iNDEX

CHAPTER TOPICS COVERERD PAGE NO.

CHAPTER 1. INTRODUCTION 3

CHAPTER 2. COMPANY PROFILE 20

CHAPTER 3. OBJECTIVES 35

CHAPTER 4. RESEARCH METHODOLOGY 37

CHAPTER 5. DATA ANALYSIS 40

CHAPTER 6. FINDING 54

CHAPTER 7. CONCLUSION 56

CHAPTER 8. SUGGESTION 58

CHAPTER 9. LIMITATION 60

CHAPTER 10 BIBLIOGRAPHY 62

CHAPTER 11 QUESTIONNAIRE 64

Page 1
Page 2
 INTRODUCTION ABOUT THE TOPIC

Training is an organized procedure which brings about a semi-permanent change in

behavior, for a definite purpose. The three main areas involved are skill, knowledge and
attitudes but always with definite purpose in mind. Every organization needs to have
well-trained and experienced people to perform the activities that have to be done. If
current or potential job occupants can meet this requirement, training is not important.
When this is not the case, it is necessary to raise the skill levels and increase the
versatility and adaptability of employees. Training makes the employees versatile in
operations. All rounders can be transferred to any job. Training programme is important
as it lends stability and flexibility to an organization, besides contributing to its capacity
to grow. Mahindra scrape, and damage to machinery and equipment can be avoided or
minimized through training. Furthermore, future needs of employees will be taken care
by training.

As jobs have become more complex, the importance of employee training has increased.
When jobs were simple, easy to learn, and influenced to only small degree by
technological changes, there was little need for employees to upgrade or alter their skills.
But the rapid changes taking place during the last quarter-century in our highly
sophisticated and complex society have created increased pressures for organizations to
readapt the products and services produced, the manner in which products and services
are produced and offered, the types of jobs required, and the types of skills necessary to
complete there jobs. In a rapid changing society, employee training is not only an activity
that is desirable but also an activity that an organization must commit resources to if it is
to maintain a viable and knowledgeable work force.

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Definition of Training:

Training is a learning experience in that it seeks a relatively permanent change in an

individual that will improve his or her ability to perform on the job. We typically say
training can involve the changing of skills, knowledge, attitudes, or social behavior. It
may mean changing what employees know, how they work, their attitudes towards their
work, or their interactions with their co-workers or their supervisor.

Need and Importance:

Effective training enables employees to learn to do their jobs better and perform more
proficiently with increasingly advanced technology, continuous training of personnel has
become essential to the success of the organization. Companies increasingly need to
provide opportunities for the continuous development of employees not only in their
present job, but also to develop their capabilities for jobs with which they may be
entrusted in the future.

Training is the systematic process of enhancing the job-related skills, attitudes and
knowledge of personnel for the purpose of improving individual and organizational
performance. It is fundamentally important for the continued growth and development of
both the individual employee and the organization. From the point of view of the
individual, learning and absorption go on continuously throughout life. Training provides
the direction and guidance for this perpetual learning process. Security and confidence
are additional attributes that a well-trained employee acquires. Training contributes to
employee’s stability in at least two ways. Employees become efficient after undergoing
training. Efficient employees contribute to the growth of the organization.

Page 4
From the organizational view point, training shortens the time required for employees to
reach peak efficiency levels.

The cost of training is considerably less than the cost of gaining experience particularly in
the context of advanced technology and expensive equipment. Essentially, training
contributes significantly in increasing the quality and quantity of work processed, and
reducing waste and idle time. It is now widely acknowledged that the collective influence
of a group of well-trained employees can largely determine the success of the firm. An
effectively planned and well managed training program is the key to higher productivity,
cost control, lower employee turnover and better human relations with the firm.

Training objectives:

 The primary purpose of training is to establish a sound relationship between the

worker and his job – the optimum man – task relationship;

Page 5
  To upgrade skills and prevent obsolescence. The jobs that employees do are not
static; they change, sometimes without necessary awareness since technology
advances are getting increasingly more rapid. To keep pace with changing
technology, mechanization, automation, electronic data processing etc., training
becomes mandatory for employees in order to update them, teach them newer
skills and increase their efficiency.
 To offer firm competitive advantage by removing performance deficiencies;
making employees stay long; minimizing Mahindra scrap and damage; and
meeting future employees needs.

Methods and Techniques of Training:

Training methods are categorized into two groups:-

 On-the-job
 Off-the-job

Page 6
(1) On-the-job – On-the-job methods refer to methods that are applied in the
workplace, while the employee is actually working. Often, it is informal, as when an
experienced worker shows a trainee how to perform the job tasks. It is the most
effective method as the trainee learns by experience, making him or her highly
competent. Further the method is least expensive since no formal training is
organized. The trainee is highly motivated to learn since he or she is aware of the fact
that his or her success on the job depends on the training received. Finally the training
is free from an artificial situation of classroom. This contributes to the effectiveness
of the program. Following are the On-the-job training methods:

 Orientation training – Used for orienting New Employees, introducing

innovations in products and services.

 Job-instruction training – Special Skills Training.

 Apprentice training - Orienting New Employees, introducing innovations

in products and services, Special Skills Training.

 Internships and assistantship – Used for creative, technical and professional

education and also used for sales, administrative supervisory and managerial
education.

