PROJECT REPORT

ON

TRAINING AND DEVELOPMENT

Mahindra & Mahindra Ltd.

Submitted to

Maharshi Dayanand University Rohtak,

For

Partial Fulfillment of the Award of Degree

MASTER OF BUSINESS ADMINISTRATION

(BATCH-2023-2025)

SUBMITTED TO: SUBMITTED BY:

Controller of Examination

MDU Rohtak Reg. No. 1176770353

Under the Supervision of Roll No...........................

Prof. [Dr.] Geeta

INSTITUTE OF MANAGEMENT & TECHNOLOGY

[Approved by AICTE, and affiliated to M.D.U, ROHTAK]

SECTOR-86, NEAR SAI DHAM, FARIDABAD,121002

 DECLARATION

I, Kalpana, Registration No. 1176770353, Class MBA 4th Sem. of the Institute of Management &

Technology, Faridabad, hereby declare that the Project Report entitled “Training and

Development” is an original work and the same has not been submitted to any other institute for the

award of any other degree. A seminar presentation of the Project Report was made on 1st April 2025,

and the suggestions as approved by the faculty were duly incorporated.

Presentation In charge Signature of the Candidate

Prof. (Dr.) Geeta Kalpana

Forward by

Director/Principal of the Institute

 PREFACE

Project Report is a part of our curriculum that gives us knowledge about practical work. This also

helped us to understand the practical aspects of the conceptual studies learnt by them in the HR subject.

The Project Report presented here is the part of the syllabus of the MBA degree provided by M.D.

University, Rohtak.

Each student pursuing this course is required to submit a particular report on the topic assigned to them

in their course. The essential purpose of this report is to provide an exposure and detailed outlook to

the students of the practical concept, which they have already studied in research. For the purpose, I

was assigned the report for the “Training and Development” in Mahindra & Mahindra Ltd. It is a

matter of great privilege to make a report for Mahindra, one of the largest organizations of its kind.

The whole Report is divided into 7 segments-

➢ The first segment consists of an Introduction to Training and Development.

➢ The second segment consists of Research Methodology

➢ The third segment consists of microanalysis

➢ The fourth segment consists of Macro analysis

➢ The fifth segment consists of a Summary of major observations, Findings, suggestions, &

Conclusion.

➢ The sixth segment consists of the Bibliography.

➢ The seventh segment consists of Appendices, which include questionnaires, List of Graphs &
List of Tables.
 ACKNOWLEDGEMENT

This Project Report, prepared by me, is a result of the joint effort of several helping hands in the HR

Department of Mahindra & Mahindra Ltd. The knowledge of our theoretical studies is incomplete

without their proper implementation and application in the diversified corporate world of today. During

my report, I have been opportunistic to be a part of the Mahindra group, which is one of the leading

business houses in today's scenario.

I am indebted to the helping hand of my faculty guide, Dr. GEETA (Associate Prof..), who, by her

continuous reinforcement and best wishes, paved the way for me into an intense and interesting

corporate world.
 Table of Contents

Chapter No. Chapter Name Page No.

1. Introduction 6 - 19

1.1 Significance of the Problem 6 - 10

1.2 Review of existing Literature 11 - 15

1. Conceptualization 16

1.4 Focus of the study 17

1.5 Objectives of the study 18 - 19

2. Research Methodology 20 - 37

2.1 Universe and survey Population (Industry profile) 20 – 26

2.2 Profile of the Organization/Company 27 - 34

2.3 Research design 35

2.4 Sample size and techniques 35

2.5 Analysis pattern 36

2.6 Data collection (Primary & Secondary) 36

2.7 Applied Statistical Tools (Analysis Pattern) 37

3. Micro Analysis 38 - 46

4. Macro Analysis 47 – 50

5. Summary of Observations 51 - 55
5.1 Findings
5.2 Recommendations
5.3 Conclusion
6. Bibliography 56 - 57
7. Appendices
7.1 Questionnaire
7.2- 7.3 List of Tables and Graphs with page numbers 58 - 63

1
 CHAPTER – 1

INTRODUCTION

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INTRODUCTION OF TRAINING AND DEVELOPMENT

1.1 TRAINING

Training is one of the processes required to turn new members of an organization into “productive

insiders”. Training is a process of transmitting and receiving information related to problem solving.

Training is a means to educate somewhat narrowly mainly by instruction, drill and Discipline. It is

referred as applying principally to the improvement of skills and hence to learning how to perform

specific tasks. Training is being defined as an act of increasing the knowledge and skill of an employee

for doing a particular job. It is concerned with imparting specific skills for particular purposes. Training

is aimed at learning a skill by a prescribed method of application of a technique. Training is the formal

procedure which a company utilizes to facilitate learning so that the resultant behavior contributes to

the attainment of the company’s goals and objectives.

Thus, training refers to the efforts made on the part of the trainer who facilitates learning on the part of

the training to increasing skills knowledge and perfection in a specific task for efficiency economy and

satisfaction. Upon reviewing the variety of definition of training available the following characteristics

can be listed as key elements for effective training.

➢ Effective training is the learning experience

➢ Effective training is a planned organizational activity

➢ Effective training is a response to identified needs.

Training enables employees to demonstrate new concepts, build skills, solve difficult interpersonal

relationship and technical problems or gain insight into behavior accepted as “the way things are.

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A key assumption of training is that by giving employees skill and insight for identifying and defining

organizational problems, individual will have greater capacity to change unproductive and unsatisfying

organizational structures and processes. It is a catalytic process that depends largely on the abilities of

informed and skilled members to develop their tools for charge.

However, the individual abilities must be simultaneously supported by organizational accountability

so that, participants use their abilities to the hilt to learn from the training programmes and transfer

those learning to the workplace and is technically termed as the transfer of training effects. It is basically

the process of increasing the knowledge and skills for doing a particular job; an organized procedure

by which people gain knowledge and skill for a definite purpose.

Training gives people an awareness of the rules and procedures to guide their behavior. It attempts to

improve their performance on the current job or prepare them for an intended job. In organizational

terms it is intended to equip persons to earn promotion and hold greater responsibility. Training is

aimed at improving the behavior and performance. It is a never ending or continuous process.

Notice that the last part of the definition states that training is provided for the present job. This includes

training new personnel to perform their job, introducing a new technology, or bringing an employee up

to standards. Earlier it was stated that there are four inputs to a system: people, material, technology,

and time. Training is mainly concerned with the meeting of two of these inputs -- people and

technology. That is, having people learn to master a given technology.

1.2 DEVELOPMENT

Management development is all those activities and programmer when recognized and controlled have

substantial influence in changing the capacity of the individual to perform his assignment better and in

going so all likely to increase his potential for future assignments.

