descriptive research design is called explanatory design. This describes the demographic characteristics of employers who are attending training program frequency with which something occurs or how two variables vary together.

2.1.3 SAMPLING METHODOLOGY

▪ Sampling Design: A sample design is a segment of population selected to represent the population as a whole ▪ Sampling plan:
Sampling is a definite plan for obtaining a sample from a given population. It refers to the techniques for selecting items for the sample. This plan calls for three decisions a) Sampling unit b) Sampling size c) Sampling technique

a) Sampling Unit: In this research, we have taken respondents from Hyundai motors India Ltd.

b) Sample Size: A total of 400 respondents were chosen for the study.

c) Sampling Procedure or technique: A Non-probability sampling technique was used for selecting the sample.

Convenience Sampling:
It is a non-probability sampling in which samples are drawn at convenience of the researcher.
Reason: It allows respondents to be interviewed in a short duration.

2.1.4 DATA COLLECTION METHOD

PRIMARY DATA:

➢ Primary data is the first hand information that is collected by the researcher for his research. This data can be collected by meeting the respondents using various methods. ➢ The primary data can be collected by interview method, through questionnaire. ➢ The Researcher used questionnaire method of data collection, and also through personal interview with the employees in the organization.

SECONDARY DATA

➢ Secondary data can be collected by reviewing the existing literature. It will be available in the records, internet, magazines, company data sheets and booklets. Secondary data are those which have already been collected by someone else and which have already been passed through the statistical process

2..1.5 STATISTICAL TOOLS TO BE USED FOR ANALYSIS:

The information gathered are analyzed by using the following appropriate tools such as:

I- PERCENTAGE ANALYSIS

Percentage refers to a special kind of ratio. Percentage is used in making comparison between two or more series of data. Percentages are used to describe relationship. It can be carried out by using

Percentage =Number of respondent/ Sample Size *100

II - CHI-SQUARE TEST The chi-square test is an important test amongst several tests of significance developed by statisticians. Chi-square symbolically written as Ψ2 is a statistical measure used in the context of sampling analysis for comparing a variance to a theoretical variance.

In order that we may apply chi-square as a test to judge the significance of association between attributes, it is necessary that the observed as well as expected frequencies must be grouped. Chi-square can be calculated using the formula

Ψ2 = Σ (O-E)/E

O = Observed frequency E = Expected frequency.

III -KRUSKAL-WASLLIS TEST or H-TEST

It is used to test the null hypothesis H0 that k independent samples are drawn from identical population. This test is an alternative nonparametric test to the F-test for testing the equality of means in the one factor analysis of variance when the experimenter wishes to avoid the assumption that the samples were selected from the normal populations. Let ni (i= 1, 2, 3,…, k) be the number of observations in the ith sample. First we combine all k samples and arrange them to get n=n1 + n2 + n3 + .. + nk observations in ascending order, substituting the appropriate rank from 1, 2, …., n for each observation. In the case of ties (identical observations), we follow the usual procedure of replacing the observations by the means of the ranks that the observations would have if they were distinguishable. The sum of the ranks corresponding to the n1 observations in the ith sample is denoted by the random variable Ri. Now let us consider the statistic. H = 12 / n (n+1) ∑i=1to k [(Ri 2/ ni) – 3 (n+1)]

This is approximated very well by a chi-square distribution with k-1 degrees of freedom when H0 is true and if each sample consists of at least five observations.

IV-ANOVA The Simultaneous Comparison of several population means is called Analysis of Variance or ANOVA. Each Sample of size n is drawn randomly and each sample is independent of other samples. The populations are normally distributed. The populations from which the samples are drawn have equal variance. Then the two sad estimates of population variance are compared with

F-Test where,

F= (Estimate of Population Variance based on between samples Variance) /

(Estimate of Population Variance based on within samples Variance).

2.2 Data analysis and Interpretation

TABLE 2.2.1:

GENDER CLASSIFICATION OF THE RESPONDENTS

|GENDER |RESPONDENTS |PERCENTAGE |
|MALE |288 |72 |
|FEMALE |112 |28 |
|TOTAL |400 |100 |

CHART 2.2.1: GENDER CLASSIFICATION OF THE RESPONDENTS

[pic]

INTERPRETATION:

From the above table it has been found that 72% are Male Employees and 28% are Female employees working in the organization.

