TO STUDY ON EMPLOYEE TRAINING AND DEVELOPMENT

AT NEXA MARUTI SUZUKI THANJAVUR

A project submitted to the

BHARATHIDASAN UNIVERSITY, TIRUCHIRAPPALLI
In partial fulfillment of the requirements for the degree of

MASTER OF BUSINESS ADMINISTRATION

Submitted by
K.ATCHAYA
Reg.No.22291284

Under the Guidance of

Dr.T.SIVAKAMI MBA., M.Phil., Ph.D., UGC-NET, SET

Head & Assistant Professor, Department of Management Studies

DEPARTMENT OF MANAGEMENT STUDIES

BON SECOURS COLLEGE FOR WOMEN
NATIONALLY ACCREDITED WITH „A++‟ GRADE BY NAAC IN CYCLE II
VILAR BYPASS
THANJAVUR – 613 006

APRIL-2024
 DEPARTMENT OF MANAGEMENT STUDIES
BON SECOURS COLLEGE FOR WOMEN
Nationally Accredited with „A++‟ Grade by NAAC in Cycle II
Vilar Bypass, Thanjavur – 613
006

Dr.T.SIVAKAMI MBA., M.Phil., Ph.D., UGC-NET, SET

Date:
Head & Assistant Professor, Department of Management Studies

CERTIFICATE

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

EMPLOYEE TRAINING AND DEVELOPMENT AT NEXA MARUTI
SUZUKI THANJAVUR” is the bonafide record of the work done by Ms .
K.ATCHAYA(Reg. NO: 22291284) a full time student of Bon Secours College
for Women Thanjavur, in partial fulfillment of requirements for the degree of
MASTER OF BUSINESS ADMINISTRATION. This Project to the best of my
knowledge has not formed the basis for the award of any degree or any other
similar title and that it represents entirely an independent work on the part of the
candidate under my overall supervision.

Signature of the Guide Signature of the HOD

Signature of the External Examiner

K.ATCHAYA
Reg.No.22291284
Bon Secours College for Women Vilar
Bypass, Thanjavur – 613 006

DECLARATION

I hereby declare that the project report entitled “TO STUDY ON

EMPLOYEE TRAINING AND DEVELOPMENT AT NEXA MARUTI
SUZUKI THANJAVUR” submitted for the award of the M.B.A degree is my
original research work and the project report has not formed the basis for the award
of any other degree.

Place :Thanjavur Signature of the Student

Date :
 ACKNOWLEDGEMENT

First and foremost, I thank God the ALMIGHTY for empowering me with courage,
wisdom and strength to complete this project work successfully. I give him all the glory, honor
and my praise.

I extent my sincere thanks to our Dr.S.Gayathri, Principal Bon Secours College for
Women for giving me this golden opportunity to complete this project work.

I express my profound gratitude to Dr.T.SIVAKAMI MBA.,M.Phil.,Ph.D.,UGC-NET,

SET, Head of the department, PG & Research Department of Management Studies of Bon
Secours College for Women for her valuable suggestions and motivation to fulfill my work
without any interruption.

I am very thankful to our Guide Dr.T.SIVAKAMI MBA.,M.Phil.,Ph.D.,UGC-NET,

SET, Head of the department, PG & Research Department of Management Studies for his
guidance and positive criticism throughout the lengthy ordeal of this project with total
dedication.

My heartfelt thanks to MR.A.ROCKJERALD for his encouragement and moral support.

I wish to thank all my teachers - for their helpful inputs - insightful comments - steadfast
love and support.
I am indebted to my parents, brother and friends for their valuable timely and priceless

help which they rendered to me throughout this project work.

 CONTENTS

CHAPTER
TITLE PAGE NO.
NO.

LIST OF TABLES

LIST OF CHARTS

I INTRODUCTION 1

II REVIEW OF LITERATURE 16

III COMPANY PROFILE 24

IV DATA ANALYSIS AND INTERPRETATION 26

FINDINGS, SUGGESTION AND

V 93
CONCLUSION
APPENDIX
97
QUESTIONNAIRE

BIBLIOGRAPHY 104
 LIST OF TABLES

S.NO. PARTICULAR PAGE NO.

AGE WISE CLASSIFICATION OF
4.1.1 26
RESPONDENTS
GENDER WISE CLASSIFICATION OF
4.1.2 27
RESPONDENTS
QUALIFICATION WISE CLASSIFICATION OF
4.1.3 28
RESPONDENTS
MARITAL STATUS WISE CLASSIFICATION
4.1.4 29
OF RESPONDENTS
WORKING EXPERIENCE WISE
4.1.5 30
CLASSIFICATION OF RESPONDENTS

SALARY WISE CLASSIFICATION OF

4.1.6 31
RESPONDENTS

ORGANIZATION CONDUCTING TRAINING &

4.1.7 DEVELOPMENT WISE CLASSIFICATION OF 32

RESPONDENTS

TRAINING PROGRAM CONDUCTING IN A

4.1.8 YEAR WISE CLASSIFICATION OF 33
RESPONDENTS

TRAINING SESSION HAVE YOU ATTENDED

4.1.9 34
WISE CLASSIFICATION OF RESPONDENTS
KIND OF TRAINING METHODS WISE
4.1.10 35
CLASSIFICATION OF RESPONDENTS
 METHODS OF FACILITATION AT THE
4.1.11 TRAINING WISE CLASSIFICATION OF 36
RESPONDENTS
CLASSIFICATION OF ATTITUDE OF
4.1.12 RESPONDENTS ABOUT TRAINING AND 37
DEVELOPMENT
PRODUCT TRAINING WISE
4.1.13 38
CLASSIFICATIONOF RESPONDENTS
PAMPERING TRAINING WISE
4.1.14 39
CLASSIFICATION OF RESPONDENTS

RECEIVE TRAINING WISE

4.1.15 40
CLASSIFICATION OF RESPONDENTS
CAR PRODUCT TRAINING WISE
4.1.16 41
CLASSIFICATION OF RESPONDENTS
POSITIVE IMPACT ON TEAMWORK WISE
4.1.17 42
CLASSIFICATION OF RESPONDENTS

BELIEVE THE TRAINING AND

4.1.18 DEVELOPMENT WISE CLASSIFICATION OF 43

RESPONDENTS

TRAINING PROGRAM IMPROVED WISE

4.1.19 44
CLASSIFICATION OF RESPONDENTS

ACQUIRED THROUGH TRAINING PROGRAMS

4.1.20 45
WISE CLASSIFICATION OF RESPONDENTS

INTIATIVE HAS ENHANCED TRAINING

4.1.21 PROGRAMS WISE CLASSIFICATION OF 46
RESPONDENTS
VALUABLE INSIGHTS TRAINING
4.1.22 PROGRAMS WISE CLASSIFICATION OF 47
RESPONDENTS
 CONFIDENT IN EXCEUTING TASKS WISE
4.1.23 48
CLASSIFICATION OF RESPONDENTS
DIRECTLY APPLICABLE WISE
4.1.24 49
CLASSIFICATION OF RESPONDENTS
IMPROVED EFFECIENCY WISE
4.1.25 50
CLASSIFICATION OF RESPONDENTS
NEW SKILLS RELAVANT ROLE WISE
4.1.26 51
CLASSIFICATION OF RESPONDENTS
TRAINING AND DEVELOPMENT PROGRAM
4.1.27 52
WISE CLASSIFICATION OF RESPONDENTS
FEEDBACK AND ASSESMENT WISE
4.1.28 53
CLASSIFICATION OF RESPONDENTS
OVERALL QUALITY WISE
4.1.29 54
CLASSIFICATION OF RESPONDENTS
RESPONSIBILITIES OF EMPLOYEES
4.1.30 55
WISE CLASSIFICATION OF RESPONDENTS

FEEDBACK AND SUPPORT PROVIDED

4.1.31 56
WISE CLASSIFICATION OF RESPONDENTS

ACCESBILITY PROVIDED WISE

4.1.32 57
CLASSIFICATION OF RESPONDENTS

AVAILABILITY OF PROVIDED WISE

4.1.33 58
CLASSIFICATION OF RESPONDENTS

SUPERVISIOR IMPLEMENTING THE SKILL

4.1.34 59
WISE CLASSIFICATION OF RESPONDENTS

ONLINE LEARNING PLATFORM WISE

4.1.35 60
CLASSIFICATION OF RESPONDENTS

UPCOMING TRAINING AND DEVELOPMENT

4.1.36 OPPOURTUNITY WISE CLASSIFICATION OF 61

RESPONDENTS
 EFFECTIVE ENHANCE EMPLOYEE WISE
4.1.37 62
CLASSIFICATION OF RESPONDENTS
CONTRIBUTE EMPLOYEE SATISFACTION
4.1.38 63
WISE CLASSIFICATION OF RESPONDENTS

EMPLOYEE ROLES AND RESPONSIBILITIES

4.1.39 64
WISE CLASSIFICATION OF RESPONDENTS

CAREER ASPIRATION OF EMPLOYEES WISE

4.1.40 65
CLASSIFICATION OF REPONDENTS

ACCESIBLE FOR EMPLOYEES WISE

4.1.41 66
CLASSIFICATION OF RESPONDENTS

SIGNIFICANTLY THROUGH EMPLOYEES

4.1.42 67
WISE CLASSIFICATION OF RESPONDENTS

VARIETY OF TRAINING METHOD WISE

4.1.43 68
CLASSIFICATION OF RESPONDENTS

FOSTURE A CONTINUE WISE

4.1.44 69
CLASSIFICATION OF RESPONDENTS

TRAINING SESSIONS WISE

4.1.45 CLASSIFICATION OF RESPONDENTS
70

TRAINING INITIATIVES WISE

4.1.46 71
CLASSIFICATION OF RESPONDENTS

AVAILABLE TRAINING AND DEVELOPMENT

4.1.47 72
WISE CLASSIFICATION OF RESPONDENTS

UPCOMING TRAINING AND DEVELOPMENT

4.1.48 73
WISE CLASSIFICATION OF RESPONDENTS .
 UTILIZE AND RECOGNIZE TRAINING AND

4.1.49 DEVELOPMENT WISE CLASSIFICATION OF 74

RESPONDENTS

ORGANIZATIONAL GOAL WISE

4.1.50 75
CLASSIFICATION OF RESPONDENTS

RELEVANCE TRAINING AND DEVELOPMENT

4.1.51 76
WISE CLASSIFICATION OF RESPONDENTS

ORGANIZATIONAL TRAINING PROGRAM

4.1.52 77
WISE CLASSIFICATION OF RESPONDENTS

TRAINING PROGRAM ADEQUATELY WISE

4.1.53 78
CLASSIFICATION OF RESPONDENTS

RESOURCE AND MATERIALS WISE

4.1.54 79
CLASSIFICATION OF RESPONDENTS

CURRENT TRAINING INITIATIVES WISE

4.1.55 80
CLASSIFICATION OF RESPONDENTS

FEEDBACK MECHANISMS WISE

4.1.56 81
CLASSIFICATION OF RESPONDENTS

4.1.57 TRENDS AND ADVANCEMENT WISE 82

CLASSIFICATION OF RESPONDENTS

PROFESSIONAL GROWTH WISE

4.1.58 83
CLASSIFICATION OF RESPONDENTS

RECOMMAND IMPROVEMENT ARE CHANGE

4.1.59 84
WISE CLASSIFICATION OF RESPONDENTS

EVOLVING NEEDS WISE CLASSIFICATION

4.1.60 85
OF RESPONDENTS
4.2.1 METHODS OF TRAINING 87

4.2.2 EMPLOYEE SATISFACTION 89

4.2.3 EMPLOYEE PERCEPTION 91

 LIST OF CHARTS

S.NO. PARTICULAR PAGE NO.

