Tab 1

A STUDY ON RELATIONSHIP BETWEEN TRAINING &

DEVELOPMENT AND EMPLOYEE PERFORMANCE IN
BRAKES INDIA PVT LTD

Submitted by

SHAKTHIVELAN T

Reg No:421223631047

Of

KARPAGA VINAYAGA
COLLEGE OF ENGINEERING & TECHNOLOGY
MADHURANTHAGAM - 603303

A PROJECT REPORT
Submitted to the
Faculty of Management Studies

In Partial Fulfillment of the Requirement for the Award of the Degree

Of

MASTER OF BUSINESS ADMINISTRATION

ANNA UNIVERSITY
CHENNAI 600 025

MAY - 2025
 KARPAGA VINAYAGA COLLEGE OF ENGINEERING AND
TECHNOLOGY
Department of management studies

BONAFIDE CERTIFICATE

Certified that the Project report titled “A STUDY ON RELATIONSHIP BETWEEN

TRAINING & DEVELOPMENT AND EMPLOYEE PERFORMANCE IN BRAKES
INDIA PVT LTD” is the bonafide.

Work of MR.SHAKTHIVELAN T (REG NO: 421223631047) Who Carried out the

research under my supervision. Certified further that to the best of my knowledge the work
reported herein does not form part of any other project report or dissertation on the basis of
which a degree or award was conferred on an earlier occasion on this or any other candidate.

DR. S. SHAHUL AMEED DR. S. SHAHUL AMEED

( PROJECT GUIDE ) HEAD OF THE DEPARTMENT

INTERNAL EXAMINER EXTERNAL EXAMINER

 DECLARATION

I, the undersigned, hereby declare that the Project Report entitled “A STUDY ON
RELATIONSHIP BETWEEN TRAINING & DEVELOPMENT AND EMPLOYEE
PERFORMANCE IN BRAKES INDIA PVT LTD” written and submitted by me to the
ANNA UNIVERSITY, CHENNAI in partial fulfillment of the requirements of the award of
Master of Business Administration under the guidance of Dr. S. SHAHUL AMEED,
Professor And Head Of The Department of Management Studies is my original work and
the conclusion drawn therein based on the material collected by myself.

Place: SHAKTHIVELAN T

Date:
 ACKNOWLEDGEMENT

With Profound Gratitude And Due Regards, I Wholeheartedly And Sincerely Acknowledge
With Thanks The Opportunity Provided To Me By Our Respectful Director, Tmt.
Meenakshi Annamalai For Allowing Do This Internship In Partial Fulfillment For The
Degree Of Master Of Business Administration Under Anna University, Chennai.

I Thank Our Dedicated Dr.P.Kasinatha Pandian, Principal For His Valuable Suggestions
And Timely Advice, Which Helped Me In Completing This Internship Report On Schedule .

I Thank Our Dedicated Dr. L. Subbaraj, DEAN For His Valuable Suggestions And Timely
Advice, Which Helped Me In Completing This Project On Schedule.

I Thank Our Dr. S. SHAHUL AMEED, Professor And Head Of The Department For
His Motivation, Guidance And Useful Tips For Completing The Project.

I Would Like To Extend My Hearty Gratitude To Dr. S. Senthil Kumar Associate

Professor , Mrs. R. Elavarasi Assistant Professor , Mrs .J. Melosiya Priyadharshini,
Assistant Professor ,Mrs.S. Preetha Assistant Professor Of The Department Of
Management Studies For Instructing, Guiding And Encouraging Me In Carrying Out This
Project Work.

I Would Like To Thank BRAKES INDIA PRIVATE LIMITED For Guiding, Supporting
And Encouraging Me To Do The Internship In Your Esteemed Organization. For Guiding,
Supporting And Encouraging Me To Do The Internship In Your Esteemed Organization.
 ABSTRACT

In the current competitive business environment, organizations constantly seek ways to

enhance employee performance and productivity. One of the most effective strategies to
achieve this is through Training and Development (T&D) programs. This study aims to
explore the relationship between training and development initiatives and employee
performance within an organization.

The research focuses on understanding how structured and continuous training programs
impact employees’ skills, efficiency, confidence, and overall work output. Data was collected
through questionnaires distributed to employees across different departments, assessing their
perceptions of training effectiveness and its influence on their job performance.

The study reveals that effective training and development programs significantly contribute
to improved employee performance, job satisfaction, and motivation. It also highlights the
importance of aligning training objectives with organizational goals to maximize the return on
investment in human capital.

The findings emphasize that organizations investing in well-designed training strategies not
only enhance individual performance but also achieve higher organizational efficiency and
employee retention. The study concludes with practical recommendations for improving
training practices to support long-term employee development and business success.
 TABLE OF CONTENT

CHAPTER CONTENTS PAGE NO

TITLE PAGE
BONAFIDE CERTIFICATE
DECLARATION
ACKNOWLEDGEMENT
ABSTRACT
LIST OF TABLE
LIST OF CHART

I CHAPTER - I
1.1 INTRODUCTION
1.2 OBJECTIVES OF THE STUDY
1.3 SCOPE OF THE STUDY
1.4 NEED OF THE STUDY
1.5 LIMITATIONS OF THE STUDY
1.6 COMPANY PROFILE

