INTRODUCTION

Introduction
Training has increased in importance in today's environment where jobs are complex and change. Rapidly Companies that pay lip-service to the need for training, by lazily setting aside a few hours a year, will soon find themselves at the receiving end when talented employees leave in frustration and other employees find it difficult to beat rivals with new products, sophisticated designs and improved ways of selling. To survive and flourish in the present day corporate-jungle, companies should invest time and money in upgrading the knowledge and skills of their employees constantly. Employee training tries to improve skills, or add to the existing level of knowledge so that employee is better equipped to do his present job, or to prepare him for a higher position with increased responsibilities. However individual growth is not and ends in itself. Organizational growth need to be measured along with individual growth. Training refers to the teaching or learning activities done for the primary purpose of helping members of an organization to acquire and apply the knowledge skills, abilities, and attitude needed by that organization to acquire and apply the same. Broadly speaking training is the act of increasing the knowledge and skill of an employee for doing a particular job. In todays scenario change is the order of the day and the only way to deal with it is to learn and grow. Employees have become central to success or failure of an organization they are the cornucopia of ideas. So it high time the organizations realize that train and retain is the mantra of new millennium.

OBJECTIVES

Objectives of the study

Primary objectives:
To analyse the effectiveness of training programme in the organisatrion.

Secondary objectives:
To study about the need of the training programs in the organization. To know how the new and the existing employees perceive the training program To determine the major factors influencing the effectiveness of training program To investigate the effectiveness of current training program by analyzing each factor contributing to its effectiveness To find out the problems involved in making the training effectiveness and making suggestions to improve it.

Scope of the study

The study would be of immense help to the company to known the importance of training. This study helps to know about the factor which affects the effectiveness of training programme. This study helps to know the different methods of training.

Limitations of the study

The result depends upon the status of the employee regarding income, designation. The result of the study depends upon the information furnished by the employees. Hence the information provided by them subjected to personal bias. Due to constraint of time only a specific sample size from the entire population of employees have been calculated for the study.

COMPANY PROFILE
TVS Group is one of India's oldest business groups. It is a giant conglomerate with presence in diverse fields like automotive component manufacturing, automotive dealerships and electronics. Today, there are over thirty companies in the TVS Group, employing more than 40,000 people worldwide and with a turnover in excess of US$ 2.2 billion. Charting a steady growth path of expansion and diversification, it currently comprises around 30 companies. These operate in diverse fields that range from two-wheeler and automotive component Uniting manufacturing multiple to automotive is a dealerships, common finance of and quality, electronics. customer these businesses ethos

service and social responsibility. TVS Group originated as a transport company in 1911. TV Sundaram Iyengar and Sons Limited is the parent and holding company of the TVS Group. TV Sundram Iyengar and Sons Limited has the following three divisions TVS and Sons: TVS and Sons is the largest automobile distribution company in India. It distributes Heavy Duty Commercial Vehicles, Jeeps and Cars. TVS and Sons represents premier automotive companies like Ashok Leyland, Mahindra and Mahindra Ltd., and Honda. The company is also one of the leading logistics solution providers and has set up state-of-the-art warehouses all over the country. TVS and Sons has also diversified into distributing a range of Garage equipments. Sundaram Motors: Sundaram Motors distributes Heavy Duty Commercial Vehicles, Cars, and auto spare parts for several leading manufacturers. The company is also the dealer for Ashok Leyland,

Honda, Fiat, Ford and Mercedes Benz. Madras Auto Service: Madras Auto Service distributes automotive spare parts for all leading manufacturers.

Other major companies of TVS Group are:

TVS - Motor Company Limited: TVS Motor Company Limited is one of the largest two-wheeler manufacturers in India. It manufactures Motorcycles, Mopeds, Scooterettes and Scooters.\ TVS Motor Company Limited is the flagship company of TVS Group, the USD 2.2 billion group. The Group is the third largest two-wheeler manufacturer in India and globally among the top ten, with an annual turnover of over USD 650 million.

Currently, the group has more than 30 companies and employs over 40,000 people worldwide. With steady growth, expansion and diversification, it commands a strong presence in the manufacturing of two-wheelers, auto components and computer peripherals. They also have vibrant businesses in the distribution of heavy commercial vehicles (HCV) passenger cars, finance and insurance.1980 is the red letter year for TVS when India's first two-seater moped rolled out. It ushered in an era of affordable personal transportation. Globally, TVS Motor Company is the first two-wheeler manufacturer to be honoured with the hallmark of Japanese Quality - The Deming Prize for Total Quality Management.

TVS Electronics Limited:

TVS Electronics was incorporated in 1986 in collaboration with Citizen Watch Co. of Japan. The company manufactures a complete range of computer peripherals. Delphi-TVS Diesel Systems Limited Delphi-TVS is a joint venture between Delphi Corporation, USA and T.V. Sundaram Iyengar & Sons, India. The company manufactures Diesel Fuel Injection Equipment for Cars, Sports Utility and Multi Utility Vehicles, Light Commercial Vehicles, Tractors, Single & Two Cylinder engines. Delphi-TVS believe that its success is based on the solid foundation of customer satisfaction, continuous innovation and total employee involvement. The company has a track record of sustained growth since it was set up. Delphi-TVS have obtained ISO/TS 16949 and ISO 14000 certifications. The company has now won the JIPM TPM Excellence Award (first category). To meet increasingly stringent emission norms, Delphi-TVS has upgraded its technology and introduced new products. Mechanical Rotary Technology has been upgraded to Electronic Rotary Technology and Delphi-TVS and has now introduced the state-of-the art-Common Axles India Limited: Axles India was promoted by Sundaram Finance, Wheels India and Eaton Corporation for the manufacture of axles for medium and heavy duty commercial vehicles in India. Axles India Limited manufactures and supplies pressed axle housings to the automotive industry. The company offers single and tandem axles for medium and heavy commercial vehicles, including buses, haulages/trucks, tractors/trailers, and tippers. It serves automotive original equipment manufacturers in India and North America. The company was incorporated in 1981 and is based in Chennai, India. Brakes India Limited: Brakes India was founded in 1962 as a joint venture between TV Sundram Iyengar & Sons and Lucas Industries, UK. The company manufactures braking equipment for automotive and non-automotive applications. Besides exporting products to 35 countries worldwide, Brakes India caters to over 60% of the domestic OEM market. 10 Rail Technology with full authority electronic controls.