TABLE 2.2.2:

AGE LEVEL CLASSIFICATION OF THE RESPONDENTS

|AGE |RESPONDENTS |PERCENTAGE |
|20-30 |168 |42 |
|31-40 |144 |36 |
|41& ABOVE |88 |22 |
|TOTAL |400 |100 |

CHART 2.2.2:

AGE LEVEL CLASSIFICTION OF THE RESPONDENTS

[pic]

INTERPRETATION:

From the above table it has been found that 42% of the respondents are between 20-30 Age group, 36% of the respondents are between 31-40 Age group, 22% of the respondents are from 41 and above.

Most of the respondents are coming under the Age group of 20-30 years.

TABLE 2.2.3:

AWARENESS OF TRAINING PROGRAMMES AMONG THE EMPLOYEES IN THE ORGANISATION

|AWARENESS OF TRAINING PROGAMMES |RESPONDENTS |PERCENTAGE |
|YES |360 |90 |
|NO |40 |10 |
|TOTAL |400 |100 |

CHART 2.2.3:

AWARENESS ABOUT THE TRAINING PROGRAMMES

[pic]0
INTERPRETATION:

From the above table it has been found that 90% of the respondents are aware about the training programs conducted in the organization, 10% of the respondents are not aware about the training programs conducted in the organization.

Most of the respondents are aware about the training programs conducted in the organization.

TABLE 2.2.4:

CIRCULAR / INFORMATION ABOUT THE TRAINING PROGRAMMES PROVIDED TO THE EMPLOYEES IN THE ORGANIZATION.

|PARTICULARS |RESPONDENTS |PERCENTAGE |
|At the start of the year |40 |10 |
|Beginning of every month |160 |40 |
|Some days before the training |200 |50 |
|TOTAL |400 |100 |

CHART 2.2.4:

INFORMATION ABOUT THE TRAINING PROGRAMMES

[pic]

INTERPRETATION:

From the above table it has been found that 10% of the respondents say that the information about the training programs is provided at the start of the year, 40% of the respondents say that the information about the training programs is provided at the beginning of every month, 50% of the respondents say that information about the training programs is provided some days before the training. TABLE 2.2.5:

THE BASIS OF SELECTION OF EMPLOYEES FOR THE TRAINING PROGRAMMES.

|PARTICULARS |RESPONDENTS |PERCENTAGE |
|Past performance |70 |17.5 |
|Experience/ Seniority |67 |16.75 |
|Random |76 |19 |
|Requirements of the company |118 |59.5 |
|Areas where you want to get training |69 |17.25 |
|TOTAL |400 |100 |

CHART 2.2.5:

SELECTION OF EMPLOYEES FOR THE TRAINING PROGRAMMES

[pic]

INTERPRETATION:

From the above table it has been found that 17.5% of the respondents say that the selection of employees for the training programs in the organization is through their past performance, 16.75% of the respondents say that it is through their experience/ seniority, 19% of the respondents say that it is through random selection, 59.5% of the respondents say that it is through the requirement of the company, 17.25% of the respondents say that it is through what the areas where the employees want to get training.

TABLE 2.2.6:

EMPLOYEES OPINION ABOUT THE DURATION OF THE TRAINING PROGRAMMES

|PARTICUALARS |RESPONDENTS |PERCENTAGE |
|Too long |84 |21 |
|Too short |21 |5.25 |
|Just enough |295 |73.75 |
|Total |400 |100 |

CHART 2.2.6:

EMPLOYEES OPINION ABOUT THE DURATION OF THE TRAINING PROGRAMMES

[pic]

INTERPRETATION:

From the above table it has been found that 21% of the respondents say that the duration of the training programs that is being conducted in the organization is too long, 5.25% of the respondents say that the duration of the training programs is too short, 73.75% of the respondents say that the duration of the training programs which is being conducted in the organization is enough. Most of the respondents say that they are satisfied with the duration of the training programs which is being practiced in the organization.

