A Study on

“EFFECTIVENESS OF TRAINING AND

DEVELOPMENT PROGRAM
WITH REFERENCETO LAKSHMI PRASANNA HONDA
(AAR AUTO CORP Pvt LTD), NELLORE”
is submitted in partial fulfillment of the requirement for the award of the Degree of master
of business administration
to

JAWAHARLAL NEHRU TECHNOLOGICAL UNIVERSITY,ANANTHAPURAMU

By

GUDLURU HARI KRISHNA

(19711E0027)
The Guidance of

Mrs. R.VANI, ,M.Com,MBA,PGDFM,PhD

Professor & HOD

Department of MBA

NARAYANA ENGINEERING COLLEGE:: NELLORE

(2019-2021)
 DECLARATION

I GUDLURU HARI KRISHNA, a student of Master of Business Administration of

NarayanaEngineering College, Nellore hereby declare that the project titled A STUDY ON
EFFECTIVENESS OF TRAINING AND DEVELOPMENT PROGRAM, with reference to
LAKSHMI PRASANNA HONDA,AAR AUTO CORP, NELLORE, is an original work
done by me under the guidanceand supervision of Dr.R.VANI PROFESSOR &HOD,
NARAYANA ENGINEERING COLLEGE::NELLORE.

Further, I declare that this project work is the result of my own effort and has not been
submitted earlier to any institution or university for the award of any degree or diploma.

(G.HARI KRISHNA)
(19711E0027)

i
 Department of MBA

CERTIFICATE

This is to certify that the project report entitled “A STUDY ON EFFECTIVENESS

OF TRANING AND DEVELOPMENT PROGRAM WITH REFERENCE TO
LAKSHMI PRASANNA HONDA ,AAR AUTO CORP NELLORE” being submitted by
G.HARIKRISHNA, 19711E0027 in partial fulfillment for the award of the Degree of Master
of Business Administration to the Jawaharlal Nehru Technological University
Ananthapuramu is a record of bonafied work carried out by him/her under my guidance and
supervision.
The results embodied in this project report have not been submitted to any other
University or Institute for the award of any Degree or Diploma.

Dr.R.Vani,M.Com,MBA,PGDFM,PhD Dr.R.Vani,M.Com,MBA,PGDFM,PhD
HEAD & Professor HEAD & Professor
Department of MBA Department of MBA

EXTERNAL EXAMINER

ii
iii
 ACKNOWLEDGEMENT

We are extremely grateful to Dr. P. NARAYANA, Ph.D.Founder, Narayana

Educational Institutions, Andhra Pradesh for the kind blessings. We are extremely thankful
to Mr R Sambasiva Rao B.Tech, Registrar Narayana Engineering College, Nellore.
We are much obliged to Dr. A.V.S Prasad, Ph.D. Director, Narayana Engineering
& Pharmacy Colleges, for the continuous encouragement and support. We owe indebtedness
to our Principal Dr.G. Srinivasulu Reddy, M.Tech., Ph.D., Narayana Engineering College,
Nellore for providing us the required facilities.
We express our deep sense of gratitude and sincere thanks to Dr.Gangineni
Dhananjhay, B.Tech,MBA,Ph.D,FDP(IIM-A), NSE Certified Market Professional (Level
5), Professor & DEAN, Department of MBA, Narayana Engineering College, Nellore for
providing the necessary facilities and encouragement towards the project work.
We express our deep sense of gratitude and sincere thanks to Dr.
R.Vani.M.Com,MBA.PGDFM.Ph.D, Professor & HOD, Department of MBA, Narayana
Engineering College, Nellore for providing the necessary facilities and encouragement
towards the project work.
We express our deep sense of gratitude and sincere thanks to Dr. T. Sudheer, MBA,
Ph. D, MA(Eco), UGC-NET, APSET, Admin HOD & Assoc. Professor, Department of
MBA, Narayana Engineering College, Nellore for encouragement towards the project work.
We thank our project guide R.Vani.M.Com,MBA.PGDFM.Ph.D, Professor &
HOD for her guidance, valuable suggestions and support in the completion of the project.
We gratefully acknowledge and express our thanks to teaching and non-teaching staff
of MBA Department. We would like to express our love and affection to our parents for their
encouragement throughout this project.

(G HARI KRISHNA)
(19711E0027)

iv
 CONTENTS
Chapter Particulars Page No
Chapter – I 1.1 Introduction 1-3
1.2 Industry Profile 4-5

1.3 Company Profile 6-7

Chapter – II Theoretical Frame work 8-31

Chapter – III Research Methodology 32-38
3.1 Need of the study 34

3.2 Scope of the study 35

3.3 Objectives of the study 36

37
3.4 Sample design
38
3.5 Limitations of the study
Chapter – IV Data Analysis & 39-55
Interpretation
Chapter – V 5.1 Findings 57-58
5.2 Suggestions 59
5.3 Conclusion 60
Questionnaire 61-63
Bibliography 64

v
TABLE NO LIST OF TABLES PAGE NO
Responses for Do you feel training and development is
4.1 necessary for your organization 40
Responses for What is the period of your organization
4.2 for conduct training and development programs 41
Responses for Who organizes the HRD & Trg activities
4.3 in your organization 42
Responses for Have you undergone any training in your
4.4 organization 43
Showing the kind of training program which is
undergone in the part of their job.
4.5 44

Showing the benefits which the training focused on

4.6 45
Showing the training methods followed in the
4.7 organization. 46

Showing how far the training programs help to meet

4.8 the demand of changingtechnology 47

Showing the satisfaction level towards the training

program.
4.9 48
Showing how the training and development needs are
identified.
4.10 49
4.11 Showing the development methods by this organization 50
Showing by whom the training and development
programs are conducted
4.12 51
Showing how extent development programs bring
behavioral changes like self-confidence and leadership
4.13 abilities. 52

Showing whether the training and development

programs fulfill organizationgoals and objective.
4.14 53
vi
 Showing whether the feedback is taken for evaluation.
4.15 54
Showing the requirement of modification and
improvement in training and development programs.
4.16 55

vii
TABLE NO LIST OF GRAPH PAGE NO

Responses for Do you feel training and

development is necessary for your
4.1 organization 40

Responses for What is the period of your

organization for conduct training and
4.2 development programs 41

Responses for Who organizes the HRE &

Trg activities in your organization
4.3 42
Responses for Have you undergone any
training in your organization
4.4 43
Showing the kind of training program
4.5 which is undergone in the part of their job. 44

Showing the benefits which the training

4.6 focused on 45
Showing the training methods followed in
4.7 the organization. 46

Showing how far the training programs help

4.8 to meet the demand of changingtechnology 47
Showing the satisfaction level towards the
training program.
4.9 48
Showing how the training and development
needs are identified.
4.10 49
4.11 Showing the development methods by this 50
organization

Showing by whom the training and

development programs are conducted
4.12 51

vii
 Showing how extent development programs
bring behavioral changes like self-confidence
4.13 and leadership abilities. 52
Showing whether the training and
development programs fulfill organization
4.14 goals and objective. 53

Showing whether the feedback is taken for

4.15 evaluation. 54
Showing the requirement of modification
and improvement in training and
4.16 development programs. 55

vii
 CHAPTER-1
1.1 INTRODUCTION
1.2 INDUSTRY PROFILE
1.3 COMPANY PROFILE

1
 1.1 INTRODUCTION

1.1 Introduction
Organization and individual should develop and progress simultaneously for their
survival and attainment of the mutual goals. So, every modern management has to
develop the organization through human resource development. Thus “Employee
Training” is the important sub-system of human resource development.