AGE WISE CLASSIFICATION OF
4.1.1 26
RESPONDENTS
GENDER WISE CLASSIFICATION OF
4.1.2 27
RESPONDENTS
QUALIFICATION WISE CLASSIFICATION OF
4.1.3 28
RESPONDENTS
MARITAL STATUS WISE CLASSIFICATION
4.1.4 29
OF RESPONDENTS
WORKING EXPERIENCE WISE
4.1.5 30
CLASSIFICATION OF RESPONDENTS
SALARY WISE CLASSIFICATION OF
4.1.6 31
RESPONDENTS

ORGANIZATION CONDUCTING TRAINING

4.1.7 &DEVELOPMENT WISE CLASSIFICATION OF 32

RESPONDENTS

TRAINING PROGRAM CONDUCTING IN A

4.1.8 YEAR WISE CLASSIFICATION OF 33
RESPONDENTS
TRAINING SESSION HAVE YOU ATTENDED
4.1.9 34
WISE CLASSIFICATION OF RESPONDENTS
KIND OF TRAINING METHODS WISE
4.1.10 35
CLASSIFICATION OF RESPONDENTS
METHODS OF FACILITATION AT THE
4.1.11 TRAINING WISE CLASSIFICATION OF 36
RESPONDENTS
 CLASSIFICATION OF ATTITUDE OF
4.1.12 RESPONDENTS ABOUT TRAINING AND 37
DEVELOPMENT
PRODUCT TRAINING WISE CLASSIFICATION
4.1.13 38
OF RESPONDENTS
PAMPERING TRAINING WISE
4.1.14 39
CLASSIFICATION OF RESPONDENTS
RECEIVE TRAINING WISE
4.1.15 40
CLASSIFICATION OF RESPONDENTS
CAR PRODUCT TRAINING WISE
4.1.16 41
CLASSIFICATION OF RESPONDENTS
POSITIVE IMPACT ON TEAMWORK WISE
4.1.17 42
CLASSIFICATION OF RESPONDENTS

BELIEVE THE TRAINING AND

4.1.18 DEVELOPMENT WISE CLASSIFICATION OF 43

RESPONDENTS

TRAINING PROGRAM IMPROVED WISE

4.1.19 CLASSIFICATION OF RESPONDENTS 44

ACQUIRED THROUGH TRAINING PROGRAMS

4.1.20 45
WISE CLASSIFICATION OF RESPONDENTS
INTIATIVE HAS ENHANCED TRAINING
4.1.21 PROGRAMS WISE CLASSIFICATION OF 46
RESPONDENTS
VALUABLE INSIGHTS TRAINING
4.1.22 PROGRAMS WISE CLASSIFICATION OF 47
RESPONDENTS
CONFIDENT IN EXCEUTING TASKS WISE
4.1.23 48
CLASSIFICATION OF RESPONDENTS
DIRECTLY APPLICABLE WISE
4.1.24 49
CLASSIFICATION OF RESPONDENTS
 IMPROVED EFFECIENCY WISE
4.1.25 50
CLASSIFICATION OF RESPONDENTS
NEW SKILLS RELAVANT ROLE WISE
4.1.26 51
CLASSIFICATION OF RESPONDENTS
TRAINING AND DEVELOPMENT PROGRAM
4.1.27 52
WISE CLASSIFICATION OF RESPONDENTS
FEEDBACK AND ASSESMENT WISE
4.1.28 53
CLASSIFICATION OF RESPONDENTS
OVERALL QUALITY WISE
4.1.29 54
CLASSIFICATION OF RESPONDENTS
RESPONSIBILITIES OF EMPLOYEES
4.1.30 55
WISE CLASSIFICATION OF RESPONDENTS

FEEDBACK AND SUPPORT PROVIDED

4.1.31 56
WISE CLASSIFICATION OF RESPONDENTS

ACCESBILITY PROVIDED WISE

4.1.32 57
CLASSIFICATION OF RESPONDENTS

AVAILABILITY OF PROVIDED WISE

4.1.33 58
CLASSIFICATION OF RESPONDENTS

SUPERVISIOR IMPLEMENTING THE SKILL

4.1.34 59
WISE CLASSIFICATION OF RESPONDENTS

ONLINE LEARNING PLATFORM WISE

4.1.35 60
CLASSIFICATION OF RESPONDENTS

UPCOMING TRAINING AND DEVELOPMENT

4.1.36 OPPOURTUNITY WISE CLASSIFICATION OF 61

RESPONDENTS

EFFECTIVE ENHANCE EMPLOYEE WISE

4.1.37 62
CLASSIFICATION OF RESPONDENTS

4.1.38 CONTRIBUTE EMPLOYEE SATISFACTION 63

 WISE CLASSIFICATION OF RESPONDENTS

EMPLOYEE ROLES AND RESPONSIBILITIES

4.1.39 64
WISE CLASSIFICATION OF RESPONDENTS

CAREER ASPIRATION OF EMPLOYEES WISE

4.1.40 65
CLASSIFICATION OF REPONDENTS

ACCESIBLE FOR EMPLOYEES WISE

4.1.41 66
CLASSIFICATION OF RESPONDENTS

SIGNIFICANTLY THROUGH EMPLOYEES

4.1.42 67
WISE CLASSIFICATION OF RESPONDENTS

VARIETY OF TRAINING METHOD WISE

4.1.43 68
CLASSIFICATION OF RESPONDENTS

FOSTURE A CONTINUE WISE

4.1.44 69
CLASSIFICATION OF RESPONDENTS

4.1.45 TRAINING SESSIONS WISE

70
CLASSIFICATION OF RESPONDENTS

TRAINING INITIATIVES WISE

4.1.46 71
CLASSIFICATION OF RESPONDENTS

AVAILABLE TRAINING AND DEVELOPMENT

4.1.47 72
WISE CLASSIFICATION OF RESPONDENTS

UPCOMING TRAINING AND DEVELOPMENT

4.1.48 73
WISE CLASSIFICATION OF RESPONDENTS .

UTILIZE AND RECOGNIZE TRAINING AND

4.1.49 DEVELOPMENT WISE CLASSIFICATION OF 74

RESPONDENTS

4.1.50 ORGANIZATIONAL GOAL WISE 75

 CLASSIFICATION OF RESPONDENTS

RELEVANCE TRAINING AND

4.1.51 DEVELOPMENT WISE CLASSIFICATION OF 76

RESPONDENTS

ORGANIZATIONAL TRAINING PROGRAM

4.1.52 77
WISE CLASSIFICATION OF RESPONDENTS

TRAINING PROGRAM ADEQUATELY WISE

4.1.53 78
CLASSIFICATION OF RESPONDENTS

RESOURCE AND MATERIALS WISE

4.1.54 79
CLASSIFICATION OF RESPONDENTS

CURRENT TRAINING INITIATIVES WISE

4.1.55 80
CLASSIFICATION OF RESPONDENTS

FEEDBACK MECHANISMS WISE

4.1.56 81
CLASSIFICATION OF RESPONDENTS

4.1.57 TRENDS AND ADVANCEMENT WISE 82

CLASSIFICATION OF RESPONDENTS

PROFESSIONAL GROWTH WISE

4.1.58 CLASSIFICATION OF RESPONDENTS 83

RECOMMAND IMPROVEMENT ARE CHANGE

4.1.59 84
WISE CLASSIFICATION OF RESPONDENTS

EVOLVING NEEDS WISE CLASSIFICATION

4.1.60 85
OF RESPONDENTS

4.2.1 METHODS OF TRAINING 87

4.2.2 EMPLOYEE SATISFACTION 89

4.2.3 EMPLOYEE PERCEPTION 91

 CHAPTER 1

INTRODUCTION

1.1 TRAINING AND DEVELOPMENT

Training and development initiatives are educational activities within an organization that are
designed to improve the job performance of an individual or group. These programs typically
involve advancing a worker's knowledge and skill sets and instilling greater motivation to
enhance job performance.
Employee Training and Development Programs refers to a company‟s continuous efforts to
boost its employee‟s productivity. It pertains to pushing an employee to learn new skills and
develop them for better roles in the organization.

Companies that frequently organize corporate training programs for employees see higher
profitability and have more engaged employees. Furthermore, it helps the organization avoid the
costs linked to losing talents.

Training and developing an employee doesn‟t simply help their growth but pushes the company
to grow as well. Likewise, it helps employees know that they are valued in the organization.

A formal definition of training and development is “Training and development is an attempt to

improve current or future employee performance by increasing an employee‟s ability to perform
through learning, usually by changing the employee‟s attitude or increasing his or her skills and
knowledge”

An organization that nurtures its employee skills and thinks about its growth certainly attracts
better talent and sustainability.

Employee training & development may sound similar but both have different meanings and
roles. Employee training refers to a short term activity that focuses on the specific role of the
employee. It focuses on the immediate need or requirement of the role. In a more formal sense,

1
employee training is the process of providing the required skills to an employee for a specific
task.

Whereas, employee training and development programs has a broader scope. It is a long-term
activity which focuses on the development of an individual. Employee development can be
defined as the process of employees honing, developing and learning new skills that align with
the goals and the vision of the company.

Training is the process for providing required skills to the employee for doing the job effectively,
skillfully and qualitatively. Training of employees is not continuous, but it is periodical and
given in specified time. Generally training will be given by an expert or professional in related
field or job.

Training is required at every stage of work and for every person at work. To keep oneself
updated with the fast changing technologies, concepts, values and environment, training plays a
vital role. Training programmers are also necessary in any organization for improving the quality
of work of the employees at all levels. It is also required when a person is moved from one
assignment to another of a different nature. Taking into account this context, this unit aims at
providing insight into the concept, need and methods of training, also areas of evaluation of
training, retraining and dimensions of organizational learning.

Training is a process of learning a sequence of programmed behavior. It is the application of

knowledge & gives people an awareness of rules & procedures to guide their behavior. It helps
in bringing about positive change in the knowledge, skills & attitudes of employees. Training is
investment in getting more and better quality work from your talent.

Thus, training is a process that tries to improve skills or add to the existing level of knowledge so
that the employee is better equipped to do his present job or to would him to be fit for a higher
job involving higher responsibilities. It bridges the gap between what the employee has & what
the job demands.

Since training involves time, effort & money by an organization, so an organization should to be
very careful while designing a training program.

2
The objectives & need for training should be clearly identified & the method or type of training
should be chosen according to the needs & objectives established. Once program from the
trainees in the form of a structured questionnaire so as to know whether the amount & time
invested on training has turned into an investment or it was a total expenditure for an
organization.

Recurrent training is training that is scheduled at periodic intervals in order to keep employee
skill abilities at a maximum level. Recurrent training often occurs in certain industries, like
health care and aviation where human safety is involved. Recurrent training can be outsourced,
provided by a visiting instructor, or performed by instructors from a corporate training
department.

1.1.1 DEFINITION :

 Training is that process by which the efficiency of the employees increases and develops.
Training is a specialized knowledge which is required to perform a specific job.

 Training has been defined by different scholars of management. Some important

definitions of training are as under:

 In the words of Dale S. Beach, "Training is the organized procedure by which people
learn knowledge and Improve skill for a definite purpose."

 In the words of Michael J. Jucius, "Training is a process by which the aptitudes, skills
and abilities of employees to perform specific jobs are increased."

 According to Edwin B. Flippo, "Training is the act of increasing the knowledge and skill
of an employee for doing a particular job."
 In the words of Dale Yoder, "Training is the process by which manpower is filled for the
particular job it has to perform."

In simple words, to provide ability to the employee to perform a specific job is called
training.

3
1.1.2 Benefits of Employee Training and Development

Although there are a few drawbacks in investing in employee training, the benefits
from such programs outweigh them significantly. The benefits include:

1.1.2.1 Addressing weaknesses

If a company owner evaluates his workforce closely, he is likely to find

two or more of his employees lacking certain skills. A training program presents an opportunity
to instill the needed skills in the employees. Similarly, a development program helps to expand
the knowledge base of all employees.

In doing so, company owners are able to bridge any gaps and weak links
within their organizations. In such a way, every employee will be in a position to fill in for his
colleague and handle any task with efficiency.

1.1.2.2 Improved performance of employees

An employee who receives training from time to time is in a better position

to improve his work productivity. Thanks to training programs, every employee will be well
versed with the safety practices and proper procedures to follow when carrying out basic tasks. A
training program also helps in building an employee‟s confidence since he will gain a better
understanding of the industry and the responsibilities of his role.

1.1.2.3 Boosts company profile and reputation

As mentioned earlier, employee training is not just good for the employees but
also for the firm. Conducting frequent training and development programs is one way of
developing the organization‟s employer brand, thus making it a prime consideration for the top
employees working for competitor firms, as well as graduates. A company that trains its
employees will be more attractive to potential new employees, particularly those looking to
advance their skills.

4
1.1.2.4 Innovation

When employees receive consistent training and ups killing, it fosters their creativity.
The training programs help employees to be more independent and creative when they encounter
challenges in their work.

1.1.3 Training Methods for Employee Training and Development

Although there are new training techniques emerging every day, several common
training approaches have proven highly effective. They include:

1.1.3.1 Orientations

Orientation training is crucial to the success of new recruits. It doesn‟t matter whether the
training is implemented through a handbook, a one-on-one session, or a lecture. What matters is
providing new employees with information regarding the firm‟s background, strategies, mission,
vision, and objectives. Such training gives new employees an opportunity to familiarize
themselves with company policies, rules, and regulations.

1.1.3.2 Lectures

Lectures are particularly efficient when the aim is to provide the same information to a
large group at once. In doing so, there is no need for individual training and thus, savings on
costs. However, lectures also pose some disadvantages. For one, they center on one-way
communication, which leaves little room for feedback. Also, the trainer may find it challenging
to assess the level of understanding of the content within a big group.

1.1.3. 3 Computer-based Training (CBT)

With this approach, computers and computer-based tutorials are the primary means of
communication between the trainer and employees. The programs are structured in such a way
that they provide instructional materials while also facilitating the learning process.

5
 The core benefit of computer-based training (CBT) is that each employee is given
the freedom to learn at their own pace in their most convenient time. It also helps to reduce the
total cost that an organization incurs in training its employees. Costs are minimized by reducing
the training duration, eliminating the need for instructors, and reducing travel.

1.1.4 Training and Development Enhance Employee Performance

Employee training and development programs are critical for enhancing employee
performance. In fact, a 2019 report published in The International Journal of Business and
Management Research indicates that 90% of employees surveyed agreed or strongly agreed that
training and development programs improved their job performance.

Companies can offer many kinds of in-person or online training and development
opportunities for employees. And they can use in-house training, third-party training, or off-site
activities to provide those opportunities.

1.1.5 These are some types of training and development often available to
employees:

 Management training
 Sales training
 New employee training
 Mentoring programs
 Apprenticeships

1.1.6 FACTORS INFLUENCING TRAINING AND DEVELOPMENT

In the process to implement training and development in the organization,

there are several factors that influence the process. Top Management Support: For T&D
programs to be successful, support from the top management are required. When the top
management also take part and give their support to the program, it will give the employees more
spirit to improve themselves besides to achieve the organization objectives. Commitment from
Generalist and Specialist: All the managers, whether they are specialist or the generalist, they

6
have to be committed and involved in the T&D process. The commitment starts from the line
manager to the top management. They must be committed and can give their commitment to
make the program more effective. Technology Advancement: To make the process of T&D
become more effective, advancement in the technology is very important. Technology
advancement plays an important role in the process of training and development as the effort to
make the program more effective. Learning Style: The general function of T&D involves
knowledge and skill acquisition. Employees at all levels must continually upgrade their expertise
in a dramatically changing and increasingly competitive environment. Other Human Resource
Function: Successful accomplishment of other human resource functions can also have a crucial
impact on T&D. for instance, if recruitment and selection efforts attract only marginally
qualified workers, firm will need extensively T&D programs. Firm‟s compensation also
influences T&D efforts. Organization with competitive pay system or progressive health and
safety program will find it easier to attract workers who are capable of hitting the ground running
and to retain employees who require less training.