Some of its manufacturing sites have been assessed at ISO 14001, ISO 9002, TS 16949 and QS 9000. The foundry division has received the prestigious Deming prize and award for TPM excellence. Sales turnover for the year 2004-05 was Rs 9,720 million (US$ 221 million). Sundaram Polymers Division: Sundaram Polymers Division manufactures Engineering Plastic compounds for various applications. Harita Finance Limited: Harita Finance Ltd is a finance company under the TVS Group. It deals in retail finance, hire purchase, leasing and bill discounting. India Motor Parts and Accessories Limited: It is engaged in the distribution of automobile spare parts. India Nippon Electricals Limited: It is a joint venture between Lucas Indian Service and Kokusan Denki Co Ltd., Japan. The company manufactures Electronic Ignition Systems for two wheelers and portable genets. IRIZAR TVS (P) Ltd: IRIZAR TVS (P) Ltd. is a joint venture between Sundaram Industries Ltd, Ashok Leyland Ltd and IRIZAR S. Coop of Spain. The company builds bus bodies for export and domestic market. Lakshmi Auto Components Limited: The company is a subsidiary of TVS-Suzuki. It manufactures gears, crankshafts and connecting rods for TVS-Suzuki motorbikes and mopeds.

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Lucas Indian Service: Lucas Indian Service is a wholly owned subsidiary of Lucas-TVS Ltd., engaged in the sales and service of auto-electricals and fuel injection equipment. Lucas - TVS Limited: Lucas-TVS, a joint venture between Lucas Varity group, UK and TVS Group, is a leading manufacturer of auto electrical products and diesel fuel injection equipment in India. Sundaram Brake Linings Limited: Sundaram Brake Linings is the leading manufacturer of brake linings in India. Sundaram-Clayton Limited: Sundaram - Clayton Ltd manufactures complete range of air brake actuation system compressors, actuators, valves, brake chambers, spring brakes, slack adjusters, couplings, hoses, switches and vacuum boosters for light/medium and heavy commercial vehicles and trailers. Foundry Division manufactures aluminum, gravity and pressure die-castings.

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AXLES INDIA LIMITED

Axles India is a joint venture of Wheels India, Sundaram Finance and Spicer Heavy Axles Incorporated, USA, a 100% subsidiary of Dana Corporation. Started in 1983, Axles India presently supplies 180,000 pressed Axle housings to Medium and Heavy Commercial Vehicles, manufactured at two manufacturing locations. In the Domestic Market, Axles India has, as its customers Tata Motors, Ashok Leyland, Eicher Motors, Swaraj Mazda and Mahindra & Mahindra. Axles India has technology support and equity participation from Dana Corporation, USA. The company proposes to introduce Dana's latest range of axles for medium and heavy duty commercial vehicles. 60SHO & DSHO44 Drive Heads are being produced now. Shortly Axles India will commence supply of Danas Drive Heads 90S & S130. Other models of Dana drive heads will be offered to the OEMs thereafter to meet the needs of Medium and Heavy Commercial vehicles. We manufacture and supply Rear Axle Housings for Medium and Heavy commercial vehicles in the domestic market. We have recently set up a 100 % EOU for supply of Axle Housings for the US market. We also manufacture and supply Drive Heads for the domestic market. The vacancies are at our manufacturing locations at Sriperumbudur and Cheyyar in the Domestic Axle Housings Division and 100% Division EOU, to meet the growth in the market and increased sales turnover.

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Axles India has recently setup an Axle Housing line exclusively for export of Housings to North American OEM supplies.

Modern Plants Office & Plant I: Sriperumbudur 602105, India Phone: +91 44 2716 2371 Fax: +91 44 2716 2229 Email: axles@vsnl.com Plant II: Cheyyar Taluk 604410, India Phone: +91 44 27242207 Fax: +91 44 27242163

CITY OFFICE

AXLES INDIA LIMITED SRIPERUMBUDUR

AXLES INDIA LIMITED CHEYYAR

MANUFACTURING PLANT PLANT II CHEYYAR TALUK 604 410 INDIA 14

Products
Single and Tandem Axles
Offer maximum performance and durability for Bus, Haulage (Truck), Tractor/Trailer and Tipper applications.

Advanced Designs and Latest manufacturing Technology for lower life cycle cost World Class Hypoid Gearing with High Strength Materials, Improved Processing and Special Surface Treating

Precision Flow forged differential gears for greater strength and impact resistance

Patented wheel lube flow system for superior spin-out protection Optimized bearings High performance triple lip oil seals virtually eliminate oil leakage problems Pressed Steel Axle Housing
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G130 Single Axle 12.2 (310mm) Hypoid GAW rating : 7.5 ton GVW rating : 12 ton 60SHO Single/ DSHO44 Tandem Axle 15.6 (396mm) Hypoid GAW rating : 10.2 ton (Single) 19 ton (Tandem) GVW rating : 16 ton (Single) 25 ton (Tandem)

90S Single Axle 17.3 (440mm) Hypoid GAW rating : 10.2 ton GVW rating : 25 ton GCW rating : 35 ton S190 Single /Tandem Axle 18.5 (470mm) Hypoid GAW rating : 10.2 ton (Single) 20 ton (Tandem) GCW rating : 57 ton (Single) 120 ton (Tandem)

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Financials
Axles India limited March '09' (Rs.in lakhs) 25,149.81 6641.77 31,791.58 17.85 31,809.43 (-658.04) 24,390.64 2,895.86 4,850.08 330.89 1,704.12 652.85 -2026.08 689.94 -1336.14 2,548.88 600.00

Particulars Net Sales Domestic - Exports Total Sales Other Income Total Income Expenditure a) (Increase)/Decrease in Stock in trade b) Consumption of raw materials C) Staff Cost d) Other Expenditure Profit Before Interest/Depreciation and Tax Interest Depreciation Profit Before Tax Provision for Tax (including deferred Tax) Net Profit Paid-up Equity Share Capital (Face value Rs.10) Preference Capital Reserves (Revaluation Reserves- NIL)