 Job rotation - Used for sales, administrative supervisory and managerial

education and orienting New Employees, introducing innovations in products and
services.

 Coaching – Safety education, Special Skills Training, Creative, technical and

professional education and also used for sales, administrative supervisory and
managerial education.

Page 7
 (2) Off-the-job – Off-the-job methods are used away from the workplaces.
Following are the off-the-job methods:

 Vestibule - Used for orienting New Employees, Introducing Innovations in

Products and Services and Special Skills Training.

 Lecture - Used for Orienting New Employees, Introducing Innovations in

Products and Services, Special Skills Training, Safety Education, Creative,
Technical and Professional Education and also used for Sales, Administrative
Supervisory and Managerial Education.

 Special study – Orienting New Employees, Introducing Innovations in Products

and Services, Special Skills Training, Safety Education, Creative, Technical and
Professional Education and also used for Sales, Administrative Supervisory and
Managerial Education.

 Films - Orienting New Employees, Introducing Innovations in Products and

Services, Special Skills Training, Safety Education, Creative, Technical and
Professional Education and also used for Sales, Administrative Supervisory and
Managerial Education.

 Television - Orienting New Employees, Introducing Innovations in Products and

Services, Special Skills Training, Safety Education, Creative, Technical and
Professional Education and also used for Sales, Administrative Supervisory and
Managerial Education.

 Conference or Discussion - Orienting New Employees, Introducing Innovations

in Products and Services, Safety Education, Creative, Technical and Professional
Education and also used for Sales, Administrative Supervisory and Managerial
Education.

Page 8
  Case study - Sales, Administrative Supervisory and Managerial Education.

 Role Playing - Creative, Technical and Professional Education.

 Simulation - Orienting New Employees, Introducing Innovations in Products and

Services, Special Skills Training, Safety Education, Creative, Technical and
Professional Education.

 Programmed instruction - Orienting New Employees, Introducing Innovations

in Products and Services, Special Skills Training, Safety Education, Creative,
Technical and Professional Education

 Laboratory training – Safety Education and Creative Technical and Professional

Education.

Techniques of training:

Training techniques represent the medium of imparting skills and knowledge to

employees. Training techniques are the means employed in the training methods.
Following are the most commonly used techniques:

 Lectures
 Films
 Audio cassettes
 Case studies, Role playing, Video-tapes, Simulations

Page 9
Steps in Training:

Identifying your training need is the first step in a large training process that takes you
from your initial inquires all the way to deliver and evaluation of the final training
package. This training process is called High Impact Training model.

It has six phases process that focuses on providing effective targeted training. If it
followed, will have positive impact on the origination.

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 Identifying Training Need

Track ongoing follow through Map the approach

Calculate Measurable Result Produce Learning Tools

Appling Training Technique

The following table will illustrate the activities in each phase and the outcome that
will be produced.

Phase Action Outcome

1. Identify Training Gather and analyze appropriate A description of the

need information that is needed. specific training needed to
improve job performance.

2.Map the approach Define what needs to be learned Collection of detail

to improve job performance. objective of the program.

Choose the appropriate training A design plan for the

approach. training program.
3. Produce learning Create the actual training Training manuals,
tools. materials. facilitators guide , audio
visual aid job aids etc.

4. Apply training Deliver the training as designed Instructor – led training

technique to ensure successful results. computer based training
one –on-one coaching, etc.

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5. Calculate Assess whether your
Measurable Result. training/coaching Mahindra
Complished actual performance
improvement; Communicate the
results and redesign(if needed)
6. Track Ongoing Ensure that the impact of
Follow-Through. training does not diminish.
Training Need Assessment:
An evaluation report.
A redesign course, if
needed.
Ongoing suggestions and
ideas that support the
training.
Page 12
Need assessment diagnoses present problems and future challenges to be meet through
training. Organizations spent vast sum of money (usually as a percentage on turnover) on
training. Before committing such huge resources, organizations would do well to asses
the training needs of their employees. Organizations that implement training programmes
without conducting needs assessment may be making errors. For example, a needs
assessment exercise might reveal that less costly interventions (e.g. selection,
compensation package, job redesign) could be used in lieu of training.

Needs assessment occurs at two levels- group and individual. An individual obviously
needs training when his or her performance falls short of standards, that is, when there is
performance deficiency. Inadequate in performance may be due to lack of skill or
knowledge or any other problem. The problem of performance deficiency caused by
absence of skills or knowledge can be remedied by training. Faulty selection, poor job
design, uninspiring supervisor or some personal problem may also result in poor
performance. Transfer, job redesign, improving quality of supervision, or discharge will
solve the problem.

Assessment of training needs must also focus on anticipated skills of an employee.

Technology changes fast and new technology demands new skills. It is necessary that the
employee be trained to acquire new skills. This will help him/her to career path. Training
is essential to prepare the employee to handle more challenging tasks.
Individual may also require new skills because of possible job transfer. Although job
transfers are common as organizational personnel demands vary, they do not necessarily
require elaborate training efforts. Employees commonly require only an orientation to
new facilities and jobs.

Assessment of training needs occurs at the group level too. Any change in the
organizations strategy necessitates training of groups of employees. For example, when
the organization decides to introduce a new line of products, sales personnel and
production workers have to be trained to produce, sell and service the new products.

