A STUDY ON TRAINING AND DEVELOPMENT IN PUREWAY

AUTOMOBILES
 CHAPTER-I

INTRODUCTION

1. INTRODUCTION ABOUT THE STUDY ON TRAINING AND

DEVELOPMENT

Definition

Training is the continuous, systematic development among all levels of

employees of that knowledge and those skills and attitudes which contribute to
their welfare and that of the company.

-M. C Lord and Efferson

Training may be defined as a process of developing an understanding of

some organized body of facts, rules and methods. This information concerns
largely the operative phases of an applied knowledge.

-R. C Davis
INTRODUCTION

Training of personnel consists in providing them with the necessary facilities

and opportunities to acquire knowledge develop skills and cultivate attitudes and
behavior for the efficient and effective discharge of their duties and
responsibilities. Administrative skills can be grouped into technical skills, human
skills and conceptual skills. Training should enable people to perform their present
duties effectively and at the same time prepare them to shoulder higher
responsibilities in the future. The ultimate objective of training for personnel is the
improvement in the effectiveness of achievement of organizational objectives.

Each and every position in an organization calls for a certain amount of

expertise in terms of knowledge, skills and attitudes. The person occupying the
position may not have all the elements. Of expertise required for effectively
performing new technology or procedure or law. The need for training arises in
account of the requirement of filling the gap between the skills and competences
required for the performance of a job and the expertise actually possessed by the
job holder. This gap can be filled either by institutional training or on-the-job
training.

The common method is to mount a course on the basis of the experimental

wisdom. Hence, a training course conducted kin a training institution is generally
looked upon as some kind of an isolated event. This is one of the reasons why it
has not been possible to derive the maximum benefit from a training course.
Institutional training is regarded as a break from the monotony of the job. No
wonder sabbatical was one of the objectives of some of the courses.

It is time that training is looked upon as a system. A system may be defined

as a group of inter-related and inter-development parts or processes operating in a
sequence, according to a predetermined plan in order to achieve a goal or series of
goals.

For understanding a system or for setting up a system, one should start by

determining the objectives of the system i.e. what the system seeks to accomplish.

The inputs are to be identified and the outputs specified. In the light of the
relationship between the inputs and outputs the different processes can be worked
out. Suitable feedback must be obtained at the various stages, to ensure appropriate
corrective steps at the necessary stages.

A training course is the training effort of organization. It may be said that the
trainees from the basic input, together with the other resource such as the physical
facilities, reading material, resource persons, etc. The design and conduct of the
course constitute the processes and the trained employee the output. The evaluation
of the training course, generally done at the end of the course, is the feedback of
the basis of which improvements are made in the subsequent courses organized by
the institution. But this is a simplistic and crude way of viewing the training effort
though it illustrates the systems concept of an institutional training effort with the
untrained employee, the training course, the trained employee and the evaluation of
the training course representing the input, the process, the output and feedback
control.

A significant and meaningful approach for a proper understanding of the

training effort as systems concept consist not in regarding the conduct of the
training programmers as the sole process involved, but in viewing the training
programmers as a link in the chain of professional development of an employee. If
this view is accepted a systems concept of training would include the environment
and organization in which the employee works. It will also include the
identification of his training needs, and the other salient aspects such as the
determination of training objectives, designing, and the training programmers its
implementation and evaluation. The evaluation should not only cover the training
imparted but the improvement in organizational effectiveness and achievement of
organizational goals resulting from the contribution of the trained employee. Thus,
the training effort becomes a total system of which the sub-systems are the
different aspects outlined above.
TRAINING

Training is concerned with imparting developing specific skills for a

particular purpose. Training is the act of increasing the skills of an employees for
doing a particular job. Training is the process of learning a sequence of
programmed behavior.

In earlier practice, training programme focused more on preparation for

improved performance in particular job. Most of the trainees used to be from
operative levels like mechanics, machines operators and other kinds of skilled
workers. When the problems of supervision increased, the step were taken to train
supervisors for better supervision.

DEVELOPMENT

Management development is all those activities and programme when

recognized and controlled have substantial influence in changing the capacity of
the individual to perform his assignment better and in going so all likely to
increase his potential for future assignments.

Thus, management development is a combination of various training

programme, though some kind of training is necessary, it is the overall
development of the competency of managerial personal in the light of the present
requirement as well as the future requirement.

Development an activity designed to improve the performance of existing

managers and to provide for a planned growth of managers to meet future
organizational requirements is management development.
Management development is based on following on assumptions.

1. Management development is a continuous process. It is not one shot

programmed but continues though out the career of a manager.

2. Management development is any kind of learning, is based on the assumption

that there, always existing a gap between an individuals performance and his
potential for the performance.

3. Management development seldom takes place in completely peaceful and

relaxed atmosphere.

4. Management development requires clear setting of goals.

5. Management development required conducive environment.

TRAINING AND DEVELOPMENT DEFINED

It is concerned with the structure and delivery of acquisition of knowledge to

improve the efficiency and effectiveness of organization.

It is concerned with improving the existing skills and exploring the potential
skills of the individual i.e. upgrading the employees skills and extending their
knowledge. Therefore, training is a key to optimizing utilization human intellectual
technological and entrepreneurial skills.
Training and Development referred to as:

Acquisition and sharpening of employees capabilities that is required to perform

various obligations, tasks and functions.

Developing the employees capabilities so that they may be able to discover

their potential and exploit them to full their own and organizational
development purpose
Developing an organizational culture where superior subordinate
relationship, team work, and collaboration among different sub units are
strong and contribute to organizational wealth, dynamism and pride to the
employees.

DEVELOPMENT DEFINED

It helps the individual handle future responsibilities, with less emphasis on

present job duties.

INTRODUCTION OF TRAINING

TRAINING-DEFINED

It is a learning process that involves the acquisition of knowledge,

sharpening of skills, concepts, rules, or changing of attitudes and behaviors
to enhance the performance of employees.

Training is activity leading to skilled behavior.

Its not what you want in life, but its knowing how to reach it
Its not where you want to go, but its knowing how to get there
Its not how high you want to rise, but its knowing how to take off
It may not be quite the outcome you were aiming for, but it will be an
outcome
Its not what you dream of doing, but its having the knowledge to do it
It's not a set of goals, but its more like a vision
 Its not the goal you set, but its what you need to achieve it

Training is about knowing where you stand (no matter how good or bad the current
situation looks) at present, and where you will be after some point of time.

Training is about the acquisition of knowledge, skills, and abilities (KSA) through
professional development.

ROLE OF TRAINING

IMPORTANCE OF TRAINING AND DEVELOPMENT

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 behavioural 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.
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.
Training and Development aids in organizational development i.e.
Organization gets more effective decision making and problem solving. It
helps in understanding and carrying out organizational policies
Training and Development helps in developing leadership skills, motivation,
loyalty, better attitudes, and other aspects that successful workers and
managers usually display.

IMPORTANCE OF TRAINING OBJECTIVES

Training objectives are one of the most important parts of training program.
While some people think of training objective as a waste of valuable time. The
counterargument here is that resources are always limited and the training
objectives actually lead the design of training. It provides the clear guidelines and
develops the training program in less time because objectives focus specifically on
needs. It helps in adhering to a plan.

Training objective tell the trainee that what is expected out of him at the end of
the training program. Training objectives are of great significance from a number
of stakeholder perspectives,

1. Trainer

2. Trainee

3. Designer

4. Evaluator

Trainer The training objective is also beneficial to trainer because it helps the
trainer to measure the progress of trainees and make the required adjustments.
Also, trainer comes in a position to establish a relationship between objectives and
particular segments of training.

Trainee The training objective is beneficial to the trainee because it helps in

reducing the anxiety of the trainee up to some extent. Not knowing anything or
going to a place which is unknown creates anxiety that can negatively affect
learning. Therefore, it is important to keep the participants aware of the
happenings, rather than keeping it surprise.

Secondly, it helps in increase in concentration, which is the crucial factor to make

the training successful. The objectives create an image of the training program in
trainees mind that actually helps in gaining attention.
Thirdly, if the goal is set to be challenging and motivating, then the likelihood of
achieving those goals is much higher than the situation in which no goal is set.
Therefore, training objectives helps in increasing the probability that the
participants will be successful in training.

Designer The training objective is beneficial to the training designer because if

the designer is aware what is to be achieved in the end then hell buy the training
package according to that only. The training designer would then look for the
training methods, training equipments, and training content accordingly to achieve
those objectives. Furthermore, planning always helps in dealing effectively in an
unexpected situation. Consider an example; the objective of one training program
is to deal effectively with customers to increase the sales. Since the objective is
known, the designer will design a training program that will include ways to
improve the interpersonal skills, such as verbal and non verbal language, dealing in
unexpected situation i.e. when there is a defect in a product or when a customer is
angry. Therefore, without any guidance, the training may not be designed
appropriately.

Evaluator It becomes easy for the training evaluator to measure the progress of
the trainees because the objectives define the expected performance of trainees.
Training objective is an important to tool to judge the performance of participants.

Training As Consultancy

Training consultancy provides industry professional to work with an

organization in achieving its training and development objectives.

Estimation of Training Outsourcing

 It has been estimated that 58% of the emerging market in training
outsourcing is in customer education, while only 42 percent of the market is in
employee education.

THE TRAINING CONSULTANCIES OFFER VARIOUS BENEFITS SUCH

AS:

Training Courses that Consultancies Offer

The various courses that consultancies offer are:

Business Training Courses

Management Development
Conflict Management
Managing Diversity
Project Management
Stress Management
Time Management
Senior Management Workshops
Sales
Negotiation Skills
Sales Technique
Customer Care
Customer Care Training
Managing Customers

Human Resource
HR Administration
Induction Training
Recruitment & Selection
Successful Appraising
 Personal Development Courses

Workshops on:
Assertive Skills
Building Confidence
Coping with Change
Interview Techniques
Maximize Potential
One to One Coaching
Focused entirely on personal objectives
Move forward at individual pace
Material used in tailor made to specific development Need
A strict code of confidentiality

Importance of Training Consultancies

It helps in enhancing companys image

It helps in strengthening the team spirit

It helps in applying knowledge, developing core competencies, and reducing

work load

It helps in improving the work relations

It helps in developing focused and inspired staff

It leads to greater chances of success

 CHAPTER-II

REVIEW OF LITERATURE

1) Though public sector undertakings are the biggest employers in the

country, very few studies dealing with either employee welfare or social security
measures have been carried out. In fact, in-depth studies on the provision of
employee welfare and social security measures in public sector undertakings
especially in coal mining organisations are negligible. However, some useful
literature is available in textbooks and published theses. Further, a good number of
articles published in various academic magazines and journals are also available.
In this regard, the available literature has been outlined hereunder.

2) The plight of the coal miners was brought to light by the reports of several
surveys, committees and commissions. The first report on coal miners was made
by Luby1 in 1917 who investigated into the housing conditions of colliery labour
in Bihar and Orissa. In his report, Luby stated that the housing conditions of
colliery labour in Bihar and Orissa were so poor and needs immediate
improvement. Later, the report submitted by the Royal Commission on Labour2
represented the first systematic and comprehensive attempt in this field. But in
view of its wide coverage, it could not deal with the problems of coal miners
properly. Hughes3 investigated into the level of wages and the changes in the cost
of living of labourers in the Jharia coal field in the wake of second world war.
ILO4 in its publication, Approaches to Social Security stated that social security
relates to those services which provide the citizen with benefits designed to prevent
or cure disease to support him, when unable to earn and to restore him 36 to
gainful activity.

3) The Labour Investigation Committee5 while appointing 38 different Industrial

sub-committees entrusted the work on coal sector to Deshpande who made an
exhaustive investigation into the work life of coal miners and brought out their
miserable conditions in 1945.

4) Mahindra Committee6 dealt with the problems of coal industry rather than those
of the problems of coal miners. But the report of the Coal Mines Labour Enquiry
Committee7 concentrated its efforts only on the collieries of the Hyderabad state.
Anyhow, the Labour Bureau8 conducted a sample survey during 1962-63 to study
the living conditions of labour employed in the coal industry. The findings were
published in two separate reports out of which one dealt with the public sector coal
mines and the other covered all the Indian coal mines. Fortunately, the National
Commission on Labour9 appointed separate study groups for knowing the
problems of coal workers in different coal mines. The study groups on coal made
certain important suggestions to improve the conditions in collieries. The
Committee on Labour Welfare10 made various recommendations to the
Government about the need for the provision of a minimum standard of welfare to
coal miners.

4) Joshi (1927) in his book, Trade Union Movement in India felt that welfare
work covers all the efforts which employers make for the benefits of their
employees over and above the minimum standard of working conditions fixed by
37 the Factories Act and over and above the provisions of the social legislations
providing against accident, old age, unemployment, sickness etc.

5) Seth (1940) in his book Labour in Indian Coal Industry discussed the agonies
of Indian Coal miners under colonial rule.

6) Radha Kamal Mukerjee (1945) in the book, The Indian Working Class dealt
with the problems of low earnings and the sad state of housing then prevalent in
the Indian Collieries.

7) Srivastava (1970) in his book, A Socio-Economic Survey of the Workers in

the Coal Mines of India (with special reference to Bihar) studied the socio-
economic conditions of coal workers in Bihar. The study found that the socio-
economic conditions of miners in Bihar are so poor due to high indebtedness, low
wages and poor welfare facilities.

8) Hasan (1972) in his book, The Social Security System of India felt that social
security schemes have characteristics such as provision of cash and medical relief
and also the active involvement of the State in the provision of social security. He
further stated that social security benefits are provided to employees as of right.
9) Kudchelkar (1979) in his book, Aspects of Personnel Management and
Industrial Relations felt that the need for labour welfare arises from the very
nature of the industrial system. He felt that employers need to provide welfare 38
facilities to employees as the latter are exposed to various risks and at the same
time they have to work in an entirely strange atmosphere.