CONTRACTORS OF AXLES INDIA LIMITED

APARAJITHA 17

CITIDALE CITIDALE ROYAL TEAM OF THE EMPLOYEE M G T TRAVELS

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REVIEW OF LITERATURE INTRODUCTION

Training is a process whereby an individual acquires job-related skills and knowledge. It is a cost to firms to pay for the training and also to suffer the loss of working hours whilst an employee is being trained. However, the potential gains from employee training are significant. The main benefits of training are improved productivity and motivation of staff and also better quality products being made. Some of the specific reasons as to why a business should train its employees are: Introduce new employees to the business (this is known as induction training) Help provide the skills the business needs (in particular making the workforce more flexible or being trained on new higher technology machinery) Provide employees with better knowledge about the business and the market it operates Provide support for jobs that are complex and for which the required skills and knowledge are often changing (e.g. a firm of lawyers training staff about new legislation) Support the introduction of new working methods, such as a firm introducing new lean production techniques Reduce the need for supervision and therefore free up valuable manager time Help achieve a good health and safety record Help improve quality of a product or service and lower customer complaints Increase employee motivation and loyalty to the business 20

DEFINITION
It is defined as organized activity aimed at imparting information and/or instructions to improve the recipient's performance or to help him or her attain a required level of knowledge or skill.

MEANING
It is a learning process that involves the acquisition of knowledge, sharpening of skills, concepts, rules, or changing of attitudes and behaviours to enhance the performance of employees.

NEEDS OF EMPLOYEE TRAINING

Training is necessary for improving the quality of work of employees. There are some other factors, giving rise to the need for training. 1. EFFECTIVE PERFORMANCE: Employment of inexperienced and new labour detailed instructions for effective performance on the job. 2. PRODUCTION OF QUALITY GOODS AND SERVICES People have not only to work. but work effectively with the minimum of supervision. Minimum of costs, waste, and spoilage, and to produce quality goods and services. 3. FAST CHANGING YTECHNIQUES: Increasing use of fast changing techniques in production and other operations requires training into newer methods for the operatives.

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4. TO KEEP PACE WITH THE DEVELOPMENT OF TECHNOLOGY: Old employees need refresher training to enable then to keep abreast of changing techniques and the use of sophisticated tools and equipment. 5. CHANGE OF PROGRESSION: Training is necessary when a person has to move from one job to another because of transfer, promotion or demotion.

IMPORTANCE OF TRAINING
Optimum Utilization of Human Resources Training and Development helps in optimizing the utilization of human resource that further helps the employee to achieve the organizational goals as well as their individual goals. Development of Human Resources Training and Development helps to provide an opportunity and broad structure for the development of human resources technical and behavioral skills in an organization. It also helps the employees in attaining personal growth. Development of skills of employees Training and Development helps in increasing the job knowledge and skills of employees at each level. It helps to expand the horizons of human intellect and an overall personality of the employees.

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Productivity Training and Development helps in increasing the productivity of the employees that helps the organization further to achieve its long-term goal.

Team spirit Training and Development helps in inculcating the sense of team work, team spirit, and inter-team collaborations. It helps in inculcating the zeal to learn within the employees.

Organization Culture Training and Development helps to develop and improve the organizational health culture and effectiveness. It helps in creating the learning culture within the organization.

Organization Climate Training and Development helps building the positive perception and feeling about the organization. The employees get these feelings from leaders, subordinates, and peers.

Quality Training and Development helps in improving upon the quality of work and work-life.

Healthy work environment Training and Development helps in creating the healthy working environment. It helps to build good employee, relationship so that individual goals aligns with organizational goal.

Health and Safety Training and Development helps in improving the health and safety of the organization thus preventing obsolescence.

Morale Training and Development helps in improving the morale of the work force.

Image Training and Development helps in creating a better corporate image. Profitability Training and Development leads to improved profitability and more positive attitudes towards profit orientation.

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BENEFITS OF TRAINING 1. BENIFITS TO THE EMPLOYERS

The workers can work more efficiently.

By using machines, tools, materials in a proper way. Wastage is thus eliminated to a extent. large

Since, the training improves the knowledge of employees regarding the use of machines and equipments, the accidents are less. Hence, trained workers do not require much supervision, as they know how to handle properly.

After training, the workers will show superior performance. good use.

They can turn out better

performance, and produce better quality goods by putting the materials, tools and equipments to

Training improves employees loyalty to an organization. They will be less

2. BENIFITS TO THE EMPLOYEES Training enables an employee to be more useful to a firm. Hence, his employment is secured Training makes employees more efficient and effective. By combning materials,. Tools and equipments in a right way, they can produce more with minimum effort. Training facilitates employee promotions easily. They an realize their career goals comfortably. Training provides strength to employee to move from one organization to another easily. He van be more mobile and pursue career goals actively.

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Employees do not commit mistakes, and avoid accident on the job. They can handle jobs with confidence. They will be more satisfied on their jobs. Their morale would be high.

Training leads to higher production, fewer mistakes, greater job satisfaction and lower labour turnover.

ROLE OF TRAINING

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TRAINING PROCESS

THE TRAINING PROCESS

ORGANIZATIONAL OBJECTIVES AND STRATEGIES

ASSESSMENT OF TRAINING NEEDS

ESTABLISHMENT OF TRAINING GOALS

IMPLEMENTATION OF TRAINING PROGRAMMES

DEVISING TRAINING PROGRAMMER

EVALUATION OF RESULTS

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ESTABLISHING THE ORGANISATIONAL OBJECTIVES AND STRATEGIES Every organization has to formulate its objectives and strategies. They include the nature of product and they quality of product or service. TRAINING NEEDS ANALYSIS In this step, a needs analysis will be carried out regarding present problems and future challenges to be met through training and development, normally, the organizations will spend more money or training and development. TRAINING AND DEVELOPMENT OBJECTIVES After analyzing the raining nees, training and development goals must be established. In the absence of clearly set goals, it is not possible to design a training and development programme and, after is it has been implemented, there will be no way of measuring its effectiveness. DESIGNING TRAINING PROGRAMME The training development programmes may be conducted by several people, including the following. Immediate supervisors Co-workers. As in buddy systems Members of the personnel staff Specialists in other parts of the company Outside consultants Industry associations Faculty members at universities.