1.1.6.1 Determining Training and Development Needs

The first step in the process is to determine T&D needs. Training and development
needs may be determined by conducting analyses on several levels

1.1.6.2 Organizational analysis

Focus on the research on the firm‟s strategic mission, goals and corporate plans are
studied along with the results of human resources planning.

1.1.6.3 Task analysis

The next level of analysis focuses on the tasks required to achieve the firm‟s purposes.
Job descriptions are important data sources for this analysis level.

7
1.1.6.4 Person analysis

Determining individual training needs is the final level. The organization may
determine which employee will receive the training and will prepare the training and
development program that are necessary for their employees.

1.1.7 Training and Development Methods

The employee must consider the methods for the training. The must choose the
appropriate methods in the training program.

1.1.7.1 On the Job Training

The training method in conducted at the work site and in the context of the actual job.
The key to this training is to transfer knowledge from highly skilled and experienced worker to a
new employees while maintain the productivity of both workers.

1.1.7.2 Off the Job Training

This training method is conducted in a location specifically designed for training. It

may be away from work or near the work place, at any training centre and resort. Training away
from workplace will allow the trainers to get their full attention to the materials that been taught.
Off the job training not provide as much transfer of training to the actual job as do on the job
training.

1.1.7.3 Apprenticeship training

This type of training combines on and off job training.

1.1.7.4 Computer Based Training

This type of training provides the employee with the knowledge about the computer
advancement. This will help them to develop their skills and expertise in the development.

8
1.1.7.5 Case Study

This type of training will train the employees to make a decision as they are in the real
situation in the organization. They will make a study on the firm‟s financial condition and its
environment.

1.1.7.6 Role Playing

In this type of training, the participants are required to give their respond to the specific
problems that they will face on the organization. Role playing is often used to teach skills as
interviewing, conducting performance appraisal, and team problem solving and leadership style
analysis.

1.1 .7.7 Vestibule Training

Vestibule training takes away from the production area on the equipment that closely
resembles equipment actually used on job. The primary advantage of this training method is that
it removes the employees from the pressure of having to produce while training. The emphasis is
focused on learning the skills required by the job.

9
1.1.8 STATEMENT OF THE PROBLEM

The organization faces challenges in maximizing employee performance,retention, and skill

development due to inadequate training and development initiatives. This issue is compounded
by evolving industry demands, technological advancements, and a dynamic workforce
landscape. The current training programs lack alignment with organizational goals, fail to cater
to diverse learning styles, and lack scalability. As a result, there is a noticeable gap between
employee skill levels and job requirements, hindering productivity and innovation. Additionally,
the absence of a comprehensive training and development strategy leads to increased turnover
rates and difficulty in attracting top talent. Addressing these challenges requires a thorough
analysis of existing training methods, identification of skill gaps, implementation of tailored
learning solutions, and the integration of technology to enhance training effectiveness.

10
1.2 OBJECTIVES OF THE STUDY

PRIMARY OBJECTIVE :

To study the training and development methods among employees in NEXA

Maruti Suzuki,Thanjavur

SECONDARY OBJECTIVES :

1. To investigate the training and development methods for employee at

NEXA maruti Suzuki.

2. To understand the impact of training and development programs on

employee productivity.

3. To investigate the satisfaction of the employee training and development

program in NEXA maruti Suzuki.

4. To study the employee perception towards organizational training and

development.

5. . To provide suggestions for enhancing employee growth and prospects

through training and development initiatives

11
1.3 RESEARCH METHODOLOGY

1.3.1 RESEARCH DESIGN

“A research design is the arrangement of conditions for collection and analysis of data in a
manner that aims to combine relevance to research purpose with economy in procedure”. In this
study, I used Descriptive research design for analysis.

1.3.2 DESCRIPTIVE RESEARCH DESIGN

It is concerned with describing the characteristics of a particular individual or of a
group.
1.3.3 SAMPLE SIZE
The size of the sample selected for the study is 106.
1.3.4 SAMPLING DESIGN
Sensex Survey was used in this study.
1.3.5 METHODS OF DATA COLLECTION
The task of data collection begins after a research problem has been defined and research
design select out. The two types of data are:
1. Primary data.
2. Secondary data.
Primary data
Primary data are those which are collected for the first time. In this study primary data
are collected through questionnaires.
Secondary data
Secondary data are collected from the organization, journals, magazine and website.

12
1.3.6 STATISTICAL DESIGN:
To draw inferences and conclusions from the data collected appropriate
conventional techniques used here is percentage analysis and bar charts the non- conventional
technique used in this study is Pearson Chi Square and correlation.

1.3.7 STATISTICAL TOOL

The collected data were classified tabulated, and analyzed with some of the statistical tools like.

1. Percentage method

2. Chi- square method

1.3.7.1 PERCENTAGE METHOD

Percentage method is an analysis which is derived from the statistical technique for
finding the average of collected data/ information. This techniques is used to draw the bar
diagram, histogram, pie- chart etc.
Percentage = Number of respondents
Total number of respondents

1.3.7.2 CHI- SQUARE TEST

Chi-square test is a non-parametric test used most frequently by researchers to test
hypothesis. This test is employed for testing hypothesis when distributed of population is not
known and when nominal data is to be analyzed. The following formula for calculating the value
of chi-square.
∑(Oij-Eij)2
Eij
Oij =Observed Frequency
Ei j= Expected Frequency

13
1.5 LIMITATIONS OF THE STUDY:

 The employee were busy with their work therefore they could not give enough time
for the interview.
 Respondents were reluctant to disclose complete and correct information.
 Survey and study has been carried out in a span of only 12weeks due to time
constrain.
 The instrument used in the study is developed specifically for this research purpose.
Every care has been taken to ensure the validity and reliability of the instrument.
However the threats of reliability which has close relation with time of data collection
cannot be ruled out.
 Since organizational climate is a vast topic to be discussed, the study may not reflect
each and every aspect.

14
 1.4 CHAPTERISATION:
CHAPTER I

This chapter deals with introduction of the study.

CHAPTER II

This chapter deals with review of literature relevant and related to this study.

CHAPTER III

This chapter deals with company profile where the study was underwent.

CHAPTER IV

This chapter deals with the data analysis, interpretation using tables and charts.

CHAPTER V

This chapter deals with the findings, suggestions and conclusion of the study.

15
 CHAPTER – II
REVIEW LITERATURE

Webster and Marchioness (1993)

In his study tried to link the task labeling and age of the employees. He in fact
divided the entire training program as play and work. In his paper he states that the young
employees took the play program much better than he old once and no significant difference was
observed for the training program labeled work. This has led light to the attitudinal difference of
people and the change of attitude with age.

Thorn hill (1994)

In his study reveals the various difficulties of evaluating training and
suggests what is required to make it more effective. He also discusses the reasons for the absence
of, or ineffective practice of evaluation and he wants to identify the evaluation in the context of
the nature and meaning of organizational culture from a practical point of view.

Sundararajan S. (2000)

States that in the current competitive business environment, the demand of the
organizations compel Indian Industry to rethink on their Vision and Mission about HRD
practices through T&D. Changes are inevitable everywhere i.e. in our personal life, social life,
work life, in nature, in the society, in the universe, etc.

Prasad R.M. (2000)

Viewed that Appreciative Inquiry (AI) is a strategy, approach, process and methodology
which draw on the strength of individuals in an organization or social systems. AI enables the
organization development practitioners and HR specialists to look beyond traditional problem-
centered methods currently being employed such as participatory problem and need analysis,
SWOT analysis, etc.

16
Dasari (2000)
Lists out the problems faced by the software employees such as working in odd or night
shifts particularly in call centers, marital discords due to men‟s suspicion about their working
spouses, problem in securing a work-life balance and carrying employers‟ displeasure for
prolonged leave due to postnatal problems.

Chidambaram P. (2000)
Reveals that talented and well-respected leadership is essential in software industry, as
always in other industries with world class systems. Methodologies and processes are required to
continuously deliver in a competitive environment in which quality has to be achieved in
minimum time. „Recruit, Retain and Retrain‟ would be the „mantra‟ for an effective HR
paradigm in this software industry, where people provide the critical competitive advantage.

Sastry (2000)
Describes two alternate models for future growth of top Indian firms: MBG
(Manpower-Based Growth) and KBG (Knowledge-Based Growth). In the first model, revenue
growth is fuelled largely by growth in manpower.

Goel O.P. (2000)

States that „Training and Development‟ efforts of organisations have positive impact
on their performances. While each industry comprises of skilled, semi-skilled and unskilled
employees, there seems to exist a possibility of bridging these gaps through informal, on-the-job
training by skilled employees.

Hashim and Junaidah (2001)

In their paper addressed the issues of training evaluation practices in general and
examine the training evaluation in Malaysia through a case study. Training evaluation is a
systematic process of collecting and analyzing information for and about a training programme,
which can be used for planning and guiding decision-making as well as assessing the relevance,
effectiveness and the impact of various training components.

17
Gielen et al., (2001)
Is of the opinion that effective transfer will only occur if trainees have the ability
and desire to acquire new skills and the motivation to apply the training content to their jobs.

Bhattacharya (2001)
Identified the reason for large scale investment in continuous training programmes. It
is due to the development of competent manpower base for companies‟ operational and strategic
performances.

Berge et al., (2002)

State that organizations find it increasingly difficult to stay competitive in today‟s
global economy. Leaders in the workplace are using benchmarking, competency models and
competency studies to help HR decisions, such as hiring, training and promotions.

Parikh and Jeyavelu (2002)

Express that sensitivity training is considered as a means to achieve strategic and
operational objectives. The emphasis is on experimental learning and conceptual understanding
and gaining skills and competences, balancing the individual and organization goals and
accepting and maintaining the interface between economy and changing role of the individual,
collectivity (family and organization) and the society.

Naquin and Holton (2003)

In their research paper, express that motivation in HRD has traditionally been
conceptualized as motivation to learn or motivation to train. A higher order construct called
motivation to improve work through learning can be proposed. The theoretical rationale for this
higher order construct is presented along with proposed measures.

18
Kang and Santhanam (2004)
Emphasize that existing training strategies must be modified in order to adequately
prepare users to employ collaborative applications. The authors found that training program
should sensitize users to the interdependencies that exist among their tasks and make them aware
of the collative consequences of their individual actions.

Tiga (2004)
In her research work argues that unlike the traditional „school‟ model for training,
successful training programmers are competence-based training programmers. These aim at the
growth of the organization and its striving for excellence. The success in harnessing competences
help in development, succession and promotion plans.

Shen (2004)
Has outlined the theoretical perspectives of the international T&D and how it has been
implemented by the practitioners. Cultural sensitivity, ability to handle responsibility, ability to
develop subordinates and ability.

Dongre (2004)
Opines that training is basically done whenever the employees need to acquire certain
skills or knowledge and when the organization has to adapt to any structural or functional
change. The absence of inadequate identification of training needs can make or mar the success
of any training effort, as the identification exercise alone provides a scientific frame work for
imparting training at various levels in the organization.

Madhumita and Sujatha (2005)

Opine that despite the fast growth in the BPO industry, players in India still have
not reached a stage where they truly handle an entire business process. Apart from the regular
HR functions, every HR manager has to rethink on the human resource strategies involved in
identifying skilled personnel, to motivate, retain, develop and elevate the employees.

19
Mahanti R and Mahanti P.K (2005)
Observe that software is omnipresent in today's world. India is a hub to more than
1000 software companies. The software industry is a major employmentproviding industry in
India. As a wholly intellectual artifact, software development is among the most labour
demanding, intricate and error-prone technologies in human history.

Beecham et al., (2007)

Present a systematic literature review for motivation in Software Engineering. The
objective is to report on what motivates and demotivates developers and how existing models
address the motivation. The majority of studies find Software Engineers form a distinguishable
occupational group.

Rajeswari Sharma (2007)

Highlights the findings of NASSCOM (National Association of Software and
Services Companies) which has conducted a study among the trade bodies of the IT software and
services industry in India.

Dwivedi and Purang (2007)

Say that training means the planned and organised activity to impart skills, techniques
and methodologies to employers and their employees to assist them in establishing and
maintaining the employment. The Need Analysis identifies discrepancies between desired and
actual behaviour/performance.

Franklin et al., (2008)

In their empirical work state that the human resource arena is fastchanging due to
the advent of the dynamic, volatile and employee-oriented BPO industry. The challenge of
effective human resource management haunts every business process outsourcing managerial
executive.

20
Madhani (2008)
Reveals that India has achieved remarkable success in the software industry. The
purpose of this study is to discuss the resources, including technical skills and cost competency
that have contributed to the competitive position of the Indian software industry.

Upadhya and Vasavi A.R. (2008)

Focuses on outpost of the Global Economy, to ask and answer fundamental
questions about the nature of work in the IT industry, the manner in which the work begins to
shape the subjectivities of IT employees and finally how this shaping plays a role in defining the
new emergent middle class in India.

Ahmad and Din (2009)

Who conducted a study, point that there are many reasons which emphazise the
need to evaluate the T&D; particularly demand of executives against the amount spent and hours
consumed along with the impact of the training on organization. Economic slump in the global
market is another reason for evaluation, which has increased competition for scarce resources.

Vijaya Mani (2010)

In his research indicates the need to prepare the trainees mentally before holding
training sessions. They need to be oriented about the importance of training and its usefulness
and motivated to work hard to gain the desired skills and knowledge. In conclusion, the
researcher recommends some avenues for future research.