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Thus, management development is a combination of various training programmer, though some kind

of training is necessary, it is the overall development of the competency of managerial personal in the

light of the present requirement as well as the future requirement.

1.3 SIGNIFICANCE OF THE STUDY

➢ Optimum Utilization of Human Resources Training and Development helps in optimizing the

utilization of human resource that further helps the employee to achieve the organizational goals

as well as their individual goals.

➢ Training and Development helps to provide an opportunity and broad structure for the

development of human resources in Technical and behavioral skills in an organization. It also

helps the employees in attaining personal growth.

➢ Development of skills of employees Training and Development helps in increasing the job

knowledge and skills of employees at each level. It helps to expand the horizons of human

intellect and an overall personality of the employees.

➢ Productivity Training and Development helps in increasing the productivity of the employees

that helps the organization further to achieve its long-term goal.

➢ Team spirit Training and Development helps in inculcating the sense of team work, team spirit,

and inter-team collaborations. It helps in inculcating the zeal to learn within the employees.

➢ Organization Culture Training and Development helps to develop and improve the

organizational health culture and effectiveness. It helps in creating the learning culture within

the organization.

➢ Organization Climate Training and Development helps building the positive perception and

feeling about the organization. The employees get these feelings from leaders, subordinates,

and peers.

➢ Quality Training and Development helps in improving upon the quality of work and work-life.
5
 ➢ Healthy work environment Training and Development helps in creating the healthy working

environment. It helps to build good employee, relationship so that individual goals aligns with

organizational goal.

➢ Health and Safety Training and Development helps in improving the health and safety of the

organization thus preventing obsolescence.

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

➢ Image Training and Development helps in creating a better corporate image.

➢ Profitability training and development leads to improved profitability and more positive

attitudes towards profit orientation.

➢ Training and Development aids in organizational development i.e. Organization gets more

effective decision making and problem solving. It helps in understanding and carrying out

organizational policies.

➢ Training and Development helps in developing leadership skills, motivation, loyalty, better

attitudes, and other aspects that successful workers and managers usually display.

1.4 LITERATURE REVIEW

According to the Edwin B Flippo, “Training is the act of increasing knowledge and skills of an

employee for doing a particular job.”

According to the Michel Armstrong, “Training is systematic development of the knowledge, skills and

attitudes required by an individual to perform adequately a given task or job”. (Source: A Handbook

of Human Resource Management Practice, Kogan Page, 8th Ed., 2001)

(Source: Personnel Management, McGraw Hill; 6th Edition, 1984) The term ‘training’ indicates the

process involved in improving the aptitudes, skills and abilities of the employees to perform specific

jobs. Training helps in updating old talents and developing new ones. ‘Successful candidates placed on

the jobs need training to perform their duties effectively’.

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1.5 TRADITIONAL AND MODERN APPROACHES OF TRAINING AND

DEVELOPMENT

➢ Traditional Approach – Most of the organizations before never used to believe in training.

They were holding the traditional view that managers are born and not made. There were also

some views that training is a very costly affair and not worth. Organizations used to believe

more in executive pinching. But now the scenario seems to be changing.

➢ The Modern approach - training and development is that Indian Organizations have realized

the importance of corporate training. Training is now considered more of a retention tool than

a cost. The training system in Indian Industry has been changed to produce a smarter workforce

and yield the best results.

1.6 IMPORTANCE OF TRAINING AND DEVELOPMENT

Development of Human Resources—Training and Development help provide an opportunity

and a broad structure for the development of human resources’ technical and behavioral skills

in an organization. They also help employees attain personal growth.

➢ Development of employees' skills—Training and Development help increase the job

knowledge and skills of employees at each level. It helps to expand the horizons of human

intellect and the overall personality of the employees.

➢ Productivity – Training and Development helps in increasing the productivity of the

employees, which helps the organization further to achieve its long-term goal.

➢ Team spirit—Training and Development help inculcate a sense of teamwork, team spirit,

and inter-team collaborations. It also helps inculcate the zeal to learn within the

employees.

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➢ Organization Culture – Training and Development helps to develop and improve the

organizational health culture and effectiveness. It helps in creating the learning culture

within the organization.

➢ Organization Climate – Training and Development helps building the positive

perception and feeling about the organization. The employees get these feelings from

leaders, subordinates, and peers.

➢ Quality – Training and Development helps in improving upon the quality of work and

work-life.

➢ Healthy work-environment – Training and Development helps in creating the healthy

working environment. It helps to build good employee, relationship so that individual

goals aligns with organizational goal.

➢ Health and Safety – Training and Development helps in improving the health and safety

of the organization thus preventing obsolescence.

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

➢ Image – Training and Development helps in creating a better corporate image. •

Profitability – Training and Development leads to improved profitability and more

positive attitudes towards profit orientation.

➢ Training and Development aids in organizational development i.e. Organization gets

more effective decision making and problem solving. It helps in understanding and

carrying out organizational policies

➢ Training and Development helps in developing leadership skills, motivation, loyalty,

better attitudes, and other aspects that successful workers and managers usually display.

8
1.7 Training Needs Analysis

TRAINING DESIGN- The design of the training program can be undertaken only when a clear training

objective has been produced. The training objective clears what goal has to be achieved by the end of

training program i.e. what the trainees are expected to be able to do at the end of their training. Training

objectives assist trainers to design the training program. The trainer – Before starting a training

program, a trainer analyzes his technical, interpersonal, judgmental skills in order to deliver quality

content to trainers. The trainees – A good training design requires close scrutiny of the trainees and

their profiles. Age, experience, needs and expectations of the trainees are some of the important factors

that affect training design. Training climate – A good training climate comprises of ambience, tone,

feelings, positive perception for training program, etc. Therefore, when the climate is favorable nothing

goes wrong but when the climate is unfavorable, almost everything goes wrong. Trainees’ learning

style – the learning style, age, experience, educational background of trainees must be kept in mind in

order to get the right pitch to the design of the program. Training strategies – Once the training objective

has been identified, the trainer translates it into specific training areas and modules. The trainer prepares

the priority list of about what must be included, what could be included. Training topics – After

formulating a strategy, trainer decides upon the content to be delivered. Trainers break the content into

headings, topics, ad modules. These topics and modules are then classified into information,

knowledge, skills, and attitudes. Sequence the contents – Contents are then sequenced in a following

manner:

• From simple to complex

• Topics are arranged in terms of their relative importance

• From known to unknown

• From specific to general

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• Dependent relationship Training tactics – Once the objectives and the strategy of the training program

become clear, the trainer is in the position to select the most appropriate tactics or methods, or

techniques. The method selection depends on the following factors:

• Trainees’ background

• Time allocated

• Style preference of the trainer

• Level of competence of the trainer

• Availability of facilities and resources

1.8 Training implementation

To put a training program into effect according to a definite plan or procedure is called training

implementation. Training implementation is the hardest part of the system because one wrong step can

lead to the failure of the whole training program. Even the best training program will fail due to one

wrong action. Training implementation can be segregated into:

• Practical administrative arrangements

• Carrying out of the training. Implementing Training Once the staff, course, content, equipment, and

topics are ready, the training is implemented. Completing training design does not mean that the work

is done because the implementation phase requires continual adjusting, redesigning, and refining.