TABLE 2.2.7:

FREQUENCY OF TRAINING PROGRAMMES

|PARTICULARS |RESPONDENTS |PERCENTAGE |
|Only once |54 |13.5 |
|2-5 times |261 |65.25 |
|>5 times |85 |21.25 |
|TOTAL |400 |100 |

CHART 2.2.7:

[pic]

INTERPRETATION:

From the above table it has been found that 13.5% of the respondents say that they have attended the training programs only once, 65.25% of the respondents say that they have attended the training programs 2-5 times, 21.25% of the respondents say that they have attended more than 5 times.

TABLE 2.2.8:

LOCATION OF THE TRAINING PROGRAMMES

|PARTICULARS |RESPONDENTS |PERCENTAGE |
|within the company |153 |38.25 |
|outside the company |141 |35.25 |
|anywhere |106 |26.5 |
|TOTAL |400 |100 |

CHART 2.2.8:

LOCATION OF THE TRAINING PROGRAMMES

[pic]

INTERPRETATION:

From the above table it has been found that 38.25% of the respondents say that the training programs are being conducted within the company, 35.25% of the respondents say that the training programs are being conducted outside the company, 26.5% of the respondents say that the training programs are conducted anywhere.

TABLE 2.2.9:

TYPES OF TRAINING PROGRAMMES

|PARTICULARS |RESPONDENTS |PERCENTAGE |
|on the job training |299 |74.75 |
|off the job training |101 |25.25 |
|TOTAL |400 |100 |

CHART 2.2.9:

TYPES OF TRAINING PROGRAMMES

[pic]

INTERPRETATION:

From the above table it has been found that 74.75% of the respondents say that the type of training programs that they receive in the organization is on the job training, 25.25% of the respondents say that they receive off the job training.

TABLE 2.2.10:

EMPLOYEES OPINION ON WHETHER THE TRAINING PROGRAMMES SUIT THEIR NEEDS

|PARTICULARS |RESPONDENTS |PERCENTAGE |
|Yes |359 |85 |
|No |61 |15 |
|TOTAL |400 |100 |

CHART 2.2.10:

EMPLOYEES OPINION ON WHETHER THE TRAINING PROGRAMMES SUIT THEIR NEEDS
[pic]

INTERPRETATION:

From the above table it has been found that 85% of the respondents say that the training program that is being conducted in the organization suit their needs, 15% of the respondents say that the training programs do not suit their needs.

TABLE 2.2.11:

EMPLOYEES OPINION ABOUT THE TRAINING METHODS

|PARTICULARS |RESPONDENTS |PERCENTAGE |
|structured |196 |49 |
|unstructured |122 |30.5 |
|conventional |82 |20.5 |
|none of the above |0 |0 |
|TOTAL |400 |100 |

CHART 2.2.11:

EMPLOYEES OPINION ABOUT THE TRAINING METHODS

[pic]

INTERPRETATION:

From the above table it has been found that 49% of the respondents say that the training methods which is being adopted in the organization is the structured one, 30.5% of the respondents say that the training methods adopted is an unstructed one, 20.5% of the respondents say that the training method adopted is conventional.

TABLE 2.2.12:

MANAGEMENT GETTING SUGGESTIONS FOR EVALUATING THE TRAINING PROGRAMMES

|PARTICULARS |RESPONDENTS |PERCENTAGE |
|Yes |320 |80 |
|No |80 |20 |
|TOTAL |400 |100 |

CHART 2.2.12:

[pic]

INTERPRETATION:

From the above table it has been found that 80% of the respondents say that management gets suggestion for evaluating the training programs, 20% of the respondents say that the management do not welcome suggestion from the employees for evaluating the training programs.

TABLE 2.2.13:

MODE OF GETTING SUGGESTIONS

|PARTICULARS |RESPONDENTS |PERCENTAGE |
|Discussing it personally or group |136 |34 |
|through a questionnaire |264 |66 |
|TOTAL |400 |100 |

CHART 2.2.13:

MODE OF GETTING SUGGESTIONS

[pic]

INTERPRETATION:

From the above table it has been found that 34% of the respondents say that the management gets suggestion from the employees about the training programs by discussing it personally or group, 66% of the respondents say that the management gets suggestion about the training programs through distributing questionnaire.