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IMPLELMENTATION OF THE TRAINING PROGRAMME After finalizing the training programme, it needs to be implemented. Implementation is beset with certain problems. For example the executives are action-oriented and frequently say they are too busy to engage in training efforts. Generally, the programme implementation involves the following actions. Fixing the location and organizing training and other facilities. Timing the training programme Conducting the programme Monitoring the progress of trainees.

METHODS OF TRAINING:
The most widely used methods of training used by organizations are classified into two categories:
1. On-the-Job Training 2. Off-the-Job Training.

ON-THE-JOB TRAINING It is given at the work place by superior in relatively short period of time. This type of training is cheaper & less time-consuming. This training can be imparted by four methods Coaching It is learning by doing. In this, the superior guides his sub-ordinates & gives him/her job instructions. The superior points out the mistakes & gives suggestions for improvement.

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Job Rotation: In this method, the trainees move from one job to another, so that he/she should be able to perform all types of jobs. E.g. In banking industry, employees are trained for both backend & front-end jobs. In case of emergency, (absenteeism or resignation), any employee would be able to perform any type of job. OFF THE JOB TRAINING: It is given outside the actual work place. Lectures/Conferences:This approach is well adapted to convey specific information, rules, procedures or methods. This method is useful, where the information is to be shared among a large number of trainees. The cost per trainee is low in this method. Films: It can provide information & explicitly demonstrate skills that are not easily presented by other techniques. Motion pictures are often used in conjunction with Conference, discussions to clarify & amplify those points that the film emphasized. Simulation Exercise: Any training activity that explicitly places the trainee in an artificial environment that closely mirrors actual working conditions can be considered a Simulation. Simulation activities include case experiences, experiential exercises, vestibule training, management games & role-play. Cases: It present an in depth description of a particular problem an employee might encounter on the job. The employee attempts to find and analyze the problem, evaluate alternative courses of action & decide what course of action would be most satisfactory.

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Experiential Exercises: These are usually short, structured learning experiences where individuals learn by doing. For instance, rather than talking about inter-personal conflicts & how to deal with them, an experiential exercise could be used to create a conflict situation where employees have to experience a conflict personally & work out its solutions. Vestibule Training: Employees learn their jobs on the equipment they will be using, but the training is conducted away from the actual work floor. While expensive, Vestibule training allows employees to get a full feel for doing task without real world pressures. Additionally, it minimizes the problem of transferring learning to the job. Role Play: Its just like acting out a given role as in a stage play. In this method of training, the trainees are required to enact defined roles on the basis of oral or written description of a particular situation. Management Games: The game is devised on a model of a business situation. The trainees are divided into groups who represent the management of competing companies. They make decisions just like these are made in real-life situations. Decisions made by the groups are evaluated & the likely implications of the decisions are fed back to the groups. The game goes on in several rounds to take the time dimension into account. In-Basket Exercise: Also known as In-tray method of training. The trainee is presented with a pack of papers & files in a tray containing administrative problems & is asked to take decisions on these problems & are asked to take decisions on these within a stipulated time. The decisions taken by the trainees are compared with one another. The trainees are provided feedback on their performance.

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TRAINING PROCEDURE
The training procedure comprises of three phases: Phase 1: Pre-training: - This may also be called as the preparation phase. The process starts with an identification of the circumstances requiring more efficient performance. A firms concern prior to training lie primarily in four areas: Clarifying the precise objectives of training and what the organization expects to make use of the participants after training; selection of appropriate participants; building favorable expectations and inspiration in the participants before training; and planning for any changes that improved task performance requires in addition to training. Phase 2: Training: - During the course of the training, participants focus their attention on the new impressions that seem useful, thought-provoking and engaging. There is no guarantee that the participants will in fact learn what they have chosen. But the main reason remains; trainees explore in a training situation what interests them, and a training institutions basic task is to offer the required opportunities. Phase 3: Post-Training: - This may be called as the follow up phase. When the trainees go back to job after attending the training, a practice of adapting change begins for each one participated. The newly acquired skills and knowledge undergo modification to fit the work condition. Participants may find their organizations offering support to use the training and also the support for continuing contact with the training institution. On the other hand, they may step into a quagmire of distrust. More effective behavior of people on the job is the prime objective of the training process conducted by an organization as a whole.

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MEASURING THE EFFECTIVENESS OF TRAINING

One of the most popular methodologies for measuring training effectiveness was developed by Donald Kirkpatrick. This model articulates a four-step process. Level 1: Reactions. At this level, we measure the participants reaction to the programme. This is measured through the use of feedback forms (also termed as happy-sheets). It throws light on the level of learner satisfaction. The analysis at this level serves as inputs to the facilitator and training administrator. It enables them to make decisions on continuing the programme, making changes to the content, methodology, etc. Level 2: Participant learning. We measure changes pertaining to knowledge, skill and attitude. These are changes that can be attributed to the training. Facilitators utilise pre-test and post-test measures to check on the learning that has occurred. However, it is important to note that learning at this level does not necessarily translate into application on the job. Measuring the effectiveness of training at this level is important as it gives an indication about the quantum of change vis--vis the learning objectives that were set. It provides critical inputs to fine-tuning the design of the programme. It also serves the important aspect of being a lead indicator for transfer of learning on to the job context. Level 3: Transfer of learning. At this level, we measure the application of the learning in the work context, which is not an easy task. It is not easy to define standards that can be utilised to

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measure application of learning and there is always this question that preys on the minds of various people: Can all changes be attributed to the training? Inputs at this level can come from participants and their supervisors. It makes sense to obtain feedback from the participants on the application of learning on the job. This can be done a few weeks after the programme so that it gives the participants sufficient time to implement what they have learnt. Their inputs can indicate the cause of success or failure; sometimes it is possible that learning was good at level-2, but implementation did not happen due to systemrelated reasons. It can help the organisation deal with the constraints posed by systems and processes so that they do not come in the way of applying learning. Level 4: Results. This measures effectiveness of the programme in terms of business objectives. At this level we look at aspects such as increase in productivity, decrease in defects, cycle time reduction, etc. Many organisations would like to measure effectiveness of training at this level; the fact remains that it is not very easy to do this, as it is improbable that we can show direct linkage. However, it is worthwhile making the attempt even if the linkage at this level is indirect.