Baranwal (2010)
Describes the ways as to how training can be a win-win situation for both executives and
the BPO organizations. Training BPO executives is a technical process which involves
transferring management and execution skills to the new and existing executives for better
understanding of the business processes.

21
Muhammad Zahid Iqbal et. al (2011)

Has done their research and their analysis is about the relationship between
characteristics and formative evaluation of Training. This paper attempted to signify the use of
formative training evaluation. The authors have carried out a study at three public-sector training
institutions to empirically test the predicted relationship between the training characteristics and
formative training evaluation under the Kirkpatrick model (reaction and learning).

Eugen Rotarescu (2011)

The topic in this article is the presentation in a succinct and applicative manner
of several decision making processes and the methods applied to human resources training and
development in environments with risk factors.

Pilar Pineda (2012)

Has done his research and present an evaluation model that has been
successfully applied in the Spanish context that integrates all training dimensions and effects, to
act as a global tool for organizations. This model analyses satisfaction, learning, pedagogical
aspects, transfer, impact and profitability of training and is therefore a global model.

Cary Cherniss et.al. (2012)

Has evaluated the effectiveness of a leadership development program based on
International Organization for Standardization (ISO) principles. The program utilized process-
designed training groups to help participants develop emotional and social competence.

Thomas Andersson (2013)

This paper investigate the struggles of managerial identity in relation to the
process of becoming/being a manager, and the personal conflicts involved within this process.
Management training tends to be based on the idea that management concerns the acquisition of
competencies, techniques and personal awareness, while managerial practice is more fluid and
contextually based.

22
Franco Gandolfi (2013)
Has done his research in the topic and he has analyzed that downsizing as a
restructuring strategy which has been actively implemented for the last three decades. While
employee reductions were utilized mainly in response to crises prior to the mid-1980s,

Cody Cox. B (2014)

Has done his research and has reviewed that the moderating effect of individual
differences in the relationship between framing training was examined for technical and
nontechnical content areas downsizing developed into a fully-fledged managerial strategy for
tens of thousands of companies in the mid to late 1980s.

David Pollitt (2014)

Has done his research and he has reviewed that in the fiercely competitive,
tightly regulated services sector, customer-facing staff must be trained to sell the right product at
the right time in a way that is fair to all. AXA sun life provides pension and investment advice
and products to millions of individuals and businesses through two UK building societies –
Britannia and Birmingham Midshires.

David Pollitt (2014)

Has done his research and says that information is the lifeblood of business, the
economy and most aspects of society, from health care to legal affairs and scientific investigation
to the chat by the coffee machine. Thomson Reuters is an important source of information and
news for businesses and other organizations around the globe.
D.A. Olaniyan and Lucas. B. Ojo (2014)
Has done their research and has reviewed that this paper is based on staff training and
development. This paper is basically a conceptual paper. The author says that the need improved
productivity has become universally accepted and that it depends on efficient and effective
training.

23
 CHAPTER III
COMPANY PROFILE

3.1.A Brief Profile of the NEXA Maruti Suzuki

NEXA is Maruti Suzuki‟s premium sales channel. It marks the first initiative by an
automobile company to go beyond selling cars and create a differentiated retail experience for its
discerning customers. Launched in 2015, NEXA‟s philosophy Create. Inspire. drives its
endeavor to create inspiring experiences through its premium cars, innovative technologies and
lifestyle experiences.
Today, NEXA has a diverse range of premium cars that caters to every taste. The S-
Cross was its debutant offering, which now has over one lakh customers. It was followed by the
bold premium-hatchback, Baleno, the leader in its segment with over 7 lakh sales. Next came
the tough Ignis, which marked NEXA‟s entry into the compact urban SUV segment.

NEXA then welcomed the Ciaz into its family, offering sophistication to the
aspirational and evolving customer. The most recent addition is the XL6, which has struck the
right chord with customers, offering the style and comfort they seek. Beyond it showrooms,
NEXA has created an exclusive world for those who value the finer things in life.

Through its properties - NEXA Music, NEXA Lifestyle and NEXA Journeys, it offers
premium and inspiring experiences, and in the process has evolved into a lifestyle brand. In just a
period of 5 years, NEXA‟s customer base has grown to over 1.1 million. It is the third-largest
automobile channel in India, in terms of sales, and has a network of over 370 showrooms across
more than 200 cities. We welcome you to an inspiring experience. Follow our page and catch up
on the latest at NEXA.

NEXA is a one-stop destination for Maruti Suzuki premium & luxury Sedan and
Hatchback cars in India.

24
 Nexa is a retail network from Maruti Suzuki that caters the high-end consumers who
have gone beyond their first cars and are now looking for an experience. It offers a high level of
sophistication and is based on the principles of exclusivity, pampering and listening to the
consumer.
Vision:
To offer the world class premium services and experience to delight the customers,
employees and all other stake holders.

Mission:
we challenge norms and define new benchmarks. Our mission is led by our passion to
live and be the change. Our mission is to create lifetime customers, motivated and enthusiastic
employees, happy and profitable partners, and to be the most admired dealership by providing
each stakeholder an exceptional experience in quality and service, through our passion and
commitment to exceed expectations each and every time, showcase high standard of business
ethics and customer-centric approach.

25
 CHAPTER – IV
ANALYSIS AND INTERPRETATION

4.1 DESCRIPTIVE ANALYSIS

Table 4.1.1

AGE WISE CLASSIFICATION OF RESPONDENTS

Respondents view Frequency Percent

Below 30 101 95
30 – 40 4 4
40-50 1 1

Total 106 100

Source : Primary data

Inference :

From the above table it is inferred that 95 percent of the respondents are in the age group
of Below 30 years, 4 percent of respondents are in the age group of below 30 – 40 years, 1
percent of respondents are in the age group of above 40 – 50 years. Hence it is concluded that
majority of the respondents are in the age group of Below 30 years.

Chart 4.1.1
AGE WISE CLASSIFICATION OF RESPONDENTS

Frequency

101 Below 30
106
30 – 40

4 40-50
Total

26
 Table 4.1.2

GENDER WISE CLASSIFICATION OF RESPONDENTS

Respondents view Frequency Percent

male 49 46
female 57 53
Total 106 100

Source : Primary Data

Inference :

From the table, it is inferred that 54 percent respondents are Female. 46 percent
respondents are male. Hence it is concluded that majority of the respondents are female.

Chart 4.1.2

GENDER WISE CLASSIFICATION OF RESPONDENTS

Frequency

49

106
male
female
57 Total

27
Table 4.1.3

QUALIFICATION WISE CLASSIFICATION OF RESPONDENTS

Respondents view Frequency Percent

Diploma 9 9
UG 58 55
PG 36 34
Others 3 3
Total 106 100

Source : Primary Data

Inference :

From the table it is inferred that most of the respondents i.e. 55percent are having
experience of UG , some of them are having 34 percent experience PG and very few of them 9
percent are having experience of Diploma. 3 percent respondents are having other qualifications.
Hence it is concluded that majority of the respondents are having experience of UG.

Chart 4.1.3

QUALIFICATION WISE CLASSIFICATION OF RESPONDENTS

Frequency

9
58
Diploma
106
UG
PG

36 Others
3 Total

28
 Table 4.1.4

MARITAL STATUS WISE CLASSIFICATION OF RESPONDENTS

Respondents view Frequency Percent

Married 8 7
Unmarried 98 93
Total 106 100.0

Source : Primary data

Inference :

From the table it is inferred that 9 percent respondents are unmarried, 7 percent
respondents are married. Hence it is concluded that majority of the respondents are unmarried.

Chart 4.1.4

MARITAL STATUS WISE CLASSIFICATION OF RESPONDENTS

Frequency

106 Married
98
Unmarried
Total

29
 Table 4.1.5

WORKING EXPERIENCE WISE CLASSIFICATION OF RESPONDENTS

Respondents review Frequency Percent

Between 1-5 years 95 90
Between 5-10 years 7 7
More than 10 years 4 4
Total 106 100

Source : Primary data

Inference :
From the above table it is inferred that 90 percent of employees have been
working between 1 – 5 years , 7 percent of employees working between 5 – 10 years and 4
percent of the employees working more than 10 years . Hence it is concluded that majority
89.6 percent 0f the employees are working between 1 – 5 years.
Chart 4.1.5

WORKING EXPERIENCE WISE CLASSIFICATION OF RESPONDENTS

Frequency

95 Between 1-5 years

106
Between 5-10 years
More than 10 years
4 7 Total

30
 Table 4.1.6

SALARY WISE CLASSIFICATION OF RESPONDENTS

Respondents view Frequency Percent

10000 - 15000 40 38
16000 - 20000 29 27
21000 - 25000 17 16
Above 25000 20 19
100
Total 106

Source : Primary data

Inference :
From the above table is interpreted that , 106 employees 38 percent are the
employees are 10000 – 15000, 27percent are the employees are 16000 – 20000 , 16 percent are
the employees are 21000 – 25000 , 19 percent are the employees are above 25000. Hence the
majority of the respondents income are 10000 – 15000.
Chart 4.1.6

SALARY WISE CLASSIFICATION OF RESPONDENTS

CLASSIFICATION OF RESPONDENTS BASED ON SALARY

10000 - 15000
16000 - 20000
21000 - 25000
Above 25000

31
 Table 4.1.7

ORGANIZATION CONDUCTING TRAINING & DEVELOPMENT WISE

CLASSIFICATION OF RESPONDENTS

Respondents view Frequency Percent

Yes 106 100

Source : primary data

Inference :

From the about table we come to know 100 percent of the respondents are accept
organization conducting training and development.

Chart 4.1.7

ORGANIZATION CONDUCTING TRAINING & DEVELOPMENT WISE

CLASSIFICATION OF RESPONDENTS

100
106
Frequency
Percent

32
 Table 4.1.8

TRAINING PROGRAM CONDUCTING IN A YEAR WISE CLASSIFICATION OF

RESPONDENTS

No of training attended Frequency Percent

2 to 4 69 65.1
5 to 7 28 26.4
8 to 9 5 4.7
More than 10 4 3.8
Total 106 100.0
Source : Primary data

Inference :

From the above table it is inferred that 65.1 percent of the respondents
have attended 2 to 4 times, 26.4 percent of respondents are in the 5 to 7, 4.7 percent of
respondents are in the 8 to 9, 3.8 percent of the respondents are more than .Hence it is
concluded that majority of the respondents are 2 to 4

Chart 4.1.8

TRAINING PROGRAM CONDUCTING IN A YEAR WISE CLASSIFICATION OF

RESPONDENTS

69 2 to 4
106 5 to 7
8 to 9
28
4 5 More than 10
Total

33
 Table 4.1.9

TRAINING SESSION HAVE YOU ATTENDED WISE CLASSIFICATION OF

RESPONDENTS

Respondents view Frequency Percent

2 to 4 69 65
5 to 7 28 26
8 to 9 5 5
More than 10 4 4
Total 106 100.0

Source : primary data

Inference :
From the above table it is inferred that 65.percent of the respondents are in the
2 to 4, 26 percent of respondents are in the 5 to 7, 5 percent of respondents are in the 8 to 9, 4
percent of the respondents are more than .Hence it is concluded that majority of the respondents
are 2 to 4.
Chart 4.1.9

TRAINING SESSION HAVE YOU ATTENDED WISE CLASSIFICATION OF

RESPONDENTS

69 2 to 4
106 5 to 7
8 to 9
28
4 5 More than 10
Total

34
 Table 4.1.10

KIND OF TRAINING METHODS WISE CLASSIFICATION OF RESPONDENTS

Respondents view Frequency Percent

On the job 66 62
Off the job 16 15
Both 24 23
Total 106 100

Source : Primary data

Inference :

From the above table it is inferred that 62.percent of the respondents are on the job
training. 23 percent of respondents are in the both of training , 15 percent of respondents are off
the job training .Hence it is concluded that majority of the respondents are on the job training .