2.3 STATISTICAL CALCULATIONS

CHI-SQUARE TEST – I

Age of the employees and confident in handling day-to-day work

| |Confident in handling day-to-day work | |
|Age | |Total |
| |Yes |No | |
|20 – 30 Yrs |163 |14 |177 |
|30 – 40 Yrs |121 |23 |144 |
|Above 40 |73 |6 |79 |
|Total |357 |43 |400 |

Ho:

There is no significant relation between age of the employees and confidence in handling day-to-day work.

H1

There is significant relation between age of the employees and confidence in handling day-to-day work.

|Expected Frequency = |Row total of the row that cell |
| |+ |
| |Column total of the column that cell |
| |Grand Total |

|O |E |O-E |(O-E)2 |(O-E)2/E |
|163 |157.97 |5.03 |25.30 |0.16 |
|14 |19.02 |-5.02 |25.20 |1.32 |
|121 |128.52 |-7.52 |56.55 |0.44 |
|23 |15.48 |7.52 |56.55 |3.65 |
|73 |70.50 |2.5 |6.25 |0.08 |
|6 |8.49 |-2.49 |6.20 |0.730 |
| | | |C.V. |6.38 |

Calculation

Where O - Observed Frequency

E - Expected Frequency

Calculated value = 6.38

Degrees of freedom = (R-1) (C-1)

= (3-1) (2-1)

= 2

Table value @ 5% level of significance = 5.99

RESULTS

Since calculated value is > Table value, we reject Ho (Null) Hypothesis. So there is significant relationship between age and handling day- to- day work.

CHI-SQUARE TEST – II

Age of the employees and Current training program suit needs

| |Current training program suit needs | |
|Age | |Total |
| |Yes |No | |
|20 – 30 Yrs | 155 |20 |175 |
|30 – 40 Yrs |107 |20 |127 |
|Above 40 |79 |19 |98 |
|Total |341 |59 |400 |

Ho:

There is no significant relation between age of the employees and confidence in handling day-to-day work.

H1

There is significant relation between age of the employees and confidence in handling day-to-day work.

|Expected Frequency = |Row total of the row that cell |
| |+ |
| |Column total of the column that cell |
| |Grand Total |

|O |E |O-E |(O-E)2 |(O-E)2/E |
|155 |149.18 |5.82 |0.33.87 |0.22 |
|20 |25.81 |-5.18 |33.76 |1.30 |
|107 |108.26 |-1.26 |1.59 |0.01 |
|20 |18.73 |1.74 |3.03 |0.16 |
|79 |83.54 |-4.54 |9.08 |0.10 |
|19 |14.45 |4.55 |20.70 |1.43 |
| | | |C.V. |3.22 |

Calculation

Where O - Observed Frequency

E - Expected Frequency

Calculated value = 3.22

Degrees of freedom = (R-1) (C-1)

= (3-1) (2-1)

= 2

Table value @ 5% level of significance = 5.99

RESULTS

Since calculated value < Table value, we accept Ho (Null) Hypothesis. So there is no significant relationship between Age of the employees and current training program suit needs.

CHI-SQUARE TEST – III

Age of the employees and Satisfaction of training program

| |Satisfied with the training program | |
|Age | |Total |
| |Satisfied |Neutral |Dissatisfied | |
|20 – 30 Yrs |75 |79 |10 |169 |
|30 – 40 Yrs |63 |84 |20 |167 |
|Above 40 |43 |16 |10 |69 |
|Total |181 |179 |40 |400 |

Ho:

There is no significant relation between age of the employees and confidence in handling day-to-day work.