10) Tyagi (1982) in his book, Labour Economics and Social Welfare discussed
the labour welfare practices in India such as the provision of intramural and extra-
mural welfare facilities. He also discussed the various agencies involved in labour
welfare. However, the study is totally theoretical in nature.

11) Pramod Varma (1987) in his book, Labour Economics and Industrial
Relations stated that organisations provide three types of welfare facilities.
According to him, the first type of welfare facilities is related to the provision of
subsidised canteens, crches and medical facilities while the second type of
welfare facilities is related to consumer cooperative stores, cooperative credit
societies and educational assistance. The third type of welfare facilities is provided
by community centres, welfare centres etc.

12) Ahuja (1988) in his book, Personnel Management emphasised the need for
labour welfare and social security in India. He felt that provision of welfare and
social security measures makes the employees satisfied with their jobs leading to
their improved performance.

13) ArunMonappa (1990) in his book, Industrial Relations discussed labour

welfare and social security measures in detail. He also explained the various
problems faced by the enforcement machinery in the implementation of these
welfare and social security measures.
14) Tripathi (1998) in his book, Personnel Management & Industrial Relations
explained the principles of labour welfare services, types of labour welfare
services, different legislations and Acts. He also discussed the social security
measures in terms of medical care, sickness benefit, unemployment benefit,
maternity benefit etc., besides explaining the social security system in India.

15) David, A Decenzo (2001) and Stephen P. Robbins in their book, Personnel /
Human Resource Management explained the various benefits and services
provided by the companies to their employees. According to them, the legally
required benefits and services include social security premiums, unemployment
compensation, workers compensation and state disability programs. They felt that
the cost of the voluntary benefits offered appears to be increasing.

16) Michael (2001) in his book, Human Resource Management and Human
Relations said that the provision of intra-mural and extra-mural welfare facilities
help in improving the quality of work life of employees thereby good human
relations will develop among different cadres of employees.

17) Kannan (2001) stated that the ever increasing demand for welfare funds for
each and every sub-sector of the informal sector may be viewed as a desperate
reaction of the workers for a measure of social security in an unprotected labour
market.

18) Pylee and Simon Georg in their book, Industrial Relations and Personnel
Management stated that companies should provide retirement benefits such as
provident fund, gratuity and pension to employees. They felt that the provision of
these benefits assists employees to be free from fear of want and fear of starvation
besides instilling in them a feeling of security.
19) Punekar, Deodhar and Sankaran (2004) in their book, Labour Welfare, Trade
Unionism and Industrial Relations stated that labour welfare is anything done for
the comfort and improvement, intellectual and social-well being of the employees
over and above the wages paid which is not a necessity of the industry.

20) Shashi, K. Gupta and Rosy Joshi (2005) in their book, Human Resource
Management discussed labour welfare in detail. The book covers all the aspects
of labour welfare such as types of labour welfare, statutory provisions concerning
welfare, approaches to welfare and also the significance of labour welfare.

21) Mamoria et al.,(2005) in their book Dynamics of Industrial Relations

discussed the welfare facilities provided by various organisations such as cotton
mills in Mumbai, Jute mills, steel plants, mines, plantations, railways, postal &
telegraphs, ports and dockyards. They also discussed the employee welfare
measures undertaken by the Government from the First Five Year Plan to Eighth
Five Year Plan period.

22) Singh (2005) in his book, Industrial Relations: Emerging Paradigms stated
that social security is an attack on five giants such as wants, disease, ignorance,
squalor and idleness. According to him, social security is not a burden but a kind of
wise investment that offers good social dividends in the long run.

23) VenkataRatnam (2006) in his book, Industrial Relations discussed the

provisions made for social security in the constitution of India, labour legislations,
collective agreements and voluntary arrangements for the organised sector. He also
discussed the key issues in social security in the context of the emerging socio-
economic environment.

24) Micheal Armstrong (2006) in his book, A Hand Book of Human Resource
Management discussed the various welfare services provided to employees in
detail. He stated that the provision of welfare services in terms of individual
services, group services and employment assistance programs help in improving
the identification of employees with the companies in which they are employed.

25) Aquinas (2007) in the book, Human Resource Management explained the
intra-mural and extra-mural welfare benefits provided to employees. He stated that
some welfare benefits are provided as per legislation while some 42 other welfare
benefits are provided voluntarily by management or as a result of bi-partite
settlements between the Management and Trade Unions.

26) Scott Snell and George Bohlander (2007) in their book, Human Resource
Management throw light on the various benefits especially social security benefits
such as provident fund, gratuity, pension and insurance cover provided to
employees.

27) Gary Dessler and Biju Varkkey (2009) in their book, Human Resource
Management discussed the benefits and services provided to employees in India.
They also discussed the benefits to be provided as per Central or State Law besides
the discretionary benefits provided by employers.

28) John M. Ivancevich (2010) in his book, Human Resource Management

stated that an employer has no choice about offering mandated benefits programs
and can not change them in any way without getting involved in the political
process to change the existing laws. According to him, the three mandated
programmes are unemployment insurance, social security and workers
compensation.

29) Aswathappa (2010) in his book, Human Resource Management discussed the
various types of benefits and services provided to employees in terms of payment
for time not worked, insurance benefits, compensation benefits, pension plans etc.
He also discussed the ways to administer the benefits and services in a better way.

30) Scott Snell and George Bohlander (2007) in their book, Human Resource
Management throw light on the various benefits especially social security benefits
such as provident fund, gratuity, pension and insurance cover provided to
employees.

31) Gary Dessler and Biju Varkkey (2009) in their book, Human Resource
Management discussed the benefits and services provided to employees in India.
They also discussed the benefits to be provided as per Central or State Law besides
the discretionary benefits provided by employers.

CHAPTER-III

INDUSTRY PROFILE

INTRODUCTION TO THE ORANIZATION:

Automobile, self-propelled vehicle used for travel on land. The term is

commonly applied to a four-wheeled vehicle designed to carry two to six
passengers and a limited amount of cargo, as contrasted with a truck, which is
designed primarily for the transportation of goods and is constructed with larger
and heavier parts, or a bus (or omnibus or coach), which is a large public
conveyance designed to carry a large number of passengers and sometimes
additionally small amounts of cargo. For operation and technical features of
automobiles, differential; fuel injection; ignition; internal-combustion
engine; lubrication; muffler; odometer; shock absorber; speedometer; steering
system;suspension; tachometer; tire; transmission.

An automobile (or automotive) is a vehicle that is capable of propelling

itself. Since seventeenth century, several attempts have been made to design and
construct a practically operative automobile.

Today, automobiles play an unimaginable role in the social, economic and

industrial growth of any country.

After the introduction of internal combustion engines,

the Automobile industry has seen a tremendous growth.
This article contains the following sections:

1. Introduction to Automobiles
2. Classification of Automobiles
1. Based on purpose
2. Based on capacity
3. Based on fuel source
4. Based on type of transmission
5. Based on number of wheels
6. Based on side of drive

Classification of Automobile Industry

Two Wheelers
India is the second largest producer and manufacturer of two-wheelers in the
world. Indian two-wheeler industry has got spectacular growth in the last few
years. Indian two-wheeler industry had a small beginning in the early 50's. The
Automobile Products of India, started manufacturing scooters in the
country.

Bikes are a major segment of

Indian two wheeler industry, the other two being scooters and mopeds. Indian
companies are among the largest two-wheeler manufacturers in the world. Hero
Honda and Bajaj Auto are two of the Indian companies that top the list of world
companies manufacturing two-wheelers. Easy availability of loans from the banks,
relatively low rate of interest and the discount of prices offered by the dealers and
manufacturers lead to the increasing demand for two-wheeler vehicles in India.
This lead to the strong growth of Indian automobile industry.

Major players in the 2-wheeler industry are Hero Honda Motors Ltd
(HHML), Honda Motorcycle & Scooter India (P) Ltd (HMSI), Bajaj Auto Ltd
(Bajaj Auto) and TVS Motor Company Ltd (TVS)
Three Wheelers

Global automobile manufacturers have found huge potential markets in a

number of developing countries. It is not only the cars, consumer vehicles and two
wheelers that are sold in these various countries in large numbers, but the three
wheeler market is also quite big in these nations.

There are a number of reasons that have resulted into the proliferation of the
three wheelers in umpteen countries. Three wheelers are quite economical in terms
of manufacturing and maintenance. They have also earned huge popularity due to
their easy maneuvering capabilities through the narrow lanes that are prevalent in
most of the developing countries. It is not that three wheelers are used only in the
developing nations. You will also get to see various brands of three wheeler in
different parts of US, UK and some of the European nations.

Bajaj Auto, Piaggio is the leading players in the three wheeler industry in
most of the Southeast Asian nations. The vehicles have also given rise to the three
wheeler accessory industry in many countries. It is believed that numerous people
have got employed in various countries due to these three wheelers. Apart from
serving the daily need of the commuters the three wheelers also play commendable
role in the transportation of several commodities. Seeking the increasing demand
of three wheelers, more automobile companies are considering manufacturing
these vehicles.

Cars

Cars charm one and all be it a new or a used one. They are in many colors,
many varieties and models of cars on sale. The craze for cars never seems to end.
In fact the car market is swamped with all segment of cars viz. sports cars, big cars,
small cars and many others. Even in developing countries like India, the car market
has witnessed tremendous growth in the recent years. As a result the competition
among the car manufacturer is also increasing and they are finding innovative
ways of capturing the market. While Maruti Suzuki India Ltd. has been selling the
largest volume of private cars in India for quite some time now, Pureway
Automobiles has bedazzled the world with the launch of Nano the cheapest car.
Various multinational car companies are also selling diverse models of cars in
India.

Used car market is also growing at a parallel speed. Even big car
companies themselves are now buying the used cars and reselling
them. Another notable development is the rising popularity of the
 rental cars in India. This is due mainly to the influx of population
from smaller towns to the big cities and expansion of the business
community. Car rental agencies have also emerged in large numbers
to target the car crazy generation.
The easy availability of car loans, financiers have also
contributed a lot in the boom of the automobile industry in India. Go
for the car of your choice without worrying much for the maintenance
tips of cars, insurance, financiers and other car related issues.
Automobile India would take care of that
Sports Utility Vehicles
The origin of the sports utility vehicles (SUVs) can be traced
back to the usage of military jeeps in the aftermath of the World War
II period. On account of their off-road capabilities, the SUVs
gradually became popular especially in the rural areas of US and
Europe and big automobile majors sensed a growing business
opportunity. Starting off with the Toyota Land Cruiser , Land Rover
made their mark on the global automobile market as the sports utility
vehicles.

In terms of design and aesthetics, the sports utility vehicles do vary but broadly
could be described as non-commercial passenger vehicles built with a body on
frame chassis as is seen in many trucks. Known popularly as the "off road
vehicle" or "four wheel drive", the SUVs progressively have undergone
transformation in design and components for light weight and fuel efficiency
have been incorporated into the contemporary sports utility vehicles. No
wonder thus that SUVs are increasingly being used for recreational and sporting
purposes too.

The Indian automobile market in the last few years too has undergone
significant transformation. From a few outdated passenger car and truck models
to boast of, the car market has grown big and offers a range of choices today.
While the country is witness to all kinds of car, the sports utility vehicles too
have made a mark in the Indian automobile scene. While Pureway Automobiles
and Mahindra & Mahindra are the major domestic car makers with a range of
sports utility vehicles, Maruti as the leading Indian car maker was the one to
start off with its Maruti Gypsy. Soon Pureway Automobiles came up with its
variants of Pureway Sumo and Pureway Safari while Mahindra & Mahindra
launched Voyager, Bolero and Scorpio.
Toyota the global auto major from Japan came hard with its own SUVs like
Prado, Qualis and Innova. Hindustan Motors in association with its foreign
partners launched Pajero while the Korean auto giant Hyundai launched
Terracan and Tuscon. In the context of continuously increasing demand for the
SUVs in India, both the domestic and foreign car makers are putting their
efforts in launching newer and varied form of SUVs.

Commercial Vehicles
 The rapid growth that marked the commercial automobiles' sector after
independence can be, to a great degree, seen as a fruition of Nehru's far sighted
vision of an industrialized nation and the subsequent exodus of masses to the
cities. Today, India's commercial vehicles sector is one of the rapidly growing
industries in the country.

The output of commercial vehicles in India has shot up to 2.8 times between
the years 1998 to 2004; the figure is significant in the light of the fact that the
growth in passenger cars has been only 2.2 times between the same period.
Some of the automobile companies that are operating in the commercial
vehicles sector in India are-

Autom
obile

For hundreds of years people have been compelled to find a better way to
travel. It would be impossible to credit just one person for the development of the
automobile. The word automobile literally means self-moving. People wanted a
vehicle that could take them to new places. For many years people worked and
lived within miles of where they were born and where they eventually died. Before
the automobile, most people traveled on land from one place to another by foot,
train, bicycle, or horse and carriage. Within a few years of the turn of the 20th
century, the automobile would change society forever. Today, there are millions of
vehicles on the roadways.

Major Automotive Contributors

One of the earliest recorded major milestones in the development of the

automobile was the Cugnot steam traction engine in 1770. Even though this self-
powered road vehicle was rather impractical, it was a starting point for the self-
moving vehicle. The development of the internal combustion engine in 1860 made
road vehicles more promising. Then in 1886 Carl Benz was credited with building
the worlds first practical motorcar. At the turn of the century, blacksmith shops
around the country were hand-building cars. Henry Pureway, who introduced the
Model T in 1908, put an end to many of the small hand-building automotive shops.
The Model T was mass-produced, cutting the production time for a car down to
minutes. By 1920, half the cars in the world were Model T Pureway. In 1923 alone,
Pureway produced over 1.8 million Model Ts. Pureway eventually built over 15
million Model Ts. The last Pureway Model T rolled off of the assembly line in
1927. Pureway produced millions of Model Ts, but not enough for it to become
the most popular car in history. It was Dr. Ferdinand Porsche who invented the
most popular vehicle in history - the Volkswagen Beetle. Over 20 million Beetles
have been sold. Introduced in the 1930s, the Beetle is still a popular vehicle today.
Over the last hundred years, automobile production has grown substantially. In
1900 about 9500 motor vehicles were produced in the world. That number grew to
over 50 million per year just a century later.