Chart 4.1.10

KIND OF TRAINING METHODS WISE CLASSIFICATION OF RESPONDENTS

66

106 On the job

Off the job
16 Both
24 Total

35
 Table 4.1.11

METHODS OF FACILITATION AT THE TRAINING- CLASSIFICATION OF

RESPONDENTS

Respondents view Frequency Percent

Lecture 30 28
Demonstrations 14 13
Discussions 9 9
Presentation 35 33
Seminar 18 17
Total 106 100
Source : Primary data

Inference :

From the above table it is inferred that 33 percent of the respondents have attended their
training through presentation method. 28 percent of respondents have attended their training
through lecture method , 17 percent of respondents have attended their training through
seminar method, 13 percent of the respondents have attended their training through
Demonstrations method . 9 percent of respondents have attended their training through
discussions method. Hence it is concluded that majority of the respondents are presentation.
Chart 4.1.11

METHODS OF FACILITATION AT THE TRAINING WISE CLASSIFICATION OF

RESPONDENTS

Lecture
30 14
Demonstrations
9
106
Discussions
35
Presentation
18
Seminar
Total

36
 Table 4.1.12

CLASSIFICATION OF ATTITUDE OF RESPONDENTS ABOUT TRAINING AND

DEVELOPMENT

Respondents view Frequency Percent

Improve skills 47 44
Improve Knowledge 21 20
Change attitude 3 3
All the above 35 33
Total 106 100

Source : Primary data

Inference :

From the above table it is inferred that 44 percent of the respondents believed
that the training programe would improved the skills, 33 percent of respondents believed that
the over all performance have been improved , 20 percent of respondents are improve
knowledge , 3 percent of the respondents are change attitude. Hence it is concluded that majority
of the respondents are presentation.
Chart 4.1.12
TRAINING PROGRAM ACCORDING WISE CLASSIFICATION OF RESPONDENTS

47
Improve skills
106 Improve Knowledge
21
3 Change attitude
35 All the above
Total

37
 Table 4.1.13

PRODUCT TRAINING WISE CLASSIFICATION OF RESPONDENTS

Respondents view Frequency Percent

Strongly disagree 1 9
Neutral 7 7
Agree 73 69
Strongly agree 25 24
Total 106 100

Source : Primary data

Inference :

From the above table we come to know that 69 percent of the respondents agree, 24
percent strongly agree, 7 percent neutral and remaining .9 percent of the respondents strongly
disagreeing that the offered effective product training . Hence it is concluded that majority of
the respondents accepted the offered product training effectively.
Chart 4.1.13

PRODUCT TRAINING WISE CLASSIFICATION OF RESPONDENTS

120
106
100
100

80 73
69

60 Frequency
Percent
40
25 24
20
9 7 7
1
0
Strongly Neutral Agree Strongly Total
disagree agree

38
 Table 4.1.13

PAMPERING TRAINING WISE CLASSIFICATION OF RESPONDENTS

Respondents view Frequency Percent

Strongly disagree 1 9
Disagree 1 9
ZNeutral 10 9
Agree 70 66
Strongly agree 24 23
Total 106 100.0

Source : Primary data

Inference :

From the above table we come to know that 66 percent of the respondents agree, 23
percent strongly agree, 9 percent neutral,.9 percent Disagree and remaining .9 percent of the
respondents strongly disagreeing that the offered effective pampering training . Hence it is
concluded that majority of the respondents accepted that the pampering training effectively.
Chat 4.1.13

PAMBERING TRAINING WISE CLASSIFICATION OF RESPONDENTS

120
106
100
100

80 70 66

60
Frequency
40
24 23 Percent
20 9 9 10 9
1 1
0
Strongly Disagree ZNeutral Agree Strongly Total
disagree agree

39
 Table 4.1.14

RECEIVE TRAINING WISE CLASSIFICATION OF RESPONDENTS

Respondents view Frequency Percent

Disagree 1 9
Neutral 7 7
Agree 72 68
Strongly agree 26 25
Total 106 100

Source : Primary data

Inference :

From the above table we come to know that 68 percent of the respondents agree,
25 percent Strongly agree, 7 percent neutral and remaining .9 percent of the respondents
disagreeing that the offered effective receive training .. Hence it is concluded that majority of the
respondents accepted that the receive training effectively.

Chart 4.1.14

RECEIVE TRAINING WISE CLASSIFICATION OF RESPONDENTS

120
106
100
100

80 72 68

60 Frequency

40 Percent
26 25
20 9 7 7
1
0
Disagree Neutral Agree Strongly Total
agree

40
 Table 4.1.15

CAR PRODUCT TRAINING WISE CLASSIFICATION OF RESPONDENTS

Respondents view Frequency Percent

disagree 1 9
Neutral 14 13
Agree 64 60
Strongly agree 27 26
Total 106 100

Source : Primary data

Inference :

From the above table we come to know that 60 percent of the respondents agree,
26 percent Strongly agree, 13percent neutral and remaining .9 percent of the respondents
disagreeing that the offered effective car product training . Hence it is concluded that majority of
the respondents accepted that the car product training effectively.
Charts 4.1.15
CAR PRODUCT TRAINING WISE CLASSIFICATION OF RESPONDENTS

120
106
100
100

80
64
60
60 Frequency
Percent
40
27 26
20 14 13
9
1
0
disagree Neutral Agree Strongly Total
agree

41
 Table 4.1.16

CAR MAINTAINING TRAINING WISE CLASSIFICATION OF RESPONDENTS

Respondents view Frequency Percent

Neutral 9 9
Agree 65 61
Strongly agree 32 30
Total 106 100
Source : Primary data

Inference :

From the above table we come to know that 61percent of the respondents agree, 30
percent strongly agree, 8 percent neutral that the offered effective car maintaining training.
Hence it is concluded that majority of the respondents accepted that the car maintaining training
effectively.
Charts 4.1.16

CAR MAINTAINING TRAINING WISE CLASSIFICATION OF RESPONDENTS

120
106
100
100

80
65
61
60 Frequency
Percent
40 32 30

20
9 9

0
Neutral Agree Strongly agree Total

42
 Table 4.1.17

POSITIVE IMPACT ON TEAMWORK WISE CLASSIFICATION OF

RESPONDENTS

Respondents view Frequency Percent

Disagree 1 9
Neutral 12 11
Agree 65 61
Strongly agree 28 26
Total 106 100

Source : primary data

Inference :
From the above table we come to know that 61percent of the respondents
agree, 26 percent strongly agree, 11 percent neutral , .9 percent disagree that the positive impact.
Hence it is concluded that majority of the respondents accepted collaboration within the
showroom as a result of the training program.
Charts 4.1.17

POSITIVE IMPACT ON TEAMWORK WISE CLASSIFICATION OF

RESPONDENTS

120
106
100
100

80
65 61
60 Frequency
40 28 26 Percent

20 9 12 11
1
0
Disagree Neutral Agree Strongly Total
agree

43
 Table 4.1.18

BELIEVE THE TRAINING AND DEVELOPMENT WISE CLASSIFICATION OF

RESPONDENTS

Respondents view Frequency Percent

Disagree 1 9
Neutral 11 10
Agree 70 66
Strongly agree 24 23
Total 106 100

Source : Primary data

Inference :

From the above table it is inferred that 66 percent of the respondents agree, 23 percent
Strongly agree,10.4 percent neutral, .9 percent disagree that the believe the training and
development programs. Hence it is concluded that majority of the respondents agree enhance
employee skills and knowledge..
Table 4.1.18

BELIEVE THE TRAINING AND DEVELOPMENT WISE CLASSIFICATION OF

RESPONDENTS
120 106
100
100

80 70 66

60 Frequency
40 Percent
24 23
20 9 11 10
1
0
Disagree Neutral Agree Strongly Total
agree

44
 Table 4.1.19

TRAINING PROGRAM IMPROVED WISE CLASSIFICATION OF RESPONDENTS

Respondents view Frequency Percent

Disagree 2 2
Neutral 9 9
Agree 68 64
Strongly agree 27 26
Total 106 100

Source : Primary data

Inference :

. From the above table it is inferred that 64percent of the respondents agree, 26percent
strongly agree,9 percent neutral ,2 percent disagree that the training programs. Hence it is
concluded that majority of the respondents agree improved my overall productivity.
Charts 4.1.19

TRAINING PROGRAM IMPROVED WISE CLASSIFICATION OF RESPONDENTS

120 106
100
100

80 68 64
60 Frequency
40 27 26 Percent
20 9 9
2 2
0
Disagree Neutral Agree Strongly Total
agree

45
 Table 4.1.20

ACQUIRED THROUGH TRAINING PROGRAMS WISE CLASSIFICATION OF

RESPONDENTS

Respondents view Frequency Percent

Strongly disagree 15 14
Disagree 3 3
Neutral 5 5
Agree 81 76
Strongly agree 2 2
Total 106 100

Source : primary data

Inference :

From the above table it is inferred that 76percent of the respondents agree, 14 percent
strongly disagree,5 percent neutral ,3 percent disagree,2 percent strongly agree that the
acquired through training programs. Hence it is concluded that majority of the respondents agree
my job performance.
Charts 4.1.20

ACQUIRED THROUGH TRAINING PROGRAMS WISE CLASSIFICATION OF

RESPONDENTS

120 106
100
100
81 76
80
60 Frequency
40 Percent
15 14
20 3 3 5 5 2 2
0
Strongly Disagree Neutral Agree Strongly Total
disagree agree

46
 Table 4.1.21

INTIATIVE HAS ENHANCED TRAINING PROGRAMS WISE CLASSIFICATION

OF RESPONDENTS

Respondents Review Frequency Percent

Strongly disagree 16 15
Disagree 21 20
Neutral 20 19
Agree 42 40
Strongly agree 7 7
Total 106 100

Source : Primary data

Inference :

From the above table it is inferred that 40 percent of the respondents agree, 20percent
disagree,19 percent neutral,15 percent strongly disagree,7 strongly agree Training and
development initiatives. Hence it is concluded that majority of the respondents agree my ability
to meet job requirements.
Charts 4.1.21

INTIATIVE HAS ENHANCED TRAINING PROGRAMS WISE CLASSIFICATION

OF RESPONDENTS
120
106
100
100

80

60 Frequency
42 40
40 Percent
21 20 20 19
16 15
20 7 7
0
Strongly Disagree Neutral Agree Strongly Total
disagree agree

47
 Table 4.1.22

VALUABLE INSIGHTS TRAINING PROGRAMS WISE CLASSIFICATION OF

RESPONDENTS

Respondents view Frequency Percent

Neutral 10 9
Agree 77 73
Strongly agree 19 18
Total 106 100
Source: primary data

Inference:
From the above table we come to know that 73 percent of the respondents agree, 18
percent strongly agree , 9 percent strongly agree. Hence it is concluded majority of the
respondents agree training programs valuable insights that contribute to my productivity.
Charts 4.1.22

VALUABLE INSIGHTS TRAINING PROGRAMS WISE CLASSIFICATION OF

RESPONDENTS

120
106
100
100

77
80 73

60 Frequency
Percent
40

19 18
20 10 9

0
Neutral Agree Strongly agree Total

48
 Table 4.1.23

CONFIDENT IN EXCEUTING TASKS WISE CLASSIFICATION OF RESPONDENTS

Respondents view Frequency Percent

Neutral 14 13
Agree 67 63
Strongly agree 25 24
Total 106 100

Source: primary data

Inference:
From the above table we come to know that 63 percent of the respondents
agree, 24 percent strongly agree, 13 percent neutral that confident in executing tasks. Hence it is
concluded majority of the respondents agree the skills acquired through training.
Charts 4.1.23

CONFIDENT IN EXCEUTING TASKS WISE CLASSIFICATION OF RESPONDENTS

120
106
100
100

80
67
63
60 Frequency
Percent
40
25 24
20 14 13

0
Neutral Agree Strongly agree Total

49
 Table 4.1.24

DIRECTLY APPLICABLE WISE CLASSIFICATION OF RESPONDENTS

Respondents view Frequency Percent

Strongly disagree 18 17
Disagree 18 17
Neutral 19 18
Agree 48 45
Strongly agree 3 3
Total 106 100

Source: primary data

Inference:
From the above table we come to know that 45 percent of the respondents agree,
18percent neutral, 17percent disagree, 17 percent Strongly disagree The training content is
directly applicable Hence it is concluded majority of the respondents agree my day-to-day
responsibilities, positively impacting my productivity.
Charts 4.1.24

DIRECTLY APPLICABLE WISE CLASSIFICATION OF RESPONDENTS

120
106
100
100

80

60 Frequency
48 45
Percent
40

18 17 18 17 19 18
20
3 3
0
Strongly Disagree Neutral Agree Strongly Total
disagree agree

50
 Table 4.1.25

IMPROVED EFFECIENCY WISE CLASSIFICATION OF RESPONDENTS

Respondents view Frequency Percent

Strongly disagree 18 17
Disagree 18 17
Neutral 19 18
Agree 45 43
Strongly agree 6 6
Total 106 100
Source: primary data

Inference:
From the above table we come to know that 43 percent of the respondents agree,
18percent neutral, 17 percent disagree, 17percent strongly disagree training and development .
Hence it is concluded majority of the respondents agree acquire new skills relevant to my role.

Chart 4.1.25

IMPROVED EFFECIENCY WISE CLASSIFICATION OF RESPONDENTS

120
106
100
100

80

60 Frequency
45 43
Percent
40

18 17 18 17 19 18
20
6 6
0
Strongly Disagree Neutral Agree Strongly Total
disagree agree

51
 Table 4.1.26

NEW SKILLS RELAVANT ROLE WISE CLASSIFICATION OF RESPONDENTS

Respondents View Frequency Percent

Strongly disagree 19 18
Disagree 11 10
Neutral 26 25
Agree 45 43
Strongly agree 5 5
Total 106 100

Source: primary data

Inference:
From the above table it is clear that 43 percent of the respondents agree, 25 percent
neutral, 18 percent strongly disagree and 10 percent disagree, 5 strongly agree that the training
and development program. Hence it is concluded majority of the respondents agree acquire new
skills relevant to my role.
Charts 4.1.26

NEW SKILLS RELAVANT ROLE WISE CLASSIFICATION OF RESPONDENTS

120
106
100
100

80

60 Frequency
45 43
Percent
40
26 25
19 18
20 11 10
5 5
0
Strongly Disagree Neutral Agree Strongly Total
disagree agree

52
 Table 4.1.27

TRAINING AND DEVELOPMENT PROGRAM WISE CLASSIFICATION OF

RESPONDENTS

Respondents view Frequency Percent

Highly dissatisfied 2 2
Neutral 15 14
Satisfied 60 57
Highly satisfied 29 27
Total 106 100

Source: primary data

Inference:
From the above table it is clear that 57 percent of the respondents satisfied, 27.percent
highly satisfied ,14 Percent neutral and 2 percent Highly dissatisfied that the training and
development programs. Hence it is concluded majority of the respondents agree that the training
and development.