Benefits from Employee Training and Development

Increased job satisfaction and morale among employees Increased employee motivation Increased efficiencies in processes, resulting in financial gain Increased capacity to adopt new technologies and methods Increased innovation in strategies and products Reduced employee turnover Enhanced company image, e.g., conducting ethics training (not a good reason for ethics training!)

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Training Evaluation
The process of examining a training program is called training evaluation. Training evaluation checks whether training has had the desired effect. Training evaluation ensures that whether candidates are able to implement their learning in their respective workplaces, or to the regular work routines.

Purposes of Training Evaluation

The five main purposes of training evaluation are: Feedback: It helps in giving feedback to the candidates by defining the objectives and linking it to learning outcomes. Research: It helps in ascertaining the relationship between acquired knowledge, transfer of knowledge at the work place, and training.

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Control: It helps in controlling the training program because if the training is not effective, then it can be dealt with accordingly. Power games: At times, the top management (higher authoritative employee) uses the evaluative data to manipulate it for their own benefits. Intervention: It helps in determining that whether the actual outcomes are aligned with the expected outcomes.

Process of Training Evaluation

Before Training: The learner's skills and knowledge are assessed before the training program. During the start of training, candidates generally perceive it as a waste of resources because at most of the times candidates are unaware of the objectives and learning outcomes of the program. Once aware, they are asked to give their opinions on the methods used and whether those methods confirm to the Candidates preferences and learning style. 35

During Training: It is the phase at which instruction is started. This phase usually consist of short tests at regular intervals. After Training: It is the phase when learners skills and knowledge are assessed again to measure the effectiveness of the training. This phase is designed to determine whether training has had the desired effect at individual department and organizational levels. There are various evaluation techniques for this phase.

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RESEARCH METHODOLOGY
The research design is primarily descriptive and it follows analytical approach in bringing out the solution for the problem and is purely the framework or plan for a study that guides the collection and the analysis of the data. It may be worthwhile to mention here that a research design is essentially the framework for the study, which ensures that. The study will be relevant to the subjects and the topics discussed. The data collected will be accurate.

DESCRIPTIVE RESEARCH DESIGN: Descriptive research design is used to find solution for research problems. It is rigid or formal. Descriptive study provides clear specification for who, what, when, where, why and how aspects of the research. It also involves more specific hypothesis and testing of them through statistical inference techniques. Two basic types of research design used in descriptive research are case research design and statistical research design.

RESEARCH METHODOLOGY
KEY ISSUES Data source Research approach Instrument Contact method OPTION SELECTED Primary and secondary data Interview survey Questionnaire Personal contact

DATA COLLECTION:
The work does not end by framing the design. It is necessary to acquire various details. The collected information is aimed at getting a truthful and clear result. The result can be further analyzed selection of best possible method for collecting data becomes very vital for this type of study.The two types of data used for the purpose and study are 1. Primary data 2. Secondary data

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1. PRIMARY DATA:
The relating study was collected from the staff and executive level in the company. It was collected through questionnaire method. The other methods such as observation, indirect oral interview and detailed discussion with the employees had been conducted for the purpose of data collection.

QUESTIONNAIRE DESIGN:
The questionnaire used for collecting the data is a structured one. It was a mixture of open ended, closed ended and multiple industry choices. The words used were simple and helps in avoiding confusion and misunderstanding among the respondents. Various questionnaires were avoided in order to make sure that the questions were arranged in a logical order. So that, the respondents would not find the questions confusing.

2. SECONDARY DATA
Secondary data are those which have already been collected by some other agency and which have already been processed. Secondary data for the study has complies from the reports and official publications of the organizations, which have helped in getting and insight present scenario existing in the operation of the company.

SAMPLING PROCEDURE
KEY ISSUES Sampling unit Sampling OPTION SELECTED Employees 50

The first step of research design is used t formulate the objectives of research plan, which will specify the ways of achieving research objectives. Questionnaire was used to collect the needed information. The sampling method was convenience sampling and it is made in such a way freely without any hesitation.

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TOOL USED FOR ANALYSIS: PERCENTAGE ANALYSIS

Percentage refers to a special kind of ratio. Percentage is used in making comparison between two or more series of data. Percentage is used to describe relationship. Percentage (%) = No. of respondents*100/total respondents.

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Table No. 4.1.1

Employee undergone orientation programme at the time of appointment S.No Particulars No.of.respondents Percentage 1. Yes 35 70 2. No 15 30 S.No Particulars No.of.respondents 50 Percentage 100 Total 1. Strongly agree 37 74 2. 3. 4. Agree Partially agree Disagree Total
80 Percentage of respondents 70 60 50 40 30 20 10 0 Yes 1 Opinion of respondents No 2

8 5 0 50

16 10 0 100

Chart No. 4.1.1

Inference:
From the above table it is inferred that 70% of the respondent said they get orientation training at the time of appointment and 30% of the respondent said they are not get any training at the time of appointment.

Table No. 4.1.2

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Induction training provides an excellent opportunity for new comers to learn about organisation

Chart No. 4.1.2

80 Percentage of respondents 70 60 50 40 30 20 10 0 Strongly agree 1 Agree 2 Partially agree 3 Disagree 4

Opinion of respondents

Inference:
From the above table it is inferred that 74% of the respondents strongly agree that the induction training provides an excellent opportunity for new comers to learn about organization, 16% are agree and 10% of the respondents partially agreed.