H1

There is significant relation between age of the employees and confidence in handling day-to-day work.

|Expected Frequency = |Row total of the row that cell |
| |+ |
| |Column total of the column that cell |
| |Grand Total |

|O |E |O-E |(O-E)2 |(O-E)2/E |
|75 |76.05 |-1.05 |1.0 |0.01 |
|79 | 75.62 |3.38 |11.42 |0.15 |
|10 |16.9 |-6.9 |47.61 |2.81 |
|63 |75.56 |-12.56 |157.75 |2.08 |
|84 |74.73 |9.27 |85.93 |1.14 |
|20 |16.73 |3.3 |10.89 |0.65 |
|43 |31.22 |11.78 |138.76 |4.4 |
|16 |30.87 |-14.87 |221.11 |7.16 |
|10 |6.9 |3.1 |9.61 |1.3 |
| | | |C.V |19.62 |

Calculation

Where O - Observed Frequency

E - Expected Frequency

Calculated value = 19.62

Degrees of freedom = (R-1) (C-1)

= (3-1) (3-1)

= 4

Table value @ 5% level of significance = 9.49

RESULT

Since calculated value is > Table value, we reject Ho (Null) Hypothesis. So there is significant relationship between age and satisfaction of employees in training program

ANALYSIS VARIANCE- I

Age of the employees and current training program suit the needs

| |Current training program suit the needs | |
|Age | |Total |
| |Yes |No | |
|20 – 30 Yrs |155 |20 |175 |
|30 – 40 Yrs |107 |20 |127 |
|Above 40 |79 |19 |98 |
|Total |341 |59 |400 |

|X1 |X2 |X3 |X12 |X22 |X32 |
|155 |107 |79 |24025 |11449 |6241 |
|20 |20 |19 |400 |400 |361 |
|175 |127 |98 |24425 |11849 |6602 |

Null Hypothesis – Ho:

There is no significant difference between Age of the employees and Current training program suit the needs of employees.

Null Hypothesis – H1:

There is significant difference between Age of the employees and Current training program suit the needs of employees.

Connection factor (CF) = T2 / No. of items

= (400)2 / 6 T = (175+127+98)

= 26666.67

Step 1

Total sum of Squares

TSS = (xij2 – CF

= ((x12 + (x22 +(x32 + ……… + ((xn) 2) – CF

= (24425+11849+6602) – 26666.67

TSS = 42876 – 26666.6

= 16210

Step 2

Sum of squares between variables n = 2

= [pic]

= [pic]

= 15312.5+8064.5+4802 – 26666.67

= 28179 – 26666.67

= 1512.4

Step 3

Sum of squares within variables

= Total sum of Squares – Sum of squares between variables

=16210 –1512.4

= 14697.6

|Sources of Variables |Sum of squares |Degrees of freedom |Variance |
|Between variables |1512.4 |y1 = C-1 |1512.4/ 2 |
| | |= 3 – 1 |= 756.2 |
| | |= 2 | |
|Within variables |14697.6 |y2 = N-C | 14697.6 /6 |
| | |= 6 – 3 |= 2449.6 |
| | |= 3 | |

|F = |Variance within variables |
| |Variance between variables |

F = 2449.6/ 756.2

F = 3.23

Table value for y1 = 2 y2 = 3 @ 5% i.e.

Calculated value = 3.23

Tabulated value = 9.5

Calculated value < Tabulated value. So the null hypothesis is accepted.

INFERENCE

From the study it is clear that there is no significant difference between age of the employees and Current training program suit the needs of employees.

ANALYSIS VARIANCE- II

Age of the employees and opinion about the training program

|Age |Opinion about the training program |Total |
| |Structured |Unstructured |Conventional | |
|20 – 30 Yrs |77 |51 |31 |169 |
|30 – 40 Yrs |63 |49 |30 |142 |
|Above 40 |57 |32 |10 |89 |
|Total |197 |132 |71 |400 |

|X1 |X2 |X3 |X12 |X22 |X32 |
|77 |63 |57 |5929 |3969 |3249 |
|51 |49 |32 |2601 |2401 |1024 |
|31 |30 |10 |961 |900 |100 |

Null Hypothesis – Ho:

There is no significant difference between Age of the employees and opinion about the training program

.