Preparation is the most important factor to taste success. Therefore, the following are the factors that

are kept in mind while implementing a training program: The trainer – The trainer needs to be prepared

mentally before the delivery of content. The trainer prepares materials and activities well in advance.

The trainer also set the ground before meeting with participants by making sure that he is comfortable

with the course content and is flexible in his approach. Physical set-up – A Good physical set-up is a

prerequisite for an effective and successful training program because it makes the first impression on

participants. Classrooms should not be very small or big, but as nearly square as possible. This will

10
bring people together both physically and psychologically. Also, the right amount of space should be

allocated to every participant. Establishing rapport with participants – There are various ways by which

a trainer can establish good rapport with trainees, by:

• Greeting participants – the simple way to ease those initial tense moments

• Encouraging informal conversation

• Remembering their first name

• Pairing up the learners and having them familiarize themselves with one another

• Listening carefully to trainees’ comments and opinions

• Telling the learners by what name the trainer wants to be addressed

• Getting to class before the arrival of learners

• Starting the class promptly at the scheduled time

• Using familiar examples

• Varying his instructional techniques

• Using the alternate approach if one seems to bog down Reviewing the agenda – At the beginning of

the training program it is very important to review the program objective. The trainer must tell the

participants the goal of the program, what is expected out of trainers to do at the end of the program,

and how the program will run. The following information needs to be included:

• Kinds of training activities

• Schedule

• Setting group norms

• Housekeeping arrangements

• Flow of the program

• Handling problematic situations

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1.9 TRAINING EVALUATION

The process of examining a training program is called training evaluation. Training evaluation checks

whether training has had the desired effect. Training evaluation ensures that whether candidates are

able to implement their learning in their respective workplaces, or to the regular work routines.

Purposes of Training Evaluation The five main purposes of training evaluation are: Feedback: It helps

in giving feedback to the candidates by defining the objectives and linking it to learning outcomes.

Research: It helps in ascertaining the relationship between acquired knowledge, transfer of knowledge

at the work place, and training. Control: It helps in controlling the training program because if the

training is not effective, then it can be dealt with accordingly. Power games: At times, the top

management (higher authoritative employee) uses the evaluative data to manipulate it for their own

benefits. Intervention: It helps in determining that whether the actual outcomes are aligned with the

expected outcomes.

1.10 CONCEPTUALISATION

The study findings support the general argument proposed in HRD literature regarding the role of T&D

philosophy in guiding the related actions, but also indicate that the way of thinking about T&D is

shaped through the prism of the ‘situation needs and T&D utility’. Furthermore, this study argues that

the perceptions, understanding, and application of T&D are influenced by several interrelated factors,

most importantly, industry and organizational internal specifications and needs.

Further, it provides an explanation of how the situation is constructed, which is turn helps in filling the

gap in Arab literature in this area. Finally, for the managerial contribution, this study proposed a model

for T&D management that could be consistent with participants’ perceptions

and with the acceptable philosophical perspective. Furthermore, the model takes into account of the

explored T&D problems and obstacles.

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1.11 FOCUS OF THE STUDY

The main focus of training and development is in any company or organization that aims at progressing.

Training is simply a process of acquiring the essential skills required for a certain job. Its main focus

is to train the employees in any organization. It targets specific goals, for instance understanding a

process and operating a certain machine or system. On the other side development, put emphasis on

broader skills, which are applicable in a wide range of situations. This includes decision making,

thinking creatively and managing people.

1.12 OBJECTIVE OF THE STUDY

➢ To analyze the existing training practices, its effectiveness and recommend measures to

improve the training practices in the organization.

➢ To study the frequency of training, training methods and their effects on the trainees and

recommend certain measures for improvement.

➢ To understand the present practices enforced in respect of training at the personnel department

and recommend any changes if necessary.

➢ To take feedback and analyze the level of satisfaction amongst the employees in respect of

training activities and suggest alternatives.

1.13 HYPOTHESIS

Because one of the purposes of this study is to replicate the experiment conducted by C&H, the first

nine hypotheses are the same as those that appeared in the original study.

H HYPOTHESES:

H1: Subjects who receive behavior modeling training will develop higher perceptions of computer self-

efficacy than subjects who receive non-modeling training.

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H2: Subjects who receive behavior modeling training will develop higher outcome expectations than

subjects who receive non-modeling training.

H3: Subjects who receive behavior modeling training will score higher than those in non-modeling

training on measures of performance.

H4: Individuals with high computer self-efficacy will demonstrate higher outcome expectations

regarding computer use than individuals with low self-efficacy.

H5: Individuals with high computer self-efficacy will score higher than those with low computer self-

efficacy on measures of performance.

H6: Individuals who expect positive outcomes from their use of computers will exhibit higher

performance than those who do not expect positive outcomes.

H7: Subjects with higher prior computer performance scores will develop higher perceptions of

computer self-efficacy than subjects with lower prior performance scores.

H8: Subjects with higher prior computer performance scores will develop higher outcome expectations

than subjects with lower prior performance scores.

H9: Subjects with higher prior performance scores will exhibit higher performance than subjects with

lower prior performance scores. (Campeau and Higgins, 1995)

1.9 LIMITATIONS OF THE STUDY

The training department of the company is confronted with the following problems:

➢ IRREGULAR TRAINING

There are no regular training schedules for officers and staff.

➢ NON-STANDARDIZED

The training given to employees is not standardized.

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➢ LACK OF WORK STUDY

No work study has been done on the requirement for training.

➢ INSUFFICIENT TRAINING PROGRAMMES

No in-house training programmes have been conducted.

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 CHAPTER – 2

RESEARCH METHODOLOGY

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2.1 INTRODUCTION

About Mahindra & Mahindra Limited :

Type Public Company

Founded 1945
Headquarters Mumbai, India
Anand Mahindra (Chairman), Dr..Anish Shah (Group CEO & MD), Mr. Rajesh Jajurikar (ED &
Key People CEO)
Industry Automotive Farm Equipment
Revenue US$ ₹1.490 Trillion (2024)
Employees over 260,000 people across 20+ industries and more than 100 countries
Website Mahindra.com

Mahindra & Mahindra Limited is a part of the Mahindra Group, an automotive, farm equipment,

financial services, trade and logistics, automotive components, after-market, IT, and infrastructure

conglomerate. The company was set up in 1945 as Mahindra & Mohammed. Later, after the partition

of India, Ghulam Muhammad returned to Pakistan and became that nation’s first finance minister.