II CHAPTER -II

2.1 REVIEW OF LITERATURE

III CHAPTER - III

3.1 RESEARCH METHODOLOGY

IV CHAPTER - IV
4.1 DATA ANALYSIS & INTERPRETATION

V CHAPTER -V

5.1 FINDINGS
5.2 SUGGESTIONS
5.3 CONCLUSION

VI CHAPTER - VI
6.1 QUESTIONNAIRE
6.2 BIBLIOGRAPHY
 LIST OF TABLE

S.NO TITLE PAGE NO

1 AGE GROUP OF THE RESPONDENTS

2 GENDER OF THE RESPONDENTS

3 EDUCATIONAL QUALIFICATION OF THE RESPONDENTS

4 WORK EXPERIENCE OF THE RESPONDENTS

5 EMPLOYMENT TYPE OF THE RESPONDENTS

6 AWARENESS OF REGULAR TRAINING PROGRAMS

7 RELEVANCE OF TRAINING TO JOB RESPONSIBILITIES

8 OPPORTUNITIES PROVIDED FOR DEVELOPMENT

PROGRAMS

9 EFFECT OF TRAINING ON JOB PERFORMANCE

10 RESOURCE INVESTMENT IN TRAINING AND

DEVELOPMENT

11 TRAINING NEEDS ASSESSMENT BY HR/SUPERVISOR

12 FEEDBACK AFTER TRAINING SESSIONS

13 MANAGER SUPPORT FOR TRAINING PARTICIPATION

14 APPLICATION OF TRAINING IN WORK

15 IMPROVEMENT IN PROBLEM-SOLVING ABILITY

16 ERROR REDUCTION THROUGH TRAINING

17 CONFIDENCE AFTER TRAINING

18 TRAINING’S ROLE IN CAREER GROWTH

19 TRAINING’S IMPACT ON PRODUCTIVITY

20 ORGANISATIONAL PERFORMANCE IMPROVED BECAUSE
OF TRAINING

21 JOB SATISFACTION THROUGH TRAINING

22 COMPETENCY LEVEL AFTER TRAINING

23 IMPACT OF TRAINING ON EMPLOYEE RETENTION

24 EFFICIENCY IN HANDLING TASKS AFTER TRAINING

25 TRAINING AND INNOVATION CONTRIBUTION

26 SATISFACTION LEVEL WITH TRAINING PROGRAMS

 LIST OF CHARTS

S.NO TITLE PAGE NO

1 AGE GROUP OF THE RESPONDENTS

2 GENDER OF THE RESPONDENTS

3 EDUCATIONAL QUALIFICATION OF THE RESPONDENTS

4 WORK EXPERIENCE OF THE RESPONDENTS

5 EMPLOYMENT TYPE OF THE RESPONDENTS

6 AWARENESS OF REGULAR TRAINING PROGRAMS

7 RELEVANCE OF TRAINING TO JOB RESPONSIBILITIES

8 OPPORTUNITIES PROVIDED FOR DEVELOPMENT

PROGRAMS

9 EFFECT OF TRAINING ON JOB PERFORMANCE

10 RESOURCE INVESTMENT IN TRAINING AND

DEVELOPMENT

11 TRAINING NEEDS ASSESSMENT BY HR/SUPERVISOR

12 FEEDBACK AFTER TRAINING SESSIONS

13 MANAGER SUPPORT FOR TRAINING PARTICIPATION

14 APPLICATION OF TRAINING IN WORK

15 IMPROVEMENT IN PROBLEM-SOLVING ABILITY

16 ERROR REDUCTION THROUGH TRAINING

17 CONFIDENCE AFTER TRAINING

18 TRAINING’S ROLE IN CAREER GROWTH

19 TRAINING’S IMPACT ON PRODUCTIVITY

20 ORGANISATIONAL PERFORMANCE IMPROVED BECAUSE
OF TRAINING

21 JOB SATISFACTION THROUGH TRAINING

22 COMPETENCY LEVEL AFTER TRAINING

23 IMPACT OF TRAINING ON EMPLOYEE RETENTION

24 EFFICIENCY IN HANDLING TASKS AFTER TRAINING

25 TRAINING AND INNOVATION CONTRIBUTION

26 SATISFACTION LEVEL WITH TRAINING PROGRAMS

 CHAPTER - I

1.1 INTRODUCTION

In today’s fast-paced and competitive business world, organizations must continuously adapt
to change and focus on improving overall performance. One of the most powerful tools for
achieving this is Training and Development (T&D), which plays a vital role in building
employee skills, enhancing job performance, and driving organizational success. Employees
are the backbone of any company, and their efficiency and productivity directly influence the
growth and competitiveness of the organization.

Training refers to the process of improving employees' current job skills, while development
focuses on their future roles and overall career growth. Together, these processes help bridge
performance gaps, reduce errors, and prepare the workforce to face new challenges with
confidence. When employees are properly trained and continuously developed, they tend to
perform better, adapt quickly, and contribute more effectively to organizational goals.

This study aims to examine the relationship between training and development and employee
performance, highlighting how effective T&D programs can lead to higher productivity,
increased job satisfaction, better motivation, and improved work quality. By understanding
employee perspectives and analyzing the impact of various training practices, the study seeks
to provide insights that can help organizations strengthen their workforce and improve
performance outcomes.

The level of competency, skills and ability of the workforces of an organization influences
Its ability to preserve its obtained positions and gain competitive advantage . employee’s
competence , skills and pro - activeness is directly proportional to the level at which an
organization can compete with others . Training and development have become one of the
necessary functions in most organizations, because they lead to high performance in the same
field and are an important part of the human resource department. It has a significant effect on
the success of an organization through improving employee performance.
MEANING OF TRAINING:

Training is concerned with the teaching/learning carried on for the basic purpose of enabling
the employees to acquire and apply the knowledge, skills, abilities and attitudes needed by that
organization.The objective of training is to develop specific and useful knowledge, skills and
techniques. It is intended to prepare people to carry out predetermined tasks in well-defined
job contexts. Training is basically a task oriented activity aimed at improving performance in
current or future jobs.

MEANING OF DEVELOPMENT:

Development is concerned with the growth of employees in all respects. It is the process by
which managers or executives acquire skills and competency in their present jobs and also
capabilities for future tasks. The purpose of development is imparting advanced knowledge
and competencies among the employees.Development is a continuous process of building
competencies of employees and thus facilitating their overall development

MEANING OF EMPLOYEE PERFORMANCE:

Employee performance in the workplace refers to how effectively and efficiently

an individual fulfills their job responsibilities, contributes to organizational goals, and behaves
while at work. It encompasses various aspects like the quality and quantity of work,
productivity, efficiency, and overall job behavior.

DEFINITION OF EMPLOYEE PERFORMANCE:

According to Authors Robbins and Judge - Employee performance can be defined as

the extent to which an employee fulfills their job duties and responsibilities effectively and
efficiently. It encompasses both the results achieved and the behaviors displayed in carrying
out work tasks.
Methods of Training:
There are several methods of training. These are mainly categorized into two groups:

● On-the-Job Training Methods

● Off-the-Job Training Methods

On-the-Job methods are generally the methods that are applied to the workplace during
the working of the employee. It means learning while working.

Off-the-Job methods refer to the methods that are used away from the workplace. It means
learning before working.

On-the-Job Training Methods

Following are the On-The-Job methods:

● Apprenticeship Programs:

Apprenticeship programs place the trainee under the guidance of well-trained

personnel. These programs are designed to obtain skills and knowledge of higher
levels. Such programs are necessary for people entering skilled jobs, like plumbers,
electricians, etc. These apprentices are trainees who enter into these programs and
invest sometime working under the guidance of a professional or a trainer. The
trainees are required to spend a specified time here where both fast and slow
learners are trained together. The slow learners may be provided with additional
training.

● Coaching:

In this method, the trainer who is known as the coach guides and instructs the
trainee. The coach or the trainer sets the required goals with a mutual discussion,
advises on how to achieve those goals, analyzes the trainees’ progress from time to
time, and suggests changes necessary in the attitude and performance. The trainee
works under the senior manager and the manager takes full responsibility for the
employee’s training.
 ● Internship Training:

Internship training is a cooperation of educational institutions and business firms.

These trainings are generally a joint program. The candidates who are selected
continue to pursue their studies regularly and also work in a factory or office to gain
the practical knowledge and skills required for a job.

● Job Rotation:

Job rotation involves shifting trainees from one job to another or from one
department to another. This allows the trainee to gain a better understanding of the
working of the organization and all its parts. The rotation enables the trainee to
indulge in all kinds of operations from different departments, and also allows them
to enhance their knowledge and skills. This is also beneficial for the trainees,

as they get to interact with other employees, which creates cooperation among
different departments. Such training of employees makes it easier for the
organization at the time of promotions, replacements, or transfers.

Off-the-Job Training Methods

Following are the Off-the-Job methods:

● Classroom Lectures or Conferences:

The lecture or conference method is generally used for conveying specific

information,rules, procedures, or methods. The use of audio-visual means makes a
formal classroom presentation more interesting along with increasing the memory
and providing an instrument for clearing difficulties or doubts.

● Films:

Films supply information and show a definite display of skills that are not easily
represented by other techniques. The use of films together with conference
discussion is a very effective method in most cases.
● Case Study:

Case studies are the actual experiences faced by the organization . They display

the events that the managers have faced in real life. The trainees study these cases

And analyze them sincerely to find out the problems and their causes,come up with

possible solutions, select the best solution and at last, implement it.

● Computer Modelling:

It encourages the work environment by developing a computer program that copies

a few of the realities of the job and enables learning to take place securely. It also
allows the organization to see the mistakes that may occur and how much they
would cost . This saves the organization from making mistakes in such situations
in real life.

● Vestibule Training:

In vestibule training, the employees are given training on the equipment that they
will be using during their jobs. Though the training is conducted away from the
actual workplace , the trainees are provided with a work environment in which

All the pieces of equipment , files , and materials to be used are present . This

Method is usually used when the employees need to handle advanced or complex

equipment and machinery.

● Programmed Instruction:

Such a method includes a predetermined and proposed acquisition of some

definite skills or general knowledge. In this method, the information is divided
into meaningful units, and these units are arranged in a proper way to form a
logical and consecutive learning bundle or collection, i.e . , from simple to
complex. The trainee is required to answer the questions asked or by filling in the
blanks.
 1.2 OBJECTIVES OF THE STUDY

Primary objective
❖​ To examine the impact of training and development programs on employee
performance in brakes india private limited..

Secondary objective

❖​ To assess whether training leads to increased productivity, motivation, and job

satisfaction.

❖​ To suggest improvements in current training and development strategies based on

employee feedback.

❖​ To evaluate the role of training in skill enhancement and knowledge improvement.

❖​ To understand how training contributes to employee retention and career growth.

 1.3 SCOPE OF THE STUDY

❖​ This research focuses on analyzing how the training initiatives influence

employee efficiency, skill enhancement, motivation, and overall job
performance.

❖​ The study covers various departments and employee levels within the
organization to provide a holistic view of the effectiveness of existing training
programs. It aims to evaluate whether the current training methods are aligned
with the company’s performance goals and employee expectations. By collecting
feedback directly from employees and HR personnel.