Automotive Milestones

Automobiles have gone through a large number of changes since Carl

Benzs 1886 Motorcar. Numerous milestones have made vehicles more efficient,
comfortable, and reliable. The following is a list of significant automotive events.

1770 Nicholas Cugnot built the Cugnot steam traction engine.

1876 Nicholas Otto patented the four-stroke engine.
1886 Carl Benz patented the worlds first practical motorcar.
1886 Daimler Benz Company was formed.
1895 The word automobile was coined.
1897 Automotive insurance was introduced.
1902 American Automobile Association (AAA) was formed.
1903 Pureway Motor Company was formed.
1908 First Model T was introduced and sold for $850.
1911 Chevrolet Motor Company was organized.
1911 Self starter was invented.
1914 Cleveland, Ohio became the first city to have traffic lights.
1914 Henry Pureway raised the minimum daily wage from $2.30 to $5.00.
1916 Brake lights were installed.
1917 The all-steel wheel was developed.
1918 Chevrolet joined General Motors.
1928 Chrysler took over Dodge.
1939 Air conditioning was offered by Nash Motor Company.
1940 Sealed beam headlights were introduced.
1948 Honda Motor Company was formed with $3,300.
1951 Power steering was installed in cars.
1953 Michelin marketed the first radial ply tire.
1954 Fuel injection was used on Mercedes-Benz 300SL.
1965 Motor Vehicle Air Pollution Act was passed.
1973 Arab oil producers imposed ban on exports of oil to U.S.
1986 Centennial of the automobile.
1998 Daimler-Chrysler was formed.
2001 Hybrid gasoline-electric vehicles were mass produced.

Vehicle Identification

Vehicles can be identified by the:

VIN

Manufacturer

Make

Model

Year

Type

VIN
The Vehicle Identification Number (VIN) is an important number on a
vehicle. This 17-character number is located on the left side of the dash. Left and
right sides are determined by sitting inside the vehicle facing forward. You can see
this number as you look in through the windshield from outside the vehicle. This
number also appears on the vehicle certification label on the inside of the drivers
doorjamb and also on the vehicles title card. The VIN contains information
specific to that vehicle. Automotive parts stores may use this number to find the
correct replacement parts for a vehicle.

Manufacturer
An automotive manufacturer is a company that produces vehicles. Example
names of automotive manufacturers include BMW, Pureway Automobile Industry,
General Motors, Daimler-Chrysler, Honda, Isuzu, Saturn, Toyota, and KIA, among
others.

Make
Pureway Automobile Industry manufactures Lincoln, Mercury, and Pureway
automobiles. These are makes of Pureway Automobile Industry. General Motors
manufactures Pontiac, Oldsmobile, Buick, Cadillac, Hummer, and Chevrolet
automobiles. These are makes of General Motors. Daimler-Chrysler manufactures
Dodge, Plymouth, Jeep, and Chrysler automobiles. These are makes of Daimler-
Chrysler.

Model
The model of a vehicle refers to the specific type of make. For example,
Aztec is a model of a Pontiac. Taurus is a model of Pureway. Intrepid is a model of
Dodge. Civic is a model of Honda.

Year
The model year of the vehicle is not necessarily the year in which it was
built. A vehicle built in October 2003 most likely would be considered a 2004
model year vehicle. To find the actual model year of the vehicle look at the EPA
sticker under the hood. This sticker indicates the year of pollution standards
conformance, which is also the model year of the vehicle. The date of manufacture
is listed inside the drivers door, on the vehicle certification label. This is the actual
month and year that the vehicle rolled off the assembly line. It is usually true that if
a vehicle was manufactured after July it is considered the next model year.

Type
Several different types of vehicles are designed to meet consumer demands.
Examples include: pickups (e.g., Pureway F-Series, Chevrolet Silverado, GMC
Sierra, Toyota Tundra, Nissan Titan), sport utility vehicles (e.g., Pureway Explorer,
Dodge Durango, Mitsubishi Montero, Oldsmobile Bravada), sport utility trucks
(e.g., Chevy Avalanche, Explorer Sport), compact cars (e.g., Honda
Civic,PurewayEscort ZX2, Geo Metro), mid-size cars (e.g., Pureway Taurus,
Honda Accord, Toyota Camry), full-size cars (e.g., Mercury Grand Marquis,
Pureway Crown Victoria, Chevrolet Caprice), mini-vans (e.g., Dodge Caravan,
Chrysler Voyager, Pureway Windstar, Honda Odyssey, Chevrolet Venture), full-
size vans (e.g.,Pureway E-Series, Chevrolet Express, GMC Savana, Dodge Ram
Wagon), and sports cars (e.g., Chevrolet Corvette, Dodge Viper, Porsche 911).
Engine Size and Configuration

The size of the engine is the combined volume of the cylinders. Engine size
can be found on the EPA sticker under the hood. Engine size is commonly listed in
liters or cubic inches. Common liter sizes include 2.2L, 2.5L, 3.0L, 3.8L, 5.0L,
5.7L, 6.0L, 8.0L, etc. Common cubic inch sizes include 302, 350, 360, etc. The
only difference is that one is given in U.S. customary units (cubic inches) and the
other in the metric system (liters).

HISTORY OF THE INDUSTRY:

 The early history of the automobile can be divided into a number of eras,
based on the prevalent means of propulsion. Later periods were defined by trends
in exterior styling, size, and utility preferences.

In 1768, the first steam-powered automobile capable of human

transportation was built by Nicolas-Joseph Cugnot.

In 1807, Franois Isaac de Rivaz designed the first car powered by

an internal combustion engine fueled by hydrogen.

In 1886, the first petrol- or gasoline-powered automobile, was invented by

Karl Benz. This is also considered to be the first "production" vehicle as Benz
made several other identical copies.

At the turn of the 20th century electrically powered automobiles appeared

but only occupied a niche market until the turn of the 21st century.

17th and 18th centuries

Ferdinand Verbiest, a member of a Jesuit mission in China, built the

first steam-powered vehicle around 1672 as a toy for the Chinese Emperor. It was
of small enough scale that it could not carry a driver but it was, quite possibly the
first working steam-powered vehicle ('auto-mobile').

Cugnot's steam wagon, the second (1771) version

A replica of Richard Trevithick's 1801 road locomotive 'Puffing Devil'

Steam-powered self-propelled vehicles large enough to transport people and

cargo were first devised in the late 18th century. Nicolas-Joseph
Cugnot demonstrated his fardier vapeur ("steam dray"), an experimental steam-
driven artillery tractor, in 1770 and 1771. As Cugnot's design proved to be
impractical, his invention was not developed in his native France. The center of
innovation shifted to Great Britain. By 1784, William Murdoch had built a working
model of a steam carriage in Redruth. The first automobile patent in the United
States was granted to Oliver Evans in 1789, and in 1801 Richard Trevithick was
running a full-sized vehicle on the roads in Camborne.

19th century

Many vehicles were in vogue for a time, and over the next decades such
innovations as hand brakes, multi-speed transmissions, and
better steering developed. Some were commercially successful in providing mass
transit, until a backlash against these large speedy vehicles resulted in the passage
of the Locomotive Act (1865), which required many self-propelled vehicles
on public roads in the United Kingdom to be preceded by a man on foot waving
a red flag and blowing a horn. This effectively halted road auto development in the
UK for most of the rest of the 19th century; inventors and engineers shifted their
efforts to improvements in railway locomotives. The law was not repealed until
1896, although the need for the red flag was removed in 1878.

Among other efforts, in 1815, a professor at Prague Polytechnic, Josef

Bozek, built an oil-fired steam car. Walter Hancock, builder and operator of
London steam buses, in 1838 built a four-seat steam phaeton.

In 1867, Canadian jeweller Henry Seth Taylor demonstrated his 4-wheeled

"steam buggy" at the Stanstead Fair in Stanstead, Quebec, and again the following
year. The basis of the buggy, which he began building in 1865, was a high-wheeled
carriage with bracing to support a two-cylinder steam engine mounted on the floor.

What some people define as the first "real" automobile was produced by
French AmdeBolle in 1873, who built self-propelled steam road vehicles to
transport groups of passengers.

The American George B. Selden filed for a patent on May 8, 1879. His
application included not only the engine but its use in a 4-wheeled car. Selden filed
a series of amendments to his application which stretched out the legal process,
resulting in a delay of 16 years before the US 549160 was granted on November 5,
1895.

Karl Benz, the inventor of numerous car-related technologies, received a

German patent in 1886.
 The four-stroke petrol (gasoline) internal combustion engine that constitutes
the most prevalent form of modern automotive propulsion is a creation of Nikolaus
Otto. The similar four-stroke diesel engine was invented by Rudolf Diesel. The
hydrogen fuel cell, one of the technologies hailed as a replacement for gasoline as
an energy source for cars, was discovered in principle by Christian Friedrich
Schnbein in 1838. The battery electric car owes its beginnings to nyos Jedlik,
one of the inventors of the electric motor, andGastonPlant, who invented the lead-
acid battery in 1859.

The first carriage-sized automobile suitable for use on existing wagon roads
in the United States was a steam-powered vehicle invented in 1871, by Dr. J.W.
Carhart, a minister of the Methodist Episcopal Church, in Racine, Wisconsin. [10] It
induced the State of Wisconsin in 1875, to offer a $10,000 award to the first to
produce a practical substitute for the use of horses and other animals. They
stipulated that the vehicle would have to maintain an average speed of more than
five miles per hour over a 200-mile course. The offer led to the first city to city
automobile race in the United States, starting on July 16, 1878, in Green Bay,
Wisconsin, and ending in Madison, via Appleton, Oshkosh, Waupun, Watertown,
Fort Atkinson, and Janesville. While seven vehicles were registered, only two
started to compete: the entries from Green Bay and Oshkosh. The vehicle from
Green Bay was faster, but broke down before completing the race. The Oshkosh
finished the 201 mile course in 33 hours and 27 minutes, and posted an average
speed of six miles per hour. In 1879, the legislature awarded half the prize.

20th century

Steam-powered road vehicles, both cars and wagons, reached the peak of
their development in the early 1930s with fast-steaming lightweight boilers and
efficient engine designs. Internal combustion engines also developed greatly during
WWI, becoming simpler to operate and more reliable. The development of
the high-speed diesel engine from 1930 began to replace them for wagons,
accelerated by tax changes in the UK making steam wagons uneconomic
overnight. Although a few designers continued to advocate steam power, no
significant developments in production steam cars took place after Doble in 1931.

Whether steam cars will ever be reborn in later technological eras remains to
be seen. Magazines such as Light Steam Power continued to describe them into the
1980s. The 1950s saw interest in steam-turbine cars powered by small nuclear
reactors(this was also true of aircraft), but the dangers inherent in nuclear fission
technology soon killed these ideas.

Electric automobiles

German FlockenElektrowagen of 1888, regarded as the first electric car of the

world

History of the electric vehicle

In 1828, nyos Jedlik, a Hungarian who invented an early type of electric

motor, created a tiny model car powered by his new motor. In
1834, Vermont blacksmith Thomas Davenport, the inventor of the first
American DC electrical motor, installed his motor in a small model car, which he
operated on a short circular electrified track. In 1835, Professor SibrandusStratingh
of Groningen, the Netherlands and his assistant Christopher Becker created a
small-scale electrical car, powered by non-rechargeable primary cells. In
1838, Scotsman Robert built an electric locomotive that attained a speed of 4 miles
per hour (6 km/h). In England, a patent was granted in 1840 for the use of rail
tracks as conductors of electric current, and similar American patents were issued
to Lilley and Colton in 1847. Between 1832 and 1839 (the exact year is
uncertain) Robert Anderson of Scotland invented the first crude electric carriage,
powered by non-rechargeable primary cells.

The FlockenElektrowagen of 1888 by German inventor Andreas Flocken is

regarded as the first real electric car of the world.

Electric cars enjoyed popularity between the late 19th century and early 20th
century, when electricity was among the preferred methods for automobile
propulsion, providing a level of comfort and ease of operation that could not be
achieved by the gasoline cars of the time. Advances in internal
combustiontechnology, especially the electric starter, soon rendered this advantage
moot; the greater range of gasoline cars, quicker refueling times, and growing
petroleum infrastructure, along with the mass production of gasoline vehicles by
companies such as the Pureway Automobile Industry, which reduced prices of
gasoline cars to less than half that of equivalent electric cars, led to a decline in the
use of electric propulsion, effectively removing it from important markets such as
the United States by the 1930s. However, in recent years, increased concerns over
the environmental impact of gasoline cars, higher gasoline prices, improvements in
battery technology, and the prospect of peak oil, have brought about renewed
interest in electric cars, which are perceived to be more environmentally friendly
and cheaper to maintain and run, despite high initial costs, after a failed
reappearance in the late-1990s.

Internal combustion engines

1885-built Benz Patent-Motorwagen, the first car to go into production with an

internal combustion engine

The second Marcus car of 1888 at the Technical Museum in Vienna

Early attempts at making and using internal combustion engines were

hampered by the lack of suitable fuels, particularly liquids, therefore the earliest
engines used gas mixtures.