Null Hypothesis – H1:

There is significant difference between Age of the employees and. opinion about the training program

Connection factor (CF) = T2 / No. of items

= (400)2 / 9

= 20000

Step 1

Total sum of Squares

TSS = (xij2 – CF

= (x12 + (x22 +(x32 + ……… + ((xn) 2) – CF

= (10211+1012+4273) – 20000

TSS = 24134 – 26666.6

= 4134

Step 2

Sum of squares between variables n = 3

= [pic]

= [pic]

= 14280.5+10082+3960.5 – 20000

= 23323 – 20000

= 3323

Step 3

Sum of squares within variables

= Total sum of Squares – Sum of squares between variables

=4134 –3323

= 811

|Sources of Variables |Sum of squares |Degrees of freedom |Variance |
|Between variables |3323 |y1 = C-1 |3323/ 2 |
| | |= 3 – 1 |= 1661.5 |
| | |= 2 | |
|Within variables |811 |y2 = N-C | 811 /6 |
| | |= 9 – 3 |= 135.16 |
| | |= 6 | |

|F = |Variance between variables |
| |Variance within variables |

F = 1661.5/ 135.16

F = 12.29

Table value for y1 = 2 y2 = 6 @ 5% i.e.

Calculated value = 12.29

Tabulated value = 5.14

Calculated value > Tabulated value. So the null hypothesis is rejected.

INFERENCE

From the study it is clear that there is significant difference between age of the employees and opinion about the training program.

RANK CORRELATION -III

RANK CORRELATION BETWEEN AGE BETWEEN 20-30 AND TRAINING COMFORTABLE LEVEL

|FACTORS |1 |2 |3 |4 |
|LECTURE |40 |60 |90 |60 |
|WORKSHOP |40 |30 |100 |80 |
|AUDIO-VISUAL DISCUSSION |90 |70 |20 |30 |
|GROUP DISCUSSION |80 |90 |40 |40 |

|WEIGHT |X1 |WX1 |
|Group Discussion | |2 |
| |660 | |
|Work Shop |560 |3 |
|Lectures |540 |4 |

RANK CORRELATION BETWEEN AGE MORE THAN 30 AND TRAINING COMFORTABLE LEVEL

|FACTORS |1 |2 |3 |4 |
|LECTURE |60 |36 |25 |29 |
|WORKSHOP |37 |63 |40 |10 |
|AUDIO-VISUAL DISCUSSION |33 |50 |16 |51 |
|GROUP DISCUSSION |20 |20 |69 |41 |

|WEIGHT |X1 |WX1 |
| | | |
|Lectures |437 |2 |
| | | |
|Audio visual discussion |321 |3 |
| | | |
| | | |
|Group discussion |229 |4 |

| | | | | |
| |20-30 |30 and above |d=Xi-Yi |di2 |
|I |4 |2 |2 |4 |
|II |3 |1 |2 |4 |
|III |1 |3 |-2 |4 |
|IV |2 |4 |-2 |4 |
|TOTAL | | | |(di2 = 16 |

n = 4

r = [pic]

r = [pic]

r = [pic]

= 1 – 1.6

= -0.6.

RESULT

From the above it is inferred that there is a negative relationship between age and training comfortable level.

IV KRUSKAL- WALLIS TEST

The respondents are asked to rate the attributes before and after training program. The attributes are Confident, Knowledge, Performance, Job Satisfaction, and Problem solving Skills. The attributes are given score based on their rating: 1→ 5, 2→ 4, 3→ 3, 4→ 4, and 5→ 1

A) TABLE SHOWING THE RATE OF ATTRIBUTES BEFORE TRAINING
|Attributes |1 |2 |3 |4 |5 |Score after |
| | | | | | |training (Y) |
|Confident |75 |71 |95 |80 |86 |1190 |
|Knowledge |60 |71 |80 |93 |96 |1106 |
|Performance |85 |87 |50 |76 |96 |1171 |
|Job satisfaction |85 |78 |97 |71 |69 |1239 |
|Problem solving skill |70 |40 |108 |87 |95 |1103 |