Table No. 4.1.3.1

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Training method followed by the organisation

S.No
1. 2. 3. 4. 5. Lecture

Particulars
Demonstration Apprenticeship training Coaching Job rotation Total

No.of.respondents
12 9 8 10 11 50 24 18 16 20 22

Percentage

100

Chart No. 4.1.3.1

Percentage of respondents 35 30 25 20 15 10 5 0 Demonstration Apprenticeship training Job rotation 5 Lecture Coaching 4

Opinion of respondents

Inference:
From the above table it is inferred that 16% of the respondent said Apprenticeship training has followed in the organization, 24% are said lecture method,18% of the respondent said Demonstration method,20% of the respondent said coaching and 22% of the respondent said Job rotation.

Table No. 4.1.3.2

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Training method which is preferred by the employees

S.No
1. 2. 3. 4. 5. Lecture

Particulars
Demonstration Apprenticeship training Coaching Job rotation Total

No.of.respondents
3 11 16 12 8 50

Percentage
6 22 32 24 16 100

Chart No. 4.1.3.2

Percentage of respondents 120 100 80 60 40 20 0 Demonstration Apprenticeship training Job rotation 5 Lecture Coaching 4

Opinion of respondents

Inference:
From the above table it is inferred that 32% of the employees preferred Apprenticeship training as most appropriate method,22% are preferred Demonstration, 24% preferred coaching,16% preferred job rotation, and 6% of the employees said lecture method.

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Table No. 4.1.4

Employees need training to improve their job performance

S.No
1. 2.

Particulars
Yes No Total

No.of.respondents
30 20 50

Percentage
60 40 100

Chart No. 4.1.4

Percentage of respondents

70 60 50 40 30 20 10 0 Yes 1 Opinion of respondents No 2

Inference:
From the above table it shows that 60% of the respondent said they need training programme to improve their job performance and 40% said no need any other training programme.

46

Table No. 4.1.5

Personal factors which affect the employee learning during the training period

S.No
1. 2. 3. 4.

Particulars
Family situation Benefits expected from training Comfort level with the trainer Previous training experience Total

No.of.respondents
9 3 30 8 50

Percentage
18 6 60 16 100

Chart No. 4.1.5

70 Percentage of respondents 60 50 40 30 20 10 0 Family situation 1 Benefits expected from training 2 Comfort level with the trainer 3 Previous training experience 4

Opinion of respondents

Inference:
From the above table it is inferred that most of them said comfort level with the trainer is the major factor which is affecting the employee learning during the training period 18% of the employee said family situation affect their learning and 6% said benefits expected from the training, 16% said previous training experience.

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Table No. 4.1.6

The duration of the training programme conducted in the organization

S.No
1. 2. 3. 4.

Particulars
Periodically Occasionally Need based No opinion Total

No.of.respondents
27 5 14 4 50

Percentage
58 10 28 8 100

Chart No. 4.1.6

70 Percentage of respondents 60 50 40 30 20 10 0 Periodically 1 Occasionally 2 Need based 3 No opinion 4

Opinion of respondents

Inference:
From the above table it shows that 58% of the employee said training conducted periodically, 10% said occasionally, 28% of the respondents said training conducted based on their need, 4% said no opinion about that.

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Table No. 4.1.7

Organisation gives importance to the training

S.No
1. 2. 3. 4.

Particulars
To a great extent To satisfactory To little extent No importance Total

No.of.respondents
36 8 6 0 50

Percentage
72 16 12 0 100

Chart No. 4.1.7

Percentage of respondents 8 0 7 0 6 0 5 0 4 0 3 0 2 0 1 0 0 T ag a o re t e xten t 1 T o satisfa ry cto 2 O in n o res o d ts p io f p n en T little exte t o n 3 N im orta ce o p n 4

Inference:
49

It could be seen from the above table that most of the respondent said that the organization gives more importance to the training and few of them said little importance.

50

Table No. 4.1.8

The person who will assess the employee training needs

S.No
1. 2. 3. 4.

Particulars
The manager The training professional Supervisor Any other Total

No.of.respondents
4 32 14 0 50

Percentage
8 64 28 0 100

Chart No. 4.1.8

Percentage of respondents

70 60 50 40 30 20 10 0 T manager he 1 The training professional 2 Superv isor 3 Any other 4

Opinion of res pondents

Inference:
From the above table it shows that majority of the respondent said that the training professional assess their training needs,28% said supervisor and few of them said manager assess the training needs.

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Table No. 4.1.9

When the organization conducting training programme

S.No
1. 2. 3. 4.

Particulars
At the time of Recruitment During the performance appraisal of the employee While Promoting the employee to higher position While updating the technology Total

No.of.respondents
36 2 4 8 50

Percentage
72 4 8 16 100

Chart.No. 4.1.9
Percentage of respondents 80 70 60 50 40 30 20 10 0 At the time of Recruitment During the performance appraisal of the employee 2 While Promoting the employee to higher position 3 While updating the technology 4

Opinion of res pondents

Inference:
From the above table it has been found that majority 72% of the respondent said training is given to them at the time of recruitment,16% said during the performance appraisal of the employee,8% said while promoting the employee to higher position and few of them said during the performance appraisal of the employee.

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Table No. 4.1.10

Employees opinion about their job match with their qualification

S.No
1. 2. 3. 4.

Particulars
Highly satisfied Satisfied Partially satisfied Dissatisfied Total

No.of.respondents
33 3 8 6 50

Percentage
66 6 16 12 100

Chart No. 4.1.10

70 Percentage of respondents 60 50 40 30 20 10 0 Highly satisfied 1 Satisfied 2 Partially satisfied 3 Dissatisfied 4

Opinion of respondents

Inference:
From the above table it has been found that 33% of the respondents are highly satisfied with their job, 6% are satisfied, and 16% are partially satisfied with their job and 6% of the respondents are dissatisfied.

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Table No. 4.1.11

Organisational factor which is necessary for the success of the training

S.No
1. 2. 3. 4. 5.