❖​ The study seeks to identify strengths and areas of improvement in the training
system. The outcomes of this research will help Brakes India Pvt. Ltd. in
strengthening its training and development strategies, ensuring better employee
engagement, productivity, and long-term organizational success.

❖​ The study will give necessary information to management for further

improvement in Training & development programs in the Brakes India Private
Limited.
 1.4 NEED OF THE STUDY

➢​ To Understand employees’ perceptions and satisfaction with current training method.

➢​ To Measure the impact of training on individual and organizational performance.

➢​ To Identify how well - structured training programs can improve employee

performance, motivation, and retention.

➢​ To Offer recommendations for improving Training & Development strategies to

maximize organizational benefits.
 1.5 LIMITATIONS OF THE STUDY

❖​ The study involves certain problems like employee’s doesn’t spend time to reply for the
questions.

❖​ The company is working on shift system and some of the employees who are working
the night shift have not been covered under the study.

❖​ The study was conducted within a fixed time frame, limiting deeper or long-term
analysis.

❖​ Some employees may have given socially desirable answers rather than honest
feedback.
 1.6 COMPANY PROFILE

Brakes India Limited is the leading manufacturer of braking systems in India for the
automotive industry with a sales turnover exceeding Rs.5 billion Established in 1962 as a
joint venture between TVS Group and LUGAS industries plc. UK (Which is now
integrated with TRW). Brakes India has grown steadily to become a brakes system supplier
to global OEMS operating in India. With designs, development and Manufacturing
capability that Matches global standard in quality and safety, Brakes India is capable of
providing full braking system technology from concept to completion.

CORPORATE PROFILES:

Its ability to motivate and harness the capability of its human resource develop and
nature a strong vendor base its commitment to quality, cost, delivery, safety and customer
satisfaction strong in-house research & development, coupled with access to world class
Technology through collaboration and affiliations worldwide enable Brakes India to
provide the Best Braking Solution and Castings to its customers sales turnover of its
Brakes divisions exceeds Rs.12billion. Brakes divisions have grown steadily to become a
leading. Brakes supplier to global OEMS. Operating in India. Sales turnover of its foundry
division exceeds rs.4 billions, has an installed capacity of 80,000 MTPA for permanent
mold grey Iron and high pressure Molded Ductile and grey iron sand casting
BRAKES INDIA’S COMPREHANSIVE PRODUCT LINE ENCOMNPASSES:

● vehicles Calipers
● Master Cylinders
● Vacuum boosters
● Valves
● Drum Brakes for cars
● ‘S’ Cam
● Simplex Air Cam
● Wedge and Hydraulic Brakes for Trucks
● Drum
● Dry and Oil immersed Disc Brakes
● And Hydraulic Brakes for Tractors and Calipers
● Master Cylinders and rotors for two wheelers
● Brake houses and Brake Fluid, Rubber, seals, for all types

TVS Motor Company is a reputed two and three-wheeler manufacturer globally,

championing progress through Sustainable Mobility with four state-of-the-art manufacturing
facilities in Hosur, Mysuru and Nalagarh in India and Karawang in Indonesia. Rooted in our
100-year legacy of Trust, Value, and Passion for Customers and Exactness, we take pride in
making internationally aspirational products of the highest quality through innovative and
sustainable processes. We are the only two-wheeler company to have received the
prestigious Deming Prize for quality The strength of Brakes India lies in its ability to
motivate the capability of its human resource Develop and nature, a strong vendor base, and
its commitment to quality, cost, delivery, safety and customer satisfaction.
VEHICLE SEGMENT COMBINATION TO VIEW OUR PRODUCT RANGE:

★​ Car
★​ LCV-Brakes cam Brakes
★​ Parking Brakes Transmission Brakes
★​ Tendem Master Cylinder Tendem master
★​ Wheel Cylinder cylinders
★​ Servo Wheel
★​ PCRV Disc
★​ GP/Valve
★​ Off-highway & other

MANUFACTURING:

Brakes India Foundry is the leading foundry for automotive iron castings globally with 9
vertical & 2 horizontal high pressure moulding lines across Tamil Nadu, Andhra Pradesh,
Gujarat and Oman. The high quality and reliability standards of its products have
established its dominance in the exports market with over 60% of safety critical castings
reaching countries such as US, Mexico, UK, Germany, Italy, Sweden, France, Japan, etc.
The foundry produces over 150,000 tons of iron castings in India and another 36,000 tons in
Oman to support the ever-expanding export requirement. Foundry is a proud recipient of the
prestigious Deming Award and CII GreenPro Certificate.Alongside being the largest
supplier of S Cam brakes in the world, our product range includes hydraulic brakes, clutch
actuation, electro-magnetic retarders and air actuation (air management devices, control
valves and wheel-end solutions).

We are the leading brake system supplier to major commercial vehicle, tractor and
off-highway vehicle manufacturers in India. Alongside being the largest supplier of S Cam
brakes in the world, our product range includes hydraulic brakes, clutch actuation,
electro-magnetic retarders and air actuation (air management devices, control valves and
wheel-end solutions)
ABOUT BRAKE PARTS

● Material grades - spheroidal graphite iron GJS 400/12, 400/15, 500/7, 550/6 etc.
● Casting weight ranging from 0.9 Kg to 16.5 Kg
● Supply to global OEMs directly or through Tier 1 suppliers
● Support / involve design and proto development
● Finished, semi finished parts for passenger cars, heavy commercial vehicles and
tractor applications
● Delivery from conveniently located warehouses in Europe and North America
● Multi locational manufacturing facilities in India and Oman
● Supply more than 25 million sets of caliper housings and brackets per annum to
global market
● More than three decades of product development knowledge and can develop
parts in a short lead time.

MANUFACTURING LOCATIONS OF BRAKES INDIA LIMITED:

❖ Padi (Chennai)

❖ Sholingur(About 110 km from Chennai)

❖ Polambakkam (About 90 km from Chennai)
❖ Gurgaon (About 25 km from New Delhi)
❖ Weki (pune)
❖ Helol (Gujarat)

❖ Nanjangud (About 25 km from Mysore)

BRAKES INDIA LIMITED’S KEY ACHIEVEMENTS:

❖ ISO 14001-Environment Management system

❖ TPM Consistency award
❖ Deming Award
❖ TS 16949-QS 2002
❖ OSHAS
QUALITY SYSTEM:
Brakes India Private Limited has a quality system that includes ISO certifications, research
and development, and quality assurance. The company's quality management systems are
designed to ensure the quality and safety of their products.

ISO certifications

● ISO 9001: Certified for the brake division in 1993

● ISO 14001: Certified for environmental standards

● TS 16949: Certified for quality management systems

● OHSAS 18001: Certified for occupational health and safety

VENDOR OPPORTUNITY:

Brakes India is a leading supplier of braking systems in India and a global supplier of
ferrous castings. They are looking for business partners who are committed to sustainable and
responsible practices.

● Business partners who are committed to sustainable, responsible, and considerate

handling of resources and raw materials
● Business partners who ensure an efficient deployment of energy and resources
● Business partners who manage waste and hazardous material
● Business partners who adhere to the applicable environmental standards

Brakes India approach towards its vendors is highlighted in its vision statement. Recognize
our vendors as our partners in the program. We shall give them a fair deal and nurture a
healthy relationship.
THE VARIOUS UNITS PRESENTS IN THE COMPANY ARE AS FOLLOWS:

❖ Caliper unit
❖ ‘S’ Cam
❖ Brakes shoe unit
❖ Tool room
❖ Quality Assurance unit
❖ Utilities
❖ PD&MS (TDO)
❖ Personal
❖ Department
❖ Accounts

The water requirement of the company is fulfilled by the eight wells situated inside the
company premises, the water pumped to the tank by using solar energy, which reduces the
electricity cost reason ability.

IT SUPPORTS:
Brakes India has always used information Technology Communicate with business needs
keeping in mind the customer requirement.
State-of-art IT facilities have been provided in all the manufacturing locations and offices for
product design, development, manufacture, marketing, and business process.