B) TABLE SHOWING THE RATE OF ATTRIBUTES AFTER TRAINING

|Attributes |1 |2 |3 |4 |5 |Score before |
| | | | | | |training(X) |
|Confident |92 |88 |80 |70 |70 |1262 |
|Knowledge |98 |85 |85 |67 |65 |1284 |
|Performance |115 |89 |67 |78 |51 |1339 |
|Job satisfaction |125 |81 |80 |71 |42 |1373 |
|Problem solving skill |102 |92 |96 |50 |60 |1326 |

CALCULATION

HYPOTHESIS

H0: There is no significant difference
H1: There is significant difference

| | | | | | | |
| | | |Performance |Job |Problem solving| |
|DESCRIPTION |Confident |Knowledge | |satisfaction |skill | |
| | | | | | |TOTAL |
| | | | | | | |
|SCORE BEFORE TRAINING |1190 |1106 |1171 |1239 |1103 | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
|RANK |4 |2 |3 |5 |1 |15 |
| | | | | | | |
| | | | | | | |
|SCORE AFTER TRAINING |1262 |1284 |1339 |1373 |1326 | |
| | | | | | | |
|RANK |6 |7 |9 |10 |8 |40 |

Formula:

H = 12 / n (n+1) ∑i=1to k [(Ri 2/ ni) – 3 (n+1)] = 12/ 10(11) [365] – 3(11) = 39.82-33 = 6.82

Therefore, Calculated value H = 6.82

Degrees of Freedom = k-1 = 2-1 =1 α = 0.05

Tabulated ψ2 @ (1 D.F & 0.05 LOS) = 3.841

Here, Calculated Value > Tabulated Value

Therefore, H0 is rejected and H1 is accepted

CONCLUSION:

Since Tabulated Value < Calculated Value, H1 is accepted and H0 is rejected.

Therefore, there is significant difference.

CHAPTER III

3.1 FINDINGS:

• Nearly 72% are Male Employees and 28% are Female employees working in the organization.

• Nearly 42% of the respondents are between 20-30 Age group, 36% of the respondents are between 31-40 Age group, 22% of the respondents are from 41 and above.

• Nearly 90% of the respondents are aware about the training programs conducted in the organization, 10% of the respondents are not aware about the training programs conducted in the organization

• Nearly 10% of the respondents say that the information about the training programs is provided at the start of the year, 40% of the respondents say that the information about the training programs is provided at the beginning of every month, 50% of the respondents say that information about the training programs is provided some days before the training.

• Nearly 17.5% of the respondents say that the selection of employees for the training programs in the organization is through their past performance, 16.75% of the respondents say that it is through their experience/ seniority, 19% of the respondents say that it is through random selection, 59.5% of the respondents say that it is through the requirement of the company, 17.25% of the respondents say that it is through what the areas where the employees want to get training

• Nearly 21% of the respondents say that the duration of the training programs that is being conducted in the organization is too long, 5.25% of the respondents say that the duration of the training programs is too short, 73.75% of the respondents say that the duration of the training programs which is being conducted in the organization is enough.

• Nearly 13.5% of the respondents say that they have attended the training programs only once, 65.25% of the respondents say that they have attended the training programs 2-5 times, 21.25% of the respondents say that they have attended more than 5 times.

• Nearly 38.25% of the respondents say that the training programs are being conducted within the company, 35.25% of the respondents say that the training programs are being conducted outside the company, 26.5% of the respondents say that the training programs are conducted anywhere.

• Nearly 74.75% of the respondents say that the type of training programs that they receive in the organization is on the job training, 25.25% of the respondents say that they receive off the job training.

• Nearly 85% of the respondents say that the training program that is being conducted in the organization suit their needs, 15% of the respondents say that the training programs do not suit their needs.

• Nearly 49% of the respondents say that the training methods which is being adopted in the organization is the structured one, 30.5% of the respondents say that the training methods adopted is an instructed one, 20.5% of the respondents say that the training method adopted is conventional

• Nearly 80% of the respondents say that management gets suggestion for evaluating the training programs, 20% of the respondents say that the management do not welcome suggestion from the employees for evaluating the training programs.

• Nearly 34% of the respondents say that the management gets suggestion from the employees about the training programs by discussing it personally or group, 66% of the respondents say that the management gets suggestion about the training programs through distributing questionnaire.