Page 13
Training can also be used when high scrap or Mahindraident rates, low morale and
motivation, or other problems are diagnosed.

Need Assessment Methods:

Following methods are useful for organizational-level needs assessment and individual
needs assessment.

Methods Used in Training Needs Assessment

Group or Organizational Analysis Individual Analysis

Organizational goals and objectives Performance appraisal

Personnel/skills inventories Work sampling

Organizational climate indices Interviews

Efficiency indices Questionnaires

Exit interviews Attitude survey

MBO or work planning systems Training progress

Quality circles Rating scales

Customer survey/satisfaction data

Consideration of current and projected

changes

Page 14
Training Effectiveness:

Any training implemented in an organization effort must be cost effective. That is, the
benefits gained must outweigh the costs of the learning experience. Only analyzing such
programs determines effectiveness. It is not merely assume that any training an
organization offers is effective; substantive data must be developed to determine whether
our training effort is achieving its goals – that is, if its correcting the deficiencies in skills,
knowledge, or attitudes we Mahindraessed as needing attention. It is easy to generate a
new training program, but if the training effort is not evaluated, any employee training
efforts can be rationalized. Trainees’ reactions to the training may, in fact, provide
feedback on how worthwhile the participants viewed the training. Beyond general
reactions, however, training must also be evaluated in terms of how much the participants
learned, how well they use their new skills on the job (did their behavior change?) and
whether the training program achieved its desired results (reduced turnover, increased
customer service, etc.).

Effective training should provide the trainee with a given model to follow, specific goals
to achieve, an opportunity to perfect the skill, feedback on how well the trainee is
progressing, and praise for transferring the acquired skills to the job. Training should
focus on ways of orienting new employees, giving recognition, motivating a poor
performer, correcting poor work habits, discussing potential disciplinary action, reducing
absenteeism, handling a complaining employee, reducing turnover, and overcoming
resistance to change.

Evaluation:

Page 15
Evaluation literally means the assessment of value or worth. It would simply mean the act
of judging whether or not the activity to be evaluated is worthwhile in terms of set
Criteria.
Mahindraording to Hamblin (1970) defined evaluation of training as: “Any attempt to
obtain information (feedback) on the effects of training program and to assess the value
of training in the light of that information for improving further training”.

Evaluation is of crucial importance in ascertaining whether or not the training program is

proving to be effective and its objectives are being achieved. This is a most critical phase
that assesses not only the quality of training imparted but also the training plan in order to
see whether future changes can make it more result-oriented. As with any activity,
evaluation is important since in evaluating, one tries to judge the value or worth of the
activity, using the available information. An attempt is made to obtain information and
feedback on the effects of a training program and to assess the value of the training in the
light of that information. Evaluation also enables the effectiveness of an investment in
training to be appraised. Given the quantum of time and money that is put into training
programmes, managements require knowing about the methods of instruction being
employed, whether training inputs are having an impact on improved productivity and
how efficiently and usefully training courses are being conducted.

Evaluation helps management to weigh up and take a view on the following questions:

a) How relevant are the programmes to the organizations needs and objectives?

b) What changes are necessary in the existing programmes in order to realign

them to the organizational goals?

c) Which are the areas where training is of real and lasting value?

Page 16
 d) What are the opportunity costs? Could money have been better spent on any
other activity that would have yielded better results in terms of organizational
effectiveness?

e) Is the investment in terms of time and money inadequate or too much? How
can an optimum standard be evolved?

Principles of Evaluation:

Training evaluation is the process of establishing a worth of something. The worth (the
value) merit or excellence of the things. Evaluation is a state of mind, rather that a set of
techniques.

To achieve the desired results, evaluation has to based on sound principles such as:

1. Evaluation specialist must be clear about the goals and purposes of evaluation.

2. Evaluation must be continuous.

3. Evaluation must be specific.

4. Evaluation must provide the means and focus for trainers to be able to appraise
themselves, their practices, and their products.

5. Evaluation must be based on objective methods and standards.

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 6. Realistic target dates must be set for each phase of the evaluation process. A
sense of urgency must be developed, but deadlines that are unreasonably high will
result in poor evaluation.

Methods of Evaluation:

Five distinct approaches leading to a comprehensive evaluation of training program.

1. Observation - Here the trainees are closely observed during the programme in
order to assess their behavioral strength and weaknesses in different situations.
The observation must, however, be specific, systematic, quantitative and
recorded. It

2. must be conducted by trained experts who know what they are looking for. This
method, the manner of assessing the quality of training and identifying
improvements and deficiencies is the most direct.

3. Ratings – The training programme or system is broken into its various

components parts such as presentation, educational matter or content, audio-
visual aids, trainee interaction etc. These individual elements are then rated
Mahindraording to a predetermined scale by experienced and qualified raters
who assess each aspect independently. Based on their rated assessments,
management can take decisions on future changes/ modifications.

4. Trainee surveys – This refers to the reactions of the participants as to how they
have found or reacted to a particular training programme. This is usually done at
the end of the last session where participants are asked to fill up a form. The form
contains information on the objectives of the programme and how well they have
been achieved during the course of the training. It also seeks information on

Page 18
 contents, reading material, presentation, trainer’s ability and relationship with
other participants. Additionally, participants are required to indicate their
experience with classroom facilities, boarding, lodging etc. and provide
suggestions for improvement. Since trainees may feel apprehensive or
embarrassed to reveal their true perceptions, they are usually given the option of
not disclosing their identities.