TRAINING AND DEVELOPMENT:

Training is a process of leaving a sequence of programmed behavior. It
is an application of knowledge development, not only those activities which
improve job performance but also those which bring about growth of personality.

Training and development refers to the imparting of specified skills, abilities and
knowledge to an employee. Training and development means, it is an attempt,
which improves the current and future performance of an employee through
learning or by increasing his skills and knowledge.

DEFINITION:

DALE S BEACH
Define the training as “Training is the organized procedure by which people learn
knowledge and/or skill for a definite purpose”.

A formal definition of training and development is “It is any attempt to

improve current or future employee performance by increasing an employee’s
ability to perform through learning, usually by changing the employee’s attitude or
increase his/her skills and knowledge”. The need for training and development is
determinedby the employee’s performance deficiency and is computed as follows.

2
Training and Development needs=standard performance-actual performance

Training Methods
As is result of research in the field of training, a number of programs are available;
some of these ate new methods, while others are improvements over the traditional
methods. The traditional programs commonly used to train operative and supervisory
personnel are discussed below. These programs are classified in to

On-the-job methods:

• Job rotation

• Coaching

• Job instruction! training through step by step

• committee assignments

Off-the — job methods:

• Vestibule training

• Role playing

• Lecture methods

• Conference/discussions

3
 1.2 INDUSTRY PROFILE

• The Indian two-wheeler industry made a small beginning in the early 50s when
Automobile Products of India (API) started manufacturing scooters in the country.
Until 1958, API and Enfield were the sole producers. In 1948, Bajaj Auto began
trading in imported Vespa scooters and three-wheelers.

• India is the second largest manufacturer and producer of two-wheelers in the world.
It stands next only to Japan and China in terms of the number of two-wheelers
produced and domestic sales respectively. This distinction was achieved due to
variety of reasons like restrictive policy followed by the Government of India towards
the passenger car industry, rising demand for personal transport, inefficiency in the
public transportation system etc.

• The two-wheeler market was opened to foreign competition in the mid-80s. And the
then market leaders - Escorts and Enfield - were caught unaware by the onslaught of
the 100cc bikes of the four Indo-Japanese joint ventures. With the availability of fuel
efficient low power bikes, demand swelled, resulting in Hero Honda - then the only
producer of four stroke bikes (100cc category), gaining a top slot.

• The real development of the industry began with the establishment of the Premier
Automobiles Ltd. at Kurla (Mumbai) in 1947 and the Hindustan Motors Ltd. at
Uttarpara (Kolkata) in 1948. Automobile industry in India has made considerable
progress during the last three decades. Today, it is one of the most vibrant sectors of
economy.

4
• By Two-wheeler domestic sales in India FY 2011-2021

• In financial year 2021, two-wheeler sales in India saw a decrease from the previous
years to 15.12 million units. The sales reached an all-time high as of 2019, when
India's auto industry sold some 21 million units.

5
 1.3 COMPANY PROFILE

• Lakshmi Prasanna Honda (AAR auto Corp Pvt ltd) in Nellore is one of the leading
businesses in the motorcycle dealers.

• Lakshmi Prasanna honda was founded by Mr. U. Rama Krishna registered in 2012
at Mini bypass road, Nellore.

• It is known to provide top service in the following categories: sales, service, spares

• Products
CB SHINE 125 CC,
ACTIVA 6G 110 CC,
HORNET 160 CC,

• CB SHINE 125 cc,

The Honda Shine is a 125cc motor cycle developed by Honda motorcycles and
scooters india (HMSI) first introduced in India in 2006. It was a 4-speed motorcycle. It is
one of the best-selling motorcycles in India in the 125cc segment. The motorcycle has seen
numerous improvements every year as Honda releases new revisions every year that are
either cosmetic changes like new colors & graphics, or little features like compliance with
Bharat BS-IV emission norms as required in Indian subcontinent. The 2019 Honda CB Shine
brings new 5-spoke alloy wheels and chrome featuring headlamps, along with usual graphic
changes.

• ACTIVA 6G 110 CC
Honda Motorcycles and Scooter has expanded its BS-VI portfolio with the launch of

6
 next generation Activa scooter. It will succeed the popular Activa 5G in India. The
Honda Activa 6G
• 110 cc has been launched in India with a refreshed look, new features and most
importantly, a BS-VI compliant transmission.
• HORNET 160 CC
• The Honda CB Hornet 160R was launched in India in December 2015. The
motorcycle was updated in 2018 with new features like an LED headlamp, hazard
lamp function, refreshed digital instrumentation with blue backlight, new graphics
and Colors. Honda had also added a single-channel ABS. The CB Hornet 160R used
a 162.71 cc single-cylinder engine.

7
 CHAPTER-II

THEORITIAL FRAMEWORK

8
WORK

Organization and individual should develop and progress simultaneously for their
survival and attainment of the mutual goals. So, every modern management has to develop
the organization through human resource development. Thus, “Employee Training and
Development” is the important sub-system of human resource development.

TRAINING 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.

TRAINING METHODS

ON-THE-JOB METHODS OFF-THE-JOB METHODS

• Job rotation
• Vestibule training

• Coaching • Role playing

• Lecture method
• Job instruction or
Training through step by step • Conference or discussion

9
• Committee Assignments

In an increasingly competitive world it is essential for an organization to be

flexible, innovative and adoptive. This necessitates a clear definition of roles and
responsibilities of the employees. Training and development is extremely critical in
ensuring this.
Organizations and individuals have to develop and grow simultaneously in order to
survive. Times are changing and to keep pace with continuous changes
organizations must progress continuously.

This can be done only through human resource development Human

resources development professionals have to play a strategic role in preparing
employees for unpredictable changes in a highly competitive business environment.

As the business environment is becoming more complex there is a

premium placed on the competent individuals, it is the responsibility of the human
resource development professionals to enable the organization to meet its need of
highly competent individuals to be able to retain its edge in the global market.An
employee training is a specialized function and is one of the fundamental operative
functions for human resources management.