COMMUNICATION NETWORK:
A Brakes India communication network refers to how information flows within the
organization. Information within an organization generally flows through a system, rather
than being a free flow. Communication networks are regular patterns of person-to-person
relationships through which information flows in an organization.
Radio link between manufacturing locations providing high bandwidth data voice and fax
communication.
CUSTOMER SUPPORT:
Brakes India has an overall rating of 3.7 out of 5, based on over 227 reviews left
anonymously by employees. 74% of employees would recommend working at Brakes India
to a friend and 80% have a positive outlook for the business. This rating has decreased by
1% over the last 12 months. Brakes India also manufactures and sales brakes fluid to DOT 3
and DOT 4 Specification enjoying Significant market share.

MAJOR CUSTOMER:

✔ Ashok Leyland
✔ Bajaj tempo
✔ Eicher motors
✔ Bharath earth movers
✔ Maruthi
✔ Fiat India
✔ Force motors ltd
✔ Ford India ltd
✔ TVS motor company
✔ John deere
✔ Piaggio
✔ Hindustan motors
✔ General motors (India)
✔ Premices automobiles
✔ Defence establishments
✔ Tata motors
✔ Mahindra
✔ Swaraj Mazda
✔ Volvo India pvt.ltd
BRAKES INDIA HR POLICY IS ENSHRINED IN ITS VISION STATEMENT:

Brakes India Private Limited ("Brakes India") is committed to conduct its businesses
ethically and responsibly, respecting human rights throughout our operations and supply
chain. We believe in the dignity and fundamental rights of all individuals and strive to create
a work environment that is fair, safe, and inclusive. Scope: This policy applies to all
employees, temporary workers, interns, contractors, suppliers and other stakeholders
involved in Brakes India's operations. We expect all parties to comply with this policy and
uphold its principles

THE STRENGTH OF BRAKES INDIA LIES IN:

Brakes are often described according to several characteristics including:

● Peak force – The peak force is the maximum decelerating effect that can be obtained.
The peak force is often greater than the traction limit of the tires, in which case the
brake can cause a wheel skid.

● Continuous power dissipation – Brakes typically get hot in use and fail when the
temperature gets too high. The greatest amount of (energy per unit time) that can be
dissipated through the brake without failure is the continuous power dissipation.
Continuous power dissipation often depends on e.g., the temperature and speed of
ambient cooling air.

● Fade – As a brake heats, it may become less effective, call. Some designs are
inherently prone to fade, while other designs are relatively immune. Further, use
considerations, such as cooling, often have a big effect on fade.

● Smoothness – A brake that is grabby, pulses, has chatter, or otherwise exerts varying
brake force may lead to skids. For example, railroad wheels have little traction, and
friction brakes without an anti-skid mechanism often lead to skids, which increases
maintenance costs and leads to a "thump thump" feeling.
● Power – Brakes are often described as "powerful" when a small human application
force leads to a braking force that is higher than typical for other brakes in the same
class. This notion of "powerful" does not relate to continuous power dissipation, and
may be confusing in that a brake may be "powerful" and brake strongly with a gentle
brake application, yet have lower (worse) peak force than a less "powerful" brake.

● Pedal feel – Brake pedal feel encompasses subjective perception of brake power
output as a function of pedal travel. Pedal travel is influenced by the fluid
displacement of the brake and other factors

● Drag – Brakes have varied amounts of drag in the off-brake condition depending on
design of the system to accommodate total system compliance and deformation that
exists under braking with ability to retract friction material from the rubbing surface
in the off-brake condition.

● Durability – Friction brakes have wear surfaces that must be renewed periodically.
Wear surfaces include the brake shoes or pads, and also the brake disc or drum.
There may be tradeoffs, for example, a wear surface that generates high peak force
may also wear quickly.

● Weight – Brakes are often "added weight" in that they serve no other function.
Further, brakes are often mounted on wheels, can significantly hurt traction in some
circumstances. "Weight" may mean the brake itself, or may include additional
support structure.

● Noise – Brakes usually create some minor noise when applied, but often create squeal
or grinding noises that are quite loud.

● Brakes may be broadly described as using friction, pumping, or electromagnetics. One

brake may use several principles: for example, a pump may pass fluid through an
orifice to create friction:
 CHAPTER -2

2.1 REVIEW OF LITERATURE

Yimam (2022) studied the impact of training on employee performance at Bahir Dar
University, Ethiopia. The study was quantitative, and a cross-sectional survey was used to
collect data. The results revealed that training design,training need assessment, training
delivery style, and training evaluation significantly and positively affect employee
performance. It was recommended that management increase the quality and quantity of
training programs to increase employee performance.

In Kenya, the study by Ibua et al., (2023) sought to ascertain the effect of on-the-job
training techniques on the performance of Small and Medium-Sized Enterprises (SMEs) in
Mombasa County. The research employed a quantitative approach, using descriptive research
dignified sampling. The findings showed that coaching and apprenticeship positively and
significantly influenced employee performance. Based on these findings, the study
recommended that training is essential in enhancing performance; hence, organisations must
invest in different training programs to enhance performance.

Agufana (2022) studied the effect of on-the-job training techniques on job performance at
Murang'a University of Technology in Kenya. The findings revealed that on-the-job training
techniques positively affect employee job satisfaction. The university should implement
effective job rotation, set clear policies for mentorship programmes,institutionalise induction
programmes, and, finally, have healthy coaching programmes.

Fitriani et al. (2024) conducted a study to examine the effect of job training on employee
performance. The study used a questionnaire with five Likert measurement scale responses to
collect data. Based on the findings, it was concluded that job training influences PT
employees' performance.

Another study was conducted by Okikiola and Oluwayimika (2022) on the effect of
training and development programs on perceived employee job performance in selected
insurance companies in Lagos State. Simple random sampling technique and SPSS were used
to analyse data.The results showed that joint training and development programmes in the
selected insurance companies focused on customer relationship management, financial
security, cyber security, training falsification, and fraud, which are held weekly. It was
concluded that training and development programmes significantly influence organisational
productivity,performance and growth. Hence, there must be periodic assessments of training
and development programmes.

Niraula and Niroula (2022) investigated the effect of training on job performance: a case of
Nepalese civil servants. The findings revealed a significant and positive impact on
motivation, E-governance, and good governance. However, learning has a negative and
insignificant effect on the job performance of Nepalese civil servants.

Chezue and Mbuti (2023) studied the effect of training programs on the performance of
police officers in Tanzania: the case of Arusha City. Coaching was revealed to be a significant
factor in maximising employee performance. Therefore, the police force should develop clear
criteria for competence regarding who is supposed to coach and compensate the coach. A
significant amount of literature highlights the importance of aligning T&D programs with
organizational goals. According to Noe (2010), training can be effective only when it is
purposefully designed to address specific organizational needs. Effective development
programs help in cultivating a workforce that is not only competent in the current job but also
capable of taking on greater responsibilities in the future.

Baldwin and Ford (1988), who proposed the "transfer of training" model. They argue that
for training to improve employee performance, the skills learned during training must be
effectively transferred to the workplace. This transfer is influenced by factors such as the
content and design of the training program, the work environment, and the level of support
from supervisors.

In line with this, a study by Tharenou, Saks, and Moore (2007) found that employees who
received training showed a significant improvement in performance, particularly in areas
requiring complex decision-making and problem-solving skills. Furthermore, evidence
suggests that training programs that are tailored to the needs of employees have a more
significant impact on performance compared to generic programs (Salas et al., 2012).
Moreover, training also affects non-technical aspects of performance. For instance, Chhabra
(2015) found that training programs enhanced employees’ self-confidence, communication
skills, and ability to handle challenges, leading to improved overall performance in their jobs.
As employees become more adept in their roles, they are likely to contribute to better
organizational outcomes such as higher productivity and reduced errors.

The Relationship Between Development Programs and Long-Term Employee Performance

While training focuses on immediate skills, development programs aim to enhance an
employee’s long-term career growth. These programs are critical for preparing employees for
higher-level positions within an organization. Research by Agha et al. (2018) indicated that
employees who participate in development programs are more likely to demonstrate
improved performance over time. The research suggests that employees develop a broader set
of skills, including leadership, strategic thinking, and problem-solving abilities, which
improve their overall work performance and enable them to contribute to the organization in a
more meaningful way.

A study by St-Jean and Ouimet (2014) found that employees who received career
development support and mentoring performed significantly better, especially in roles that
required complex judgment and leadership. Additionally, these employees demonstrated
greater commitment and were more likely to stay with the organization, thus reducing
turnover rates, which in turn contributed to better organizational performance.