Hence, the name was changed from Mahindra & Mohammed to Mahindra & Mahindra in 1948.

Initially set up to manufacture general-purpose utility vehicles, Mahindra & Mahindra (M&M) was

first known for assembly under license of the iconic Willys Jeep in India. The company later branched

out into the manufacture of light commercial vehicles (LCVs) and agricultural tractors, rapidly growing

from being a manufacturer of army vehicles and tractors to an automobile major with a growing global

market. At present, M&M is the leader in the utility vehicle (UV) segment in India.

Business:

Mahindra & Mahindra grew from being a maker of army vehicles to a major automobile and tractor

manufacturer. It has acquired plants in China and the United Kingdom, and has three assembly plants

17
in the USA. M&M has partnerships with international companies like Renault SA, France and

international Truck and Engine Corporation, USA.

M&M has a global presence and its products are exported to several countries. Its global subsidiaries

include Mahindra Europe Srl. based in Italy. Mahindra USA Inc, Mahindra South Africa and Mahindra

(China) tractor Co. Ltd.

M&M is one of the leading tractor brands in the world. It is also the largest manufacturer of tractors in

India with sustained market leadership of over 25 years. It designs, develops, manufactures and markets

tractors as well as farm implements. Mahindra tractors (China) Co. Ltd. Manufactures tractors for the

growing Chinese market and is a hub for tractor exports to the USA and other nations. M&M has a

100% subsidiary, Mahindra USA, which assembles products for the American market.

M&M made its entry into the passenger car segment with the Logan in April 2007 under the Mahindra

Renault joint venture. M&M will make its maiden entry into the heavy trucks segment with Mahindra

Navistar, the joint venture with International Truck, USA.

M&M’s automotive division makes a wide range of vehicles including MUVs, LCVs and three

wheelers. It offers over 20 models including new generation multi-utility vehicles like Scorpio, and the

Bolero.

At the 2008 Delhi Auto Show, Mahindra Executives said the company is pursuing an aggressive

product expansion program that would see the launch of several new platforms and vehicles over the

next three years, including an entry-level SUV designed to seat five passengers and powered by a small

turbo diesel engine. True to their word, Mahindra & Mahindra launched the Mahindra Xylo in January

2012, and as of June 2013, the Xylo has sold over 15000 models.

In 2014, Mahindra entered FIA Formula E Championship.

The US-based Reputation Institute recently ranked Mahindra among the top 10 Indian companies in its

‘Global 200: The World's Best Corporate Reputations ’list.

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Awards:

1. Bombay Chamber Good Corporate Citizen Award for 2006-07

2. Business world FICCI-SEDF Corporate Social Responsibility Award - 2012

3. Deming Prize

4. Japan Quality Medal in 2011

5. Apollo CV Awards in 2019

6. ITOTY Awards in 2023

Models:

• Mahindra Bolero

➢ Mahindra Bolero Camper

➢ Mahindra Bolero Inspira

➢ Mahindra Bolero Stinger Concept

• Mahindra Scorpio

➢ Mahindra Scorpio Gateway

➢ Mahindra Scorpio First

• Mahindra Xylo

• Mahindra legend

• Mahindra MM550 XD

• Mahindra-Renault Logan (in cooperation with Renault)

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 • Mahindra Axe

• Mahindra Major

• Mahindra Souvenir Concept

• Mahindra Commander

• Mahindra Grand Vitara

Core Business Activities:

• Automotive

• Farm Equipment

• Systech

• Financial Services

• Information Technology

• Infrastructure Development

• After-Market

• Two-Wheelers

• Mahindra Partners Division

• Specialty Service

• Real Estate

Community Initiatives:

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 • Mahindra United World College of India

• Mahindra United, a football club based in Mumbai, Maharashtra

• Mahindra Foundation

Launching of Mahindra Xylo:

To build a car that has everything the customer wants, it is essential to understand what he wants first.

This had been the basic principle behind the Xylo. They started with the customer. To this end they

spent time with car users, across the country, observing their interaction with cars. We watched how

they entered vehicles, what they did inside, what they looked for. They noted down complaints and

identified need gaps.

And then they started building the Xylo from the inside out. This is the first time in India where

passenger compartment was designed well before the exteriors of the car. Every single learning was

incorporated on a wooden buck (a mock car interior with instrumental panel, steering wheel and seats).

This was then tested with car customers for further feedback and only after integrating every desired

feature into interior did we start with the exterior.

The result was a car that was fluent in form and function. A car that was truly world class and a car that

was in sync with the people requirements.

Making the Mahindra Xylo meant challenging the limitations of every car before it. It meant

determining the needs of our consumers and pioneering technologies to meet those needs. The

Mahindra Xylo was meant to be built around you, out of your needs.

It took 160 engineers to do just that. Engineers that were handpicked from across the country. Each of

them regarded as an expert in their field of automobile development. The engineers spent time

with customers across the country, observing their interaction with vehicles. They identified need gaps

and invented solutions to fill in these gaps and the result was India’s first car to be built out. Every need

was catered to, every requirement met and once the interiors were done, the exteriors began.

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A lot of research and development has gone into bringing the Mahindra Xylo from the drawing board

to the ‘on road’. And every manufacturing process has been optimized to handle this special car’s

special requirements. Like the body assembly procedures that are fully automated to ensure incredible

levels of accuracy. So you can be sure that extra thought and effort have gone into making the Mahindra

Xylo perfect in every way.

Mahindra & Mahindra Limited launched their latest Multi Vehicle (MUV) “Xylo” in India on January

2013. The car boasts of having all the luxurious features that are seen in today’s sedans with the ample

space of a utility vehicle. Xylo’s muscular stance contributes to its commanding road presence. Fully

packed with the latest features, the MUV is sure to impress Indian consumers and provide a stiff

competition to other vehicles within its class.

In 2014, Mahindra entered the FIA Formula E Championship.

Performance of Mahindra Xylo:

Under the hood of Mahindra Xylo lies a 4-cylinder turbocharged, mEagle diesel engine which generates

a power of 112bhp@3800 rpm and a peak torque of 24 kgm @ 1800-3000 rpm. The powerful engine

is developed on the NEF CRDe platform and is mated to a 5-speed manual transmission. The car

accelerates from rest to 60 km/h in just 5.8 seconds.