Job and organizational requirements are not static; they are changed from
time in view of technology advancement and change in the awareness of the total
quality and productivity management... Organizational efficiency, productivity
progress and development to a greater extend depend on training. Organizational

10
 objectives like viability, stability and growth can also be achieved through training.
Training is important, as it is constitutes significant part of management control.

During the past decade a number of factors have emerged in the field of
training and development the ate of prime importance. The most obvious of these is
that training and development for today and for tomorrow must not be deep trouble.
If it is, then sooner or later the employing organization will be in deep trouble.

Hence, training is seen more as a Direct management concern and

responsibility; not merely because managers are the bosses of the employees and
are in the best position to identify their training needs, but because the company
depends on the employee capability and motivation for the quality, quantity and
cost products.

MEANING OF TRAINING

Training is the act of increasing the knowledge and skill of an employee for
doing a particular job. According to Allan D. Pepper, “Training is that organized
process concerned with the acquisition of capability or the maintenance of existing
capability”. Dale. s. Beach, defines training as “the organized procedure by which
people learn knowledge and/ or skill for a definite purpose.”

In short training improves changes and molds the employees; knowledge,

skill, behavior, aptitude and attitude towards the requirements of the job and
organization.

Training refers to the teaching and learning activities carried on for the
primary purpose of helping members of an organization to acquire and apply the
knowledge, skills, abilities and attitudes needed by a particular job and organization.
Thus, Training
bridges the gaps between the job requirements and the employee’s current
specifications.

11
 Training is seen as one part of a system designed to create intellectual
capital. It refers to a planed effort by a company to facilitate employees learning of
job related competencies. Its basic goal is to master the knowledge, skill and
behaviors key for successful job performance of employees and apply them to their
day to day activities.

It is also a means of creating intellectual capital, as most of the jobs require

extensive use of knowledge. Training is used to attract, retain and motivate staff.
High leverage training is linked to attract strategy, helping an organization achieve
its mission and goals through systematic instructional design and comparative
benchmarking.

Training is the responsibility of the manager of the any work area. He is also
responsible, amongst other thing for producing a planned volume of work to define
standard. Some independent party appropriately skilled may give training our\t side
the work area. But to ensure that the instruction is satisfactory from the point of
view of that manager, in all specific details, the manager should carry some sort of
authority over the outside instructor.

Training is to be seen as a service function in the same way that accounting,

computing, recruiting, office management and other functions of a similar nature
are seen. The training manager is their to assist line management to meet its training
responsibilities, to help them meet the highest professional standards, to help at all
phases of identification of needs, formulation, execution and evaluation.
This is done either with advice or by providing an actual physical service,
or with both, as is often the case. The responsibility of the or remains a backup to a
real management acceptance and commitment and not a substitute or a replacement
for it, nor an interference with it.

Training has to be distinguished from development since these two terms

are generally used side by side but they are as distinct from each other. Where the
objective is to acquire a set of capabilities that will equip a person to do a job

12
 sometime in the predictable future, which is not within his present ability, that
person is often said to undergo a process of development.

Why training and development?

One is reminded of a Chinese saying “if you wish to plan for a year sow seeds,
if you wish to plan for ten years plant a tree and of you wish to plan for a life time
develop the human being.

Training is essential to increase the skills improve the versatility and

enhance adaptability of employees. According to Kelleher, an authority on human
resource development, “an organization which accords high priority to training and
development of its employees and views training as a vital component in the
realization of business plans, is an organization that has committed itself to human
resource development.

Commitment to training can be used as an acid test to determine the

soundness of the human resource management policies of the organization.

Training clarifies the expectations from employees and there by enables

them to understand the implications of success or failure to adapt. Every
organization big or small, productive or non-productive, economic or social, old or
newly established should provide training to all employees irrespective of their
qualification, skill, suitability for the job, etc., thus, no organization can choose
whether or not to train employees.

Training benefits:

Both the organization as well as the individual employee. The benefit of

training to the organization includes:
Improved profitability / more positive attitudes toward profit orientation

13
 Improves the job knowledge and skills at all levels of the organization
Improves the morale of the work force
Helps create a better corporate image
Helps people identify with the organization goals

Fosters authenticity, openness and trust

Improves relationship between the boss and the subordinate

Helps prepare guidelines for work

The benefits of training to the employee include:

a) Helps the individual in making better decisions and effective problem solving
b) Aids in encouraging and achieving self-development and self confidence
c) Helps a person handle stress, tension, frustration and conflict
d) Increases job satisfaction and recognition
e) Satisfies personal needs of the trainer as well as the trainee
f) Develops a sense of growth in learning
g) Helps eliminate feat in attempting new tasks

h) Moves a person towards personal goals while improving interactive skills.

14
Need for training
❖ Training needs arise due to the following:

To match employee’s specification with job requirements and

organization needs an employee’s specification may not exactly Suit to the
requirements of the job and organization irrespective of his past experience, skills,
and knowledge etc., thus every management find deviations between the
employee’s present specification and the job requirements.

Therefore, the need for training is felt in order to fill up these gaps and to
turn

employee’s skills and knowledge to the job requirements.

❖ Organizational viability and transformation process:

Organizational viability is the primary goal of every organization.

This goal is continuously influenced by environmental pressure. This goal is
continuously influenced by environmental pressure. If the organization does not
adopt itself to the changing environment it will lose its market share.
Therefore, it should train its employees to impart in specific skills
and knowledge in order to enable them to contribute to the organization efficiency
and to copy with the changing environment.

❖ Technological Advancements:

The importance of technology and the impact that it has on our lives
is well known. An organization that does not keep up with the changes in technology
can not survive for long.

Keeping in mind the changing technology the organization should

provide training opportunities to its employees so that they can adopt the latest
technological means and methods in their work areas.

15
❖ Organizational Complexity:
With the emergence of increased mechanization and automation,
manufacturing of multiple products and byproducts, or dealing in services of
diversified lines, extension of operations to various regions of the country or in
overseas countries organization of most of the companies has become complex
problems of co-ordination and integration of activities for integration of activities
for and adaptable to the expanding and diversifying situations. This calls for training
the employees in the skills of co-ordination, integration and adaptability.

❖ Human Relations:

Trends in approach towards personnel management have changed from

the commodity and approach to partnership approach, crossing the human relation’s
approach. So today management of most of the organizations have to maintain
human relations besides maintaining sound industrial relations. Therefore, training
n human relations is necessary to deal with human problems and to maintain human
relations.

❖ Change in job assignment:

Training is also necessary when the existing employee is promoted to

higher level in the higher level in the organization and when there is some job or
occupation due to transfer. Training is also necessary to equip the old employees
with the advanced disciplines, techniques or technology.