A study by Konrad (2006) examined the relationship between job satisfaction and training,
finding that employees who felt that their organization invested in their development were
more satisfied with their jobs and had higher levels of performance. Job satisfaction, in turn,
has been found to have a direct correlation with improved job performance, as employees
who are satisfied with their roles tend to be more productive, innovative, and dedicated.

Furthermore, the involvement of employees in the planning and execution of training

programs can enhance their sense of ownership and motivation. According to a study by
Pineda et al. (2013), participative training programs lead to higher job satisfaction, which
subsequently enhances job performance. This highlights the importance of not only providing
training but also ensuring that the employees feel that the programs are tailored to their needs
and career aspirations. Despite the significant research indicating a positive relationship
between T&D and employee performance, there are challenges in assessing the actual
effectiveness of these programs. A critical challenge lies in measuring the return on
investment (ROI) of training programs. Many organizations struggle to quantify the specific
impact of training on employee performance, as performance improvements may take time to
manifest and are influenced by various other factors beyond training.
A study by Kraiger et al. (2002) emphasizes the importance of using comprehensive
evaluation methods, such as the Kirkpatrick Model, which assesses training outcomes at four
levels: reaction, learning, behavior, and results. This model provides a structured approach to
evaluating training effectiveness, helping organizations understand the direct and indirect
impacts of T&D programs on employee performance. However, despite its usefulness, this
model is often underutilized in practice due to resource constraints and the complexity
involved in comprehensive evaluations.

Moreover, another challenge highlighted by the literature is the problem of training overload.
Some studies, such as that by Tannenbaum et al. (1991), suggest that excessive or poorly
designed training programs can lead to cognitive overload, resulting in decreased employee
performance. When employees are overwhelmed by too much training, they may not be able
to absorb and apply new information effectively, which can negatively impact performance.

The relationship between training and performance is also influenced by the degree of support
employees receive from their supervisors and organizations. Research suggests that
organizational support plays a critical role in ensuring the effectiveness of training programs.
According to a study by Gielen et al. (2012), employees who perceive that their supervisors
actively support and encourage the application of skills learned during training are more
likely to demonstrate improved performance. Support can come in the form of providing
opportunities to apply new skills, offering feedback, and fostering a culture that values
continuous learning.Furthermore, when organizations provide clear career development paths
and demonstrate a commitment to employee growth, employees are more likely to invest in
their own development, leading to enhanced performance. This reinforces the idea that T&D
is not a one-time intervention but a continuous process that requires sustained organizational
support.
According to Barzegar and Shahroz (2011), the most important impact of training on
employees and organization performance is improve the quality and quantity of
organization‟s output, increase in the organization‟s profitability,safeguarding the
organization stability, minimizing the risk, decrease the organization cost and expenses,
improving the management of the organization and establishing the organization as national
and international entities.Training must be related to the mission and performance goals of
organization.
Bhatia (2014), Training is a medium to bring continuous improvement in the quality of work
performed; it would equip employees with necessary knowledge, skill, abilities and attitude
to perform their jobs.
Bartel (1994), reports that there is a positive correlation between effective training program
and employee productivity, however to make it possible, (Swartet al., 2005), it is the
responsibility of the managers to identify the factors that hinders training program
effectiveness and should take necessary measures to neutralize their effect on employee
performance. In addition, Ahmad and Bakar (2003), concluded that high level of employee
commitment is achieved if training achieves learning outcomes and improves the
performance, both on individual and organizational level. These findings are also consistent
with the results of Kim (2006) research work.

The main objective of the study of Falola and his colleagues (2014) was to examine the
effectiveness of training and development on employee performance and organization
competitive advantage in the banking industry. The researchers used the descriptive research
method using two hundred and twenty three valid questionnaires which were completed by
selected banks in Lagos State, South-West Nigeria using simple random sampling technique.
The data collected were analyzed using descriptive statistics to represent the raw data in a
meaningful manner. The results showed that a strong relationship exists between training and
development, employees‟ performance and competitive advantage. Summary of the findings
indicates that there is a strong relationship between the tested dependent variable and
independent construct. Farooq and Khan (2011) concluded that the role of the valuable
training is to improve the quality of the task process that brings improvement in the
performance of employees.
Fanibuyan (2001) defines training as the systematic process of altering the behaviour and or
attitudes of employees in a direction to increase organizational goals and development as
programme generally aimed at educating supervisory employees above and beyond the
immediate technical requirement of the job and have a main objective of the improvement of
the effective performance of all managers.
Ganesh, M., Indradevi R., (2015), Training and development plays an important role in the
effectiveness of organizations and to make people to do work effectively & efficiently. It is
said that training has implications on productivity,commitment to the work and personal
development. All companies must train people and develop their staff. Most of the
organizations are aware of this
requirement and invest and do many things for training and development.Today most of the
organizations have built up different programs for the training and development of their
employees. Usually companies offer tuition reimbursement packages to their employees so
that they can improve their knowledge and education. It has been found by the Corporate
University that almost 10 percent of employees are entitled for this benefit (Rosenwald
2000).Furthermore, only senior management and those employees who are at top level are
entitled for tuition reimbursement (Rosenwald 2000). As a result, many organizations conduct
in-house training programs for their employees that are more beneficial and cheap. Training
section of the organisation attempts to concentrate on particular job proficiency whereas the
corporate department is proactive with an additional strategic approach. Training and
development program is a planned education component with an exceptional method for
sharing the culture of the organization, which moves from one job skill to understanding the
workplace skill, developing leadership, innovative thinking and problem resolving (Meister,
1998). Employee

As depicted by the work of Harrison (2000), learning through training influences the
organizational performance by greater employee performance, and is said to be a key factor
in the achievement of corporate goals. However, implementing training programs as a
solution to covering performance issues such as filling the gap between the standard and the
actual performance is an effective way of improving employee performance (Swart et al.,
2005).
 CHAPTER-III

3.1 RESEARCH METHODOLOGY

Research as an organized systematic data based, critical, objective, undertaken with the
purpose of finding a solution to it. Research methodology is way to systematically solve the
problem. It is a plan of action for a research project and explains in detail how data are
collected and analyzed.

3.2 RESEARCH DESIGN

A research design is purely and simply the framework for the study that guides the collection
and analysis of the data. It is a blueprint that is followed in completing a study. There are two
types of research design

● Explanatory

● Descriptive

3.2.1 Descriptive:

A descriptive study is taken up when the researcher is interested in knowing the proportion of
employees in a given population who have behaved in particular names, making projections
of a certain thing. Descriptive research design explains the root cause of the problem is
already known.

The research design in case of this study is “DESCRIPTIVE RESEARCH DESIGN”

3.3 Data Collection Method:

This refers to the sources to be tapped for relevant information that have decided to fulfil the
objectives of the study.
➢ Primary data

➢ Secondary data

3.3.1 Primary data:

Primary data are those collected specifically by or the data user. Primary data for the study is
only from the internal sources and no external sources were approached; the data was
collected through questionnaires observation and direct personal interview.

Here we choose to get “PRIMARY DATA” for the respondents.

3.3.2 Secondary data:

The secondary data was collected from the books, journals, home, magazines,periodicals and
websites of the Brakes India Private Limited

3.4 SAMPLING METHOD

Simple random sampling is a method where each individual in a population has an equal and
independent chance of being selected for a sample. It's the foundation of probability sampling,
ensuring a representative subset for study. This technique is unbiased, meaning the selection
process doesn't favor any specific individual or group.

In this project “Simple random Sampling method” was adopted.

3.5 SAMPLE SIZE

The sample size for the study undertaken by the researcher was 125

3.6 SCALES:
A scale is a tool or mechanism by which individuals are distinguished as to how they differ
from one another of the variables of interest to the study

In this project nominal scale and likert scale are used.

3.6 STATISTICAL TOOLS USED

This collected data had been subjected to analysis by using appropriate tool.