The feedback received from the participants is of immense value in obtaining

ideas, pinpointing weaknesses and shortcomings and improving upon the
problem areas. The use of the form facilitates work of caution. Too much reliance
must not be placed on their opinions since they cannot always be relied upon to be
objective.

5. Trainee interview – This method is some what similar to the previous one with
one major difference – the views and

6. opinions of the participants are determined individually or in groups by skillful

questioning instead of in writing. Here the expert is usually able to obtain more
precise information and gauge the strengths and weaknesses of the programme.
Interpretational ambiguities can thus be removed and objective and useful
recommendations can be formulated.

7. Instructor interviews – Finally the observations and recommendations of

instructors can be collected and tabulated. This may be done both in writing as
well as orally; i.e. by the method of filling up forms or by speaking to them.
Their views on various components provide a valuable source of feedback in
ensuring that the system is consistent with the needs of both trainees and the
organization.

Page 19
COMPANY PROFILE

Page 20
 COMPANY PROFILE

Honda Motor Company, Ltd. is a Japanese multinational corporation primarily known as

a manufacturer of automobiles and motorcycles.

Ho
nda is the world's largest manufacturer of motorcycles as well as the world's largest
manufacturer of internal combustion engines measured by volume, producing more than
14 million internal combustion engines each year. Honda surpassed Nissan in 2001 to
become the second-largest Japanese automobile manufacturer. As of August 2008, Honda
surpassed Chrysler as the fourth largest automobile manufacturer in the HondaStates.
Honda is the sixth largest automobile manufacturer in the world.

Honda was the first Japanese automobile manufacturer to release a dedicated luxury
brand, Acura in 1986. Aside from their core automobile and motorcycle businesses,

Page 21
Honda also manufactures garden equipment, marine engines, personal watercraft and
power generators, amongst others. Since 1986, Honda has been involved with artificial
intelligence/robotics research and released their ASIMO robot in 2000. They have also
ventured into aerospace with the establishment of GE Honda Aero Engines in 2004 and
the Honda HA-420 HondaJet, scheduled to be released in 2011. Honda spends about 5%
of its revenues into R&D.

Corporate Profile and Divisions:

Honda headquarters building in Japan

Honda is headquartered in Minato, Tokyo, Japan. Their shares trade on the

Tokyo Stock Exchange and the New York Stock Exchange, as well as
exchanges in Osaka, Nagoya, Sapporo, Kyoto, Fukuoka, London, Paris
and Switzerland.

The company has assembly plants around the globe. These plants are located at China,
USA, Pakistan, Canada, England, Japan, Belgium, Brazil, New Zealand, Indonesia, India,
Thailand, and Turkey.

Page 22
ABOUT THE SATNA DEALER

Page 23
Page 24
Contact Details

Address : Panna Naka,

Panna Road.

Pin Code - 485001

Mr. Ashish Puri

Contact Person :
07672-229900, 07672-400061, 07672-
Phone : 400062, 07672-400063, +91-9993033070

--
:
Fax

krishnaenterprises74@gmail.com,
E-mail :
aasishpuri13@rediffmail.com

Honda Brands
 Honda Aviator
 Honda Activa
 Honda Dio
 Honda Shine

About the Company

Page 25
Honda Motorcycle & Scooter India Pvt. Ltd was founded on August 20, 1999 at Manesar
near Gurgaon in Haryana. The foundation stone for the Honda factory was laid on
December 14, 1999 and the factory was completed in January 2001.

The company set benchmarks in the Indian scooter industry with the launch of its
gearless scooter Honda Activa. Honda Dio, launched after it, was a slightly upgraded and
trendier version of Activa. First bike launched by HMSI was Honda Unicorn. It was
followed by Honda Shine. All the products launched by HMSI were runaway hits in the
market.

HMSI factory at Manesar is built on 52 acres of land. Its initial production capacity was
100,000 scooters per year, which has now been upgraded to 6, 00,000 scooters. The
bike production capacity is 10, 00,000 per annum. Initial investment behind the factory
was Rs. 215 crores and has now grown to 800 crores.

Honda Aviator

Page 26
The Aviator was introduced in the market as the third offering from Honda in the scooter
segment. Since this scooter is powered by the same engine that runs in the Activa or the
Dio, there is nothing exceptionally different in its performance. However, completely
new looks with some added features make the Aviator stand apart from the competition.

Page 27
 Honda Motorcycle and Scooter
Manufacturer
India Pvt. Ltd. (HMSI)
Production 2009-current
110 cc (6.7 cu in), four-stroke, air-
Engine
cooled, OHC, single
Top speed 83 km/hr[citation needed]
Power 8 bhp[1]
Torque 8.77 Nm[citation needed]
Transmission V-Matic
Front: Telescopic
Suspension Rear: Unit Swing with Spring
Loaded Hydraulic Damper
130 mm drum or 190 mm disc (only
Brakes
available for front wheel)
Wheelbase 1,256 mm (49.4 in)
L: 1,802 mm (70.9 in)
Dimensions W: 703 mm (27.7 in)
H: 1,162 mm (45.7 in)
Seat height 790 mm (31 in)
Weight 103 kg (227 lb)[citation needed] (dry)
Fuel capacity 6 l (1.3 imp gal; 1.6 US gal)
Oil capacity 0.8 l (0.18 imp gal; 0.21 US gal)
Fuel
55kmpl[citation needed]
consumption

Honda Shine

Page 28
Equipped with a host of advanced technologies, Honda Shine offers impressive
performance. Having some really phenomenal features, Shine is a value for money. State-
of-the-art technological inputs make it a dream machine.