TRAINING AND EDUCATION:

Training is concerned with increasing the technical skills and
knowledge and operative skills in doing a particular job. Hence, mostly employers
train their employees for a particular job. But the scope of education is broader. It
includes acquiring technical skills and knowledge but also behavioral skills and
knowledge, general knowledge, social knowledge and the like.

16
 Education is not only through formal institution in educational institutes,
but also through training, observation, and awareness and so on so forth. Training
normally has a more immediate and specific utilitarian value purpose whereas
education has long run and general unity.

TRAINING OBJECTIVE:
Everything that is done has a purpose and an objective. Training also has its
own objective. The personnel manager formulates the training objectives in keeping
with the company’s goals and objectives.
a) To prepare the employee both new and old to meet the present as well the
changing requirement to the job and the organization.
b) To prevent obsolescence

c) To impact the new entrants the basic knowledge and skill they need for
intelligent performances of definite job.
d) To prepare employees for higher level tasks.

e) To develop the potentialities of people

f) To ensure smooth and efficient working of a department.

g) To ensure economical our put of required quality

h) To promote individual and collective morals, a sense of responsibility, co-
operative attitude and good relationship.

Assessment of training needs:

Assessments of training needs important as the training programmer, training
methods in the course content are to be planned on the basics of training needs.
Training needs are assessed on the basic of organizational analysis, job analysis and
man analysis. Training needs are those aspects necessary to perform the job in an
organization inn with employee in lacking attitude! Aptitude, knowledge, skill, etc.
Organizational analysis: this includes analysis of objectives, resource
utilization, organizational strength and weaknesses, excessive scrap,
excessive labor turn over, frequent breaking of machinery, market share

17
 and other marketing areas, quality and quality of the outpput, production

schedule,raw material and other production areas, personnel, finance etc.

Department analysis:

Department strength and weaknesses including special problems of the

department or a common problem of a group of employees like acquiring

skills and knowledge in operating computer byaccounting personnel.

Job/ Role analysis: This includes study of jobs/roles, design of jobs due
to changes, job enragement and job enrichment, etc.

Assessment Methods:

The following methods are using to assess the training needs of the organization.

a. Identifying specific problems:

Specific problems like high costs, poor, quality, excessive waste,

excessive grievances, excessive labor turn over, excessive fatigue, fumbling,
discouragement, bottlenecks in production, deadlines not being met, etc, should be
identified. Problems like these suggest the need for training.
b. Anticipating immediate and future problems bearing on the expansion of business,
the introduction of new products, new services, now designs, new plant, and new
technology and of organizational changes concerned with manpower inventory for
present and future needs.
c. Management request:-

The supervisors and managers may make specific request for

setting training programs. Though this method is simple and a correct evaluation of
the employee’s performance deficiencies can be made, such recommendation may
be built on faculty assumptions, and requests may coincide with each other or
organizational goals.

18
e. Interviewing and observing the personnel on the job:

Interviewing the personnel and observing them while they work

may also reveal training needs.
i. Performance appraisal:

An analysis of the past performance records of the prospective

trainee and comparing his actual performance with the target performance may
provide clues to specific interpersonal skills that may need development. f.
Questionnaires:
Questionnaires may be used for eliciting opinions of the employees
on topic like communication, satisfaction, job characteristics, their attitude towards
works conditions, pay, policy matters, etc. g. Checklist:
The use of checklist is a useful supplement to interviews and
observations.

Through it more reliable information can be obtained and the data got are
quantifiable.

This facilities evaluation the training program’seffectiveness.

h. Morale and attitude surveys:
An occasional personnel audit may be conducted to forecast future
promotions, skills requirements and merit rating, to initiate information discussion
and an examination of records and statistics regarding personnel, production, cost,
rejects and wastage.
All these generally reveal the potential problem to be talked throughtraining
programs. In addition, tests of the interpersonal skills handling of posed cases and
incidents may also reveal training needs.

Training content for different categories of employees:

Training methods and content may not be same for different categories
of employees. As such, management has to train employees of different categories in
different areas and through different methods based on the job analysis. Training

19
 methods and content for a few jobs are given below.

A. Supervisory training:

Supervisors mostly learn o supervise under the guidance of a manager.

Hence, the emphasis should be on the job training methods. These methods can be
supplemented with various off-the-job training methods.
Course content of training to this category include:

Production control, organization methods, work or activity control, method

study, job evaluation, company policies and practices, personnel polices,
procedures, programs, training the sub-ordinate, grievance handling, disciplinary
procedure, communication, effective records, dealing with absenteeism, labor
turnover, industrial and labor laws, leadership qualities, etc. B. Sales training:
Emphasis should be towards on-the —job as well as off-the- job
training methods in training the sales personnel. Course content include job
knowledge, organizational knowledge, knowledge about the company products,
customers, competitors, sales, administration procedures, laws concerning sales,
special skills like prospecting, making presentations, handling objections, closing
the sales, etc, employee attitude such as loyalty to the company and trust in the
company products, understanding and tolerance with regard to potential and
existing customers.

C. Clerical Training:

Emphasis may be given to off-the-job training methods in training

the clerical personnel. The training content includes organization and methods,
company policies, procedures and programs, back ground knowledge of the
company, forms, records, written communications, clerical aptitude maintaining
ledgers, records etc.

20
 D. Learning and teaching:
The training program will not be effective if the trainer is poorly
qualified or ill- equipped with the technical aspects of the content or if he locks the
aptitude for teaching and teaching skills. Training principles can be studied through
the principles of learning and principles of teaching.

Principles of Training:

Providing training is a complex process. However, certain principles of training are

listed below:
 Motivation:

As the effectiveness of an employee depends up on how well he is

motivated by the management, the effectiveness of learning also depends up on
motivation. The trainee will acquire a new skill or knowledge thoroughly and
quickly if he or she is well motivated. Thus the training must
 Progress information:

There is a relation between learning rapidly and effectively and

providing right information. The trainee also wants to learn a new skills without
much difficulty and without handling too much information. Therefore the
trainer has to provide only the required amount of progressive information
specifically for the trainee.
 Reinforcement:

The effectiveness of the trainee in learning new skills or acquiring new

knowledge is reinforced by means of rewards and punishments. Positive

reinforcements includes promotions, hike in pay, etc punishments are also called as
negative reinforcements. Management should take care to award negative
reinforcements as these have a long run ill effect on the trainer as well as on the

management.

21
  Practice:

A trainee should actively participate in the training program in order to

the learning program an effective one. Continuous and long practice is highly
essential for effective learning.
Full versus part:

There is still certain amount of ambiguity concerning the question as to

whether a job has to teach at a stretch or whether to divide it into parts. Generally,the
training process should start from the known and proceed to the unknown and from
the easy to the difficult when parts are taught. How ever, the trainer to teach on the
basis of his judgment.

Individual differences:

Individual vary in intelligence and aptitude from person to person.