➢ Percentage analysis

➢ Chi-square analysis

➢ Annova

3.6.1 PERCENTAGE ANALYSIS:

A percentage frequency distribution is a display of data that specifies the percentage of

observations that exist for each data point or grouping of data points. It is a particularly useful
method of expressing the relative frequency of survey responses and other data. Many times
percentage frequency distributions are displayed as tables or as bar graphs or pie charts. The
Process of creating a percentage frequency distribution involves first identified the total
number of observations to be represented; then counting the total number of observations
within each data point or grouping of data points; and then dividing the number of
observations within each data point or grouping of data points. It is the proportion of the
respondent to one criterion when compared to the total respondents. In percentage analysis
charts, pie charts, etc... Are used graphically to represent the results from percentage analysis
of the questionnaires.

Percentage = No of respondents to a variable/total no. of respondents *100

Interpret the results based on the percentage obtained by means of various suitable charts
given below:
 ❖ Vertical bar charts

❖ Horizontal charts

❖ Line charts/ curve charts

❖ Pie charts

❖ Bipolar charts

❖ Histogram

The charts allow quick comparison of any data segment. Viewers can understand pie charts at a
glance. A pie chart is especially for showing percentages since the pie chart in its entirely equals
100%

3.6.2 CHI - SQUARE ANALYSIS :

Chi-square formula is used to compare two or more statistical data sets. The chi-square formula is

used in data that consist of variables distributed across various categories and helps us to know

whether that distribution is different from what one would expect by chance.

The chi-squared test checks the difference between the observed value and the expected value.

Chi-Square shows or in a way checks the relationship between two categorical variables which

can be calculated by using the given observed frequency and expected frequency.

CHI - SQUARE FORMULA :

 where,

●​ Oi = observed value (actual value)

●​ Ei = expected value.

Null Hypothesis (H₀): There is no association between employee type and whether training helps
reduce errors or mistakes at work.
​
Alternative Hypothesis (H₁): There is an association between employee type and whether
training helps reduce errors or mistakes at work.

3.6.3 ONE - WAY ANOVA:

ANOVA or Analysis of Variance is a parametric statistical technique that helps in finding out if
there is a significant difference between the mean of three or more groups. It checks the impact of
various factors by comparing groups (samples) based on their respective mean. ANOVA tests the
null hypothesis that all group means are equal, against the alternative hypothesis that at least one
group mean is different.

For the One-Way ANOVA hypothesis, you'll be testing the effect of one independent variable (IV)
on a dependent variable (DV), and you'll have three key components:

1.​ The null hypothesis (H₀) – This suggests that there is no effect or difference.​

2.​ The alternative hypothesis (H₁) – This suggests that there is a significant effect or
difference.

Null Hypothesis (H₀): There is no significant difference in job performance based on work
experience levels.

This means that the mean job performance scores for all work experience groups are the same.

​
Alternative Hypothesis (H₁): There is a significant difference in job performance based on
work experience levels.

This means that at least one of the group means for job performance differs from the others.
 CHAPTER - IV

DATA ANALYSIS AND INTERPRETATION

4.1 PERCENTAGE ANALYSIS :

TABLE NO. 4.1.1: AGE GROUP OF THE RESPONDENTS

PARTICULARS NO OF RESPONDENTS PERCENTAGE

18 - 25yrs 69 55

26 - 35yrs 28 22

36 - 45yrs 22 18

46 - above years 6 5

TOTAL 125 100

CHART NO. 4.1.1: AGE GROUP OF THE RESPONDENTS

INFERENCE :
From the above table and chart explicate that 55% of respondents belong to the age group
18 - 25 yrs, 22% of respondents belong to the age group 26 - 35yrs, and 18% of respondents are
above 36 - 45 yrs and 5% of respondents are above 46 - above yrs
 TABLE NO. 4.1.2: GENDER OF THE RESPONDENTS

PARTICULARS NO OF RESPONDENTS PERCENTAGE

MALE 94 75

FEMALE 31 25

120 100

CHART NO. 4.1.2: GENDER OF THE RESPONDENTS

INFERENCE :

From the above table and chart explicate that 75% of respondents are male, and 25% of
respondents are female.
 TABLE NO. 4.1.3: EDUCATIONAL QUALIFICATION OF THE RESPONDENTS

PARTICULARS NO OF RESPONDENTS PERCENTAGE

High School 7 5

Diplomo 42 34

ITI 15 12

Bachelor’s Degree 30 24

Master’s Degree 31 25

Total 125 100

CHART NO. 4.1.3: EDUCATIONAL QUALIFICATION OF THE RESPONDENTS

INFERENCE:
From the above table and chart explicate that 5% of respondents are High School,34% of
respondents are Diplomo, 12% of respondents are ITI, 24% Respondents are Bachelor’s Degree

25% of respondents are Master’s Degree

 Table 4.1.4 WORK EXPERIENCE OF THE RESPONDENTS

PARTICULARS NO OF RESPONDENTS PERCENTAGE

Less Than 1 Year 48 38

1-3 years 32 26

4-7 years 34 27

More than 7 years 11 9

TOTAL 125 100

CHART NO. 4.1.4: WORK EXPERIENCE OF THE RESPONDENTS

INFERENCE :
From the above table and chart explicate that 38% of respondents have Less Than 1 years of
experience, 26% of respondents have 1-3 years of experience, 27% of respondents have 4-7
years of experience. and 9% of respondents have More than 7 years of experience.
 TABLE NO. 4.1.5: EMPLOYMENT TYPE OF THE RESPONDENTS

PARTICULARS NO OF RESPONDENTS PERCENTAGE

Permanent 55 44

Trainee 28 23

Apprentice 23 18

Intern 19 15

TOTAL 125 100

CHART NO. 4.1.5: EMPLOYMENT TYPE OF THE RESPONDENTS

INFERENCE :
From the above table and chart explicate that 44% of respondents are Permanent employees,
23% of respondents are Trainees,18% of respondents are Apprentices. and 15% of respondents
are Interns.
 TABLE NO. 4.1.6: AWARENESS OF REGULAR TRAINING PROGRAMS

PARTICULARS NO OF RESPONDENTS PERCENTAGE

Strongly agree 42 34

Agree 54 43

Neutral 16 13

Disagree 8 6

Strongly Disagree 5 4

TOTAL 125 100

CHART NO. 4.1.6: AWARENESS OF REGULAR TRAINING PROGRAMS

INFERENCE :

From the above table and chart, interpret that 34% of respondents are strongly agree on
Awareness of regular Training Programs.43% of respondents are agree, 13% of respondents are
neutral , 6% of respondents are disagree,and 4% of respondents are strongly disagree.
 TABLE NO. 4.1.7: RELEVANCE OF TRAINING TO JOB RESPONSIBILITIES

PARTICULARS NO OF RESPONDENTS PERCENTAGE

Strongly agree 57 46

Agree 41 33

Neutral 15 12

Disagree 7 5

Strongly Disagree 5 4

TOTAL 125 100

CHART NO. 4.1.7: RELEVANCE OF TRAINING TO JOB RESPONSIBILITIES

INFERENCE :

From the above table and chart, interpret that 46% of respondents are strongly agree on
Relevance of training to job responsibility. 33% of respondents are agree, 12% of respondents
are neutral , 5% of respondents are disagree,and 4% of respondents are strongly disagree.
TABLE NO. 4.1.8: OPPORTUNITIES PROVIDED FOR DEVELOPMENT PROGRAMS

PARTICULARS NO OF RESPONDENTS PERCENTAGE

Strongly agree 40 32

Agree 43 34

Neutral 16 13

Disagree 11 9

Strongly Disagree 15 12

TOTAL 125 100

CHART NO.4.1.8: OPPORTUNITIES PROVIDED FOR DEVELOPMENT PROGRAMS

INFERENCE :

From the above table and chart, interpret that 32% of respondents are strongly agree on
Opportunities Provided For Development Programs. 34% of respondents are agree, 13% of
respondents are neutral , 9% of respondents are disagree,and 12% of respondents are strongly
disagree.
 TABLE NO. 4.1.9: EFFECT OF TRAINING ON JOB PERFORMANCE

PARTICULARS NO OF RESPONDENTS PERCENTAGE

Strongly agree 66 56

Agree 19 15

Neutral 17 13

Disagree 11 8

Strongly Disagree 12 8

TOTAL 125 100

CHART NO. 4.1.9: EFFECT OF TRAINING ON JOB PERFORMANCE

INFERENCE :