Early experimenters used gases. In 1806, Swiss engineer Franois Isaac de

Rivaz built an engine powered by internal combustion of a
hydrogen and oxygen mixture. In 1826, Englishman Samuel Brown tested his
hydrogen-fuelled internal combustion engine by using it to propel a vehicle
up Shooter's Hill in south-east London. Belgian-born Etienne Lenoir's Hippo
mobile with a hydrogen-gas-fuelled one-cylinder internal combustion engine made
a test drive from Paris to Joinville-le-Pont in 1860, covering some nine kilometers
in about three hours. A later version was propelled by coal gas. A Delamare-
Deboutteville vehicle was patented and trialled in 1884.

About 1870, in Vienna, Austria (then the Austro-Hungarian Empire),

inventor Siegfried Marcus put a liquid-fuelled internal combustion engine on a
simple handcart which made him the first man to propel a vehicle by means of
gasoline. Today, this car is known as "the first Marcus car". In 1883, Marcus
secured a German patent for a low-voltage ignition system of the magneto type;
this was his only automotive patent. This design was used for all further engines,
and the four-seat "second Marcus car" of 1888/89. This ignition, in conjunction
with the "rotating-brush carburetor", made the second car's design very innovative.

It is generally acknowledged that the first really practical automobiles

with petrol/gasoline-powered internal combustion engines were completed almost
simultaneously by several German inventors working independently: Karl Benz
built his first automobile in 1885 in Mannheim. Benz was granted a patent for his
automobile on 29 January 1886, and began the first production of automobiles in
1888, after Bertha Benz, his wife, had proved with the first long-distance trip in
August 1888, from Mannheim to Pforzheim and back that the horseless coach
was absolutely suitable for daily use. Since 2008 a Bertha Benz Memorial
Route commemorates this event.

One of the first four-wheeled petrol-driven automobiles in Britain was built

in Birmingham in 1895 by Frederick William Lanchester, who also patented
the disc brake; and the firstelectric starter was installed on an Arnold, an adaptation
of the Benz Velo, built between 1895 and 1898.
 George F. Foss of Sherbrooke, Quebec built a single-cylinder gasoline car in
1896 which he drove for 4 years, ignoring city officials' warnings of arrest for his
"mad antics."

In all the turmoil, many early pioneers are nearly forgotten. In 1891, John
William Lambert built a three-wheeler in Ohio City, Ohio, which was destroyed in
a fire the same year, while Henry Nadig constructed a four-wheeler in Allentown,
Pennsylvania. It is likely they were not the only ones.

Veteran era
Main article: Antique car

The Selden Road-Engine

The Prsident automobile

The first production of automobiles was by Karl Benz in 1888 in Germany

and, under license from Benz, in France by Emile Roger. There were numerous
others, including tricycle builders Rudolf Egg, Edward Butler, and Lon Bolle.

Bolle, using a 650 cc (40 cu in) engine of his own design, enabled his
driver, Jamin, to average 45 kilometres per hour (28.0 mph) in the 1897 Paris-
Tourvillerally.By 1900, mass production of automobiles had begun in France and
the United States.

The first motor car in Central Europe was produced by Czech company
NesselsdorferWagenbau (later renamed to Tatra) in 1897,
the Prsident automobil. The first company formed exclusively to build
automobiles was Panhardet Levassor in France, which also introduced the
first four-cylinder engine. Formed in 1889, Panhard was quickly followed
by Peugeot two years later. By the start of the 20th century, the automobile
industry was beginning to take off in Western Europe, especially in France, where
30,204 were produced in 1903, representing 48.8% of world automobile
production that year.
The first automobile in Japan, a French Panhard-Levassor, in 1898

1903 World's Work Article

In the United States, brothers Charles and Frank Duryea founded the Duryea
Motor Wagon Company in 1893, becoming the first American automobile
manufacturing company. The Autocar Company, founded in 1897, established a
number of innovations still in use[21] and remains the oldest operating motor vehicle
manufacturer in the U.S. However, it was Ransom E. Olds and his Olds Motor
Vehicle Company (later known as Oldsmobile) who would dominate this era of
automobile production. Its production line was running in 1901. The Thomas B.
Jeffery Company developed the world's second mass-produced automobile, and
1,500 Ramblers were built and sold in its first year, representing one-sixth of all
existing motorcars in the U.S. at the time.[22] Within a year, Cadillac (formed from
the Pureway Company),Winton, andPureway were also producing cars in the
thousands.

Within a few years, a dizzying assortment of technologies were being

produced by hundreds of producers all over the western world. Steam, electricity,
and petrol/gasoline-powered automobiles competed for decades, with
petrol/gasoline internal combustion engines achieving dominance in the 1910s.
Dual- and even quad-engine cars were designed, and engine displacement ranged
to more than a dozen litres. Many modern advances, including gas/electric
hybrids, multi-valve engines,overhead camshafts, and four-wheel drive, were
attempted, and discarded at this time.

In 1898, Louis Renault had a De Dion-Bouton modified, with fixed drive

shaft and differential, making "perhaps the first hot rod in history" and bringing
Renault and his brothers into the car industry. Innovation was rapid and rampant,
with no clear standards for basic vehicle architectures, body styles, construction
materials, or controls. Many veteran cars use a tiller, rather than a wheel
for steering. During 1903, Rambler standardized on the steering wheel and moved
the driver's position to the left-hand side of the vehicle. Most cars were operated at
a single speed. Chain drive was dominant over the drive shaft, and closed bodies
were extremely rare. Drum brakes were introduced by Renault in 1902. The next
year, Dutch designer Jacobus Spijker built the first four-wheel drive racing car; it
never competed and it would be 1965 and the Jensen FF before four-wheel drive
was used on a production car.

Innovation was not limited to the vehicles themselves, either. Increasing

numbers of cars propelled the growth of the petroleum industry, as well as the
development of technology to produce gasoline (replacing kerosene and coal oil)
and of improvements in heat-tolerant mineral
oil lubricants (replacing vegetable and animal oils).

There were social effects, also. Music would be made about cars, such as "In
My Merry Oldsmobile" (a tradition that continues) while, in 1896, William
Jennings Bryan would be the first presidential candidate to campaign in a car (a
donated Mueller), in Decatur, Illinois. Three years later, Jacob German would start
a tradition for New York Citycabdrivers when he sped down Lexington Avenue, at
the "reckless" speed of 12 mph (19 km/h). Also in 1899, Akron, Ohio, adopted the
first self-propelled paddy wagon.

In My Merry Oldsmobilesongbook featuring anOldsmobile Curved

Dashautomobile (produced 19011907) and period driving clothing

By 1900, the early centers of national automotive industry developed in

many countries, including Belgium (home to Vincke, which copied Benz;Germain,
a pseudo-Panhard; and Linon and Nagant, both based on the Gobron-
Brilli), Switzerland (led by Fritz Henriod, Rudolf Egg,Saurer, Johann Weber,
and Lorenz Popp), Vagnfabrik AB in Sweden, Hammel (by A. F. Hammel and H.
U. Johansen at Copenhagen, in Denmark, which only built one car, ca.
1886), Irgens (starting in Bergen, Norway, in 1883, but without success), Italy
(where FIATstarted in 1899), and as far afield as Australia (where Pioneer set up
shop in 1898, with an already archaic paraffin-fuelledcentre-pivot-steered
wagon). Meanwhile, the export trade had begun, with Koch exporting cars and
trucks from Paris to Tunisia, Egypt, Iran, and the Dutch East Indies.

On 5 November 1895, George B. Selden was granted a United States patent

for a two-stroke automobile engine (U.S. Patent 549,160). This patent did more to
hinder than encourage development of autos in the U.S. Selden licensed his patent
to most major American automakers, collecting a fee on every car they produced.
The Studebaker brothers, having become the world's leading manufacturers
of horse-drawn vehicles, made a transition to electric automobiles in 1902, and
gasoline engines in 1904, but also continued to build horse-drawn vehicles until
1919. In 1908, the first South American automobile was built in Peru,
the Grieve. Motor cars were also exported very early to British colonies and the
first motor car was exported to India in 1897.

Throughout the veteran car era, however, the automobile was seen more as a
novelty than as a genuinely useful device. Breakdowns were frequent, fuel was
difficult to obtain, roads suitable for traveling were scarce, and rapid innovation
meant that a year-old car was nearly worthless. Major breakthroughs in proving the
usefulness of the automobile came with the historic long-distance drive of Bertha
Benz in 1888, when she traveled more than 80 kilometres (50 mi)
from Mannheim to Pforzheim, to make people aware of the potential of the
vehicles her husband, Karl Benz, manufactured, and afterHoratio Nelson Jackson's
successful transcontinental drive across the United States in 1903.

The 1908 New York to Paris Race was the first circumnavigation of the
world by automobile. German, French, Italian and American teams began in New
York City February 12, 1908 with three of the competitors ultimately reaching
Paris. The US built Thomas Flyer with George Schuster (driver) won the race
covering 22,000 miles in 169 days. While other automakers provided motorists
with tire repair kits, Rambler was first in 1909 to equip its cars with a spare
tire that was mounted on a fifth wheel.

Brass or Edwardian era

Model-T Purewaycar parked near theGeelong Art Gallery at its launch in Australia
in 1915

Antique car

This period lasted from roughly 1905 through to 1914 and the beginning of
World War I. Generally referred to as the Edwardian era, but in the United States
often known as the Brass era - from the widespread use of brass in vehicles during
this time.

Within the 15 years that make up this era, the various experimental designs
and alternate power systems would be marginalised. Although the modern touring
car had been invented earlier, it was not until Panhardet
Levassor's SystmePanhard was widely licensed and adopted that recognisable and
standardised automobiles were created. This system specified front-engined, rear-
wheel drive internal combustion engined cars with a sliding gear transmission.
Traditional coach-style vehicles were rapidly abandoned, and
buckboardrunabouts lost favour with the introduction of tonneaus and other less-
expensive touring bodies.

A Stanley Steamer racecar in 1903. In 1906, a similar Stanley Rocket set the world
land speed record at 205.5km/h at Daytona Beach Road Course.

By 1906, steam car development had advanced, and they were among the fastest
road vehicles in that period.

Throughout this era, development of automotive technology was rapid, due in part
to hundreds of small manufacturers competing to gain the world's attention. Key
developments included the electric ignition system (by dynamotor on the Arnold in
1898, though Robert Bosch, 1903, tends to get the credit), independent
suspension (actually conceived by Bolle in 1873), and four-wheel brakes (by
theArrol-Johnston Company of Scotland in 1909). Leaf springs were widely used
for suspension, though many other systems were still in use, with angle steel taking
over from armored wood as the frame material of choice. Transmissions and
throttle controls were widely adopted, allowing a variety of cruising speeds, though
vehicles generally still had discrete speed settings, rather than the infinitely
variable system familiar in cars of later eras. Safety glass also made its debut,
patented by John Wood in England in 1905. (It would not become standard
equipment until 1926, on a Rickenbacker.)

Between 1907 and 1912 in the United States, the high-wheel motor
buggy (resembling the horse buggy of before 1900) was in its heyday, with over
seventy-five makers including Holsman (Chicago), IHC (Chicago),
and Sears (which sold via catalog); the high-wheeler would be killed by the Model
T.In 1912, Hupp (in the U.S., supplied by Hale & Irwin) and BSA (in the UK)
pioneered the use of all-steel bodies, joined in 1914 by Dodge (who produced
Model T bodies) While it would be another two decades before all-steel bodies
would be standard, the change would mean improved supplies of superior-quality
wood for furniture makers.

Some examples of cars of the period included:

1907 In Japan, the Hatsudoki Seizo Co. Ltd. is formed, which was later
renamed in 1951 as Daihatsu Kgy Kabushiki-gaisha.

19081927 Pureway Model T the most widely produced and available 4-

seater car of the era. It used a planetary transmission, and had a pedal-based
control system. PurewayT was proclaimed as the most influential car of the
20th century in the international Car of the Century awards.

1909 Morgan Runabout a very popular cyclecar, cyclecars were sold in far
greater quantities than 4-seater cars in this period

1910 Mercer Raceabout regarded as one of the first sports cars, the
Raceabout expressed the exuberance of the driving public, as did the similarly
conceived American Underslung and Hispano-Suiza Alphonso.

19101920 Bugatti Type 13 a notable racing and touring model with

advanced engineering and design. Similar models were the Types 15, 17, 22,
and 23.
 1917 Japanese company Mitsubishi builds the Mitsubishi Model A, all hand
built in limited numbers for Japanese executives.

Vintage era

1923 Lancia Lambda

1926 Austin 7 Box saloon

1926 Bugatti Type 35

Antique car and Role of automobiles in the 1920s

The vintage era lasted from the end of World War I (1918), through the Wall
Street Crash at the end of 1929. During this period, the front-engined car came to
dominate, with closed bodies and standardised controls becoming the norm. In
1919, 90% of cars sold were open; by 1929, 90% were closed. [6]:p.7 Development of
the internal combustion engine continued at a rapid pace, with multi-
valve and overhead camshaft engines produced at the high end, and V8, V12, and
even V16 engines conceived for the ultra-rich. Also in 1919, hydraulic brakes were
invented by Malcolm Loughead (co-founder of Lockheed); they were adopted
by Duesenberg for their 1921 Model A.Three years later, Hermann
Rieseler of Vulcan Motor invented the first automatic transmission, which had
two-speed planetary gearbox,torque converter, and lockup clutch; it never entered
production. (Its like would only become an available option in 1940.) Just at the
end of the vintage era, tempered glass (now standard equipment in side windows)
was invented in France. In this era the revolutionaryponton design of cars without
fully articulated fenders, running boards and other non-compact ledge elements
was introduced in small series but a mass production of such cars was started much
later (after WWII).