Therefore, the trainer has to adjust the training program to the individual abilities
and aptitudes. In addition individual training machines and adjustments of
differences should be provided.

Areas of Training:
❖ Company policies and procedures:

This area of training is to be provided with views to acquainting the new

employee with the company rules, practices, procedures, traditions, management,
organization structure, environment product /services offered by the company etc.
This acquaintance enables the new employee to adjust him self with the
changing situations. Information regarding company rules and policies creates
favorable attitude of confidence in the minds of new employees about the company
and its products! Services, as well as it develop in him a sense of respect for the

existing employees of the company and the like.

22
 ❖ Training in specific skills:

This area of training is to enable the employee more effective in the job.The
trainer the employee regarding various skills necessary to do the actual job. For
example, the clerical in the bank should be trained in the skills of making entries
correctly in the edge, skills in arithmetical calculations, quick comparison of
figures, entries and the like. Similarly, the technical officers are to be trained in the
skills of project appraisal, supervision, follow up and the like.
❖ Human relations training:

It assumes greater significance in an organization, as employees have to

maintain human relation human relation not only with other employees but also
with their customers. Employees are to be trained in the areas of self training, inter
personal competencies, group dynamics, perception, deader ship styles,
motivation, grievance, redress, disciplinary procedure and the like. This training
enables the employees for better team work, which leads to improved efficiency
and productivity of the organization.
❖ Problem solving training:

Most of the organization problems are common to the employees dealing

the same activities at different levels of the organization. Further, some of the problems
of different managers may have the same root cause. Hence, management may call
together at effective solutions across the table
❖ Managerial and supervisory training:
Even the non-managers some times perform managerial and supervisory
functions like planning, decision making, organizing , maintaining inter personal
relations, directing and controlling, hence management has to train the employee
in managerial and supervisory skills also

23
 ❖ Apprentice training:

The apprentice act, 1961, requires industrial units of specified industries to

provide training in basic skills and knowledge in specified trades to educated
unemployed/ apprentices with a view to improve their employment opportunity or
to enable them to start their own industry. This training is generally used for
providing technical knowledge in the areas like trades, crafts, etc.

Training Methods
As is result of research in the field of training, a number of programs are
available; some of these ate new methods, while others are improvements over the
traditional methods. The traditional programs commonly used to train operative and
supervisory personnel are discussed below. These programs are classified in to

On-the-job methods:

• Job rotation

• Coaching

• Job instruction! training through step by step

• committee assignments

Off-the — job methods:

• Vestibule training

• Role playing

• Lecture methods
• Conference/discussions

24
1) On the job training methods:
This type of training, also known as job instruction training, is the most
commonly used method. Under this method, the individual is placed on a
regular job and taught the skills necessary to perform the necessary job.
The trainee learns under the supervision and guidance of a qualified
worker or instructor this method has the advantage of giving first hand
knowledge and experience under the actual working conditions, while the
trainee learns how to perform a job, he is also a regular worker rendering
services for _which he is paid.
The problem of transfer of trainee is also minimized as the person
learns onthe-job; the emphasis is placed on rendering services in the most
effective manner rather than learning how to perform the job.
• Job rotation:

This type of training involves the movement of the trainee from one
job to another. the trainee receives job knowledge and gains experience from
his supervisor or trainer in each of the different job assignments, though this
method of training is common in training managers for general manager
positions, trainees can also be rotated from job to job in workshop jobs . 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 supervisor who functions as a

coach in training the individual. The supervisor provides feedback to the trainee
on his performance and offers him some suggestions for improvement often the
trainee shares some of the duties and responsibilities of the coach and relieves
him of his burden.
A limitation of this method of training is that the trainee may not have
the freedom or opportunity to express his own ideas.

25
• Job instruction:

This method is also known as training through step by step. Under this
method, the trainer explains to the trainee the way of doing the job, job
knowledge and skills and skills and allows him to do the job. The trainer
appraises the performance of the trainee, provides feed back information and
corrects the trainee.
• Committee assignments:
Under the committee assignments, group of trainees to solve an actual
organizational problem, the trainees solve the problem jointly. It develops
teamwork.
2) Off the job methods:

Under this method of training, trainee is separated from the job situation
and his attention id focused up on learning the material related to his future job
performance. Since the trainee is not distracted by job requirements, he can
place his entire concentration on learning the job rather than spending his time
in performing it. There is an opportunity for freedom of expression for the
trainees.
• Vestibule Training:

In this method. Actual work conditions are simulated in a classroom.

Materials. Files and equipment that are used in actual job performance are also
used in training. This type of training is commonly used for training personnel
for clerical and semi — skilled jobs the duration of training ranges from days to
a few weeks.
The theory can be related to practice in this method.
• Role-playing:
It is defined as a method of human interaction that involves realistic
behavior in imaginary situations. This method of training involves action, doing
and practice. The participants play the role of certain characters; such as the
production manager, mechanical engineer, superintends maintenance
engineer’s quality control inspectors, foreman workers and the like .this method
is mostly used for developing interpersonal interactions and relations.
26
• Lecture method:

The lecture is a traditional and direct method of instructor organizes the

material and gives it to a group of trainees in the form of talk. To be effective
the lecture must motivation and creates interest among the trainees. An
advantage of lecture method is that it is direct and can be used for a large group
of trainees.
• Conference/Discussion:
It is a method in training the clerical, professional and supervisory
personnel. This method involves a group of people who pose ideas, examine
and share facts, ideas and data, test assumptions and draw conclusions, all of
which contribute to the improvement of job performance.
• Programmed instruction:

In recent years this method has become popular, the subject matter to be
learnt is presented in a series of care fully planned sequential units. These units
ate arranged from simple to more complex levels of instruction the trainee goes
through these units by answering the questions or the filling the blanks. This
method is expensive and time consuming

Training Procedure :-
One of the better personnel programs to come out of world war II was the
training with in the industry if the war manpower commission. This was
basically a supervisory training program to make up for the shortage of civilian
supervisory skills during the war. One of the parts of this program was the job
instruction training course.
Which was concerned with how to teach? The training procedure
discussed below is essentially an adoption of the job instruction-training

27
course, which has been proved to have a great value.
The important steps in training procedure are discussed below:
❖ Preparing the instructor:

The instructor must know both the job to be taught and how to teach it.
The job must be divided in to logical parts so that each can be taught at a proper
time with out the trainee- loosing plan .
For each part one should have in mind the desired technique of
instruction, that is, whether a particular point is best taught by illustration,
demonstration or explanation.
A serious and committed instructor must know the job or subject he is
attempting to teach, have the aptitude and ability to teach, have willingness
towards the profession, have a pleasing personality and capacity for leadership
have the knowledge of teaching principles and methods and be a permanent
student, in the sense that he should equip him self with the latest concepts and
knowledge.