Specification:

Engine mEagle CRDe mDI CRDe

Fuel Diesel Diesel

Injection Common rail Common rail

Engine capacity (cc) 2498 2498

Power 83.2kW (112 bhp) @3800rpm 69.5kW (95 bhp) @3600 rpm

Torque 260Nm @1800-3000rpm 220Nm @1400-2600 rpm

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 Front Brake Disc Disc

Rear Brake Drum Drum

Front Suspension Independent coil spring Independent coil spring

Rear Suspension Multi-link coil spring Multi-link coil spring

Turning radius (m) 5.4 5.4

Tyre size 215/75R15 (381 mm) 205/65R15 (381 mm)

2.3 METHODS OF TRAINING IN MAHINDRA

ON-THE-JOB TECHNIQUES

On-the-job techniques enable managers to practice management skills, make mistakes, and learn from

their mistakes under the guidance of an experienced, competent manager. Some of the methods are:

Job Rotation: It is also referred to as cross straining. It involves placing an employee on different jobs

for periods of time ranging from a few hours to several weeks. At lower job levels, it normally

consumes a short period, such as few hours or one or two days. At higher job levels, it may consume

much larger periods because staff trainees may be learning complex functions and responsibilities.

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Job rotation for managers usually involves temporary assignments that may range from several months

to one or more years in various departments, plants, and offices. Job rotation for trainees involves

several short-term assignments that touch a variety of skills and give the trainees a greater

understanding of how various work areas function. For middle and upper-level management, it serves

a slightly different function. At this stage, it involves lateral promotions, which last for one or more

years. It involves a move to a different work environment so that the manager may develop competence

in general management decision-making skills.

Enlarged and enriched job responsibilities: By giving an employee added job duties, and increasing

the autonomy and responsibilities associated with the job, the firm allows an employee to learn a lot

about the job, department and organization.

Job instruction training: It is also known as step-by-step training. Here, the trainer explains the trainee

the way of doing the jobs, job knowledge and skills and allows him to do the job. The trainer appraises

the performance of the trainee, provides feedback information and corrects the trainee. In simple words,

it involves preparation, presentation, performance, and tryout and follow-up.

Coaching: The trainee is placed under a particular supervisor who functions as a coach in training the

individual. The supervisor provides the feedback to the trainee on his performance and offers him some

suggestions for improvement. Often the trainee shares some duties and responsibilities of the coach

and relives him of his burden. A drawback is that the trainee may not have the freedom or opportunity

to express his own ideas.

➢ Committee assignments: Here in, a group of trainees are given and asked to solve an actual

organizational problem. The trainees solve the problem jointly. This develops team work and group

cohesiveness feelings amongst the trainees.

➢ Off-the-job training: It includes anything performed away from the employee’s job area or

immediate work area. Two broad categories of it are:

24
➢ In house programmers: These are conducted within the organizations own training facility;

either by training specialists from the HR department or by external consultant or a combination

of both.

➢ Off-site programmers: It is held elsewhere and sponsored by an educational institution, a

professional association, a government agency or an independent training and development

firm.

➢ The various off-the-job training programs are as follows:

➢ Vestibule training: Herein, actual work conditions are simulated in a classroom. Material, files

and equipment that are used in actual job performance are also used in training. This type of

training is commonly used for training personnel for clerical and semiskilled jobs. The duration

of this training ranges from few days to a few weeks. Theory can be related to practice in this

method.

➢ Role-playing: It is defined as a method of human interaction that involves realistic behavior in

imaginary situations. This method involves action doing and practice. The participants play the

role of certain characters, such as production manager, HR manager, foreman, workers etc. This

method is mostly used for developing interpersonal interactions and relations.

➢ Lecture method: The lecture is a traditional and direct method of instruction. The instruction

organizes the material and gives it to the group of trainees in the form of a talk. To be effective,

the lecture must motivate and create interest among the trainees. An advantage of this method

is that it is direct and can be used for a large group of trainees.

➢ Conference or discussion: It is a method in training the clerical, professional and supervisory

personnel. It involves a group of people who pose ideas, examine and share facts and data, test

assumptions and draw conclusions, all of which contribute to the improvement of job

performance. It has an advantage that it involves two-way communication and hence feedback

25
 is provided. The participants feel free to speak in small groups. Success depends upon the

leadership qualities of the person who leads the group.

➢ Programmed instruction: This method has become popular in recent years. The subject matter

to be learned is presented in a series of carefully planned sequential units. These units are

arranged from simple to more complex levels of instructions. The trainee goes through these

units by answering questions or filling the blanks. This method is expensive and time-

consuming.

2.4 TRAINING PROGRAMMES IN MAHINDRA

Mahindra follows the philosophy to establish and build a strong performance driven culture with greater

accountability and responsibility at all levels. To that extent the Company views capability as a

combination of the right people in the right jobs, supported by the right processes, systems, structure

and metrics.

The Company organizes various training and development programmers, both in-house and at other

places in order to enhance the skills and efficiency of its employees. These training and development

programmers are conducted at various levels i.e. for workers and for officers etc.

2.5 TRAINING IN MAHINDRA

Mahindra provides training to all its employees as per the policy of the organization.

➢ PURPOSE OF TRAINING: To ensure the availability of trained manpower.

➢ SCOPE: All categories of employees.

26
2.6 FLOW CHART OF TRAINING PROCEDURE

IDENTIFICATION OF NEEDS

Management Staff

The Performance Appraisal form of the organization has a section in which the training and

development needs are filed up. The person whom the concerned employee is reporting fills the

Performance Appraisal form annually. Such person may be a branch head or department head.

Identification of training need is done at the Executive Office (EO) level for the managers through the

Performance Appraisal forms annually and the records are maintained at the Executive Office.

Managers are nominated for the various training courses by the Executive’s Office. Managers may

27
also be nominated to certain training programmers from the branch if the subject’s covered are found

to be of interest or if they offer a learning opportunity in some emerging areas of knowledge.

Training needs for the department through their Performance Appraisal forms identifies the officers,

which are filled in by the department head. The Performance Appraisal forms thus give the emerging

training needs. This exercise is carried out annually.

Staff and Workers

Training needs for staff and workers are identified based on:

➢ Company’s strategy and policy.

➢ Organizational Thrust Areas.

➢ New Emerging Areas.

This together gives the consolidated system of needs that is prepared by the Personnel Officer and

approved by the Department Head.

2.7 PREPARATION OF TRAINING PLAN IN MAHINDRA

On the basis of identified training needs, the annual training calendar is prepared by the Personnel

officer and approved by the Personnel Head.

Annual Training Budget is prepared by Branch Personnel Head and is approved by Executive Office.