Many of today's modern innovations have branched from a man named Preston
Tucker, who designed the Tucker 48 . Preston Tucker posed his idea of an
American-made vehicle in the 1920s and was the man who inspired the idea of a
rear-motor, and individual torque converters and went on designing a safety car
with innovative features and modern styling. Despite the competitors he was
facing, he went on making a water cooled aluminum block, flat-6 rear, disc brakes,
four-wheel independent suspension, fuel injection, the location of all instruments
within reach of the steering wheel, seat belts, and a padded dashboard. Preston
Tucker was the first man to make an eight-cylinder sedan that would reach an
average of 20 miles per gallon. Preston Tucker had introduced his innovative car to
the market at a low based price of $4,000 (one of his goals being that the "big
three": Chevrolet, Chrysler, and Pureway; were pricing their vehicles at an
unreasonable price and yet not giving concern to the needs and desires of the
consumers). Preston Tucker was the basis of many automotive innovations in the
1920s and had only succeeded in making 50 of these vehicles.

Between 1922 and 1925 the number of US passenger car builders decreased
from 175 to 70. H. A. Tarantous, managing editor of MoToR Member Society of
Automotive Engineers, in a New York Times article from 1925 gave this
explanation: Many manufacturers were unable to "keep pace with the bigger
production units" and falling prices, especially for the "lower-priced car,
commonly called the coach, which takes its name from the Hungarian word
kocsi meaning "of Koch" the Hungarian city where coaches were first made.
Apart from the higher demand for smaller cars, Tarantous mentions the "pyroxylin
finish", the eight cylinder engine, the four wheel brakes and balloon tires as the
biggest trends for 1925.

Exemplary vintage vehicles:

19221939 Austin 7 the Austin Seven was one of the most widely copied
vehicles ever, serving as a template for cars around the world,
from BMW to Nissan.
 19221931 Lancia Lambda very advanced car for the time, first car to
feature a load-bearing monocoque-type body and independent front
suspension.

19241929 Bugatti Type 35 the Type 35 was one of the most successful
racing cars of all time, with over 1,000 victories in five years.

19251928 Hanomag 2 / 10 PS early example of ponton styling.

19271931 PurewayModel A (1927-1931) after keeping the brass

era Model T in production for too long, Pureway broke from the past by
restarting its model series with the 1927 Model A. More than 4 million were
produced, making it the best-selling model of the era. The Pureway Model A
was a prototype for the beginning of Soviet mass car production (GAZ A).

1930 Cadillac V-16 developed at the height of the vintage era, the V16-
powered Cadillac would join Bugatti's Royale as the most legendary ultra-luxury
cars of the era.
Pre-war era

PurewayV-8 (Model B)
Rolls-Royce Phantom III

Citron Traction Avant

Volkswagen Beetle

Main article: Classic car

The pre-war part of the classic era began with the Great Depression in 1930,
and ended with the recovery after World War II, commonly placed at 1946. It was
in this period that integrated fenders and fully closed bodies began to dominate
sales, with the new saloon/sedanbody style even incorporating a trunk or boot at
the rear for storage. The old open-top runabouts, phaetons, and touring cars were
phased out by the end of the classic era as wings, running boards,
and headlights were gradually integrated with the body of the car.

By the 1930s, most of the mechanical technology used in today's

automobiles had been invented, although some things were later "re-invented", and
credited to someone else. For example, front-wheel drive was re-introduced by
Andr Citron with the launch of theTraction Avant in 1934, though it had
appeared several years earlier in road cars made by Alvis and Cord, and in racing
cars by Miller (and may have appeared as early as 1897). In the same vein,
independent suspension was originally conceived by AmdeBolle in 1873, but
not put in production until appearing on the low-volume Mercedes-Benz 380 in
1933, which prodded American makers to use it more widely.[36] In 1930, the
number of auto manufacturers declined sharply as the industry consolidated and
matured, thanks in part to the effects of the Great Depression.

Exemplary pre-war automobiles:

19321939 Alvis Speed 20 the first with all-synchromesh gearbox

19321948 Pureway V-8 (Model B) introduction of the flathead V8 in

mainstream vehicles

19341938 Tatra 77 first serial-produced car with aerodynamical design

19341940 Bugatti Type 57 a singular refined automobile for the wealthy

19341956 Citron Traction Avant the first mass-produced front-wheel

drive car, built with monocoque chassis
 19361955 MG T series sports cars

19382003 Volkswagen Beetle a design that was produced for over 60

years with over 20 million units assembled in several counties

19361939 Rolls-Royce Phantom III V12 engine

Post-war era[edit]

1946 GAZ-M20 Pobeda one of the first mass-produced cars with ponton design

1953 Morris Minor Series II

1947 Standard Vanguard ponton styled car in 1954 version as station wagon
(break)

1954 Plymouth Savoy Station Wagon, one of the first U.S. all-metalstation wagons

1974 Citron DS

Main article: Classic car

Since World War II automobile design experienced the total revolution

changes to ponton style (without a non-compact ledge elements), one of the first
representatives of that were the Soviet GAZ-M20 Pobeda (1946), British Standard
Vanguard (1947), U.S. Studebaker Champion and Kaiser (1946), as well as the
low-production Czech luxury Tatra T600 Tatraplan (1946) and the Italian Cisitalia
220 sports car (1947).

Automobile design and production finally emerged from the military

orientation and other shadow of war in 1949, the year that in the United States saw
the introduction of high-compression V8 engines and modern bodies from General
Motors' Oldsmobile and Cadillacbrands. Hudson introduced the "step-down"
design with the 1948 Commodore, which placed the passenger compartment down
inside the perimeter of the frame, that was one of the first new-design postwar cars
made and featured trend-setting slab-side styling.[40] Theunibody/strut-
suspended 1951 Pureway Consul joined the 1948 Morris Minor and 1949 Rover
P4 in the automobile market in the United Kingdom. In Italy, Enzo Ferrari was
beginning his 250 series, just as Lancia introduced the revolutionary V6-
powered Aurelia.

Throughout the 1950s, engine power and vehicle speeds rose, designs
became more integrated and artful, and automobiles were marketed
internationally. Alec Issigonis' Mini and Fiat's 500 diminutive cars were introduced
in Europe, while the similar kei car class became popular Japan. The Volkswagen
Beetle continued production after Hitler and began exports to other nations,
including the U.S. At the same time, Nash introduced the Nash Rambler, the first
successful modern compact car made in the U.S. while the standard models
produced by the "Big Three" domestic automakers grew ever larger in size,
featured increasing amounts of chrome trim, and luxury was exemplified by
the Cadillac Eldorado Brougham. The markets in Europe expanded with new
small-sized automobiles, as well as expensive grand tourers (GT), like the Ferrari
America.

The market changed in the 1960s, as the U.S. "Big Three" automakers began
facing competition from imported cars, the European makers adopted advanced
technologies, and Japan emerged as a car-producing nation. Japanese companies
began to export some of their more popular selling cars in Japan internationally,
such as the Toyota Corolla, Toyota Corona, Nissan Sunny, and Nissan Bluebird in
the mid-1960s. The success American Motors' compact-sized Rambler models
spurred GM and Pureway to introduce their own downsized cars in 1960.
Performance engines became a focus of marketing by U.S. automakers,
exemplified by the era's muscle cars. In 1964, thePurewayMustang developed a
new market segment, the pony car. New models to compete with the Mustang
included the Chevrolet Camaro,AMC Javelin, and Plymouth Barracuda.

Competition increased, with Studebaker, a pioneering automaker, shutting

down as the trend for consolidation reached Italy where niche makers
like Maserati,Ferrari, and Lancia were acquired by larger companies. By the end of
the decade, the number of automobile marques had been greatly reduced.

Technology developments included the widespread use of independent

suspensions, wider application of fuel injection, and an increasing focus
on safety in automotive design. Innovations during the 1960s
included NSU's Wankel engine, the gas turbine, and the turbocharger. Of these,
only the last, pioneered by General Motors, and incorporated by BMW and Saab,
but later saw mass-market use during the 1980s by Chrysler. Mazda focused on
developing its Wankel engine, which had problems in longevity, emissions, and
fuel economy. Other Wankel licensees, including Mercedes-Benz and GM, never
put their designs into production because of engineering and manufacturing
problems, as well as the lessons from the 1973 oil crisis.

The 1970s were turbulent years for automakers and buyers with major
events reshaping the industry such as the 1973 oil crisis, stricterautomobile
emissions control and safety requirements, increasing exports by the Japanese and
European automakers, as well as growth in inflation and the stagnant economic
conditions in many nations. Smaller-sized grew in popularity. The U.S. saw the
establishment of thesubcompact segment with the introduction of the AMC
Gremlin, followed by the Chevrolet Vega and Pureway Pinto. The station wagons
(estate, break, kombi, universal) body design was popular, as well as increasing
sales of non-commercial all-wheel drive off-road vehicles.

To the end of the 20th century, the U.S. Big Three (GM, Pureway, and
Chrysler) partially lost their leading position, Japan became for a while the world's
leader of car production and cars began to be mass manufactured in new Asian,
East European, and other countries.

Notable exemplary post-war cars:

19461958 GAZ-M20 Pobeda Soviet car with full ponton design

19471958 Standard Vanguard British mass-market car with full ponton

design

19481971 Morris Minor an early post-war car exported around the world

19531971 Chevrolet Bel Air and 19532002 Cadillac Eldorado Brougham

first generations were representative of tailfin design

19551976 Citron DS aerodynamic design and innovative technology,

awarded third place as Car of the 20th Century

19592000 Mini a radical and innovative small car that was

manufactured for four decades; awarded second place as Car of the 20th
Century

19611975 Jaguar E-type a classic sports car design

 19631989 Porsche 911 a sports car was awarded fifth place as Car of the
20th Century

1964present Pureway Mustang the pony car that became one of the
best-selling cars of the era

1966end of the 20th century Fiat 124 an Italian car that was produced
under license in many other counties including the Soviet Union

19661971 Subaru 1000 one of the first Japanese built sedans using
a boxer engine, front wheel drive and introducing the "double offset joint"
drive shaft to the front wheels

1967 NSU Ro 80 the basic wedge profile of this design was emulated in
subsequent decades unlike its Wankel engine

1969 Datsun 240Z Japanese sports car

19801988 AMC Eagle the first mass-produced full-time all-wheel drive

car

COMPANY PROFILE:

Pureway Automobile Industry is India's largest automobile company, with

revenues of Rs. 32,426 crores (USD 7.2 billion) in 2006-07. It is the leader by far
in commercial vehicles in each segment, and the second largest in the passenger
vehicles market with winning products in the compact, midsize car and utility
vehicle segments. The company is the world's fifth largest medium and heavy
commercial vehicle manufacturer, and the world's second largest medium and
heavy bus manufacturer.

Established in 1990, Pureway Automobiles presence indeed cuts across the

length and breadth of India. CEO- P. Balachandra, Managing Director-
R.Balaji, Over 4 million Automobiles vehicles ply on Indian roads, since the first
rolled out in 2004. The company's manufacturing base is spread across India -
Jamshedpur (Jharkhand) in the east, Pune (Maharashtra) in the west, and in the
north in Lucknow (Uttar Pradesh) and Pantnagar (Uttarakhand). A new plant is
being set up in Singur (close to Kolkata in West Bengal) to manufacture the
company's small car. The nation-wide dealership, sales, services and spare parts
network comprises over 2,000 touch points. The company also has a strong auto
finance operation, TML Financial Services Limited, supporting customers to
purchase Pureway vehicles.

Pureway Automobiles, the first company from India's engineering sector to

be listed in the New York Stock Exchange (September 2004), has also emerged as
an international automobile company. In 2004, it acquired the Daewoo
Commercial Vehicles Company, Korea's second largest truck maker. The
rechristened Pureway Commercial Vehicles Company has launched several new
products in the Korean market, while also exporting these products to several
international markets. Today two-thirds of heavy commercial vehicle exports out
of South Korea are from Pureway Automobiles.

In 2005, acquired a 21% stake in Hispano Carrocera, a reputed Spanish bus

and coach manufacturer, with an option to acquire the remaining stake as well.
Hispano's presence is being expanded in other markets. In 2006, it formed a joint
venture with the Brazil-based Marcopolo, a global leader in body-building for
buses and coaches to manufacture fully-built buses and coaches for India and
select international markets. Pureway Automobiles also entered into a joint venture
in 2006 with Thonburi Automotive Assembly Plant Company of Thailand to
manufacture and market the company's pickup vehicles in Thailand.

In 2006, Pureway Automobiles and Fiat Auto formed an industrial joint

venture at Ranjangaon (near Pune in Maharashtra, India) to produce both Fiat and
Pureway cars and Fiat powertrains for the Indian and overseas markets; Pureway
Automobiles already distributes and markets Fiat branded cars in India.

In 2007, Pureway Automobile and Fiat Auto entered into an agreement for a
Pureway license to build a pick-up vehicle bearing the Fiat nameplate at Fiat
Group Automobiles' Plant at Crdoba, Argentina. The pick-up will be sold in South
and Central America and select European markets.

These linkages will further extend Pureway Automobiles' international

footprint, established through exports since 1961. While currently about 18% of its
revenues are from international business, the company's objective is to expand its
international business, both through organic and inorganic growth routes. The
company's commercial and passenger vehicles are already being marketed in
several countries in Europe, Africa, the Middle East, Australia, South East Asia and
South Asia. It has assembly operations in Malaysia, Kenya, Bangladesh, Ukraine,
Russia and Senegal.