❖ Preparing the trainee:

As in interviewing, the first step in training is to attempt to place the

trainee at ease. Most people are some what nervous when approaching an
unfamiliar task.
Though the instructor may have executed his training procedure, many
times he or she never forgets its newness to the trainee. The quality of empathy
is a mark of good instructor.

28
 ❖ Getting ready to teach:

This stage of the program is class hour teaching including planning the

program, preparing the instructors out line, keep the session moving along
logically, discuss each item in depth, repeat but in different words. Take the

material from standardized texts when it is available and take periodical

progress of the trainees.

❖ Presenting the operation:

There are various alternative ways of presenting the operation namely
explanation, demonstration etc., an instructor mostly uses these methods of
explanation. In addition one may illustrate various points through the use of
pictures, charts, diagrams, and other training aids. Demonstration is an
excellent device when the job is essentially physical in nature.

❖ Try out the trainee’s performance:

As a continuation of the presentation sequence given above, the trainee

should be asked to start the job or operative procedure. Some instructors prefer
that the trainee explain each step before doing it, particularly of the operation
involves any danger. The trainee, though repetitive practice, will acquire more
skill.

❖ Follow up the final step in most training procedures is that of follow- up. When
people are involved in any problem or procedure, it is UN wise to assume that
things are always constant; follow up can be adept to a variable reinforcement
schedule as suggested in the discussion of learning principles. The follow up
systems should provide feedback on training effectiveness and on total value of
training system

29
Advantage of Training

The contribution of imparting training to a company should be readily

apparent. The major values are

❖ Increased productivity

An increase in skill usually results in an increment in quality and quantity of

output. However, the increasingly technical nature of modern jobs demand

systematic training to make possible even of accomplishment.

❖ Heightened morale
possession of needed skills helps to meet such basic human needs as security and ego
satisfaction. Collaborate personnel and human relations programs can make a
contribution towards morale, but they ate hollow shells if there is no solid core of
meaning full work down with knowledge, skill pride.
❖ Reduced supervision:

More accidents are caused by deficiencies in people than by deficiencies in

equipment and working conditions, proper training in both job skills and safety
attitudes should contribute towards a reduction in the accident rate.

❖ Reduced accidents:

More accidents are caused by deficiencies in people than by deficiencies in

equipment and working conditions. Proper training, in both job skills and safety
attitude should contribute towards a reduction in the accident rate.

❖ Increased organizational stability

The ability of sustain its effectiveness despite the loss of key personnel
can be developed only though creation of a reservoir of employees. Flexibility,
the ability to adjust to short run variations in the volume of work requires
personnel with multiple skills to permit their transfer to jobs where the demand
in highest.

30
❖ Feedback Training evaluation information should be provided to the trainer and
or/ instructors and all other parties concerned for control, correction and
improvement of trainees activities. Further the training evaluator should follow it

up to ensure implementation of the evaluation report every stage. Feedback

information can be collected on the basis of questionnaires or though interview.

31
 CHAPTER-III
RESEARCH METHODOLOGY

32
 3.1 NEED FOR THE STUDY

Every organization big or small, productive or non-productive, economic or

social, old or newly established should provide training to all employees irrespective
of their qualification,skill, suitability for the job etc. Training plays a very
important function of any personal administration.

In order to find out the effectiveness of training programs of LAKSHMI PRASANNA

HONDA (AAR AUTO CORP) wants find out their employees opinion and their

Satisfaction level.so that this study was conducted to collect data and form the observation

And findings suggestions as to be submitted to the personal department.it is hoped that the

Personal department will look into these suggestions and try to implement them.

33
 3.2 SCOPE OF THE STUDY

• The present study is limited to LAKSHMI PRASANNA HONDA, NELLORE.

• The study is conducted to know the level of knowledge and skills given to the
employees in the organization.
• The study is conducted to know the satisfaction levels of employees which helps to
take measures to increase productivity

34
 3.3 OBJECTIVES OF THE STUDY

• To identify the training and development activities and procedure of LAKSHMI

PRASANNA HONDA, NELLORE.

• To evaluate the effectiveness of the training and development programs being conducted
in the company.

• To suggest various measures for improving the effectiveness of training and development
in the company.

35
 3.4 METHODOLOGY
METHODS FOR COLLETING THE DATA:

The research method for the study includes data sources following sampling
procedures, questionnaire, field observation they are as follows, Dates a process of
collecting valuable and reliable information for the purpose of the research.

Data Collection Methods:

Collection of data is classified into primary and secondary data.

Primary Data:

It includes interaction with the employees by direct method and by

administrative questionnaire to the employees and is collected by using following
methods.
1) Personal observation

2) Questionnaire
Secondary Date:

It is collected by using the following methods

1) Company records

2) Test books and manuals 3) Job description of employees

Questionnaire Design:

Structured questionnaire has been designed consisting of closed-ended

questionnaire. It is systematic complications that are submitted to a sampling population
from where some of the respondents read themselves the question, records their answers
without assistance and some with assistance of the researcher. Closed- ended questionnaire
is used to obtain information.

36
SAMPLING DESIGN
1) POPULATON: The population is of 300 employees in LAKSHMI PRASANNA
HONDA, NELLORE.

2) SAMPLE UNIT: Sample unit will be the technical and non-technical

employees in LAKSHMI PRASANNA HONDA , NELLORE.

3) SAMPLE SIZE: I collected information from 120 employees in LAKSHMI

PRASANNA HONDA, NELLORE.

4) SAMPLING TECHNIQUE: Convenience sampling technique.

5) RESEARCH INSTRUMENT: Structured Questionnaire.

Percentage Method is used in processing the data.

Bar Diagrams are used to explain the tabulation clearly.

37
 3.5 LIMITATIONS OF THE STUDY

1. The researcher has to face more difficulties in administering the questionnaire as

the respondents were not responded during there working hours.
2. Some employees did not disclose much of information for the fear of this
superior.

3. Time period is very less for the researcher.

4. Information by respondents may not be accurate.

5. All the findings may not be generalized, as the size of the sample is different from
universe of study.
6. Due to COVID pandemic the study is confined only to the limited employees.

38
 CHAPTER-IV

DATA ANALYSIS AND INTERPRETATION

39
 1. Showing the necessary of training and development in this organization.

Table: 1
RESPONSE NO. OF RESPONDENTS PERCENTAGE

YES 115 96

NO 5 4

TOTAL 120 100

CHART- 1

120

100

80

60

40

20

0
YES Responds NO

INTERPRETATION
The above table describes 96% of the respondents determined that the

training anddevelopment programs are necessary and 4% said it is not necessary

for their organization.