Charts 4.1.27

TRAINING AND DEVELOPMENT PROGRAM WISE CLASSIFICATION OF

RESPONDENTS
120
106
100
100

80
60 57
60 Frequency
Percent
40
29 27

20 15 14
2 2
0
Highly Neutral Satisfied Highly Total
dissatisfied satisfied

53
 Table 4.1.28

FEEDBACK AND ASSESMENT WISE CLASSIFICATION OF RESPONDENTS

Respondents view Frequency Percent

Highly dissatisfied 1 9
Neutral 16 15
Satisfied 64 60
Highly satisfied 25 24
Total 106 100

Source: primary data

Inference:
From the above table it is clear that 60 percent of the respondents satisfied, 24 percent
highly satisfied , 15percent neutral and 9 percent Highly dissatisfied that the feedback and
assessment processes during and after the training sessions. Hence it is concluded majority of the
respondents agree for training and development.
Charts 4.1.28

FEEDBACK AND ASSESMENT WISE CLASSIFICATION OF RESPONDENTS

120
106
100
100

80
64
60
60 Frequency
Percent
40
25 24
20 16 15
9
1
0
Highly Neutral Satisfied Highly Total
dissatisfied satisfied

54
 Table 4.1.29

OVERALL QUALITY WISE CLASSIFICATION OF RESPONDENTS

Respondents view Frequency Percent

Dissatisfied 1 9
Neutral 9 9
Satisfied 64 60
Highly satisfied 32 30
Total 106 100
Source: primary data

Inference:

From the above table it is clear that 60 percent of the respondents satisfied, 30 percent
highly satisfied , 8 percent neutral and 9 percent Highly dissatisfied that the overall quality of
the training and development programs. Hence it is concluded majority of the respondents agree
overall quality of the training and development program.
Charts 4.1.29

OVERALL QUALITY WISE CLASSIFICATION OF RESPONDENTS

120
106
100
100

80
64
60
60 Frequency
Percent
40 32 30

20
9 9 9
1
0
Dissatisfied Neutral Satisfied Highly Total
satisfied

55
 Table 4.1.30

RESPONSIBILITIES OF EMPLOYEES WISE CLASSIFICATION OF

RESPONDENTS

Respondents view Frequency Percent

Neutral 13 12
Satisfied 64 60
Highly satisfied 29 27
Total 106 100.

Source: primary data

Inference:

From the above table it is clear that 60 percent of the respondents satisfied, 27 percent
highly satisfied , 12 percent neutral that the training content to the day-to-day tasks and
responsibilities of employees .Hence it is concluded majority of the respondents agree training
content to the day-to-day tasks and responsibilities of employees.
Charts 4.1.30
/
RESPONSIBILITIES OF EMPLOYEES WISE CLASSIFICATION OF
RESPONDENTS

120
106
100
100

80
64
60
60 Frequency
Percent
40 29 27

20 13 12

0
Neutral Satisfied Highly satisfied Total

56
 Table 4.1.31

FEEDBACK AND SUPPORT PROVIDED WISE CLASSIFICATION OF

RESPONDENTS

Respondents view Frequency Percent

Dissatisfied 1 9
Neutral 9 9
Satisfied 64 60
Highly satisfied 32 30
Total 106 100

Source: primary data

Inference:
From the above table it is clear that 60 percent of the respondents satisfied, 30percent
highly satisfied , 9 percent neutral and .9 percent Highly dissatisfied the feedback and support
provided to employees during and after the completion of training programs .Hence it is
concluded majority of the respondents agree the feedback and support provided to employees
during and after the completion of training programs.
Charts 4.1.31

FEEDBACK AND SUPPORT PROVIDED WISE CLASSIFICATION OF

RESPONDENTS

120
106
100
100

80
64 60
60 Frequency
40 32 30 Percent

20 9 9 9
1
0
Dissatisfied Neutral Satisfied Highly Total
satisfied

57
 Table 4.1.32

ACCESBILITY PROVIDED WISE CLASSIFICATION OF RESPONDENTS

Respondents view Frequency Percent

Neutral 14 13
Satisfied 66 62
Highly satisfied 26 25
Total 106 100.0

Source: primary data

Inference:

From the above table it is clear that 62 percent of the respondents satisfied, 25 percent
highly satisfied , 13 percent neutral and . that the feedback and support provided Hence it is
concluded majority of the respondents satisfied during and after the completion of training
program.

Charts 4.1.32

ACCESBILITY PROVIDED WISE CLASSIFICATION OF RESPONDENTS

120
106
100
100

80
66
62
60 Frequency
Percent
40
26 25
20 14 13

0
Neutral Satisfied Highly satisfied Total

58
 Table : 4.1.33

AVAILABILITY OF PROVIDED WISE CLASSIFICATION OF RESPONDENTS

Respondents view Frequency Percent

Neutral 12 11
Satisfied 65 61
Highly satisfied 29 27
Total 106 100

Source: primary data

Inference:
From the above table it is clear that 61 percent of the respondents satisfied, 27 percent
highly satisfied , 11 percent neutral that the availability of resources .Hence it is concluded
majority of the respondents Satisfied resources and materials provided.

Charts : 4.1.33

AVAILABILITY OF PROVIDED WISE CLASSIFICATION OF RESPONDENTS

120
106
100
100

80
65
61
60 Frequency
Percent
40
29 27

20 12 11

0
Neutral Satisfied Highly satisfied Total

59
 Table – 4.1.34

SUPERVISIOR IMPLEMENTING THE SKILL WISE CLASSIFICATION OF

RESPONDENTS

Respondents view Frequency Percent

Neutral 12 11
Satisfied 68 64
Highly satisfied 26 25
Total 106 100

Source: primary data

Inference:
From the above table it is clear that 64 percent of the respondents satisfied, 25 percent
highly satisfied , 11 percent neutral that the implementing the skills acquired from training
programs. Hence it is concluded majority of the respondent satisfied support provided by
managers and supervisors
Charts – 4.1.34

SUPERVISIOR IMPLEMENTING THE SKILL WISE CLASSIFICATION OF

RESPONDENTS
120
106
100
100

80
68
64
60 Frequency

40 Percent
26 25
20 12 11

0
Neutral Satisfied Highly Total
satisfied

60
 Table – 4.1.35

ONLINE LEARNING PLATFORM WISE CLASSIFICATION OF RESPONDENTS

Respondents view Frequency Percent

dissatisfied 1 9
Neutral 13 12
Satisfied 61 58
Highly satisfied 31 29
Total 106 100

Source: primary data

Inference:

From the above table it is clear that 58 percent of the respondents satisfied, 29percent
highly satisfied , 12 percent neutral and 9percent dissatisfied that the the accessibility and us
ability of online learning platform. Hence it is concluded majority of the respondents satisfied
provided.

Charts– 4.1.35

ONLINE LEARNING PLATFORM WISE CLASSIFICATION OF RESPONDENTS

120
106
100
100

80
61 58
60 Frequency
40 31 29 Percent

20 9 13 12
1
0
dissatisfied Neutral Satisfied Highly Total
satisfied

61
 Table – 4.1.36

UPCOMING TRAINING AND DEVELOPMENT OPPOURTUNITY WISE

CLASSIFICATION OF RESPONDENTS

Respondents view Frequency Percent

Neutral 11 10
Satisfied 67 63
Highly satisfied 28 26
Total 106 100

Source : Primary data

Inference :

From the above table it is clear that 63 percent of the respondents satisfied, 26 percent highly
satisfied , 10 percent neutral that the communication channels used to inform employees about
upcoming training and development opportunities. . Hence it is concluded majority of the
respondents satisfied provided.

Chart – 4.1.36

UPCOMING TRAINING AND DEVELOPMENT OPPOURTUNITY WISE

CLASSIFICATION OF RESPONDENTS

120
106
100
100

80 67 63
60 Frequency
40 28 26 Percent

20 11 10

0
Neutral Satisfied Highly Total
satisfied

62
 Table – 4.1.37

EFFECTIVE ENHANCE EMPLOYEE WISE CLASSIFICATION OF RESPONDENTS

Respondents view Frequency Percent

Strongly disagree 23 22
Disagree 8 8
Neutral 28 26
Agree 42 40
Strongly agree 5 5
Total 106 100

Source: primary data

Inference:
From the above table it is clear that 40 percent of the respondents agree, 26.percent
neutral , 22 percent strongly disagree,8 percent disagree and 5 percent strongly agree that the
current training programs. Hence it is concluded majority of the respondents agree enhance
employees' skills for their roles.
Chart – 4.1.37

EFFECTIVE ENHANCE EMPLOYEE WISE CLASSIFICATION OF RESPONDENTS

120 106
100
100
80
60 Frequency
42 40
40 28 26 Percent
23 22
20 8 8 5 5
0
Strongly Disagree Neutral Agree Strongly Total
disagree agree

63
 Table – 4.1.38

CONTRIBUTE EMPLOYEE SATISFACTION WISE CLASSIFICATION OF

RESPONDENTS

Respondents view Frequency Percent

Strongly disagree 16 15
Disagree 10 9
Neutral 26 25
Agree 49 46
Strongly agree 5 5
Total 106 100

Source: primary data

Inference:
From the above table it is clear that 46 percent of the respondents agree, 25 percent
neutral , 15 percent strongly disagree,9 percent disagree and 5 percent strongly agree existing
training initiatives. Hence it is concluded majority of the respondents agree contribute to
employee satisfaction and engagement.
Chart 4.1.38

120
106
100
100

80

60 4946 Frequency
40 Percent
2625
1615
20 10 9
5 5
0
Strongly Disagree Neutral Agree Strongly Total
disagree agree

64
 Table – 4.1.39
EMPLOYEE ROLES AND RESPONSIBILITIES WISE CLASSIFICATION OF
RESPONDENTS

Respondents view Frequency Percent

Strongly disagree 16 15
Disagree 9 9
Neutral 24 23
Agree 51 48
Strongly agree 6 6
Total 106 100

Source: primary data

Inference:
From the above table it is clear that 48 percent of the respondents agree, 23percent
neutral , 15 percent strongly disagree,9 percent disagree and 6 percent strongly agree that the
training content provided. Hence it is concluded majority of the respondent agree well with
employees' roles and responsibilities.
charts – 4.1.39
EMPLOYEE ROLES AND RESPONSIBILITIES WISE CLASSIFICATION OF
RESPONDENTS
120
106
100
100

80

60 54 51
Frequency

40 Percent
22 21
20 16 15
9 9
5 5
0
Strongly Disagree Neutral Agree Strongly Total
disagree agree

65
 Table – 4.1.40

CAREER ASPIRATION OF EMPLOYEES WISE CLASSIFICATION OF

REPONDENTS

Respondents view Frequency Percent

Strongly disagree 15 14
Disagree 9 9
Neutral 22 21
Agree 52 50
Strongly agree 8 8
Total 106 100

Source: primary data

Inference:
From the above table it is clear that 49 percent of the respondents agree, 21 percent
neutral , 14 percent strongly disagree,9 percent disagree and 8 percent strongly agree that the
current training programs. Hence it is concluded majority of the respondents agree the career
aspirations of employees.
Table – 4.1.40
CAREER ASPIRATION OF EMPLOYEES WISE CLASSIFICATION OF
REPONDENTS

120
106
100
100

80

60 52 50 Frequency
40 Percent
22 21
20 15 14
9 9 8 8
0
Strongly Disagree Neutral Agree Strongly Total
disagree agree

66
 Table – 4.1.41
ACCESIBLE FOR EMPLOYEES WISE CLASSIFICATION OF RESPONDENTS

Respondents view Frequency Percent

Strongly disagree 16 15
Disagree 9 9
Neutral 22 21
Agree 54 51
Strongly agree 5 5
Total 106 100

Source: primary data

Inference:
From the above table it is clear that 51 percent of the respondents agree,
21percent neutral , 15 percent strongly disagree,9 percent disagree and 5percent strongly agree
that the Training resources and materials. Hence it is concluded majority of the respondents
agree easily accessible for employees.
charts – 4.1.41
ACCESIBLE FOR EMPLOYEES WISE CLASSIFICATION OF RESPONDENTS

120
106
100
100

80

60 54 51
Frequency
Percent
40
22 21
20 16 15
9 9
5 5
0
Strongly Disagree Neutral Agree Strongly Total
disagree agree

67
 Table – 4.1.42
SIGNIFICANTLY THROUGH EMPLOYEES WISE CLASSIFICATION OF
RESPONDENTS

Respondents view Frequency Percent

Strongly disagree 15 14
Disagree 9 9
Neutral 19 18
Agree 56 53
Strongly Agree 7 7
Total 106 100.0

Source: primary data

Inference:
From the above table it is clear that 53 percent of the respondents agree, 18percent
neutral , 14 percent strongly disagree,9 percent disagree and 7 percent strongly agree that the
training programs contribute significantly .Hence it is concluded majority of the respondents
agree to improving employee performance in their respective roles. .
Charts – 4.1.42
SIGNIFICANTLY THROUGH EMPLOYEES WISE CLASSIFICATION OF
RESPONDENTS
120 106
100
100
80
5653
60
40 Frequency
1514 1918
20 9 9 7 7 Percent
0

68
 Table – 4.1.43
VARIETY OF TRAINING METHOD WISE CLASSIFICATION OF RESPONDENTS

Respondents view Frequency Percent

Strongly disagree 13 12
Disagree 9 9
Neutral 16 15
Agree 61 58
Strongly agree 7 7
Total 106 100

Source: primary data

Inference:
From the above table it is clear that 58 percent of the respondents agree, 15 percent
neutral , 12 percent strongly disagree,9 percent disagree and 7 percent strongly agree that the
variety of training methods. Hence it is concluded majority of the respondents agree the variety
of training methods.
Charts – 4.1.43
VARIETY OF TRAINING METHOD WISE CLASSIFICATION OF RESPONDENTS
120
106
100
100

80
61 58
60 Frequency
Percent
40

20 13 12 16 15
9 9 7 7
0
Strongly Disagree Neutral Agree Strongly Total
disagree agree