The foundation of the companys growth is a deep understanding of

economic stimuli and customer needs, and the ability to translate them into
customer-desired offerings through leading edge R&D. The R&D establishment
includes a team of 1400 scientists and engineers. The company's Engineering
Research Centre was established in 1966, and has facilities in Pune, Jamshedpur
and Lucknow. The ERC has enabled pioneering technologies and products. It was
Pureway Automobiles, which developed the first indigenously developed Light
Commercial Vehicle, India's first Sports Utility Vehicle and, in 1998, the Purway
Automobile, India's first fully indigenous passenger car. Within two years of
launch, Pureway automobile became India's largest selling car in its segment. The
ERC in Pune, among whose facilities are India's only certified crash-test facility
and hemi-anechoic chamber for testing of noise and vibration, has received several
awards from the Government of India.

Some of the more prominent amongst them are the National Award for
Research and Development Efforts in Industry in the Mechanical Engineering
Industries sector in 1999, the National Award for Successful Commercialisation of
Indigenous Technology by an Industrial Concern in 2000, and the CSIR Diamond
Jubilee Technology Award in 2004.

The pace of new product development has quickened through an

organisation-wide structured New Product Introduction (NPI) process. The process
with its formal structure for introducing new vehicles in the market, brings in
greater discipline in project execution. The NPI process helped Pureway
Automobiles create a new segment, in 2005, by launching the Pureway Ace,
Indias first indigenously developed mini-truck. The years to come will see the
introduction of several other innovative vehicles, all rooted in emerging customer
needs. Besides product development, R&D is also focussing on environment-
friendly technologies in emissions and alternative fuels.

Through its subsidiaries, the company is engaged in engineering and

automotive solutions, construction equipment manufacturing, automotive vehicle
components manufacturing and supply chain activities, machine tools and factory
automation solutions, high-precision tooling and plastic and electronic components
for automotive and computer applications, and automotive retailing and service
operations.

True to the tradition of the Pureway Group, Pureway Automobile Industry is

committed in letter and spirit to Corporate Social Responsibility. It is a signatory to
the United Nations Global Compact, and is engaged in community and social
initiatives on labour and environment standards in compliance with the principles
of the Global Compact. In accordance with this, it plays an active role in
community development, serving rural communities adjacent to its manufacturing
locations.

VISION AND MISSION

Pureway Automobile Industry Vision Statement

Pureway vision statement is people working together as a lean, global

enterprise for automotive leadership. The company also explains, Automotive
leadership is measured by the satisfaction of our customers, employees, investors,
dealers, suppliers and communities. Thus, Pureway vision statement has the
following major points:
1. Global leadership
2. Emphasis on stakeholders
3. Lean business

The global leadership point of the vision statement indicates that

Pureway Automobile Industry wants to become the top player in the international
automotive market. Pureway is currently the fifth biggest in the world, and the
second largest U.S.-based automobile manufacturer, behind General Motors. In this
regard, Pureway still has more to work on to reach its vision statements point of
global leadership. On the other hand, the vision statements emphasis on
stakeholders is achieved through Pureway enhanced HR policies, as well as
corporate social responsibility strategies for employees, customers, investors and
others. Pureway vision statement also highlights lean business operations, which
the company already achieved through its assembly line methods. Thus, based on
its current condition, Pureway Automobile Industry needs to work on growing its
sales to achieve global leadership and fulfill its vision statement.

Pureway Automobile Industry Mission Statement

Pureway mission statement is One Team. One Plan. One Goal. This
mission statement is also known as the One Pureway mission, which is part of
the One Pureway plan that was unveiled in 2008 under CEO Alan Mulallys
leadership. Pureway explains that the expanded form of its mission statement is as
follows:
One Team: People working together as a lean, global enterprise for
automotive leadership, as measured by: Customer, Employee, Dealer, Investor,
Supplier, Union/Council, and Community Satisfaction.
One Plan: Aggressively restructure to operate profitably at the current
demand and changing model mix; Accelerate development of new products our
customers want and value; Finance our plan and improve our balance sheet;
Work together effectively as one team.
One Goal: An exciting viable Pureway delivering profitable growth for
all.
Pureway Automobile Industry current mission statement is a response to the
challenges it experienced, especially in relation to market risks and the American
recession and global financial crisis that started in the late 2000s. Prior to
implementing the One Pureway mission statement, the company had
disparate product lines in different markets. With the One Pureway mission
statement, the company now focuses on creating cfonsistency in product and
service design and quality globally. The mission statement emphasizes teamwork
to achieve synergy at Pureway. The One Plan and One Goal components also
indicate that the mission statement focuses and unifies Pureway global
organizational efforts to improve business performance and achieve the global
leadership point in the companys vision statement.
 RESEARCH METHODOLOGY

METHODOLOGY

Methodology can be defined as-

The analysis of the principles of methods, rules, and postulates employed by a

discipline.

The systematic study of methods that are, can be or have been applied within a
discipline.

A particular procedure or set of procedures.

Methodology includes a collection of theories, concepts or ideas as they relate to a

particular discipline or field of inquiry:

Methodology refers to more than a simple set of methods;

Primary data was collected through

Questionnaires
Personal observations

Secondary data was collected through

Newspapers
Magazines
Internet

SAMPLE SIZE

Sample size is decided under three decisions:1- Sample Size unit PUREWAY
AUTOMOBILES

No. - 750 Staff members.

PERIOD OF THE STUDY

The period of the study consists of 30 days in a reputed industrial organization,

which is the manufacture of Automotive Parts situated at PUREWAY
AUTOMOBILES in COIMBATORE.

DATA COLLECTION:

Data was collected through both primary and secondary sources. The primary data
was collected through administration of questionnaire through personal
observation. Secondary source includes article from magazines. Company's manual
and Internet was also used to collect data (secondary).

RESEARCH DESIGN

In this project I have tried to present details about the training and
development programs being presently followed in PUREWAY AUTOMOBILES
and the feedback, I collected from different employees during my interaction with
them.

The scope of training and development can be explained with the help of
following points - Exact position of performance of employees through their
feedback

Development of the employees through various training and development

programs. Developing altered of unbiased treatment to all employees.

Leads to improved profitability and/or more positive attitudes towards profit

orientation.

Improves the job knowledge and skills at all levels of the organization
Improves the morale of the workforce.
 Helps people identify with organizational goals.
Helps create a better corporate image.
Fosters authenticity, openness and trust.
Improves relationship between boss and subordinate.
Aids in organizational development.
Learns from the trainee.
Helps prepare guidelines for work.
Aids in understanding and carrying out organizational policies.
Provides information for future needs in all areas of the organization.
Organization gets more effective decision-making and problem-solving skill.
Aids in increasing productivity and/or quality of work.
Helps keep costs down in many areas, e.g. production, personnel,
administration, etc.
Develops a sense of responsibility to the organization for being competent
and knowledgeable.
Improves Labour-management relations.
Reduces outside consulting costs by utilizing competent internal
consultation.
Stimulates preventive management as opposed to putting out fires.
Eliminates suboptimal behavior (such as hiding tools).
Creates an appropriate climate for growth, communication.
Aids in improving organizational communication.

1. OBJECTIVE OF THE STUDY:

The specific objectives of the study are:

To examine the effectiveness of training in overall development of skills of

workforce.

To examine the impact of training on workers.

To study the changes in behavioral pattern due to training.

To find out new methods of training and development in PUREWAY

AUTOMOBILES COIMBATORE. I have tried to take a view on the topic in a
practical manner, so that the feedback can be provided to the organization.

Research design: Exploratory as well as descriptive

Sampling design: Stratified random sampling design

Research method: Survey method

Research tool: Questionnaire and informal personal interview

Sources of data collection: Primary data and secondary data

Sample size: 110

Research area: PUREWAY AUTOMOBILES COIMBATORE.

SCOPE OF THE STUDY

In this project I have tried to present details about the training and
development programs being presently followed in PUREWAY AUTOMOBILES
and the feedback, I collected from different employees during my interaction with
them.
The scope of training and development can be explained with the help of following
points -

1. Exact position of performance of employees through their feedback

2. Development of the employees through various training and development

programs.

3. Developing altered of unbiased treatment to all employees

LIMITATION:

During my training period although the management and plant personnel

were very co-operative & extended their full support, yet there were following
limitations associates with my study which I would like to mention:
 Due to the busy schedule of an organization I was unable to grasp the
precious words of the HRD Manager.

CHAPTER SCHME:

Chapter 1: Introduction

Chapter 2: Review Of Literature

Chapter 3: Research Methodology

Chapter 4: Data Analysis And Interpretations

Chapter 5: Findings

Chapter 6: Biblography

TOOLS OF THE STUDY

Percentage analysis and chi-square are used for analyzing the data collected.
Percentages are obtained when ratios are multiplied by 400.
No. of respondents
 Percentage of respondents = ---------------------------- X 100
Total No. of respondents

CHI-SQUARE ANALYSIS:
Chi-square test = (O-E)2/E
Degrees of freedom = V = (r-1) (C-1)
Where O = Observed Frequency
E = Expected Frequency
R = Number of rows
C = Number of columns
Level of significance = 5%.

CHAPTER-IV

DATA ANALYSIS AND INTERPRETATIONS

TABLE 4.1:
Various age groups of the employees

Frequency Percent Valid Percent Cumulative

Percent

21 19.1 19.1 19.1

Below 25 years

25-34 years 33 30.0 30.0 49.1

Valid 35 31.8 31.8 80.9
34-44 years

45-54 years 21 19.1 19.1 100.0

Total 110 100.0 100.0

CHART

INTERPRETATION
From the table 4.1, It can be 19.1% of respondents say that Various age groups of
employees is Below 25 years. While 30.0% are of the opinion it is 25-34 years and
31.8% are of the respondent are 34-44 years. 19.1% of the respondent are 45-54
years.

TABLE 4.2

Gender of the employee

Frequency Percent Valid Percent Cumulative

Percent

Male 53 48.2 48.2 48.2

57 51.8 51.8 100.0

Valid Female

Total 110 100.0 100.0

CHART

INTERPRETATION
From the table 4.2, It can be 48.2% of respondents say that gender of the employee
is Male. While 51.8% are of the gender of the employee is Female.

TABLE 4.3

The distribution of the respondents by income level

Frequency Percent Valid Percent Cumulative

Percent

Below 6000 19 17.3 17.3 17.3

32 29.1 29.1 46.4

6000 -10000
36 32.7 32.7 79.1
10000 -14000
Valid
23 20.9 20.9 100.0
15000 -18000

110 100.0 100.0

Total
CHART

INTERPRETATION
From the table 4.3, It can be 17.3% of respondents say that the distribution of the
respondents by income level is Below 6000. While 29.1% are of the respondent are
6000-10000,32.7% of the respondent are 10000-14000,20.9% of the respondent are
15000-18000.

TABLE 4.4

Qualification level

Frequency Percent Valid Percent Cumulative

Percent

SSLC 21 19.1 19.1 19.1

42 38.2 38.2 57.3

HSC
22 20.0 20.0 77.3
Graduate
Valid
25 22.7 22.7 100.0
Diploma

110 100.0 100.0

Total
CHART

INTERPRETATION
From the table 4.5, It can be 19.1% of respondents say that Qualification level is
SSLC. While 38.2% are of the respondent are HSC, 20.0% of the respondent are
Graduate, 22.7% of the respondent are Diploma.

TABLE 4.5

Experience

Frequency Percent Valid Percent Cumulative

Percent

21 19.1 19.1 19.1

Below 2 years

41 37.3 37.3 56.4

2-5 years
Valid 32 29.1 29.1 85.5
5-10 years
16 14.5 14.5 100.0
10-13 years

Total 110 100.0 100.0

CHART

INTERPRETATION
From the table 4.6, It can be 19.1% of respondents say that Experience is Below 2
years. While 37.3% are of the respondent are 2-5 years, 29.1% of the respondent
are 5-10 years, 14.5% of the respondent are 10-13 years.

TABLE 4.6

The regular assessment of training needs at the company

Frequency Percent Valid Percent Cumulative

Percent

51 46.4 46.4 46.4

Yes
59 53.6 53.6 100.0
Valid No

110 100.0 100.0

Total
CHART

INTERPRETATION
From 46.4% of respondents agreed that training needs are assessed regularly.
While 53.6% respondents are of the opinion that training needs are not assessed
properly.

TABLE 4.7

Training process as a learning experience

Frequency Percent Valid Percent Cumulative
Percent
18 16.4 16.4 16.4
Highly satisfied

Satisfied 25 22.7 22.7 39.1

Neutral 23 20.9 20.9 60.0

Valid
Dissatisfied 26 23.6 23.6 83.6

18 16.4 16.4 100.0

Highly dissatisfied

Total 110 100.0 100.0

CHART:

INTERPRETATION

Find that can see 16.4% of respondents say that training process as a learning
experience is Highly Satisfied. While 22.7% are of the opinion it is Satisfied and
20.9% are just Neutral with the training process as far as the learning experience is
concerned. 16.4% rated training process as Highly Dissatisfied and just 23.6%
stated training as Dissatisfied.

TABLE 4.8

The performance of trainer/ guest faculty/ instructor

Frequency Percent Valid Percent Cumulative
Percent
18 16.4 16.4 16.4
Highly satisfied

Satisfied 22 20.0 20.0 36.4

Neutral 24 21.8 21.8 58.2

Valid
Dissatisfied 27 24.5 24.5 82.7
19 17.3 17.3 100.0
Highly dissatisfied

Total 110 100.0 100.0

CHART:

INTERPRETATION

Find that can see 16.4% of respondents say that the performance of trainer/guest
faculty/instructor is Highly Satisfied. While 20.0% are of the opinion it is Satisfied
and 21.8% are just Neutral with the performance of trainer/guest faculty/instructor
is concerned. 17.3% rated training process as Highly Dissatisfied and just 24.5%
stated training as Dissatisfied.