From the above table and chart, interpret that 56% of respondents are strongly agree on the
effect of training on job performance. 15% of respondents are agree, 13% of respondents are
neutral , 8% of respondents are disagree,and 8% of respondents are strongly disagree.
TABLE NO. 4.1.10: RESOURCE INVESTMENT IN TRAINING AND DEVELOPMENT

PARTICULARS NO OF RESPONDENTS PERCENTAGE

Strongly agree 48 38

Agree 29 23

Neutral 22 18

Disagree 14 11

Strongly Disagree 12 10

TOTAL 125 100

CHART NO. 4.1.10: RESOURCE INVESTMENT IN TRAINING AND DEVELOPMENT

INFERENCE :

From the above table and chart, interpret that 38% of respondents are strongly agree on resource
investment in training and development. 23% of respondents are agree, 18% of respondents are
neutral , 11% of respondents are disagree,and 10% of respondents are strongly disagree.
 TABLE NO. 4.1.11: TRAINING NEEDS ASSESSMENT BY HR/SUPERVISOR

PARTICULARS NO OF RESPONDENTS PERCENTAGE

Strongly agree 42 34

Agree 34 27

Neutral 20 16

Disagree 18 14

Strongly Disagree 11 9

TOTAL 125 100

CHART NO. 4.1.11: TRAINING NEEDS ASSESSMENT BY HR/SUPERVISOR

INFERENCE :

From the above table and chart, interpret that 34% of respondents are strongly agree on training
need assessment by HR/ Supervisor. 27% of respondents are agree, 16% of respondents are
neutral , 14% of respondents are disagree,and 9% of respondents are strongly disagree.
 TABLE NO. 4.1.12: FEEDBACK AFTER TRAINING SESSIONS

PARTICULARS NO OF RESPONDENTS PERCENTAGE

Strongly agree 38 30

Agree 37 30

Neutral 16 13

Disagree 23 18

Strongly Disagree 11 9

TOTAL 125 100

CHART NO. 4.1.12: FEEDBACK AFTER TRAINING SESSIONS

INFERENCE :

From the above table and chart, interpret that 30% of respondents are strongly agree on
feedback after training sessions. 30% of respondents are agree, 18% of respondents are neutral ,
9% of respondents are disagree,and 9% of respondents are strongly disagree.
 TABLE NO. 4.1.13: MANAGER SUPPORT FOR TRAINING PARTICIPATION

PARTICULARS NO OF RESPONDENTS PERCENTAGE

Strongly agree 44 35

Agree 37 30

Neutral 22 18

Disagree 14 11

Strongly Disagree 8 6

TOTAL 125 100

CHART NO. 4.1.13: MANAGER SUPPORT FOR TRAINING PARTICIPATION

INFERENCE :

From the above table and chart, interpret that 35% of respondents are strongly agree on manager
support for training participation. 30% of respondents are agree, 18% of respondents are neutral
, 11% of respondents are disagree,and 6% of respondents are strongly disagree.
 TABLE NO. 4.1.14: APPLICATION OF TRAINING IN WORK

PARTICULARS NO OF RESPONDENTS PERCENTAGE

Strongly agree 49 39

Agree 38 30

Neutral 14 11

Disagree 16 13

Strongly Disagree 8 7

TOTAL 125 100

CHART NO. 4.1.14: APPLICATION OF TRAINING IN WORK

INFERENCE :

From the above table and chart, interpret that 39% of respondents are strongly agree on
application of training in work. 30% of respondents are agree, 11% of respondents are neutral ,
13% of respondents are disagree,and 7% of respondents are strongly disagree.
 TABLE NO. 4.1.15: IMPROVEMENT IN PROBLEM-SOLVING ABILITY

PARTICULARS NO OF RESPONDENTS PERCENTAGE

Strongly agree 36 29

Agree 45 36

Neutral 18 14

Disagree 14 11

Strongly Disagree 12 10

TOTAL 125 100

CHART NO. 4.1.15: IMPROVEMENT IN PROBLEM-SOLVING ABILITY

INFERENCE :

From the above table and chart, interpret that 29% of respondents are strongly agree on
improvement in problem - solving ability. 36% of respondents are agree, 14% of respondents
are neutral , 11% of respondents are disagree,and 10% of respondents are strongly disagree.
 TABLE NO. 4.1.16: ERROR REDUCTION THROUGH TRAINING

PARTICULARS NO OF RESPONDENTS PERCENTAGE

Strongly agree 45 36

Agree 38 30

Neutral 15 12

Disagree 19 15

Strongly Disagree 8 7

TOTAL 125 100

CHART NO. 4.1.16: ERROR REDUCTION THROUGH TRAINING

INFERENCE :

From the above table and chart, interpret that 36% of respondents are strongly agree on error
reduction through training. 30% of respondents are agree, 12% of respondents are neutral , 15%
of respondents are disagree,and 7% of respondents are strongly disagree.
 TABLE NO. 4.1.17: CONFIDENCE AFTER TRAINING

PARTICULARS NO OF RESPONDENTS PERCENTAGE

Strongly agree 44 35

Agree 37 30

Neutral 24 19

Disagree 12 10

Strongly Disagree 8 6

TOTAL 125 100

CHART NO. 4.1.17: CONFIDENCE AFTER TRAINING

INFERENCE :

From the above table and chart, interpret that 35% of respondents are strongly agree on
confidence after training. 30% of respondents are agree, 19% of respondents are neutral , 10%
of respondents are disagree,and 6% of respondents are strongly disagree.
 TABLE NO. 4.1.18: TRAINING’S ROLE IN CAREER GROWTH

PARTICULARS NO OF RESPONDENTS PERCENTAGE

Strongly agree 47 41

Agree 32 28

Neutral 15 13

Disagree 11 9

Strongly Disagree 10 9

TOTAL 125 100

CHART NO. 4.1.18: TRAINING’S ROLE IN CAREER GROWTH

INFERENCE :

From the above table and chart, interpret that 41% of respondents are strongly agree on
training’s role in career growth. 28% of respondents are agree, 13% of respondents are neutral ,
9% of respondents are disagree,and 9% of respondents are strongly disagree.
 TABLE NO. 4.1.19: TRAINING’S IMPACT ON PRODUCTIVITY

PARTICULARS NO OF RESPONDENTS PERCENTAGE

Strongly agree 52 42

Agree 41 33

Neutral 13 10

Disagree 8 6

Strongly Disagree 11 9

TOTAL 125 100

CHART NO. 4.1.19: TRAINING’S IMPACT ON PRODUCTIVITY

INFERENCE :

From the above table and chart, interpret that 42% of respondents are strongly agree on
training’s impact on productivity. 33% of respondents are agree, 10% of respondents are neutral
,6% of respondents are disagree,and 9% of respondents are strongly disagree.
TABLE NO.4.1.20: ORGANIZATIONAL PERFORMANCE IMPROVED BECAUSE OF
TRAINING

PARTICULARS NO OF RESPONDENTS PERCENTAGE

Strongly agree 55 44

Agree 28 22

Neutral 19 15

Disagree 13 11

Strongly Disagree 10 8

TOTAL 125 100

CHART NO.4.1.20: ORGANIZATIONAL PERFORMANCE IMPROVED BECAUSE OF

TRAINING

INFERENCE :

From the above table and chart, interpret that 44% of respondents are strongly agree on
organisational performance improvement because of training. 22% of respondents are agree, 15%
of respondents are neutral ,11% of respondents are disagree,and 8% of respondents are strongly
disagree.
 TABLE NO. 4.1.21: JOB SATISFACTION THROUGH TRAINING

PARTICULARS NO OF RESPONDENTS PERCENTAGE

Strongly agree 45 36

Agree 33 26

Neutral 20 16

Disagree 19 15

Strongly Disagree 8 7

TOTAL 125 100

CHART NO. 4.1.21: JOB SATISFACTION THROUGH TRAINING

INFERENCE :

From the above table and chart, interpret that 36% of respondents are strongly agree on job
satisfaction through training. 26% of respondents are agree, 16% of respondents are neutral ,15%
of respondents are disagree,and 7% of respondents are strongly disagree.
 TABLE NO. 4.1.22: COMPETENCY LEVEL AFTER TRAINING

PARTICULARS NO OF RESPONDENTS PERCENTAGE

Strongly agree 43 34

Agree 37 30

Neutral 22 18

Disagree 16 13

Strongly Disagree 7 5

TOTAL 125 100

CHART NO. 4.1.22: COMPETENCY LEVEL AFTER TRAINING

INFERENCE :