69
 Table – 4.1.44
FOSTURE A CONTINUE WISE CLASSIFICATION OF RESPONDENTS

Respondents view Frequency Percent

Strongly disagree 13 12
Disagree 10 9
Neutral 27 26
Agree 50 47
Strongly Agree 6 6
Total 106 100

Source: primary data

Inference:
From the above table it is clear that 47 percent of the respondents agree, 26 percent
neutral , 12 percent strongly disagree,9 percent disagree and 6 percent strongly agree that the
current training initiatives. Hence it is concluded majority of the respondents agree culture of
continuous learning among employees.
Charts – 4.1.44
FOSTURE A CONTINUE WISE CLASSIFICATION OF RESPONDENTS

120 106
100
100

80

60 50 47 Frequency
40 27 26 Percent
20 13 12 10 9 6 6
0
Strongly Disagree Neutral Agree Strongly Total
disagree Agree

70
 Table – 4.1.45
TRAINING SESSIONS WISE CLASSIFICATION OF RESPONDENTS

Respondents view Frequency Percent

Strongly disagree 14 13
Disagree 8 8
Neutral 23 22
Agree 57 54
Strongly agree 4 4
Total 106 100.0

Source: primary data

Inference:

From the above table it is clear that 54 percent of the respondents agree, 22 percent
neutral , 13 percent strongly disagree,8 percent disagree and 4 percent strongly agree that the
feedback mechanisms. Hence it is concluded majority of the respondents agree during and after
training sessions are effective.
Table – 4.1.45
TRAINING SESSIONS WISE CLASSIFICATION OF RESPONDENTS

120
106
100
100

80

57 54
60 Frequency
Percent
40
23 22
20 14 13
8 8
4 4
0
Strongly Disagree Neutral Agree Strongly Total
disagree agree

71
 Table 4.1.46

TRAINING INITIATIVES WISE CLASSIFICATION OF RESPONDENTS

Respondents view Frequency Percent

Strongly disagree 14 13
Disagree 5 5
Neutral 25 24
Agree 53 50
Strongly Agree 9 9
Total 106 100

Source: primary data

Inference:
From the above table it is clear that 50 percent of the respondents agree, 24 percent
neutral , 13 percent strongly disagree,9 percent strongly agree and 5 percent dis agree that the
career progression paths communicated. Hence it is concluded majority of the respondents agree
through training initiatives are clear.

Chart 4.1.46
TRAINING INITIATIVES WISE CLASSIFICATION OF RESPONDENTS

120
106
100
100

80

60 53 50 Frequency
Percent
40
25 24
20 14 13
9 9
5 5
0
Strongly Disagree Neutral Agree Strongly Total
disagree Agree

72
 Table – 4.1.47
AVAILABLE TRAINING AND DEVELOPMENT WISE CLASSIFICATION OF
RESPONDENTS

Respondents view Frequency Percent

Poor 2 2
Average 18 17
Good 54 51
Very good 32 30
Total 106 100

Source: primary data

Inference:
From the above table it is clear that 51 percent of the respondents good, 30 percent
Very good, 17 percent Average , 2 percent poor that the communicates information. Hence it is
concluded majority of the respondent good available training and development programs.

Chart – 4.1.47
AVAILABLE TRAINING AND DEVELOPMENT WISE CLASSIFICATION OF
RESPONDENTS
120
106
100
100

80

60 54 51 Frequency
Percent
40 32 30
18 17
20
2 2
0
Poor Average Good Very good Total

73
 Table – 4.1.48
UPCOMING TRAINING AND DEVELOPMENT WISE CLASSIFICATION OF
RESPONDENTS .

Respondents view Frequency Percent

Average 10 9
Good 60 57
Very good 36 34
Total 106 100

Source: primary data

Inference:
From the above table it is clear that 57 percent of the respondents good, 34 percent
Very good, 9percent Average that the organization communicate information. Hence it is
concluded majority of the respondent good upcoming training and development opportunities to
employees.
Charts – 4.1.48
UPCOMING TRAINING AND DEVELOPMENT WISE CLASSIFICATION OF
RESPONDENTS
120
106
100
100

80

60 57
60 Frequency
Percent
40 34 32

20 12 11

0
Average Good Very good Total

74
 Table – 4.1.49
UTILIZE AND RECOGNIZE TRAINING AND DEVELOPMENT WISE
CLASSIFICATION OF RESPONDENTS

Respondents view Frequency Percent

Average 12 11
Good 60 57
Very good 34 32
Total 106 100

Source: primary data

Inference:
From the above table it is clear that 57 percent of the respondents good, 3 percent
Very good, 11 percent Average that the organization recognize and utilize. Hence it is
concluded majority of the respondent good employees through training and development in day-
to-day operations.
Charts – 4.1.49
UTILIZE AND RECOGNIZE TRAINING AND DEVELOPMENT WISE
CLASSIFICATION OF RESPONDENTS

120
106
100
100

80
60 57
60 Frequency
Percent
40 34 32

20 12 11

0
Average Good Very good Total

75
 Table – 4.1.50
ORGANIZATIONAL GOAL WISE CLASSIFICATION OF RESPONDENTS

Respondents view Frequency Percent

Average 14 13
Good 55 52
Very good 35
Total 106 100

Source: primary data

Inference:
From the above table it is clear that 52 percent of the respondents good, 35 percent
Very good, 13 percent Average that the believe the current training initiatives Hence it is
concluded majority of the respondent good the organizational goals and objectives.
Charts – 4.1.50
ORGANIZATIONAL GOAL WISE CLASSIFICATION OF RESPONDENTS

120
106
100
100

80

60 55 52 Frequency
Percent
37 35
40

20 14 13

0
Average Good Very good Total

76
 Table – 4.1.51
RELEVANCE TRAINING AND DEVELOPMENT WISE CLASSIFICATION OF
RESPONDENTS

Respondents view Frequency Percent

Average 15 14
Good 58 55
Very good 33 32
Total 106 100

Source: primary data

Inference:
From the above table it is clear that 55 percent of the respondents good, 31 percent
Very good, 14 percent Average that the relevance of training content . Hence it is concluded
majority of the respondent good job role.
Charts – 4.1.51
RELEVANCE TRAINING AND DEVELOPMENT WISE CLASSIFICATION OF
RESPONDENTS

120
106
100
100

80
58 55
60 Frequency
Percent
40 33 32

20 15 14

0
Average Good Very good Total

77
 Table – 4.1.52
ORGANIZATIONAL TRAINING PROGRAM WISE CLASSIFICATION OF
RESPONDENTS

Respondents view Frequency Percent

Average 14 13
Good 57 54
Very Good 35 33
Total 106 100

Source: primary data

Inference:

From the above table it is clear that 54 percent of the respondents good, 33 percent
Very good, 13 percent Average that the organizational training program. Hence it is concluded
majority of the respondents good contribute to improving overall employee performance.
Charts – 4.1.52
ORGANIZATIONAL TRAINING PROGRAM WISE CLASSIFICATION OF
RESPONDENTS
120
106
100
100

80

57 54 Frequency
60
Percent
40 35 33

20 14 13

0
Average Good Very Good Total

78
 Table – 4.1.53
TRAINING PROGRAM ADEQUATELY WISE CLASSIFICATION OF
RESPONDENTS

Respondents view Frequency Percent

Average 15 14
Good 57 54
Very good 34 32
Total 106 100

Source :Primary data

Inference :

From the above table it is clear that 54 percent of the respondents good, 32 percent
Very good, 14 percent Average that the specific needs and challenges faced by employees.
Hence it is concluded majority of the respondents good specific needs and challenges faced by
employees.
Charts – 4.1.53
TRAINING PROGRAM ADEQUATELY WISE CLASSIFICATION OF
RESPONDENTS

120
106
100
100

80

57 54 Frequency
60
Percent
40 34 32

20 15 14

0
Average Good Very good Total

79
 Table – 4.1.54
RESOURCE AND MATERIALS WISE CLASSIFICATION OF RESPONDENTS

Respondents view Frequency Percent

Average 15 14
Good 57 54
Very good 34 32
Total 106 100
Source: primary data

Inference:
From the above table it is clear that 54 percent of the respondents good, 32percent
Very good, 14 percent Average that the rate the accessibility of training resources Hence it is
concluded majority of the respondents good materials provided by the organization.
Chart – 4.1.54
RESOURCE AND MATERIALS WISE CLASSIFICATION OF RESPONDENTS

120
106
100
100

80

57 54 Frequency
60
Percent
40 34 32

20 15 14

0
Average Good Very good Total

80
 Table – 4.1.55
CURRENT TRAINING INITIATIVES WISE CLASSIFICATION OF RESPONDENTS

Respondents view Frequency Percent

Poor 1 9
Average 12 11
Good 57 54
Very Good 36 34
Total 106 100

Source: primary data

Inference:

From the above table it is clear that 54 percent of the respondents good, 34 percent
Very good, 11percent Average that the current training initiatives. Hence it is concluded
majority of the respondents agree culture of continuous learning among employees.

Charts – 4.1.55
CURRENT TRAINING INITIATIVES WISE CLASSIFICATION OF RESPONDENTS

120
106
100
100

80

57 54 Frequency
60
Percent
40 36 34

20 9 12 11
1
0
Poor Average Good Very Good Total

81
 Table – 4.1.56
FEEDBACK MECHANISMS WISE CLASSIFICATION OF RESPONDENTS

Respondents view Frequency Percent

Average 14 13
Good 57 54
Very good 35 33
Total 106 100

Source: primary data

Inference:
From the above table it is clear that 54 percent of the respondents good, 33 percent
Very good, 13percent Average that the training program .Hence it is concluded majority of the
respondent good feedback mechanisms during and after training sessions effectively.
Chart – 4.1.56
FEEDBACK MECHANISMS WISE CLASSIFICATION OF RESPONDENTS

120
106
100
100

80

57 54 Frequency
60
Percent
40 35 33

20 14 13

0
Average Good Very good Total

82
 Table – 4.1.57
TRENDS AND ADVANCEMENT WISE CLASSIFICATION OF RESPONDENTS

Respondents view Frequency Percent

Poor 2 2
Average 15 14
Good 52 49
Very good 37 35
Total 106 100

Source: primary data

Inference:
From the above table it is clear that 49 percent of the respondents good, 35 percent
Very good, 14 percent Average, 2 percent poor that the training programs. Hence it is
concluded majority of the respondents good incorporate the latest industry trends and
advancements.
Chart – 4.1.57
TRENDS AND ADVANCEMENT WISE CLASSIFICATION OF RESPONDENTS

120
106
100
100

80

60 52 49 Frequency
Percent
37 35
40

20 15 14
2 2
0
Poor Average Good Very good Total

83
 Table – 4.1.58
PROFESSIONAL GROWTH WISE CLASSIFICATION OF RESPONDENTS

Respondents view Frequency Percent

Average 14 13
Good 53 50
Very good 39 37
Total 106 100

Source: primary data

Inference:
From the above table it is clear that 50 percent of the respondents good, 37 percent
Very good, 13 percent Average that the organizational training programs. Hence it is concluded
majority of the respondents good professional growth.
Charts – 4.1.58
PROFESSIONAL GROWTH WISE CLASSIFICATION OF RESPONDENTS

120
106
100
100

80

60 53 Frequency
50
Percent
39 37
40

20 14 13

0
Average Good Very good Total

84
 Table – 4.1.59

RECOMMAND IMPROVEMENT ARE CHANGE WISE CLASSIFICATION OF

RESPONDENTS

Respondents Review Frequency Percent

Poor 1 9
Average 14 13
Good 56 53
Very good 35 33
Total 106 100

Source: primary data

Inference:
From the above table it is clear that 53 percent of the respondents good, 33 percent
Very good, 13percent Average , .9 percent poor that the recommend improvements.. Hence it
is concluded majority of the respondent good changes to the existing training programs

Chart 4.1.59

RECOMMAND IMPROVEMENT ARE CHANGE WISE CLASSIFICATION OF

RESPONDENTS

120
106
100
100

80

60 56 53 Frequency
Percent
40 35 33

20 14 13
9
1
0
Poor Average Good Very good Total

85
 Table – 4.1.60

EVOLVING NEEDS WISE CLASSIFICATION OF RESPONDENTS

Respondents view Frequency Percent

Average 13 12
Good 59 56
Very good 34 32
Total 106 100

Source : Primary data

Inference :

From the above table it is clear that 56% of the respondents good, 32percent
Very good, 12 percent Average , .9 percent poor that the recommend improvements.. Hence it
is concluded majority of the respondent good changes to the existing training programs

Charts – 4.1.62

EVOLVING NEEDS WISE CLASSIFICATION OF RESPONDENTS

120
106
100
100

80

59
60 56 Frequency
Percent
40 34 32

20 13 12

0
Average Good Very good Total

86
 INFERENTIAL ANALYSIS

CHI-SQUARE TEST
Objective :
To investigate the training and development methods for employees at NEXA maruti
Suzuki.
Formulation of hypothesis:
Null hypothesis (H0)
There is no association between age and methods of training and development.
Alternative hypothesis (H1):
There is association between age and methods of training and development.

Methods of training Total

Low Medium High
CLASSIFICATION OF
RESPONDENTS BASED Below 30 14 58 29 101
ON AGE
30 - 40 0 4 0 4
40-50 0 0 1 1
Total 14 62 30 106

Chi-Square Tests

Asymp. Sig. (2-

Value df
sided)
Pearson Chi-Square 5.430(a) 4 .246
Likelihood Ratio 6.873 4 .143
Linear-by-Linear Association .395 1 .530
N of Valid Cases 106

87
 Bar Chart

60
Q66
Low
Medium
50 High

40
Count

30

20

10

0
Below 30 30 - 40 40-50

CLASSIFICATION OF RESPONDENTS BASED ON AGE

Result :

From the above table, The calculated value is greater than the significant level 0.05,
hence the null hypothesis is accepted. There is no association between age and methods of
training and development. Hence the all the employees were accept the training programmes
regardless of age ..