40
 2. Showing the period for conducting training and development programs.
Table: 2
RESPONSE NO. OF RESPONDENTS PERCENTAGE

Monthly 94 78

Quarterly 0 0

Half yearly 0 0

When job demand 26 22

TOTAL 120 100

CHART -2

90
80
70
60
50
40
30
20
10

Monthly Quarterly Half yearly When job demand

Responds

INTERPRETATION

The above table describes 78% of the respondents viewed that the organization
plans monthly training and development programs. 22% felt that when job demand the
organization goes for training and development programs.

41
 3. Showing who organizes the training and development activities

Table: 3
RESPONSE NO.OF PERCENTAGE

RESPONDENTS
Unit head 0 0
84 70
HR Executive

HR Manager 10 8

Outside agency/consultant 26 22

TOTAL 120 100

CHART - 3

80
70
60
50
40
30
20
10
0
Unit Head Chief general Top Management Outside
manager of HRD & agency/consultant
Traning
Respond

INTERPRETATION: -

The above table describes that 70% respondents said that the chief General manager of
HRD & Training look after the training and development programs. Whereas 8% res
Pondents viewed that sometimes top management lead the training developmentprogram
22% felt that outside agency consultancy.

42
 4. Showing how many are undergone the training program.

Table: 4
RESPONSE NO. OF RESPONDENTS PERCENTAGE

YES 96 80

NO 24 20
TOTAL 120 100

CHART- 4

100
90
80
70
60
50
40
30
20
10

YES NO
Responds

INTERPRETATION:-

The above table describes 80% of the respondents said yes that they have
undergone training program.20% respondents said ‘no’ because. For some reasons.

43
 5. Showing the kind of training program which is undergone in the part of their
job.
Table 5
RESPONSE NO.OF RESPONDENTS PERCENTAGE
Lectures 78 65
Conferences 27 23
Case study 10 8
Role playing 5 4
TOTAL 120 100

CHART-5

70
608
50
40
30
20
10

Lecture Conferenc Case Role

Responds
INTERPRETATION:

The above table describes that 65% respondents said that lectures are carried in the part
of their job. So 23% respondents viewed as conference, 8% viewed as case study, 4%

viewed that roleplaying are undertaken in form of training.

44
 6. Showing the benefits which the training focused on

Table 6:
RESPONSE NO.OF RESPONDENTS PERCENTAGE
Technical skills 35 29
Interpersonal skills 18 15
Behavioral skills 12 10
All 55 46
TOTAL 120 100

CHART - 6

0 Technical Interpersonal Behavioral All

.
Respond
INTERPRETATION: -

The above table describes 29% respondents viewed that the training focused on
technical skills. 15% viewed the program aim at interpersonal skills, 10% felt that training
aim at behavioral skills, 46% more respondents said that the training program focused on
the above all aspects.

45
7. Showing the training methods followed in the organization.

Table: 7
REPONSE NO.OF RESPONDENTS PERCENTAGE
On-the-job method 91 76
Off-the-job method 29 24
TOTAL 120 100

CHART – 7

80
70
60
50
40
30
20
10
0
On-the-job method Off-the-job method
Respond

INTERPRETATION

The above table describes 76% respondents said that on-the-job training is followed
whereas 24% respondents said that off-the-job training is followed.

46
 8. Showing how far the training programs help to meet the demand of changing
technology

Table 8:
RESPONSE NO.OF RESPONDENTS PERCENTAGE
To a large extent 24 20
To a considerable extent 96 80
To a small extent 0 0
Not at all 0 0
TOTAL 120 100

CHART-8

To a large To a To a small Not at

exten
Respond
INTERPRETATION: -

The above table describes 80% respondents viewed that the training programs helps them
to meet the demands of changing technology to a considerable extent. 20% to a large

extent.

47
 9. Showing the satisfaction level towards the training program.

Table 9:
RESPONSE NO OF RESPONDENTS PERCENTAGE
Highly satisfied 24 20
Satisfied 72 60
Dissatisfied 24 20
Highly dissatisfied 0 0
TOTAL 120 100

Chart- 9

70
60
50
40
30
20
10

Highly satisfied Satisfied Dissatisfied Highly dissatisfied

Responds
INTERPRETATION: -

The above table describes 20% respondents viewed that they are highly satisfied with
the training program. 60% respondents viewed as satisfied, 20% felt dissatisfied.

48
 10. Showing how the training and development needs are identified.
Table: 10
RESPONSE NO. OF RESPONDENTS PERCENTAGE
Oral feed back 8 6
Discussion you and 15 12
employees
On the performance 22 19
appraisal
All 75 63
TOTAL 120 100

CHART -10

70
60
50
40
30
20
10

Oral feed back Discussion you On the All

and employees performance
appraisal

Responds
INTERPRETATION

The above table describes 6% viewed that oral feedback is consider for identified the
training needs, 12% respondents viewed that the training needs identified through
discussion with employees, 19 % said that appraisal of performance is a main aspect to

find out the training needs. 63% respondents said that the above all aspects are taken for
evaluation of the training needs.

49
 11. Showing the development methods by this organization
Table: 11
RESPONSE NO. OF RESPONDENTS PERCENTAGE
Lectures 65 54
Conferences 14 12
Case study 12 10
Sensitivity training 29 24
TOTAL 120 100

CHART-11

60
50

40

30

20

10

Lectures Conferences Case study Sensitivity

training
Responds

INTERPRETATION

The above table describes 54% respondents viewed that the organization follows
lectures in the part of development .12% respondents said that conferences are undertaken
10% viewed as case study, 24% viewed as sensitivity training technique followed by the
organization.

50
 12. Showing by whom the training and development programs are conducted

Table 12
RESPONSE NO.OF RESPONDENTS PERCENTAGE

Internal persons 86 72
Outsiders 34 28
TOTAL 120 100

CHART- 12

80
70
60
50
40
30
20
10

Internal persons Outsiders

Responds
INTERPRETATION:

The above table describes 72% respondents viewed that the development programs
conduct by internal members when as 28% respondents said that development programs
conduct by the outsiders.

51
 13. Showing how extent development programs bring behavioral changes like self-
confidence and leadership abilities.
Table 13
RESPONSE NO.OF RESPONDENTS PERCENTAGE
To a large extent 24 20
To a considerable extent 79 66
To a small extent 17 14
Not at all 0 0
TOTAL 120 100

CHART- 13

70
60
50
40
30
20
10

extent
Responds

INTERPRETATION:-

The above table describes 20% respondents said that the development programs assist
them to have self-confidence and leadership abilities to a large extent, 66% to a
considerable extent, 14% to a small extent.

52
 14. Showing whether the training and development programs fulfill organization
goals and objective.
Table 14
RESPONSE NO.OF RESPONDENTS PERCENTAGE

Yes 88 73

No 32 27

TOTAL 120 100

CHART-14

80
70
60
50
40
30
20
10

Yes
Responds No

INTERPRETATION:-

The above table describes 73% respondents said ‘yes’ that training and development
programs fulfill its objective, where as 27% said no.