This gives the final list of training activities in a particular year. It is attempted to carry out all the

programmers to fulfill the identified needs. The Head of the Personnel Department monitors the actual

training conducted vis-à-vis the identified training needs every month.

28
2.8 IMPARTING OF TRAINING

Actual training is imparted with the help of in-house and outside agencies. The selection of these

agencies is done on the basis of reputation; programmers offered by them, past experience and feedback

received from the earlier participants.

Training is also impacted by nominating the concerned employee for an external training programmer.

All records of the training are maintained at branch as per Record of Training in the Personnel folder

and the same is intimated to the Executive Office Personnel through the Monthly Personnel Report.

FEEDBACK

Feedback is taken from the participants through a questionnaire on the programmer and their

impressions in order to further improve upon the same. There are three such questionnaires available

and one of these is used depending upon the nature of the training programmer and the level of

participants. Also, a person from the personnel department sits through the final session of the

programmer and takes the verbal feedback about the programmer.

INDUCTION TRAINING

Staff/ Officers/ Managers

➢ This is carried out as the very first step for any new entrant into the branch at the Staff/ Officer/

Manager Level. The department prepares a schedule for the employee as per which

➢ he is required to spend specific time in each department. During such period, he is reporting to

the respective department head.

➢ The objective of the induction programmer is to familiarize the participant to the function of

different department. The copies of the same are sent to the General Manager and all concerned.

At the end of the induction, the trainee has to submit a report to the Personnel Department.

29
 Workers

➢ In the case of a new entrant, he is called in General shift for 2 days for training under a senior

worker to familiarize him with the welfare facilities like card punching, canteen, public

conveniences, rules and regulations, standing orders, shift timings, spell outs, medical facilities,

leave procedures etc. After two days of training, he is deployed in the concerned department.

The Personnel Officer organizes this.

Management Trainee’s Training

➢ Management trainees are given a fortnight of induction programmer. Corporate HR advises it

as per Management Trainee Training programmer designed by them.

➢ Thereafter, a detailed training programmer is carried out whereby the incumbent is to

understand in depth of working of each department at various locations as per the programmer

given by the Corporate HR. Corporate HR maintains all relevant records pertaining to

Management Trainee’s training at Bangalore.

2.9 RESEARCH METHODOLOGY

“Research Methodology comprises defining and redefining problems, formulating hypotheses or

suggesting solutions, collecting data and evaluating data, drawing conclusions, and carefully testing

hypotheses to determine whether they fit formulated hypotheses.

According to Clifford Woody,

“Research Methodology comprises of defining & redefining problems, collecting, organizing

&evaluating data, making deductions & researching to conclusions.”

Accordingly, the methodology used in the project is as follows: -

➢ Defining and redefining problem

30
 ➢ Formulating hypotheses – suggesting the solution.

➢ Collecting organizing and evaluating data.

➢ Making reduction and concluding.

2.10 RESEARCH DESIGN

➢ Exploratory Research-
It is type of study where the researcher just explores for the knowledge. He wants to be familiar

with the subject. The reason may be that he wants to define or redefine his research problem.

He want formulate a hypothesis to be tested or he want to create a good research design for his

research etc.

➢ Descriptive Research Design

It goes a step further than the exploratory research. It helps research in describing accusatory

phenomena, process, people, event, object etc. It helps in describe in the characteristic of its

subject and through this one can go to further step of classifying the thing.

➢ Experimental Research Design

It refers to research design where the research manipulates, distribute or interferes with the

independent variable. Deliberately planned and control with an observed it effect on the

dependent variable.

I have used “Descriptive Research Design” in my project report.

2.11 SELECTION OF SAMPLE SIZE

There was 160 employees to attain my objectives. I targeted my sample to approx 105 employees out

of which 80 employees filled the questioner properly that’s by the sample size of employees is 80.

31
.The technique of Random Sampling will be used in the analysis of the data. Random sampling from

a finite population refers to a method of sample selection, which gives each possible sample

combination an equal probability of being picked up and each item in the entire population an equal

chance of being included in the sample. This sampling is without replacement, i.e. once an item is

selected for the sample, it cannot appear in the sample again.

2.12 ANALYSIS PATTERN

Various statistical tools are used in the succeeding pages.

The main statistical tools that will be used for the collection and analysis of data in this project are:

➢ Questionnaire

➢ Tables

2.13 DATA COLLECTION

To determine the appropriate data for research, mainly two kinds of data will be collected, namely

primary & secondary data as explained below:

PRIMARY DATA

Primary data are those that were collected afresh & for the first time and thus happen to be original.

However, there are many methods of collecting the primary data; not all will be used for this project.

The ones that will be used are:

➢ Questionnaire

➢ Informal Interviews

➢ Observation

32
SECONDARY DATA

Secondary data is collected from previous research and literature to fill in the respective project. The

secondary data will be collected through:

➢ Text Books

➢ Articles

➢ Journals

➢ Websites

2.14 STATISTICAL TOOLS USED

The main statistical tools has used for the collection and analyses of data in this project are:

➢ Questionnaire

➢ Pie Charts

➢ Tables

33
 CHAPTER – 3

MICRO ANALYSIS

34
MICRO ANALYSIS

Q.1) How many training programs have you attended during the last year?