Particulars
Peer support Supervisor support Trainer support Organisational climate All the above Total

No.of.respondents
7 8 31 2 2 50

Percentage
14 16 62 4 4 100

Chart No. 4.1.11

70 Percentage of respontents 60 50 40 30 20 10 0 Peer support 1 Supervisor support 2 Trainer support Organisational climate 3 Opinion of respondents 4 All the above 5

Inference:
It could be seen from the above table that majority of the respondent felt that trainer support is necessary for the success of the training, 16% said peer support, 14% said supervisor support, 4% said organizational climate and 4% of the respondent said all the four factors are necessary for the success of the training.

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Table No. 4.1.12

Method used for evaluating the effectiveness of Training

S.No
1. 2. 3. 4. 5.

Particulars
Observation Questionnaire Interview Self diaries Self recording of specific incidents Total

No.of.respondents
31 7 2 6 4 50

Percentage
62 14 4 12 8 100

Chart No. 4.1.12

70 Percentage of respondents 60 50 40 30 20 10 0 Observation Questionnaire Interview Self diaries Self recording of specific incidents 5

3 Opinion of respondents

Inference:
From the above table it is inferred that 62% of the respondent said through observation they evaluate the effectiveness of training,14% said through questionnaire,4% said through interview,12% said through employee self diaries and 8% said through Self recording of specific incidents.

Table No. 4.1.13

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Training leads to better productivity

S.No
1. 2. 3. 4. Agree

Particulars
Strongly agree Partially agree Disagree Total

No.of.respondents
26 12 8 4 50

Percentage
52 24 16 8 100

Chart No. 4.1.13

60 Percentage of respondents 50 40 30 20 10 0 Strongly agree 1 Agree 2 Partially agree 3 Disagree 4

Opinion of respondents

Inference:
From the above table it is inferred that 52% of the respondent strongly agree that training leads to better productivity both in a way of quality and quantity,24% are agree,16% are partially agree and 8% of the respondent disagreed.

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Table No. 4.1.14

Training helps to the employees to build up their career

S.No
1. 2. 3. 4.

Particulars
To a great extent To satisfactory To little extent Not at all Total

No.of.respondents
29 10 8 3 50

Percentage
58 20 16 6 100

Chart No. 4.1.14

To little extent 3

Not at all 4

To satisfactory 2

To a great extent 1

Inference:
From the above table it shows that most of the respondent felt that training helps to built up their career and few of them said it doesnt helps to build up their career.

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Table No. 4.1.15

Training programme helps in developing discipline, Job responsibilities, and reducing errors and wastages at the work place.

S.No
1. 2. 3. 4.

Particulars
To a great extent To satisfactory To little extent Not at all Total

No.of.respondents
11 34 5 0 50

Percentage
22 68 10 0 100

Chart No. 4.1.15

80 Percentage of respondents 70 60 50 40 30 20 10 0 To a great extent 1 To satisfactory 2 To little extent 3 Not at all 4

Opinion of respondents

Inference:
From the above table it shows that 68% of the respondent said some what training programme helps in developing discipline, Job responsibilities, and reducing errors and wastages at the work place,22% said its great helpful,10% said some little extent.

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Table No. 4.1.16

The duration of restructuring the training programme

S.No
1. 2. 3. 4.

Particulars
Once in a year Once in 2years Once in 3years No restructuring Total

No.of.respondents
36 6 5 3 20

Percentage
72 12 10 6 100

Chart No. 4.1.16

80 Percentage of respondents 70 60 50 40 30 20 10 0 Once in a year 1 Once in 2years 2 Once in 3years 3 No restructuring 4

Opinion of respondents

Inference:
From the above table it shows that 72% of the respondent said training programme is restructured once in a year, 12% of the respondents are said once in 2years, 10 of the respondents are said once in 3years and 6% of the respondents are said training programme is not restructured frequently.

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Table No. 4.1.17

Organization get feedback from employees after training

S.No 1. 2.

Particulars Yes No Total

No.of.respondents 33 17 50

Percentage 66 34 100

Chart No. 4.1.17

80 Percentage of respondents 70 60 50 40 30 20 10 0 Yes 1 Opinion of respondents No 2

Inference:
From the above table it shows that 74% of the respondents said Organization provide increments to reward the goal achieving employees in post training and 26% of the respondents said Organization not provide increments.

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Table No. 4.1.18

The Technique used for determine the individual training needs

S.No
1. 2. 3. 4.

Particulars Appraisal and performance review Peer appraisal Competency assessments Self-assessment Total

No.of.respondents 7 5 30 8 50

Percentage 14 10 60 16 100

Chart No. 4.1.18

70 Percentage of respondents 60 50 40 30 20 10 0 Appraisal and performance review 1 Peer appraisal 2 Competency assessments 3 Self-assessment 4

Opinion of respondents

Inference:
From the above table it shows that 60% of the respondents said training needs are determine based on the employee Competency assessment, 14% of the respondents said Appraisal and performance review, 10% of the respondents said Peer appraisal, 16% of the respondents said Self-assessment.

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Table No.4.1.19
The way used for measure Participants knowledge, skills and attitudes are improved as a result of training

S.No
1. 2. 3. 4.

Particulars
Pre and post test scores On the job assessment Supervisor reports Not measuring Total

No.of.respondents
8 29 8 5 50

Percentage
16 58 16 10 100

Chart No. 4.1.19

Percentage

Not measuring 4 Supervisor reports 3

Pre and post test scores 1

On the job assessment 2

Inference:
From the above table it shows that 58% of the respondent said through on the job assessment Participants knowledge, skills and attitudes are measured,16% are said Pre and post test scores,16% of the respondent said Supervisor reports,10% of the respondent said they are Not measuring the participants knowledge, skills and attitudes.

Table No. 4.1.20

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The way used for find out the Organizational benefit resulted from the training

S.No
1. 2. 3.

Particulars
Through financial reports Quality inspections Interview with sales manager Total

No.of.respondents
15 35 0 50

Percentage
30 70 0 100

Chart No. 4.1.20

Interview with sales manager 3

Through financial reports 1

Quality inspections 2

Inference:
From the above table it shows that 70% of the respondent said through Quality inspections they assess the benefits of training, 30% of the respondent said through financial reports organizational befits are assessed.