Page 29
 Manufacturer HMSI
Parent
Honda
company
Production 2006–
Class Standard
124.7 cc (7.61 cu in) CV carburetor
Engine
4-stroke, air-cooled, single
Power 7.68 kW (10.30 hp) @ 7500 rpm
Torque 10.9 N⋅m (8.0 lb⋅ft) @ 5500 rpm
Transmission 4-speed, constant mesh, manual
Front: Telescopic
Suspension Rear: Three-step spring-loaded
hydraulic shock absorber
Front: 130&240 mm disc / drum
Brakes
Rear: 130 drum
Tube type,
Tires Front: 2.75 in x 18 in
Rear: 2.75 in x 18 in
Wheelbase 1,266 mm (49.8 in)
L: 2,014 mm (79.3 in)
Dimensions W: 762 mm (30.0 in)
H: 1,071 mm (42.2 in)
Weight 121 kg (267 lb)
11 L (2.9 US gal) (reserve 1.3 L
Fuel capacity
(0.34 US gal))
Fuel 65 km/L (150 mpg-US)
consumption

Honda Activa

Page 30
Honda Activa is an easy to ride two wheeler with good pick-up and high reliability.
Thanks to its user-friendly features, it has been quite successful in India. The vehicle has
the option of kick and self-start, and one can choose according to one’s preferences.

Page 31
 Honda Motorcycle and Scooter India
Manufacturer
Honda de México
Parent
HMSI
company
Production 2001 - present;
125 cc 4-stroke, single-cylinder, air-
Engine cooled, OHC or 109 cc 4-stroke,
single-cylinder, air-cooled, OHC
7 bhp (5.2 kW) or 8 bhp (5.71 KW)
Power
in 2009 model (claimed)[1]
Torque 8.74 Nm (claimed)[1]
Transmission CVT
Bottom link with spring-loaded
hydraulic damper (front), unit swing
Suspension
with spring-loaded hydraulic damper
(rear)[1]
drum, 130mm (front & rear) with
Brakes
CBS (only in 2009 model)
Tires 90/100-10 53J
Wheelbase 1,238 mm
L: 1,761 mm
Dimensions W: 710 mm
H: 1,147 mm
Seat height 765 mm
Fuel capacity 5.75 l or 5.3 l in 2009 model

Page 32
Honda Dio

Honda Dio, manufactured and assembled in India by Honda's HMSI subsidiary, is India's
first motoscooter introduced in 2001. With attractive body color and appealing structure,
Dio makes its presence felt on the road.

Page 33
 1988–1996 Honda
Manufacturer
since 1996 HMSI
Also called Honda Lead
Parent company Honda Motor Co., Ltd.
Successor Honda Dio DLX
Class Scooter
110 cc (6.7 cu in), SOHC, four-
Engine
stroke, aircooled, single
50 mm × 55.6 mm (1.97 in
Bore / stroke
× 2.19 in)
Compression
9.5:1
ratio
Top speed 85 km/h (53 mph)[citation needed]
Ignition type Kick/Self
Transmission CVT
Frame type Under bone
Suspension Spring-loaded hydraulic type
Drum (130 mm (5.1 in)) with
Brakes
combined braking system (CBS)
Tyres Tubeless
Rake, trail 27˚30', 92 mm
Wheelbase 1,238 mm (48.7 in)
L: 1,781 mm (70.1 in)
Dimensions W: 710 mm (28 in)
H: 1,133 mm (44.6 in)
Seat height 765 mm (30.1 in)
Weight 105 kg (231 lb)[citation needed] (dry)
Fuel capacity 5.3 litres (1.2 imp gal; 1.4 US gal)
Oil capacity 1.0 litre (0.22 imp gal; 0.26 US gal)
Fuel
60 km/L (170 mpg-imp; 140 mpg-US)
consumption

Honda CB Twister
Honda’s fingers have firmly located the Indian biker’s pulse. It knows we can’t resist good-looking

Page 34
motorcycles. And that we must have durable quality, a reliable engine and unmatched fuel economy,
all of which has to come home attractively priced.

Page 35
Manufacturer Honda Motorcycle and Scooter India
Also called Honda CB110 (Colombia and
Philippines)
Parent
Honda Motor Company
company
Production 2009–present
Class Standard
109.1 cc (6.66 cu in) air-cooled 4-
Engine stroke 2-valve SOHC single-
cylinder
50.0 mm × 55.6 mm (1.97 in
Bore / stroke
× 2.19 in)
Compression
9.0:1
ratio
9.12 hp (6.8 kW) @ 8,000 rpm[citation
Power needed]

9.0 N⋅m (6.6 lb⋅ft) @ 6,000

Torque
rpm[citation needed]
Ignition type CDI
Transmission Four-speed constant mesh manual
Front: Single 240 mm (9.4 in)
Brakes hydraulic disc
Rear: drum
Wheelbase 1,262 mm (49.7 in)
L: 1,972 mm (77.6 in)
Dimensions W: 742 mm (29.2 in)
H: 1,075 mm (42.3 in)
Weight 108 kg (238 lb)[citation needed] (dry)
Fuel capacity 8 l (1.8 imp gal; 2.1 US gal)
Oil capacity 1 l (0.22 imp gal; 0.26 US gal)
Fuel 70 km/l (200 mpg-imp; 160 mpg-US)
consumption [citation needed]

OBJECTIVE
Page 36
Page 37
 OBJECTIVES: -

 Objectives of my study is to determine and acquire practical

knowledge about imparting of training and development programs at
corporate level.