3.2 SUGGESTIONS:

• The time duration for the training program should be more so the employees can develop them more.

• Majority employees agree that their skills have improved due to training program.

• Since most of the employees have said that their knowledge and efficiency increased after the training program, the same shall be continued.

• Some of the respondents said that information regarding training program is provided only on few days before training. It should be Preplanned and provided earlier to the employees, so that it does not affect the productivity of the company.

• Feedback from the employees should be considered because it will help to improve the motivate level and the employees will give new ideas and will it will help to development the productivity.

• The training method should be structure to the employees because it will use to know weather the employee should attend the program or not. By doing this it will not affect the productivity. .

3.3 CONCLUSION

Training has a significant role to play in improving individual and organization effectiveness however it is not enough to put employees through formalities of training. The training program in every organization is aimed at increasing individual efficiency, productivity and to have positive and optimistic culture.

Employees are interested to update their knowledge, skills, work place management also support for identification of training needs for improvement of training potential approval of work place management, increase the quality of training and efficiency of the employees.

The training should start with identification of the training needs and should end into increased efficiency and profit of the organization, the final test of any program is the extent to which it is successful in meeting organization goals. knowledge provided by the training program need to be value based education.

The study show that the training at Hyundai Motors India Limited provide lots of support for the development of the associates through their training programs and continuously striving to add value for their associates by various technical, behavioral and other programs. The researcher concludes that most of the employees of Hyundai Motors India Limited were satisfied about the training process of the company. Knowledge sharing has been happening at Hyundai Motors India Limited where the associate share their skills with other associates and are mutually benefited.

Through effective and need based organized training programs the organization can make maximum utilization of the human resource available with them. This would in turn help them to build up their competencies not only in technical but also emerge as a successful learning organization.

“Big things happen when you do little things right”

APPENDIX

kothari C.R. Research Methodology – Methods and Techniques New age International Pvt Ltd, New delhi., 1999. 1. Newby A.C.- “ Training Evaluation Handbook” grower publication company ltd, 1998. 2. Leigh David – “ Designing and Delivering Training for group” , British library cataloguing in publication data 1996.

WEBSITES:

www.hyundaimotors.com www.hyundaimotorsindialimited.com www.automobileindustries.com

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ANALYSE JOB, TASK ACTIVITIES

IDENTIFYING TRINING NEEDS OF ORGANISTIONS AND INDIVIDUALS

SET AND AGREE TRAINING OBJECTIVES

OBTAINS AGREMENT ON TRAINING POLICIES

PRODURE TRAINING SPECIFICATIONS

PRODURE TRAINING PLANS

PRODURE TRAINING PROGRAMME

IDENTIFY SKILLS, KNOWLEDGE, ACTIVITES

DESIGN TRAINING COURSED

LAIASE WITH ALL DEPT/DIVISIONS

IDENTIFYING TRAINING SPECIFICATIONS

IDENTIFY TRINING RESOURCE REQUIREMENT

MODIFY TRAINING PROGRAMME

DEFINE TRAINING OBJECTIVES

RECRUIT TRAINEES

IMPLEMENT TRAINEES

EVALUATE TRAINEES

VALIDATE TRAINEES

DESIGN TRAINEE SELECTION TESTS

MODIFY TRAINING PROGRAMMES

IDENTIFY PERSONNEL SPECIFICTIONS

DESIGN POST TEST

DESIGN PRE TEST

IDENTIFY CHANGES IN TECHNOLOGY, METHODS

50

40

30

20

10

Anywhere

0

25.25

74.75

Percentage

TYPES OF TRAINING PROGRAMS

Company

Outside the

Company

Within the

0

26.5

35.25

38.25

LOCATION OF THE PROGRAMS

20

40

60

80

On the job training

Off the job training

Percentage

PROGRAM THAT SUIT THE NEEDS

85

15

0

20

40

60

80

100

Yes

No

percentage

MANAGEMENT GETTING SUGGESTION

80

20

0

20

40

60

80

100

Yes

No

percentage

MODE OF GETTING SUGGESTION

34

66

0

20

40

60

80

Discussing it

Personally or group

Through a

Questionnaire

percentage