Table 3.1: Number of training programmes attended

No of programs No of respondent Percentage of Respondents

Up to 2 49.6 62%
3-5 20 25%
6-8 8 10%
More than 8 2.4 3%
Total 80 100%

More than 8
6_8 3%
10%

3_5
25% Upto 2
62%

Upto 2 3_5 6_8 More than 8

Graph No. 3.1: Number of training programmes attended

35
Q.2) How much training is given that is useful to you?

Table 3.2: - No. of employee training

No of programs No of respondent Percentage of Respondents

Strongly agree 37.6 47%

Moderately agree 19.2 24%

Can't say 10.4 13%

Moderately disagree 10.4 13%

Strongly disagree 2.4 3%

Total 80 100%

strongly disagree
3%
moderately disagree
13%

can't say
12%
strongly agree
47%

moderately agree
25%

strongly agree moderately agree can't say moderately disagree strongly disagree

Graph No 3.2: Number of employee training

36
Q.3) Is the time limit of the training program sufficient?

Table 3.3: - No. of Time limit training programs

No of programs No of respondent Percentage of Respondents

Strongly agree 14.4 18%

Moderately agree 27.2 34%

Can't say 10.4 13%

Moderately disagree 12 15%

Strongly disagree 16 20%

Total 80 100%

strongly disagree
20% strongly agree
17%

moderately disagree
15%

moderately agree
35%

can't say
13%

strongly agree moderately agree can't say moderately disagree strongly disagree

Graph No 3.3: - No. Time limit of the training programme

37
Q.4) The time limit of the training program, if increased, would make it more effective?

Table 3.4: - Increased the time limit of training programmes

No of programs No of respondent Percentage of Respondents

Strongly agree 36 45%

Moderately agree 16 20%

Can't say 8 10%

Moderately disagree 10.4 20%

Strongly disagree 4 5%

Total 80 100%

strongly disagree
moderately disagree 5%
20%
strongly agree
45%

can't say
10%

moderately agree
20%

strongly agree moderately agree can't say moderately disagree strongly disagree

Graph No 3.4: - Increased the time limit of the training programme

38
Q.5) The training was effective in improving your on-the-job efficiency?

Table 3.5: - No. of training was effective in improving your job efficiency

No of programs No of respondent Percentage of Respondents

Strongly agree 29.6 37%

Moderately agree 20 25%

Can't say 10.4 13%

Moderately disagree 10.4 13%

Strongly disagree 8 10%

Total 80 100%

strongly disagree
10%
moderately
disagree strongly agree
15% 37%

can't say
13%

moderately agree
25%

Graph No 3.5: - The Number of training sessions was effective in improving your job efficiency.

39
Q.6) In the training aids used effective in improving the overall effectiveness of the

programmer?

Table 3.6: - No. of training aids used were effective in improving the overall effectiveness

No of programs No of respondent Percentage of Respondents

Strongly agree 36 45%

Moderately agree 16 20%

Can't say 8 10%

Moderately disagree 10.4 20%

Strongly disagree 4 5%

Total 80 100%

strongly disagree
15% strongly agree
25%

moderately disagree
20% moderately agree
10%

can't say
30%

Graph No 3.6: - No. of training aids used were effective in improving the overall effectiveness

40
Q. 7 Is the number of training programs organized for workers in a year sufficient?

Table 3.7: Number of training programs organized for workers

No of programs No of respondent Percentage of Respondents

Strongly agree 20 25%

Moderately agree 8 10%

Can't say 24 30%

Moderately disagree 16 20%

Strongly disagree 12 15%

Total 80 100%

strongly disagree strongly agree

20% 17%
moderately agree
15%

can't say
10%
moderately disagree
38%

strongly agree moderately agree can't say moderately disagree strongly disagree

Graph No 3.7: - No. of training programmers organized for workers

41
Q.8) How does the participation of workers in a training program help increase its

effectiveness?

Table 3.8: - No. of participation of workers in the training program

No of programs No of respondent Percentage of Respondents

Strongly agree 14.4 18%

Moderately agree 12 15%

Can't say 8 10%

Moderately disagree 29.6 37%

Strongly disagree 16 20%

Total 80 100%

strongly disagree
moderately disagree
5%
10%

can't say
13% strongly agree
50%

moderately agree
22%

strongly agree moderately agree can't say moderately disagree strongly disagree

Graph No. 3.8: Number of Participation of workers in training programs

42
 CHAPTER – 4

MACRO ANALYSIS

43
MACRO ANALYSIS

Q.1) How many training programs have you attended during the last year?

45% of the officers have attended a 6-15 training program in the last 5 years, which is an indication of

an effective training policy of the organization. However, 40% of the officers have attended only 0-5

training programs, which need to be evenly monitored by the organization.

Q.2) How much training is given is useful to you?

35% of the respondents moderately agree to the fact of knowing the training objectives beforehand, in

addition to 25% who strongly agree. But a small population disagrees as 20%

strongly disagree to this notion. Training objectives should therefore be made known compulsorily

before imparting training in the organization.

Q.3) Is the time limit of the training program sufficient?

70% of the respondents feel that the training programmers were in accordance to their developmental

needs. 15% of respondents could not comment on the question and 15% think that the programmers

are irrelevant to their developmental needs and the organization must ensure that programmers satisfy

the developmental needs of the officers.

44
Q.4) The time limit of the training program, if increased, would make it more effective?

52% of respondents feel that the time limit of the training programmers was adequate but 25% feel that

it was insufficient. Also, 21% could not comment on the question. All the respondents though felt that

increase in time limit of the programmers would certainly be beneficial and the organization should

plan for this to be implemented in the near future.

Q.5) The training was effective in improving your on-the-job efficiency?

40% of the respondents believe that the training methods used during the programmers helped them

understand the subject, yet 25% disagree to this notion. The organization should use better, high-tech

methods to enhance the effectiveness of the methods being used during the training programs.

Q.6) In the training aids used effective in improving the overall effectiveness of the

programmer?

35% of respondents believe that the training aids were effective in improving the overall efficiency of

the programmer. Contrary to this, 35% disagree and 30% could not comment on the issue. The

organization should ensure positive awareness about the training aids used. Also, the use of better

presentation aids should be facilitated.

Q.7) Is the number of training programs organized for workers in a year sufficient?

33% of respondents believe that the number of training programs organized in a year is sufficient, but

a majority of 57% disagrees to this. The organization should ensure multiple programmers for the

workers and hence enable them to improve their skills and knowledge.

45
Q.8) What would the participation of workers in the training program help increase its

effectiveness

72% of respondents feel that participative and interactive training sessions could provide more

awareness and knowledge in a small time as compared to classroom teaching. 13% of respondents

could not comment on this and 15% disagree to it.

46
 CHAPTER – 5

FINDINGS & CONCLUSION

47
5.1 SUMMARY

Training enhances the overall performance of an organization in various ways. The major areas where

employees are normally trained in an organization are Soft- skill Development, Personality

Development, Interpersonal Relationship, Problem solving techniques, Managerial and Supervisory

Training Program, quality improvement programs, technical processes, quality circle programs, Time

management skills, employee efficiency development programs, violence prevention programs,

regulatory compliances, goal setting and implementation of programs, workplace safety management,

workplace communication, and so on. Training enables the employees to develop their skills within the

organization and hence naturally helps to increase the organization’s market value, earning power of

the employees and job security of the employees. Training moulds the employee’s attitude and helps

them to achieve a better cooperation within the organization. Training and Development programs

improve the quality of work-life by creating an employee supportive workplace.

48
5.2 FINDINGS

The major findings of the project are enumerated as follows:

➢ Training is considered a positive step towards the augmentation of the knowledge base by the

respondents.

➢ The objectives of the training programs were broadly known to the respondents prior to attending

them.

➢ The training programs were adequately designed to cater to the developmental needs of the

respondents.

➢ Some of the respondents suggested that the time period of the training programmers’ were less

and thus need to be increased.

➢ Some of the respondents also suggested that use of latest training methods will enhance the

effectiveness of the training programmers’.

➢ Some respondents believe that the training sessions could be made more exciting if the sessions

had been more interactive and in line with the current practices in the market.