 To gain knowledge how employees are developed and improve the

efficiency in their performance .

 To learn how to convince employees to be a part of training and

development programs by explaining them what benefit they will get
by attending it.

 To deal with day to day problems faced by employees as well as

management.

 To have an experience of working at corporate sector.

Page 38
RESEARCH METHODOLOGY

Page 39
 RESEARCH METHODOLOGY

RESEARCH – MEANING
Research is an art of scientific investigation. According to
Redmen and Mary defines research as a “systematic effort to gain
knowledge”.
Research methodology is way to systematically solve the
research problem. It is a plan of action for a research project and
explains in detail how data are collected and analyzed. This research
study is a descriptive research study.

RESEARCH DESIGN
A research design is a plan that specifies the objectives of the
study, method to be adopted in the data collection, tools in data analysis
and hypothesis to be framed.
“A research design is an arrangement of condition for collection and
analysis of data in a manner that aims to combine relevance to research
purpose with economy in procedure”.
NATURE OF DATA
Primary data
The primary data are collected from the employees of HONDA
through a direct structured questionnaire.

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Secondary data
Company profiles, Company registers, websites, magazines,
articles were used widely as a support to primary data.

SAMPLING SIZE AND TECHNIQUE

Size of the sample

It refers to the number of items to be selected from the universe
to constitute as a sample. In this study 30 employees of Honda
Limited., was selected as size of sample.

Sample design
The sampling technique used in this study is simple random
sampling method. This method is also called as the method of chance
selection. Each and every item of population has equal chance to be
included in the sample.

Questionnaire
The questions are arranged logical sequence. The questionnaire
consists of a variety of questions presented to the employees for the
response. Dichotomous questions, multiple choice questions, rating
scale questions were used in constructing questionnaire.

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DATA ANALYSIS

Page 42
 ANALYSIS OF DATA

MANAGERS ANALYSIS & FINDINGS

TABLE - 1

Q .1 Do you agree that the training and development programmes are effective in
Honda ?
Parameter No of Respondent %

STRONGLY AGREE 03 10
AGREE 21 70
UNDECIDED 01 3.3
DISAGREE 00 00
STRONGLY DISAGREE 05 16.66

Through the survey we found that 21 managers agree that the training program in Honda
delivered as an effective way to learn the matters. Where as, 5 managers strongly
disagree while 3 managers strongly agree and 1 managers didn’t give any response.

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TABLE - 2

Q.2 Do you agree that enough time was provided to learn about the subject
covered in the training program ?

Parameter No of Respondent %

STRONGLY AGREE 03 13.33

AGREE 20 66.66
UNDECIDED 02 6.66
DISAGREE 03 10
STRONGLY DISAGREE 01 3.33

70
60
50
40
30
20
10
0
Strongly

Agree

Undecided

Disagree

Disagree
Strongly
Agree

Through the survey 20 managers agree that the enough time is provided to learn the
subject matters covered in training programme but 3 managers disagree with the
statement .4 managers strongly agree while 1 managers strongly disagree and 2 managers
didn’t give any response.

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TABLE - 3

Q.3 Do you think that the training leads to enhan of your skill?

Parameter No of Respondent %

STRONGLY AGREE 11 36.66

AGREE 16 53.33
UNDECIDED 00 00
DISAGREE 01 3.33
STRONGLY DISAGREE 02 6.66

16 managers agree that the training leads to enhance of skills and 11 managers strongly
disagree but 1 of them disagree and 2 of them strongly disagree.

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TABLE - 4

Q.4 Do you think that the knowledge and skills gained from the training
programme directly apply to your work?

Parameter No of Respondent %

STRONGLY AGREE 09 30.00

AGREE 16 53.33
UNDECIDED 03 10.00
DISAGREE 00 0.00
STRONGLY DISAGREE 02 6.66

16 managers agree that the knowledge and skills gained from the training programme
directly apply to work. Whereas 9 managers strongly disagree while 2 managers strongly
disagree and 3 managers didn’t respondent.

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TABLE – 5

Q. 5 To what extend change in moral attitude and behavior was noticeable as a

result of the training function?

Parameter No of Respondent %

STRONGLY AGREE 07 23.33

AGREE 15 50.00
UNDECIDED 03 03.33
DISAGREE 02 06.66
STRONGLY DISAGREE 03 10.00

15 managers agree that the change in moral attitude and behavior was noticeable as result
of training function 7 managers strongly agree with the statement .2 managers disagree,
while 3 managers strongly disagree and 3managers didn’t give any response.

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TABLE - 6

Q. 6 To what extend training program contribute to the company goal and

employees individual goals?