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FINDINGS

It was found that 70% of the respondent said they got training at the time of appointment where as 30% said they didnt get any training. Most of the respondent strongly agreed that induction training provides an excellent opportunity for new comers to learn about organization and few of them disagreed that. 32% of the respondent felt Apprenticeship training is an appropriate method for training and few of them said Demonstration is most appropriate method. Majority 60% of the respondent said comfort level with the trainer is the major factor affecting the employee learning during the training period. 58% of the respondent said training is conducted periodically in the organization and 10% said training is conducted occasionally. Most of the respondent said that the organization gives more importance to the training and few of them said they give little importance to the training. It was found that majority of the respondent said organization gives training at the time of recruitment only. 66% of the respondents are satisfied with their job where as 12% are not satisfied with their job and they felt job is not match with their Qualification. 62% of the respondent said that trainer support is necessary for the success of the training. Few of the respondent said they are not measuring the improvements of participants knowledge, skills and attitudes after the training. Most of the respondent felt that training helps to built up their career and few of them said it doesnt helps to build up their career.

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72% of the respondent said training programme is restructured once in a year where as 6% of the respondents are said training programme is not restructured frequently. Majority 66% of the respondent said they are not get feedback from the employees after the training is over. Most of the respondents said training needs are determine based on the employee Competency assessment and few of them said Peer appraisal technique is used for determine the training needs.

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SUGGESSTIONS
It is suggested that Experienced & skilled trainer, who possesses good amount of knowledge & understanding about the organization's objectives, individual abilities & the present environment, should give training. The organization has to conduct training program while introducing new techniques and promoting the present employees to higher position. Active participation from the trainees should be encouraged. There should be a twoway communication between the trainer & trainee. Feedback should be taken from the trainees after the training is over, so that the organization comes to know about the deficiencies in the training program & also get suggestions to improve upon the same. To make training more effective management learn about the needs and proficiency of each and every employee before invests its effort, time & money on training. Its better to identify the needs & shortcomings in an employee before actually imparting training to him.

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CONCLUSION

The entire study started with a gaining thorough knowledge about the Training programme in AXLES INDIA LTD, A research was conducted to evaluate the effectiveness of Training programme in AXLES INDIA LTD by using a self administrated questionnaire and various statistical tool to analyse the various responses received. From the above study we conclude that, training is a vital tool for smooth functioning of the organization and to cope up with the changing needs & technologies, & ever-changing environment. It benefits both the organization as well as the employees but it needs to be used with care in order to derive all the benefits.

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BIBLIOGRAPHY

* Aswathappa K. "Human Resource and Personal Management" Text and Cases, Tata McGraw Hill Publishing Company Ltd., New Delhi. * Chhabra T.N. "Human Resources Management Concepts and Issues, Fourth Edition", Shampat Rai & Co., Delhi. * Gupta, C. B. (2004), "Human Resource Management", Sixth Edition, Sultan Chand & Sons, New Delhi. * Kothari, C. R. (2005), "Research Methodology", Second Edition, New Age International Publishers, New Delhi.

WEB SITE
WWW.IMPACT1976.COM www.mapng.org/library/training-development/gdlns.htm www.authenticityconsulting.com/pubs.htm

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QUESSTIONNAIRE 1. Employee Name: 2. Educational Qualification: 3. Designation: 4. Nature of work 5. Total year of service: 1. Have you undergone orientation program at the time of appointment in the organization? (a) Yes (b) No 2. Do you agree that the induction training provides an excellent opportunity for new Comers to learn comprehensively about organization? (a) Strongly agree (b) Agree (c) Partially agree (d) Disagree 3. Which method of training program your organization follows and which you prefer as most appropriate? Your organization follows You Prefer

Methods of Training 1. Lectures 2. Demonstrations 3. Apprenticeship training 4. Coaching 5. Job rotation Any other please specify

4. Do you need any further training to improve your job performance? (a) Yes (b) No 5. Which of the following personal factors affect your learning during the course of 72

Training? (a) Family Situation (b) Benefits expected from training (c) Comfort level with the trainer (d) Previous training experience 6. How often training program is conducted in your organization? (a) Periodically (b) Occasionally (c) Need based (d) No opinion 7. To what extent training is given importance in the organization? (a) To a great extent (b) To satisfactory (c) To little extent (d) No importance 8. Who will assess the need for training? (a) The Manager (b) The training professional (c) Supervisor (d) Any other (please specify) 9. When you go for conducting training program? (a) At the time of recruiting the employees (b) During the performance appraisal of the employees (c) While promoting the present employees to higher position (d) While updating the technology or process of work (e) Any other (please specify) 10. How you feel about your job match with your qualification? (a) Highly satisfied (b) Satisfied (c) Partially satisfied (d) Dissatisfied

73

11. Which of the following organisational factors are necessary for the success of the Training? (a) Peer Support (b) Supervisor Support (c) Trainer Support (d) Organizations Climate (e) All the above 12. Which method you have adopted for evaluation of training effectiveness on Employees? (a) Observation (b) Questionnaire (c) Interview (d) Self diaries (e) Self recording of specific incidents 13. Do you agree that training leads to better productivity both in way of quality and Quantity? (a) Strongly agree (b) Agree c) Partially agree (d) Disagree 14. To what extent training helps the employees to build up their career? (a) To a great extent (b) To satisfactory (c) To little extent (d) Not at all 15. To what extent does the training programme helps in developing discipline, Job responsibilities, and reducing errors and wastages at the work place? (a) To a great extent (b) To satisfactory (c) To little extent (d) Not at all

74

16. How frequently you are restructuring the training program? (a) Once in a year (b) Once in 2 years (c) Once in 3 years (d) No restructuring 17. Is the Organization get feedback from the employees after the training is over? (a) Yes (b) No 18. How do you determine the individual training needs? (a) Appraisal and performance review (b) Peer appraisal (c) Competency assessments (d) Self-assessment or self-appraisal 19. How do you measure the extent to which participants improved knowledge, skills and attitudes as a result of training? (a) Pre and post test scores (b) On the job assessment (c) Supervisor reports (d) Not measuring 20. How do you find out the organizational benefit resulted from the training? (a) Through financial reports (b) Quality inspections (c) Interview with sales manager

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