53
15. Showing whether the feedback is taken for evaluation.

Table 15
RESPONSE NO.OF RESPONDENTS PERCENTAGE
Yes 58 48
No 62 52
TOTAL 120 100

CHART-15

53
52
51
50
49
48
47
46
Yes No
Responds
INTERPRETATION: -

The above table describes 48% respondents said ‘yes’ that the feedback of the
program is taken for evaluation. 52% said ‘no’.

54
 1 6 . Showing the requirement of modification and improvement in training
and development programs.

Table 16
RESPONCE NO.OF RESPONDENTS PERCENTAGE
Yes 29 24
No 91 76
TOTAL 120 100

CHART- 16

Yes No
Responds

INTERPRETATION: -

The above table describes 24% respondents said ‘yes’ that there is no require of
modification and improvement in training and development, 76% said ‘no’.

55
CHAPTER-V

56
 5.1 FINDINGS

• The above table describes 96% of the respondents determined that the training and
development programs are necessary and 4% said it is not necessary for their organization.
• The above table describes 78% of the respondents viewed that the organizationplans monthly
training and development programs. 22% felt that when job demand theorganization goes for
training and development programs.
• The above table describes that 70% respondents said that the chief General manager ofHRD
& Training look after the training and development programs. Whereas 8% respondents
viewed that sometimes top management lead the training development program22% felt that
outside agency consultancy.
• The above table describes 80% of the respondents said yes that they haveundergone training
program.20% respondents said ‘no’ because. For some reasons.
• The above table describes that 65% respondents said that lectures are carried in the partof
their job. So 23% respondents viewed as conference, 8% viewed as case study, 4% viewed
that roleplaying are undertaken in form of training.
• The above table describes 29% respondents viewed that the training focused on technical skills.
15% viewed the program aim at interpersonal skills, 10% felt that trainingaim at behavioral skills,
46% more respondents said that the training program focused onthe above all aspects.
• The above table describes 76% respondents said that on-the-job training is followedwhereas
24% respondents said that off-the-job training is followed.
• The above table describes 80% respondents viewed that the training programs helps themto
meet the demands of changing technology to a considerable extent. 20% to a large extent.
• The above table describes 20% respondents viewed that they are highly satisfied withthe
training program. 60% respondents viewed as satisfied, 20% felt dissatisfied

57
• The above table describes 6% viewed that oral feedback is consider for identified the training
needs, 12% respondents viewed that the training needs identified through discussion with
employees, 19 % said that appraisal of performance is a main aspect to find out the training
needs. 63% respondents said that the above all aspects are taken forevaluation of the training
needs.
• The above table describes 54% respondents viewed that the organization follows lectures in the
part of development .12% respondents said that conferences are undertaken10% viewed as case
study, 24% viewed as sensitivity training technique followed by the organization.
• The above table describes 72% respondents viewed that the development programs conduct by
internal members when as 28% respondents said that development programsconduct by the
outsiders.

• The above table describes 20% respondents said that the development programs assist them to
have self-confidence and leadership abilities to a large extent, 66% to aconsiderable extent, 14%
to a small extent.
• The above table describes 73% respondents said ‘yes’ that training and developmentprograms
fulfill its objective, where as 27% said no.
• The above table describes 48% respondents said ‘yes’ that the feedback of theprogram is
taken for evaluation. 52% said ‘no’.
• The above table describes 24% respondents said ‘yes’ that there is no require ofmodification
and improvement in training and development, 76% said ‘no’.

58
 5.2 SUGESTIONS

1. The feedback of the employees should consider for further training development
plans.

2. Regular training programs should be conducted for the employees to update their
skills and knowledge.

3. Concentration on providing training program according to the category of

employees and department would improve their department knowledge.

4. The company may be improved by arranging classes and promotional

opportunities.

59
 5.3 CONCLUSION

From the analysis, I conclude that in an ideal training and development program,
which attempts to improve the knowledge ability and skills of employees, interesting
programs which holds the attention of participants, participate and interactive sessions
are very important. By analyzing the actual training program it is clear that the factors
described by the participants were fulfilled. Hence the researcher can say that the
programs have served their purpose.

60
 QUESTIONNAIRES
Please read each question carefully and encircle the corresponding item as per your
response.
Name of the Employees:

Designation:

Department/division:

1. Do you feel training and development is necessary for your organization? ( )

(A) Yes (B) No

2. What is the period of your organization for conducting training and development
programs? ( )

(A) Monthly (B) Quarterly (C) Half year (D) When job demand

3. Who organizes the training activities in your organization? ( )

(A) Unit Head (B)HR executive (C) HR manager

(D) Outside agency/ Consultant

4. Have you undergone any training in your organization? ( )

(A) Yes (B) no

5. What kind of training programs have you undergone in part of your job?( )

A) Lectures B) Conferences C) Case Study D) Role play

6. On which benefits the training and development focused on? ( )

A) Technical Skills B) Interpersonal Skills C) Behavioral Skills D) All

61
7. Which training method does the LAKSHMI PRASANNA HONDA follows? ()

(A) On-the-job method (B) Off-the-job method

8. How far these training and development programs will help you to meet the
demand of changing technology? ( )

(A) To a large extent (B) To a considerable extent (C) To a small extent (D) not at
all

9. What is the satisfaction level towards training & developmentprograms in your

Organization.?
(A) Highly satisfied (B) Satisfied (C) Dissatisfied (D) Highly dissatisfied
10. How are the training and development needs are identified? ( )

(A) Oral feedback (B) Discussing with employees (C) On the performance appraisal
(D) All
11. Is there any development methods followed by your organization? ( )

(A) Lectures (B) Conferences (C) Case study (D) Sensitivity Training

12. By whom the training and development programs conducted? ( )

(A) Internal persons (B) Outsiders

13. Do the development programs bring behavioral changes like self-confidence

and leadership abilities in you? ( )

(A) To a large extent (B) To a considerable extent (C) To a small extent (D) Not
at all

14. Do you agree that these training and development programs contribute to reach
the Organizational goals and objective? ( )

(A) Agree (B) Disagree

62
15. The feedback of the program is taken for evaluation? ( )

(A) Yes (B) No

16. Any modifications or improvement in training and development are required? ( )

(A) Yes (B) no

63
 BIBLOGRAPHY

BOOKS

P. Subba Rao “Personnel and Human Resource Management”, Himalaya

Publishing House, Mumbai, 2001.
K. Ashwathappa “Human Resources and Personnel Management,

Text”, TATA.

Mc Graw -Hill Publishing Company limited, New Delhi, 2nd edition 2002.

Prasad L.M “Human Resource Management”, Sultan Chand and sons, New Delhi,
2003.

WEBSITES:

www.google.com www.ask.com
www.HRLINKS.com
www.personalmanagement.com

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