Parameter No of Respondent %

STRONGLY AGREE 04 43.33

AGREE 18 60.00
UNDECIDED 05 16.66
DISAGREE 00 0.00
STRONGLY DISAGREE 03 10.00

18 managers agree that the training programme contribute to the company goal and
employees goals.4 managers strongly agree ,3 managers are strongly disagree with the
statement and 5 managers didn’t give any response.

Page 48
TABLE – 7

Q. 7 Do you think that freedom is given to you to show your skills and knowledge
during training program?

Parameter No of Respondent %

STRONGLY AGREE 08 26.66

AGREE 15 50.00
UNDECIDED 06 20.00
DISAGREE 01 3.33
STRONGLY DISAGREE 00 00.00

15 managers agree that freedom is given to you to show your skills and knowledge but 8
managers strongly agree with the statement.1 manager disagree and 6 managers didn’t
give any response.

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TABLE – 8

Q. 8 Do you have a good cooperation / support from your superiors during

training program?

Parameter No of Respondent %

STRONGLY AGREE 10 33.33

AGREE 12 40.00
UNDECIDED 06 20.00
DISAGREE 01 03.33
STRONGLY DISAGREE 01 03.33

12 managers agree that a good cooperation from your superiors during training
programme but 10 managers strongly agree with the statement, 1 manager disagree while
1 manager strongly disagree and 6 managers didn’t give any response.

TABLE – 9
Page 50
Q. 9 Do you think that Honda develop employee through need based training
program?

Parameter No of Respondent %

STRONGLY AGREE 11 36.66

AGREE 12 40.00
UNDECIDED 03 10.00
DISAGREE 02 06.66
STRONGLY DISAGREE 02 06.66

12 managers agree that Honda develop employees through need based training
programme but 11 managers strongly agree with the statement. 2 managers disagree
while 2 managers strongly disagree and 3 managers didn’t give any response.

TABLE – 10

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Q. 10 Do you think that Honda is a learning organization for the employee?

Parameter No of Respondent %

STRONGLY AGREE 18 60.00

AGREE 10 33.33
UNDECIDED 00 00.00
DISAGREE 01 03.33
STRONGLY DISAGREE 01 03.33

10 managers agree that Honda is a learning organization for the employee but 18
managers strongly agree with the statement.1 managers disagree while 1 manager
strongly disagree.

TABLE – 11

Q. 11 Do your performance has changed after the training program?

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 Parameter No of Respondent %

STRONGLY AGREE 07 23.33

AGREE 16 53.33
UNDECIDED 02 06.66
DISAGREE 02 06.66
STRONGLY DISAGREE 03 10.00

16 managers agree that performance has changed after the training programme but 7
managers strongly agree with the statement.2 managers disagree while 3 managers
strongly disagree and 2 managers didn’t give any response.

TABLE – 12

Q. 12 Do you agree that the program would have been more beneficial if some
more material was provided in advance?

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 Parameter No of Respondent %

STRONGLY AGREE 07 23.33

AGREE 18 60.00
UNDECIDED 03 10.00
DISAGREE 00 00.00
STRONGLY DISAGREE 02 06.66

18 managers agree that the training programme would have been more beneficial if some
more material was provided in advance but 7 managers strongly agree with the
statement.2 managers strongly disagree and 3 managers didn’t give any response.

TABLE – 13

Q. 13 Are you aware of the objectives of the program at the time of your
nomination for this program?

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 Parameter No of Respondent %

STRONGLY AGREE 03 10.00

AGREE 24 80.00
UNDECIDED 02 06.66
DISAGREE 00 00.00
STRONGLY DISAGREE 01 03.33

24 managers agree that the objective of the programme at the time of your nomination for
this problem but 3 managers strongly agree with the statement .1 manager agree while 2
managers didn’t give any response.

Page 55
 FINDINGS

FINDINGS:-

 Mostly all the employees are as well aware of role and importance of the training
they are self motivated to attend such training programme as well it will result in
their skill enhancement and improving their interpersonal skills.

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 There are various types of training provided at different levels to the employees
by the competent trainers time to time .

 Questionnaire is the most popular means of evaluating the training programme in

Krishna Honda.

 Post training evaluation focus on the results than on the efforts expended in
conduction the training and it worth the time ,money and effort.

 Most of the participants are benefitted by giving feedback after the training.it is
motivated them to do better,helped them to increase their job performance and is
an aid to future planning.

 Training is given to those employess who actually need it.

 The firm follows an effective training process.

 In Krishna Honda , post training evaluation is used to indentify the effectiveness

and valuation of training programs ,to identify ROI(return on investment)to
identify the retraining and to provide the points to improve the training.

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CONCLUSION

CONCLUSION

Page 58
It is concluded from the survey on “Training & Development” that training program
conducted in Honda , is very effective in improving the skill and knowledge of the
employee to meet the present and future requirement of the organization. It’s found that
training place a crucial role in not only the development of employees but also in
achieving the overall organizational goals.

Through the research work it was found that employees were very satisfied by the
training provided to them and strongly agreed that after training their confidence have
increased and their skill and knowledge has also been increased and hence, their was
remarkable improvement in their performance.

Page 59
 SUGGESTION

SUGGGESTION

The researcher had used questionnaire method as a tool for collecting data and
information pertaining to the study .The questionnaire includes the closed ended and
open ended questions, basically to get there views on the techniques adapted to measure
training development and the difficulties faced by them during and in relation to training.