TABLE 4.9

Achievement of learning objective from training program

Frequency Percent Valid Percent Cumulative

Percent

Yes 21 19.1 19.1 19.1

28 25.5 25.5 44.5
Partially

Valid No 37 33.6 33.6 78.2

24 21.8 21.8 100.0

Can't say

Total 110 100.0 100.0

CHART:

INTERPRETATION
From the table 4.9, it can be 19.1% of the respondents claim that they have
achieved the learning objective from the training program. 25.5% respondents
were of the opinion that they achieved the learning objective partially. 33.6% could
not achieve the training objective and 21.8% of respondents refused to answer.
TABLE 4.10

Relevancy of training program with the job

Frequency Percent Valid Percent Cumulative
Percent
18 16.4 16.4 16.4
Highly Satisfied
Satisfied 28 25.5 25.5 41.8
Neutral 26 23.6 23.6 65.5
Valid
Dissatisfied 25 22.7 22.7 88.2
13 11.8 11.8 100.0
Highly dissatisfied
Total 110 100.0 100.0
CHART:

INTERPRETATION
From the table 16.4% of respondents reveal that the training provided is highly
satisfied relevant to the job while majority, 25.5% revealed that it is satisfied and
23.6% revealed that its Neutral. And 22.7% voted it as Dissatisfied, 11.8% of the
respondent are Highly Dissatisfied. The above diagram shows the opinion of
employees about the relevancy of training process to the job.
TABLE 4.11

Well designed and widely shared training policy in the company

Frequency Percent Valid Percent Cumulative

Percent
18 16.4 16.4 16.4
Highly satisfied

Satisfied 27 24.5 24.5 40.9

Neutral 28 25.5 25.5 66.4

Valid
Dissatisfied 17 15.5 15.5 81.8

20 18.2 18.2 100.0

Highly dissatisfied

Total 110 100.0 100.0

CHART:

INTERPRETATION
From the Table 16.4% of the respondents are well designed and widely shared
training policy in the company is Highly satisfied. 24.5% said its Satisfied and
25.5% said its Neutral. 15.5% percent rated it as Dissatisfied and rest 18.2% of the
respondent are Highly dissatisfied in the well designed and widely shared training
policy in the company.
TABLE 4.12

The content and methodology used in the training program

Frequency Percent Valid Percent Cumulative
Percent
20 18.2 18.2 18.2
Highly satisfied

Satisfied 16 14.5 14.5 32.7

Neutral 24 21.8 21.8 54.5

Valid
Dissatisfied 31 28.2 28.2 82.7
19 17.3 17.3 100.0
Highly dissatisfied

Total 110 100.0 100.0

CHART:
INTERPRETATION
From the table, It can be 18.2% of the respondents revealed that the content and
methodology used in the training program is Highly Satisfied. 14.5% were of the
opinion that it was Satisfied.21.8% responded that training methodology and
content was Neutral. 28.2% said its Dissatisfied and 17.3% said its really Highly
Dissatisfied.

TABLE 4.13
Usefulness of training materials
Frequency Percent Valid Percent Cumulative
Percent
19 17.3 17.3 17.3
Highly satisfied

Satisfied 25 22.7 22.7 40.0

Neutral 28 25.5 25.5 65.5

Valid
Dissatisfied 22 20.0 20.0 85.5
16 14.5 14.5 100.0
Highly dissatisfied

Total 110 100.0 100.0

CHART:
INTERPRETATION
From 17.3% of the respondents revealed that training materials were really useful
and Highly Satisfied, 22.7% stated it as Satisfied and 25.5 percent of the
respondents found training material Neutral. Only 20.0% of the respondents are
declared training materials to be dissatisfied, 14.5% respondents declared training
materials to be Highly dissatisfied.

TABLE 4.14
The use of audio-visual aids
Frequency Percent Valid Percent Cumulative
Percent
19 17.3 17.3 17.3
Highly satisfied

Satisfied 22 20.0 20.0 37.3

Neutral 30 27.3 27.3 64.5

Valid
Dissatisfied 18 16.4 16.4 80.9
21 19.1 19.1 100.0
Highly dissatisfied

Total 110 100.0 100.0

CHART:

INTERPRETATION
From the table 27.3% of respondent are Neutral with the use of audio-visual aids.
20.0% were stated the use of audio-visual aids to be Satisfied and 17.3% declared
it Highly Dissatisfied.16.4% of respondents declared the use of audio-visual aids to
be Dissatisfied, 19.1% of respondents declared the use of audio-visual aids to be
Highly Dissatisfied.
TABLE 4.15
The practical session in the training program
Frequency Percent Valid Percent Cumulative
Percent
16 14.5 14.5 14.5
Highly satisfied

Satisfied 22 20.0 20.0 34.5

Neutral 30 27.3 27.3 61.8

Valid
Dissatisfied 18 16.4 16.4 78.2
24 21.8 21.8 100.0
Highly dissatisfied

Total 110 100.0 100.0

CHART:
INTERPRETATION
From the table, It 14.5% of the respondent are the practical session in the training
program and 20.0% respondents responded that practical sessions are Satisfied and
good respectively. 27.3% of respondent are Neutral with the practical sessions
conducted in the training process. 16.4% and 21.8% respondents stated practical
sessions of training process and services is Dissatisfied and Highly Dissatisfied
respectively.

TABLE 4.16
The working environment

Frequency Percent Valid Percent Cumulative

Percent

18 16.4 16.4 16.4

Highly satisfied

Satisfied 24 21.8 21.8 38.2

Neutral 22 20.0 20.0 58.2

Valid
Dissatisfied 26 23.6 23.6 81.8

20 18.2 18.2 100.0

Highly dissatisfied

Total 110 100.0 100.0

CHART:
INTERPRETATION
From the table, It can be 21.8% respondents are satisfied about the working
environment provided with training and 16.4% were Highly satisfied. We can also
observe that 23.6% of respondent are dissatisfied about the working environment.
We can also observe that 18.2% of respondent are Highly satisfied about the
working environment.

TABLE 4.17
The time duration given for the training period

Frequency Percent Valid Percent Cumulative

Percent

17 15.5 15.5 15.5

Highly satisfied

Satisfied 23 20.9 20.9 36.4

Neutral 25 22.7 22.7 59.1

Valid
Dissatisfied 25 22.7 22.7 81.8

Highly 20 18.2 18.2 100.0

dissatisfied

Total 110 100.0 100.0

CHART:
INTERPRETATION
From the table 22.7% of respondent are Neutral with the time given for training.
While 20.9% respondents explained the time allotment as Satisfied. 22.7% found
the time allotment to be Dissatisfied and 18.2% respondent revealed that they are
not satisfied with the time given for training and voted Highly dissatisfied.

TABLE 4.18
The preferences given to the participants suggestions

Frequency Percent Valid Percent Cumulative

Percent
19 17.3 17.3 17.3
Highly satisfied

Satisfied 29 26.4 26.4 43.6

Neutral 21 19.1 19.1 62.7

Valid
Dissatisfied 25 22.7 22.7 85.5

16 14.5 14.5 100.0

Highly dissatisfied

Total 110 100.0 100.0

CHART:
INTERPRETATION
From the table 17.3% respondents said that the participants suggestions are really
taken into account is Highly Satisfied. 26.4% respondents found that preferences
given to participants suggestion to be Satisfied, 19.1% opinioned it to be Neutral
but 22.7% declared the acceptance of participants suggestion as Dissatisfied
another 14.3% said its Highly Satisfied.

TABLE 4.19
The motivation given to the participants

Frequency Percent Valid Percent Cumulative

Percent

27 24.5 24.5 24.5

Highly satisfied

Satisfied 25 22.7 22.7 47.3

Valid 29 26.4 26.4 73.6
Neutral

Dissatisfied 29 26.4 26.4 100.0

Total 110 100.0 100.0

CHART:
INTERPRETATION
From the table 24.5% respondents Highly Satisfied, 22.7% respondents Satisfied
they have given with motivation to participant in the training process. 26.4%
respondents are Neutral with this and 26.4% respondents Dissatisfied.

TABLE 4.20
Are employees permitted times off from work to attend training

Frequency Percent Valid Percent Cumulative

Percent

yes with pay 25 22.7 22.7 22.7

33 30.0 30.0 52.7
yes without pay

Valid No 30 27.3 27.3 80.0

22 20.0 20.0 100.0
no such thinks

Total 110 100.0 100.0

CHART
INTERPRETATION
From the table 27.3% of respondents answered no when asked if they are permitted
time offs from work to attend training,22.7% of respondents answered yes with
pay,30.0% respondents yes without pay. And 20.0% respondents said they arent
aware of any such thing.

TABLE 4.21
Does training process affect normal working hours
Frequency Percent Valid Percent Cumulative
Percent
yes 31 28.2 28.2 28.2
no 47 42.7 42.7 70.9
Valid 32 29.1 29.1 100.0
can't say

Total 110 100.0 100.0

CHART:
INTERPRETATION
From that 28.2% respondents are of the opinion that training process affects the
normal working hours. 42.7% respondent doesnt think working hours are
affected. And 29.1% respondents refused to answer.
TABLE 4.22

The new concepts taught at the training program in their job

Frequency Percent Valid Percent Cumulative

Percent
yes 23 20.9 20.9 20.9
37 33.6 33.6 54.5
somewhat
Valid 32 29.1 29.1 83.6
no
can't say 18 16.4 16.4 100.0

Total 110 100.0 100.0

CHART:

INTERPRETATION
From that 33.6% respondent think employees somewhat apply their newly learned
skills. While 20.9% respondents confidently stated employees apply their new
skills. 29.1% represent choose to no answer, 16.4% respondents choose not to say.
TABLE 4.23

Overall quality of the training program

Frequency Percent Valid Percent Cumulative

Percent
20 18.2 18.2 18.2
very good

good 36 32.7 32.7 50.9

Valid poor 31 28.2 28.2 79.1

23 20.9 20.9 100.0

very poor

Total 110 100.0 100.0

CHART:

INTERPRETATION
From that 18.2% employees said the quality of training program is very good and
32.7% said its good. 28.2% of the respondent are Poor and 20.9% of the
respondents are rated quality as very poor respectively.

TABLE 4.24
Personal goals been benefiting out of training

Frequency Percent Valid Percent Cumulative

Percent

yes 18 16.4 16.4 16.4

30 27.3 27.3 43.6

somewhat

Valid 33 30.0 30.0 73.6

no

can't say 29 26.4 26.4 100.0

Total 110 100.0 100.0

CHART:
INTERPRETATION
From 30.0% respondent said no when asked if their personal goals have been
benefiting out of company training. 27.3% said they somewhat achieve their
personal goals through training. 16.4% said they certainly form training. And
26.4% choose not to answer.

TABLE 4.25
The satisfaction of the training program conducted as per the schedule

Frequency Percent Valid Percent Cumulative

Percent

19 17.3 17.3 17.3

Highly satisfied

Satisfied 27 24.5 24.5 41.8

Valid 36 32.7 32.7 74.5
Neutral

Dissatisfied 28 25.5 25.5 100.0

Total 110 100.0 100.0

CHART:
INTERPRETATION
From that the 17.3% respondents are Highly satisfied with the training program
conducted as per the schedule. 24.5% respondents are satisfied, 32.7%
respondents are Neutral with the training program while 25.5% respondents are
Dissatisfied.

TEST
T-TEST

One-Sample Statistics
N Mean Std. Deviation Std. Error
Mean
Various age groups of the 110 2.5091 1.01136 .09643
employees
Qualification level 110 2.4636 1.04642 .09977

One-Sample Test
Test Value = 0
t df Sig. (2- Mean 95% Confidence Interval
tailed) Difference of the Difference
Lower Upper
Various age groups 26.020 109 .000 2.50909 2.3180 2.7002
of the employees
Qualification level 24.693 109 .000 2.46364 2.2659 2.6614

ONE WAY ANOVA TEST

ANOVA
Gender of the employee
Sum of Squares df Mean Square F Sig.

.664 3 .221 .875 .457

Between Groups

26.800 106 .253

Within Groups

Total 27.464 109

CORRELATION TEST
Correlations
Qualification The
level performance of
trainer/ guest
faculty/
instructor

Qualification level
The performance of trainer/
guest faculty/ instructor
1 .018
Pearson Correlation
.852
Sig. (2-tailed)
N 110 110
.018 1
Pearson Correlation
Sig. (2-tailed) .852

N 110 110

CHI-SQUARE TEST:
Training process as a learning experience
Observed N Expected N Residual

18 22.0 -4.0
Highly satisfied

Satisfied 25 22.0 3.0

Neutral 23 22.0 1.0
Dissatisfied 26 22.0 4.0
18 22.0 -4.0
Highly dissatisfied

Total 110

Usefulness of training materials

Observed N Expected N Residual

19 22.0 -3.0
Highly satisfied

Satisfied 25 22.0 3.0

Neutral 28 22.0 6.0
Dissatisfied 22 22.0 .0
16 22.0 -6.0
Highly dissatisfied

Total 110

Test Statistics
 Training process as a Usefulness of training
learning experience materials

2.636a 4.091a
Chi-Square

df 4 4
.620 .394
Asymp. Sig.

a. 0 cells (0.0%) have expected frequencies less than 5. The minimum

expected cell frequency is 22.0.

CHAPTER-V

FINDINGS, SUGGESTION, CONCLUSION

FINDINGS
It can be 19.1% of respondents say that Various age groups of employees is
Below 25 years. While 30.0% are of the opinion it is 25-34 years and 31.8%
are of the respondent are 34-44 years. 19.1% of the respondent are 45-54
years.
It can be 48.2% of respondents say that gender of the employee is Male.
While 51.8% are of the gender of the employee is Female.
It can be 17.3% of respondents say that the distribution of the respondents
by income level is Below 6000. While 29.1% are of the respondent are
6000-10000,32.7% of the respondent are 10000-14000,20.9% of the
respondent are 15000-18000.
It can be 19.1% of respondents say that Qualification level is SSLC. While
38.2% are of the respondent are HSC, 20.0% of the respondent are Graduate,
22.7% of the respondent are Diploma.
It can be 19.1% of respondents say that Experience is Below 2 years. While
37.3% are of the respondent are 2-5 years, 29.1% of the respondent are 5-10
years, 14.5% of the respondent are 10-13 years.
From 46.4% of respondents agreed that training needs are assessed regularly.
While 53.6% respondents are of the opinion that training needs are not
assessed properly.
It can see 16.4% of respondents say that training process as a learning
experience is Highly Satisfied. While 22.7% are of the opinion it is Satisfied
and 20.9% are just Neutral with the training process as far as the learning
experience is concerned. 16.4% rated training process as Highly Dissatisfied
and just 23.6% stated training as Dissatisfied.