88
Objective :
To investigate the satisfaction of the employee training and development program in
NEXA maruti Suzuki.
Formulation of hypothesis :
Null hypothesis (H0) :
There is no association between age and satisfaction of the employee training and
development.
Alternative hypothesis (H1) :
There is association between age and satisfaction of the employee training and
development.

Employee satisfaction Total

Low Medium High
CLASSIFICATION OF
RESPONDENTS BASED Below 30 9 73 19 101
ON AGE
30 - 40 0 4 0 4
40-50 0 1 0 1
Total 9 78 19 106

Chi – square test

Asymp. Sig. (2-

Value df
sided)
Pearson Chi-Square 1.884(a) 4 .757
Likelihood Ratio 3.155 4 .532
Linear-by-Linear Association .162 1 .687
N of Valid Cases 106

89
 Bar Chart

80
q65
Low
Medium
High

60
Count

40

20

0
Below 30 30 - 40 40-50

CLASSIFICATION OF RESPONDENTS BASED ON AGE

Result :

From the above table, The calculated value is greater than the significant level 0.05, hence
the null hypothesis is accepted. There is no association between the age and satisfaction of the
employee training and development. Hence all the employees were accept the training
program regardless of age.

90
Objective :
To investigate the satisfaction of the employee training and development program in
NEXA maruti Suzuki.
Formulation of hypothesis :
Null hypothesis (H0)
There is no association between experience and employee perception
towards training and development.

Alternatives hypothesis (H1)

There is association between experience nd employee perception towards
training and development

Employee perception Total

low medium high
CLASSIFICATION
OF RESPONDENTS
BASED ON Between 1-5 years 12 63 20 95
WORKING
EXPERIENCE
Between 5-10 years 1 3 3 7
More than 10 years 0 3 1 4
Total 13 69 24 106

Chi-Square Tests
Asymp. Sig. (2-
Value df
sided)
Pearson Chi-Square 2.517(a) 4 .642
Likelihood Ratio 2.814 4 .589
Linear-by-Linear Association .837 1 .360
N of Valid Cases 106

91
 Bar Chart

q64
low
medium
60
high
Count

40

20

0
Between 1-5 years Between 5-10 years More than 10 years

CLASSIFICATION OF RESPONDENTS BASED ON

WORKING EXPERIENCE

Result :
From the above table, The calculated value is greater than the significant level 0.05,
hence the null hypothesis is accepted. There is no association between the experience and
employees perception about training and development. Hence the employees were not given
more importance on training programs provided by the management.`

92
 CHAPTER – V
FINDINGS, SUGGESTIONS AND CONCLUSION
FINDINGS :
 . 99%of the respondents agree that they like to attend training program.
 . 82% of the respondents agree that training means it is knowledge and skills.
 . Majority of the respondents agree that training program is essential for both new
employees and existing employee.
 .82% of the respondents strongly agree that training is a part of organizational strategy.
 Majority of the respondents agree that training is well planned in their organization.
 73% of the respondents agree that every month training programs are conducted in their
organization.
 .Majority of the respondents agree that training program is compulsory for the employees
to work better.
 97% of the respondents agree that training is helpful in enhancing productivity and
performance of an employee.
 65% of the respondents agree that coaching is the method to use training in the
organization
 The analysis reveals that 93.3% of the respondents are in the age group of below 30
years, 3.8% of respondents are in the age group of 30 -40 years, .9% of respondents are in
the age group of 40 – 50 years,
 According to the study 8.5% of the respondents have diploma qualification 54.7% are
under graduates, 2.8% are having other qualification,
 The analysis reveals that most of the respondents i.e. 58% are having experience of below
1yr, some of them are having 28% experience between 1-3yrs and very few of them 13%
are having experience of above 3 years
 Majority ( 46%) of the respondents strongly agree that the working environment is safe.
 According to the study 35% of the respondents strongly agree, 23% disagree that they are
able to communicate effectively with senior management.
 The analysis reveals that majority 35% of the respondents agree, 33% disagree that the
employees having access to automated systems

93
 Almost 40% of the respondents agree that company helps them to develop themself and
career.
 Chi-square test was conducted to find the relationship between the effective
communication and the level of satisfaction towards the reward & compensation. There is
a significant relationship between effective communication and level of satisfaction
towards reward & compensation. It is concluded that level of effective communication is
medium and the level of satisfaction towards reward & compensation is also medium. So,
the company has to improve the effectiveness of communication.
 Another test was conducted to assess the relationship between the experience and the
level of satisfaction towards the reward & compensation. There is no significant
relationship between experience and the level of satisfaction towards reward &
compensation. It is concluded that irrespective of the experience, majority of the
employees have medium level of satisfaction towards reward & compensation.

94
SUGGESTION :

 Provide comprehensive training on the features, specifications, and benefits of each car
model in your showroom. Sales representatives should be able to confidently answer any
questions customers may have about the vehicles.
 Offer training in effective communication, active listening, and problem-solving skills.
Sales representatives should be able to build rapport with customers, understand their
needs, and provide personalized recommendations.
 Train sales representatives on effective sales techniques, including how to identify
customer preferences, overcome objections, and close deals. Additionally, provide
negotiation skills training to help them negotiate pricing and terms effect.
 Familiarize sales representatives with any technology tools or systems used in the
showroom, such as customer relationship management (CRM) software, digital product
catalogs, and virtual reality or augmented reality tools for showcasing vehicles.
 Teach sales representatives how to conduct engaging and informative test drives. This
includes explaining vehicle features during the drive, highlighting the driving experience,
and addressing any concerns or questions the customer may
 Provide training on financing options, lease terms, and other financial aspects of
purchasing a vehicle. Sales representatives should be able to explain these options clearly
and help customers make informed decisions.

95
CONCLUSION :

Training and development in a car showroom are paramount for ensuring the success
and growth of the business. By investing in comprehensive training programs, car showroom
managers can equip their employees with the skills, knowledge, and expertise needed to deliver
exceptional customer service, increase sales, and foster long-term customer
relationships.Effective training and development initiatives should focus on various aspects,
including product knowledge, sales techniques, customer service, and technological proficiency.
Providing employees with ongoing learning opportunities, such as workshops, seminars, online
courses, and on-the-job training, enables them to stay updated with the latest industry trends and
advancements in automotive technology.
In essence, investing in training and development is not just an expense but a
strategic investment that yields significant returns in terms of improved customer experiences,
increased sales, and a competitive edge in the automotive retail industry. A well-trained and
motivated workforce is the driving force behind a successful car showroom, enabling it to thrive
in a dynamic and competitive market environment.

96
 QUESTIONNAIRE
PERSONAL DETAILS :
1. Name:
2. Email id:
3. Contact number:
4. Age:
a) Below 30
b) 30-40
c) 40-50
d) 50-60
5. Gender:
a) Male
b) Female
c) Not to mention
6.Educational qualification :
a) Diploma
b) UG
c) PG
d) Others
7.Marital status :
a) Married
b) Unmarried
8. How long have been working with the organization?
a) Between 1-5 years
b) Between 5-10 years
c) More than 10 years
9.Salary
a) 10000-15000
b) 16000-20000
c) 21000-25000
d) Above 25000

97
10.Is your organization conducting training and development programme ?
a) Yes
b) No
11.How many training programme are conducted in a year ?
a) 2 to 4
b) 5 to 7
c) 8 to 9
d) More than 10
12.How many training session have you attended ?
a) 2 to 4
b) 5 to 7
c) 8 to 9
d) More than 10
13.What kind of training methods follow in your organization ?
a) On the job
b) Off the job
c) Both
14.What are the methods of facilitation at the training you have attended ?
a) Lecture
b) Demonstrations
c) Discussions
d) Presentation
e) Seminar
15.Training program according to you is ?
a) Improve skills
b) Improve knowledge
c) Change attitude
d) All the above

98
1.STRONGLY DISAGREE 2.DISAGREE 3. NEUTRAL 4. AGREE 5. STRONGLY AGREE

NO PARTICULARS 1 2 3 4 5
16. Is the Product training offered by your company deemed
effective in your perspective?
17. Is the Pampering training offered by your company
deemed effective in your perspective?
18. Is the Receive training offered by your company deemed
effective in your perspective?
19. Is the car product training offered by your company
deemed effective in your perspective?
20. Is the car maintaining training offered by your company
deemed effective in your perspective?

1. STRONGLY DISAGREE 2.DISAGREE 3. NEUTRAL 4. AGREE 5. STRONGLY AGREE

NO
PARTICULARS 1 2 3 4 5
21. Have you observed any positive impact on teamwork and
collaboration within the showroom as a result of the training
programs?
22. To what extent do you believe the training and development
programs at NEXA Maruti Suzuki are designed to enhance
employee skills and knowledge?
23. Participation in training programs has improved my overall
productivity.

24. The skills acquired through training programs have positively

influenced my job performance.

25. Training and development initiatives have enhanced my

ability to meet job requirements.

99
 26. The training programs have provided me with valuable
insights that contribute to my productivity.
27. I feel more confident in executing tasks due to the skills
acquired through training.
28. The training content is directly applicable to my day-to-day
responsibilities, positively impacting my productivity.
29. Participation in training programs has improved my efficiency
in handling job-related challenges.
30. The training and development initiatives have helped me
acquire new skills relevant to my role.

1.HIGHLY DISSATISFIED 2. DISSATISFIED 3. NEUTRAL 4. SATISFIED 5. HIGHLY SATISFIED

NO PARTICULARS 1 2 3 4 5

31. How satisfied are you with the training and development
programs?
32. How satisfied are you with the feedback and assessment
processes during and after the training sessions?
33. How satisfied are you with the overall quality of the
training and development programs?
34. How satisfied are you with the relevance of the training
content to the day-to-day tasks and responsibilities of
employees?
35. How satisfied are you with the feedback and support
provided to employees during and after the completion of
training programs?
36. How satisfied are you with the accessibility of training
resources and materials provided ?
37. .How satisfied are you with the availability of resources and
materials provided during training sessions?

100
38. How satisfied are you with the level of support provided by
managers and supervisors in implementing the skills acquired
from training programs?
39. How satisfied are you with the accessibility and us ability of
online learning platform ,if any provided?
40. How satisfied are you with the communication channels used
to inform employees about upcoming training and
development opportunities?

1. STRONGLY DISAGREE 2. DISAGREE 3. NEUTRAL 4. AGREE 5. STRONGLY AGREE

NO PARTICULAR
1 2 3 4 5
41. I believe the current training programs effectively enhance
employees' skills for their roles.
42. The existing training initiatives significantly contribute to
employee satisfaction and engagement.
43. The training content provided aligns well with employees'
roles and responsibilities.
44. The current training programs align with the career aspirations
of employees.
45. Training resources and materials are easily accessible for
employees.
46. The training programs contribute significantly to improving
employee performance in their respective roles.
47. I am satisfied with the variety of training methods used in the
car showroom.
48. The current training initiatives foster a culture of continuous
learning among employees.

101
49. The feedback mechanisms during and after training sessions
are effective.
50. The career progression paths communicated through training
initiatives are clear.

1. VERY POOR 2. POOR 3. AVERAGE 4. GOOD 5. VERY GOOD

NO PARTICULARS 1
2 3 4 5
51. How well do you feel the car showroom
communicates information about available training and
development programs?
52. How well does the organization communicate
information about upcoming training and development
opportunities to employees?
53. How well does the organization recognize and utilize
the skills acquired by employees through training and
development in day-to-day operations?
54. To what extent do you believe the current training
initiatives align with the organizational goals and
objectives?
55. How satisfied are you with the relevance of training
content to your job role in the car showroom?
56. How well do you think the organizational training
programs contribute to improving overall employee
performance?
57. Do you perceive that the training programs
adequately address the specific needs and challenges
faced by employees?

102
58. How would you rate the accessibility of training
resources and materials provided by the organization?
59. To what extent do you feel that the current training
initiatives foster a culture of continuous learning
among employees?
60. How effective do you find the feedback mechanisms
during and after training sessions in the car
showroom?
61. How well do the training programs incorporate the
latest industry trends and advancements?
62. Do you believe that the organizational training
programs contribute significantly to your professional
growth?
63. How well do you think the training programs address
individual employee needs and preferences?
64. How likely are you to recommend improvements or
changes to the existing training programs in the car
showroom?
65. To what extent do you believe the organizational
training initiatives address the evolving needs of the
automotive industry?

103
 BIBIOGRAPHY
Books :
 Noe, Raymond A. Employee Training & Development. McGraw-Hill
Education, 2020.
 Rothwell, William J., and H. C. Kazanas. Mastering the Instructional Design
Process: A Systematic Approach. John Wiley & Sons, 2019.

Journal
 Human Resource Development Quarterly
 Journal of Workplace Learning
 Training and Development Journal
 Journal of European Industrial Training
 International Journal of Training and Development

Website :
 https://www.techtarget.com/searchhrsoftware/definition/employee-training-
and-development
 https://in.linkedin.com/company/nexaexperience
 https://www.ambitionbox.com/overview/nexa-overview
 https://www.teachfloor.com/elearning-glossary/what-is-training-and-
development#:~:text=Training%20and%20Development%20(T%26D)%20i
s,you%20do%20your%20job%20now
 https://explore.darwinbox.com/hr-glossary/training-and-development
 https://www.ibm.com/topics/training-development
 https://www.techtarget.com/searchhrsoftware/definition/employee-training-
and-development
 https://www.techtarget.com/searchhrsoftware/definition/employee-training-
and-development

104