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Difficulties faced during training by Employees/Supervisors:

 More theory less practical.

 Miss match of training with work.
 Language problem.
 Less time provided for training.
 Too much instruction by the instructor during training.
 Some times objective of training given has to application at the work place.

The following suggestions received from the respondent:

 Training should be more practical based.

 Training should be given as per the needs of the employees.
 Training should be given in simple language.
 Training objective should be clear.
 Time to time follow-up of the training program.
 Supporting documents should be provided to the employees.

Recommendation For Making Training Effective:

As already concluded that the training program is effective in Honda WORKS to a great
extent however, the researcher had recommended the following suggestion for making
the training program successful.

They are as a under:

 Make learning one of the fundamental values of the company. Let this philosophy
percolate down to all employees in the organization.
 Create a system to evaluate the development of training.
 There must be a sound communication between trainer and trainee.
 During the training worker should be totally released from there work.
 There should be a proper need analysis for training.
 As per the requirement of the job training should be imp.

Page 61
 LIMITATION

LIMITATIONS OF TRAINING & DEVELOPMENT PROGRAM

Although this organization includes relevant and beneficial training processes and

methodologies in their working schedule, but then also they are not able to check whether

the employees are satisfied with their work or they required personal development also.

Page 62
After getting a thorough overview of process & methodologies of training &

development, I found some limitation in that which is as follows:

 Time Constraints

 Since it is a broad topic, therefore, in depth analysis of each & every aspects of this

topic is not possible.

 Training effectiveness response obtain from immediate supervisor is based on

perceptions not realities; actual on the job impact in terms of increased productivity

is not measured.

Page 63
BIBLIOGRAPHY

BIBLIOGRAPHY

Page 64
 Personnel Management- By C.B. Mamoria
Human Resource Management-By Prof Ashwathappa
Personnel Management & Industrial Relations-
By Sultan Chand &Sons
Human Resources Management -By A.K.Singh, B.R.Duggal,

Bibliography

www.bcl.com

www.wikipedia.com

QUESTIONNAIRE OF TRAINING & DEVELOPMENT AT HONDA LIMITED:

NAME…………………………………………………………
AGE…………………..

DESIGNATION…………………..
NO/T.NO………..

Page 65
DEPTMENT ………………………
CATEGORY- Management Staff

Q.1 Do you agree that the training program in Honda delivered to you is an effective
way to learn the matters?

(a) STRONGLY AGREE (b) AGREE

(c) UNDECIDED
(d) DISAGREE (e) STRONGLY DISAGREE

Q.2 Do you agree that enough time was provided to learn about the subject covered in
the training program ?

(a) STRONGLY AGREE (b) AGREE

(c) UNDECIDED
(d) DISAGREE (e) STRONGLY DISAGREE

Q.3 Do you think that the training leads to enhan of your skill?

(a) STRONGLY AGREE (b) AGREE

(c) UNDECIDED
(d) DISAGREE (e) STRONGLY DISAGREE

Q.4 Do you think that the knowledge and skills gained from the training program
directly apply to your work?

(a) STRONGLY AGREE (b) AGREE

(c) UNDECIDED
(d) DISAGREE (e) STRONGLY DISAGREE

Q. 5 To what extend change in moral attitude and behavior was noticeable as a result
of the training function?
(a) STRONGLY AGREE (b) AGREE
(c) UNDECIDED
(d) DISAGREE (e) STRONGLY DISAGREE

Q. 6 To what extend training program contribute to the company goal and employees
individual goals?

(a) STRONGLY AGREE (b) AGREE

(c) UNDECIDED
(d) DISAGREE (e) STRONGLY DISAGREE

Page 66
Q. 7 Do you think that freedom is given to you to show your skills and knowledge
during training program?

(a) STRONGLY AGREE (b) AGREE

(c) UNDECIDED
(d) DISAGREE (e) STRONGLY DISAGREE

Q. 8 Do you have a good cooperation / support from your superiors during training
program?

(a) STRONGLY AGREE (b) AGREE (c) UNDECIDED

(d) DISAGREE
(e) STRONGLY DISAGREE

Q. 9 Do you think that Honda develop employee through need based training
program?

(a) STRONGLY AGREE (b) AGREE

(c) UNDECIDED
(d) DISAGREE (e) STRONGLY DISAGREE

Q. 10 Do you think that Honda is a learning organization for the employee ?

(a) STRONGLY AGREE (b) AGREE

(c) UNDECIDED
(d) DISAGREE (e) STRONGLY DISAGREE

Q. 11 Do your performance has changed after the training program?

(a) STRONGLY AGREE (b) AGREE

(c) UNDECIDED
(d) DISAGREE (e) STRONGLY DISAGREE

Q. 12 Do you agree that the program would have been more beneficial if some more
material was provided in advance?

(a) STRONGLY AGREE (b) AGREE

(c) UNDECIDED
(d) DISAGREE (e) STRONGLY DISAGREE

Q. 13 Are you aware of the objectives of the program at the time of your nomination for
this program?

(a) STRONGLY AGREE (b) AGREE

(c) UNDECIDED
(d) DISAGREE (e) STRONGLY DISAGREE

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Q. 14 What are the problems faced by you during the training program?

Ans:-
________________________________________________________________________
________________________________________________________________________

Page 68