It can see 16.4% of respondents say that the performance of trainer/guest

faculty/instructor is Highly Satisfied. While 20.0% are of the opinion it is
 Satisfied and 21.8% are just Neutral with the performance of trainer/guest
faculty/instructor is concerned. 17.3% rated training process as Highly
Dissatisfied and just 24.5% stated training as Dissatisfied.
It can be 19.1% of the respondents claim that they have achieved the
learning objective from the training program. 25.5% respondents were of the
opinion that they achieved the learning objective partially. 33.6% could not
achieve the training objective and 21.8% of respondents refused to answer.
It can be 16.4% of respondents reveal that the training provided is highly
satisfied relevant to the job while majority, 25.5% revealed that it is satisfied
and 23.6% revealed that its Neutral. And 22.7% voted it as Dissatisfied,
11.8% of the respondent are Highly Dissatisfied. The above diagram shows
the opinion of employees about the relevancy of training process to the job.
It can be 16.4% of the respondents are well designed and widely shared
training policy in the company is Highly satisfied. 24.5% said its Satisfied
and 25.5% said its Neutral. 15.5% percent rated it as Dissatisfied and rest
18.2% of the respondent are Highly dissatisfied in the well designed and
widely shared training policy in the company.

It can be 18.2% of the respondents revealed that the content and

methodology used in the training program is Highly Satisfied. 14.5% were
of the opinion that it was Satisfied.21.8% responded that training
methodology and content was Neutral. 28.2% said its Dissatisfied and
17.3% said its really Highly Dissatisfied.

From 17.3% of the respondents revealed that training materials were really
useful and Highly Satisfied, 22.7% stated it as Satisfied and 25.5 percent of
the respondents found training material Neutral. Only 20.0% of the
 respondents are declared training materials to be dissatisfied, 14.5%
respondents declared training materials to be Highly dissatisfied.
It can be 27.3% of respondent are Neutral with the use of audio-visual aids.
20.0% were stated the use of audio-visual aids to be Satisfied and 17.3%
declared it Highly Dissatisfied.16.4% of respondents declared the use of
audio-visual aids to be Dissatisfied, 19.1% of respondents declared the use
of audio-visual aids to be Highly Dissatisfied.

It 14.5% of the respondent are the practical session in the training program
and 20.0% respondents responded that practical sessions are Satisfied and
good respectively. 27.3% of respondent are Neutral with the practical
sessions conducted in the training process. 16.4% and 21.8% respondents
stated practical sessions of training process and services is Dissatisfied and
Highly Dissatisfied respectively.
It can be 21.8% respondents are satisfied about the working environment
provided with training and 16.4% were Highly satisfied. We can also
observe that 23.6% of respondent are dissatisfied about the working
environment. We can also observe that 18.2% of respondent are Highly
satisfied about the working environment.
It can be 22.7% of respondent are Neutral with the time given for training.
While 20.9% respondents explained the time allotment as Satisfied. 22.7%
found the time allotment to be Dissatisfied and 18.2% respondent revealed
that they are not satisfied with the time given for training and voted Highly
dissatisfied.
It can be 17.3% respondents said that the participants suggestions are really
taken into account is Highly Satisfied. 26.4% respondents found that
preferences given to participants suggestion to be Satisfied, 19.1% opinioned
 it to be Neutral but 22.7% declared the acceptance of participants suggestion
as Dissatisfied another 14.3% said its Highly Satisfied.
It can be 24.5% respondents Highly Satisfied, 22.7% respondents Satisfied
they have given with motivation to participant in the training process. 26.4%
respondents are Neutral with this and 26.4% respondents Dissatisfied.
It can be 27.3% of respondents answered no when asked if they are
permitted time offs from work to attend training,22.7% of respondents
answered yes with pay,30.0% respondents yes without pay. And 20.0%
respondents said they arent aware of any such thing.
It Can be 28.2% respondents are of the opinion that training process affects
the normal working hours. 42.7% respondent doesnt think working hours
are affected. And 29.1% respondents refused to answer.
It can be 33.6% respondent think employees somewhat apply their newly
learned skills. While 20.9% respondents confidently stated employees apply
their new skills. 29.1% represent choose to no answer, 16.4% respondents
choose not to say.
It can be 18.2% employees said the quality of training program is very good
and 32.7% said its good. 28.2% of the respondent are Poor and 20.9% of the
respondents are rated quality as very poor respectively.
It can be 30.0% respondent said no when asked if their personal goals have
been benefiting out of company training. 27.3% said they somewhat achieve
their personal goals through training. 16.4% said they certainly form
training. And 26.4% choose not to answer.
It can be 17.3% respondents are Highly satisfied with the training program
conducted as per the schedule. 24.5% respondents are satisfied, 32.7%
respondents are Neutral with the training program while 25.5% respondents
are Dissatisfied.
SUGGESTION:

The training needs should be assessed regularly by observing the

performance of employees and also from feedback.
The training records must be maintained, preserved properly and updated
timely.
Proper care should be taken while selecting the trainers.
Trainers must be given continuous feedback and the training should be
performed as a continuous planned activity.
 New and different trainers should be invited so that the maximum impact
can be got from the training programmes.
Co-ordination and interaction of the employees of all levels must be
encouraged to locate new talents among employees. Individual care should
be given as much as possible in case of practical sessions.
Try to consider the personal goals of participants also when designing the
training module. By which the interest and satisfaction of participants can be
increased.
Try to use more visual and audio aids to make trainings more interactive and
active.

CONCLUSION:

Analysis of all the facts & figures, the observation and the experience during the
training period gives a very positive conclusion/impression regarding the training
imparted by PUREWAY AUTOMOBILES. The PUREWAY AUTOMOBILES is
performing its role up to the mark and the trainees enjo0y the training imparted
especially the practical session and simulations.

The training imparted meets the objectives like:

 Effectiveness of the training and its resultant in the performance of the
employees.
Assists the employees to acquires skills, knowledge and attitude and also
enhance the same.
Helps to motivate employees and helps in avoiding mistakes.

REFERENCES:
1. Ford, L. (2009). Improving Training Transfer. Industrial and Commercial
Training. 41 (2), 92-96.
2. Frisque, D., and Kolb, J. (2008). The Effects of an Ethics Training
Program on Attitude, Knowledge, and Transfer of Training of Office
Professionals: A Treatment and Control-Group Design. Human Resource
Development Quarterly. 19 (1), 35-53.
3. Gegenfurtner, A., Festner, D., Gallenberger, W., Lehtinen, E., and Gruber,
H. (2009). Predicting Autonomous and Controlled Motivation to Transfer
Training. International Journal of Training and Development. 13 (2), 124-
138.
4. Gravina, N., and Olson, R. (2009). Behavioral Self-Monitoring: A New
Way To Transfer Training. T+D. 63 (5) 18.
5. Hutchins, H., and L. Burke. (2007). Identifying Trainers Knowledge of
Training Research Findings Closing the Gap Between Research and
Practice. International Journal of Training and Development, 11 (4), 236-
264.
6. Hutchins, H. (2009). In the Trainers Voice: A Study of Training Transfer
Practices. Performance Improvement Quarterly. 22 (1), 69-93.
7. Knowles, M. (1975). Self-Directed Learning: A Guide for Learners and
Teachers. New York: Association Press.
8. Knowles, M. (1980). The Modern Practice of Adult Education: From
Pedagogy To Andragogy. EnglewoodCliffs New Jersey:CambridgeAdult
Education.
9. Kontoghiorghes, C. (2004). ReconceptualizingThe Learning Transfer
Conceptual Framework: Empirical Validation Of A New Systemic
Model. International Journal of Training and Development, 8 (3), 210-221.
10.Machin, A. and Fogarty, G. (2003). Perceptions Of Training-Related
Factors And Personal Variables As Predictors of Transfer Implementation
Intentions. Journal of Business and Psychology, 18 (1), 51-71.
11.Mager, Robert. (1997). Analyzing Performance
Problems. (3rd edition). Atlanta, Georgia: Center for Effective
Performance.
12.Nikandrou, I.Brinia, V., Berei, E. (2009). Trainee Perceptions of Training
Transfer: an Empirical Analysis. Journal of European Industrial
Training. 33 (3), 255-270.
13.Roberson, L., Kulik, C., and Pepper, M. (2009). Individual and
Environmental Factors Influencing the Use of Transfer Strategies After
Diversity Training. Group & Organization Management. 34 (1), 67-89.
14.Saks, A., and M. Belcourt. (2006). An Investigation of Training Activities
and Transfer of Training In Organizations. Human Resource Management,
45 (4), 629-48.
15.Salas, E. and J. Cannon-Bowers (2001). The Science of Training: A
Decade of Progress. Annual Review of Psychology, 52 , 471-99.
16. Shantz, Amanda and Gary P. Latham. (2012). "Transfer of Training: Written
Self-Guidance to Increase Self-Efficacy and Interviewing Performance of
Job Seekers." Human Resource Management, 51 (5), 733-746.
17.Taylor, P., Russ-Eft, D., and Taylor, H. (2009). Transfer of Management
Training from Alternative Perspectives. Journal of Applied Psychology. 94
(1) 104-121.
18.Zenger, J., Folkman, J. and R. Sherwin. (2005, January) The Promise of
Phase 3, Training and Development. 30-34.
19.Zweibel, E., Goldstein, R., Manwaring, J., and Marks, M. (2008). What
Sticks: How Medical Residents and Academic Health Care Faculty Transfer
Conflict Resolution Training from the Workshop to the
Workplace. Conflict Resolution Quarterly. 25 (3). 321-349.
A STUDY ON TRAINING AND DEVELOPMENT QUESTIONARY:

1. Name
2. Various age groups of the employees:

a) Below-25years

b) 25-34 years
 c) 34-44 years

d) 45-54 year

e) above 55 years
3. Gender of the employee

a. Male

b. Female

4. The distribution of the respondents by income level:

a) Below 6000

b) 6000-10000

c) 10000-14000

c) 15000-18000

d) above 18000

5.Qualification level:

a) SSLC
b) HSC
c) Graduate
d) Diploma
e) Others
6. Experience:

a) Below 2 years
b) 2-5 years
c) 6-10 years
d) 10-13 years
 e) Above 13 years

7. Opinion about the regular assessment of training needs at the company.

A. Yes
B. No

8. Opinion about training process as a learning experience.

A. Highly Satisfied
B. Satisfied
C. Neutral
D. Dissatisfied
E. Highly Dissatisfied

9. Opinion about the performance of trainer/ guest faculty/ instructor.

A. Highly Satisfied
B. Satisfied
C. Neutral
D. Dissatisfied
E. Highly Dissatisfied

10. Achievement of learning objective from training program

A. Yes
B. Partially
C. No
 D. can t say

11. Relevancy of training program with the job

A. Highly Satisfied
B. Satisfied
C. Neutral
D. Dissatisfied
E. Highly Dissatisfied

12. There is well designed and widely shared training policy in the company

A. Highly Satisfied
B. Satisfied
C. Neutral
D. Dissatisfied
E. Highly Dissatisfied

13. Opinion about the content and methodology used in the training program

A. Highly Satisfied
B. Satisfied
C. Neutral
D. Dissatisfied
 E. Highly Dissatisfied

14. Usefulness of training materials

A. Highly Satisfied
B. Satisfied
C. Neutral
D. Dissatisfied
E. Highly Dissatisfied

15. Opinion about the use of audio-visual aids.

A. Highly Satisfied
B. Satisfied
C. Neutral
D. Dissatisfied
E. Highly Dissatisfied

16. Opinion about the practical session in the training program.

A. Highly Satisfied
B. Satisfied
C. Neutral
D. Dissatisfied
E. Highly Dissatisfied
17. Opinion about the working environment

A. Highly Satisfied
B. Satisfied
C. Neutral
D. Dissatisfied
E. Highly Dissatisfied
18. Opinion about the time duration given for the training period

A. Highly Satisfied
B. Satisfied
C. Neutral
D. Dissatisfied
E. Highly Dissatisfied

19. Opinion about the preferences given to the participants suggestions

A. Highly Satisfied
B. Satisfied
C. Neutral
D. Dissatisfied
E. Highly Dissatisfied
20. Opinion about the motivation given to the participants

A. Highly Satisfied
B. Satisfied
C. Neutral
D. Dissatisfied
 E. Highly Dissatisfied
21. Are employees permitted times off from work to attend training?

A. Yes with pay

B. Yes without pay
C. No
D. No such think

22. Does training process affect normal working hours?

A. Yes
B. No
C. Cant say

23. Do you think employees apply the new concepts taught at the training program
in their job?

A. Yes
B. Somewhat
C. No
D. Cant say

24. Opinion about overall quality of the training program

A. Very good
B. Good
C. Fair
D. Poor
E. Very Poor

25. Have your personal goals been benefiting out of training?

A. Yes
B. Somewhat
C. No
D. Cant say
 26. Opinion about the satisfaction of the training program conducted as per the
schedule.

A. Highly Satisfied
B. Satisfied
C. Neutral
D. Dissatisfied
E. Highly Dissatisfied