➢ The training aids used helped improve the overall effectiveness of the training programmers.

➢ The training programmers were able to improve on-the-job efficiency.

➢ Some respondents also recommended that the number of training programs be increased.

1) 10% of the officers have attended 6-15 training program in the last 5 years, which is an

indication of an effective training policy of the organization. However, 40% of the officers have

attended only 0-5 training programs, which need to be evenly monitored by the organization.

2) 20% of the respondents moderately agree to the fact of knowing the training objectives

beforehand, in addition to 25% who strongly agree. But a small population disagrees as 20%

strongly disagree to this notion. Training objectives should therefore be made known

compulsorily before imparting training in the organization.

49
3) 30% of the respondents feel that the training programmers were in accordance to their

developmental needs. 15% respondents could not comment on the question and 15% think that

the programmers are irrelevant to their developmental needs and the organization must ensure

programmers that satisfy the developmental needs of the officers.

4) 40% respondents feel that the time limit of the training programmer was adequate but 25% feel

that it was insufficient. Also, 21% could not comment on the question. All the respondents

though felt that increase in time limit of the programmers would certainly be beneficial and the

organization should plan for this to be implemented in the near future.

5) 50% of the respondents believe that the training methods used during the programmers were

helpful in understanding the subject, yet 25% disagree to this notion. The organization should

use better, hi-tech methods to enhance the effectiveness of the methods being used during the

training programmers

6) 60% respondents believe that the training sessions were exciting and a good learning

experience. 10% respondents could not comment on this while 25% differ in opinion. They feel

that the training sessions could have been more exciting if the sessions had been more

interactive and in line with the current practices in the market

7) 70% of the respondents believe that the training aids used were helpful in improving the overall

effectiveness, yet 20% disagree to this notion. 35% respondents did not comment on the issue.

Yet the total mindset of the respondents was that the organization should use better scientific

aids to enhance the presentation and acceptance value of the training programmer.

8) 80% respondents believe that the training programmers increase their job efficiency but 35%

disagree to this. The view of the respondents having more technological and current topics for

the training programmer which could help creative urge and simultaneously increase their on-

the-job efficiency.

50
 9) 90% respondents have the opinion that the frequency of the training programmers is sufficient

but 50% of the respondents differ to this. They believe that the number of training programmers

organized in a year should be increased and some in house training programmers should also

be organized by the organization regularly.

10) 100% respondents believe that the training aids were effective in improving the overall

efficiency of the programmer. Contrary to this, 35% disagree and 30% could not comment on

the issue. The organization should ensure positive awareness about the training aids used. Also,

the use of better presentation aids should be facilitated.

5.3 SUGGESTIONS AND CONCLUSION

In the current market scenario the competition in the electronic sector is highest so as to remain in

competition all companies have develop in terms of customer satisfaction and others features.

Based on the data collected through the questionnaire and interactions with the Officers and Workers

of Mahindra, the following recommendations are made for consideration:

➢ The organization may utilize both subjective and objective approach for the training programmers.

➢ The organization may consider deputing each employee to attend at least one training programmers

each year.

➢ The In-house training programmers will be beneficial to the organization as well as employees since

it will help employees to attend their official work while undergoing the training.

➢ The organization can also arrange part time training programmers in the office premises for short

durations, spanning over a few days, in order to avoid any interruption in the routine work.

➢ The organization can arrange the training programmers department wise in order to give focused

attention towards the departmental requirements.

51
 CHAPTER - 6

BIBLIOGRAPHY AND REFERENCE

52
BIBLIOGRAPHY AND REFERENCE

➢ Book and Author Name

➢ GUPTA, SHASHI K., Human Resource Management, Kalyani Publishers

➢ MEMORIA,C.B Personal Management, Himalaya Publishing House

➢ SAHV,R.K, Training For Development, Excel Book

➢ KOTHARI, C.R. Research Methodology, Himalaya Publishing House

➢ Websites

➢ www.mahindra.com

➢ www.wikepedia.org

➢ www.yahoo.com

➢ www.google.com

53
CHAPTER- 7

APPENDICS

54
7.1 QUESTIONNAIRE

Q. 1. Does training help to improve the employee-employer relationship?

a) Yes

b) No

Q.2.According to you, how many times training program be conducted?

a) Every month

b) Every quarter

c) Half-yearly

d) Once a year

Q. 3. Does training help to increase the motivation level of employees?

a) Yes

b) No

Q. 4. Does training enables employees more productive?

a) Yes

b) No

Q. 5. Are you satisfied with present method of selection of candidates for training?

a) Yes

b) No

Q.6. Do you agree that training is well planned?

(a) Yes

55
(b) No

Q. 7. Do you agree that training duration is sufficient?

a) Strongly Agree

b) Agree

c) Neither Agree nor Disagree

d) Disagree

e) Strongly Disagree

Q.8. Are training programs helpful in the long run?

a) Yes

b) No

Q.9. Was the training program helpful in personal growth?

a) Yes

b) No

Q. 10. What is your opinion about the present training system?

a) Excellent

b) Average

c) Good

d) Below Average

Q. 11. Do you agree that the instructor responds to trainees' doubts?

a) Strongly Agree

56
b) Agree

c) Neither Agree nor Disagree

d) Disagree

e) Strongly Disagree

Q.12. How would you rate the overall training process in N.H.P.C.?

a) Excellent

b) Very good

c) Good

d) Average

e) Poor

7.2 LIST OF TABLES

57
S.NO TABLE NO TOPIC PAGE NO

1 Table No. 3.1 The Number of training programs attended 39

2 Table No. 3.2 The Number of employee training 40

3 Table No. 3.3 The Number of time limits of the training program 41

4 Table No. 3.4 Increased the time limit of the training program 42

5 Table No. 3.5 The number of training sessions was effective in 43

improving your job efficiency

6 Table No. 3.6 The number of training aids used was effective in 44

improving the overall effectiveness

7 Table No. 3.7 Number of training programs organized for workers 45

8 Table No. 3.8 Number of participants in the training program 46

7.3 LIST OF GRAPHS

58
S.NO GRAPH NO TOPIC PAGE NO

1 Graph No. 3.1 The number of training programs attended 39

2 Graph No. 3.2 The number of employee training 40

3 Graph No. 3.3 The time limit of the training program 41

4 Graph No. 3.4 Increased the time limit of the training program 42

5 Graph No. 3.5 The number of trainings was effective in 43

improving your job efficiency

6 Graph No. 3.6 The number of training aids used was effective in 44

improving the overall effectiveness

7 Graph No. 3.7 The number of training programs organized for 45

workers

8 Graph No. 3.8 The number of workers participating in the 46

training program

59