From the above table and chart, interpret that 34% of respondents are strongly agree on
competency level after training. 30% of respondents are agree, 18% of respondents are neutral
,13% of respondents are disagree,and 5% of respondents are strongly disagree.
 TABLE NO. 4.1.23: IMPACT OF TRAINING ON EMPLOYEE RETENTION

PARTICULARS NO OF RESPONDENTS PERCENTAGE

Strongly agree 41 33

Agree 42 34

Neutral 16 13

Disagree 17 13

Strongly Disagree 9 7

TOTAL 125 100

CHART NO. 4.1.23: IMPACT OF TRAINING ON EMPLOYEE RETENTION

INFERENCE :

From the above table and chart, interpret that 33% of respondents are strongly agree on the
impact of training on employee retention. 34% of respondents are agree, 13% of respondents are
neutral ,13% of respondents are disagree,and 7% of respondents are strongly disagree.
 TABLE NO. 4.1.24: EFFICIENCY IN HANDLING TASKS AFTER TRAINING

PARTICULARS NO OF RESPONDENTS PERCENTAGE

Strongly agree 50 40

Agree 41 33

Neutral 16 13

Disagree 12 9

Strongly Disagree 6 5

TOTAL 125 100

CHART NO. 4.1.24: EFFICIENCY IN HANDLING TASKS AFTER TRAINING

INFERENCE :

From the above table and chart, interpret that 40% of respondents are strongly agree on the
impact of training on employee retention. 33% of respondents are agree, 13% of respondents are
neutral ,9% of respondents are disagree,and 5% of respondents are strongly disagree.
 TABLE NO. 4.1.25: TRAINING AND INNOVATION CONTRIBUTION

PARTICULARS NO OF RESPONDENTS PERCENTAGE

Strongly agree 47 37

Agree 38 31

Neutral 14 11

Disagree 18 15

Strongly Disagree 8 6

TOTAL 125 100

CHART NO. 4.1.25: TRAINING AND INNOVATION CONTRIBUTION

INFERENCE :

From the above table and chart, interpret that 37% of respondents are strongly agree on training
and innovation contribution. 31% of respondents are agree, 11% of respondents are neutral ,9%
of respondents are disagree,and 5% of respondents are strongly disagree.
 TABLE NO. 4.1.26: SATISFACTION LEVEL WITH TRAINING PROGRAMS

PARTICULARS NO OF RESPONDENTS PERCENTAGE

Highly Satisfied 48 38

Satisfied 31 25

Neutral 24 19

Dissatisfied 16 13

Highly Dissatisfied 6 5

TOTAL 125 100

CHART NO. 4.1.26: SATISFACTION LEVEL WITH TRAINING PROGRAMS

INFERENCE :

From the above table and chart, interpret that 38% of respondents are highly satisfied on
satisfaction level with training programs.25% of respondents are satisfied, 19% of respondents
are neutral ,13% of respondents are dissatisfied ,and 5% of respondents are highly dissatisfied.
4.2 ONE - WAY ANOVA:

Null Hypothesis (H₀): There is no significant difference in job performance based on work
experience levels.

Alternative Hypothesis (H₁): There is a significant difference in job performance based on work
experience levels.
CONCLUSION:

The One-Way ANOVA test was conducted to compare the significant difference in job
performance based on work experience levels.

. The significance value (p-value) obtained is 0.569, which is greater than 0.05.

This indicates that there is no statistically significant difference between the job performance and
work experience levels. Therefore, the mean job performance scores for all work experience
groups are the same.
4.3 CHI - SQUARE ANALYSIS:

Null Hypothesis (H₀): There is no association between employee type and whether training helps
reduce errors or mistakes at work.
​
Alternative Hypothesis (H₁): There is an association between employee type and whether
training helps reduce errors or mistakes at work.
CONCLUSION:

The Chi-Square test from the Crosstabs analysis yielded a significance value (p-value) of 0.175,
which is also greater than 0.05.

This confirms that there is no significant association between employee type and whether training
helps reduce errors or mistakes at work.

.
Hence, the variables are not dependent and related to each other.

CHAPTER V

5.1 FINDINGS

➢​ 55% of respondents belong to the age group of 18 - 25 yrs.

➢​ 75% of respondents are male.

➢​ 34% of respondents are Diplomo.

➢​ 38% of respondents have Less Than 1 years of experience.

➢​ 44% of respondents are Permanent employees.

➢​ 43% of respondents are agree on Awareness of regular Training Programs.

➢​ 46% of respondents are strongly agree on Relevance of training to job responsibility.

➢​ 34% of respondents are agree on Opportunities Provided For Development Programs.

➢​ 56% of respondents are strongly agree on the effect of training on job performance.

➢​ 38% of respondents are strongly agree on resource investment in training and

development.

➢​ 34% of respondents are strongly agree on training needs assessment by HR/ Supervisor.

➢​ 30% of respondents are strongly agree on feedback after training sessions.

➢​ 35% of respondents are strongly agree on manager support for training participation.

➢​ 39% of respondents are strongly agree on application of training in work.

➢​ 36% of respondents are agree on improvement in problem - solving ability.

➢​ 36% of respondents are strongly agree on error reduction through training.

➢​ 35% of respondents are strongly agree on confidence after training.

➢​ 41% of respondents are strongly agree on training’s role in career growth.

➢​ 42% of respondents are strongly agree on training’s impact on productivity.

➢​ 44% of respondents are strongly agree on organisational performance improvement

because of training.

➢​ 36% of respondents are strongly agree on job satisfaction through training.

➢​ 34% of respondents are strongly agree on competency level after training.

➢​ 33% of respondents are strongly agree on the impact of training on employee retention.

➢​ 40% of respondents are strongly agree on the impact of training on employee retention.

➢​ 37% of respondents are strongly agree on training and innovation contribution.

➢​ 38% of respondents are highly satisfied with the training programs provided by the
company.
5.2 SUGGESTIONS:

★​ Gather Feedback Post-Training Conduct structured feedback sessions or surveys after

training programs to understand what employees found useful and what could be
improved. This also helps identify any gaps for future sessions.

★​ Encourage Manager Involvement and Support Supervisors should be actively involved

in encouraging employees to attend training and also follow up afterward to help them
apply what they learned. Managerial support significantly increases training
effectiveness.

★​ Ensure Adequate Budget and Resources The company should allocate sufficient
resources for training activities, including trainers, tools, technology, venues, and
materials. This ensures quality delivery.

★​ Conduct Regular Training Needs Assessment Before designing any training program,
the HR department should carry out a proper training needs assessment to identify
specific skills gaps among employees. This helps ensure that the training is relevant and
targeted.

★​ Involve Employees in Training Planning Seek suggestions from employees about what
kind of training they need. When employees feel involved in planning, their
participation and interest in the program improve.

★​ Reward Employees Who Apply Training Effectively Recognition programs, certificates,

or performance bonuses can be given to employees who successfully implement training
knowledge into their work. This creates motivation and encourages others to participate.
★​ Incorporate Interactive Learning Techniques Use engaging training methods such as
group discussions, case studies, role-plays, and simulation exercises to increase
employee participation and retention of information.

★​ Create Individual Development Plans, Each employee should have a personalized career
development plan, including short- and long-term learning goals. This motivates
employees and allows better tracking of progress.

★​ Monitor and Measure Training Outcomes, Evaluate the impact of training using
performance metrics such as error rates, productivity levels, and customer satisfaction.

★​ Keep Training Content Updated, Regularly update the training materials to match the
latest technology, tools, and market practices. Outdated training can reduce relevance
and engagement.

★​ Include Leadership and Soft Skills Training, In addition to technical skills, offer training
on communication, conflict resolution, decision-making, and leadership. These are
critical for promoting future managers and enhancing workplace harmony.

★​ Promote a Culture of Continuous Learning, The organization should foster an

environment where learning is encouraged beyond formal sessions—through job
rotation, knowledge-sharing forums, and access to online courses.
5.3 CONCLUSION:

The study conducted at Brakes India Pvt Ltd clearly establishes a strong relationship
between training and development initiatives and employee performance. The findings
indicate that well-structured training programs significantly improve employees’ skills,
productivity, and confidence levels. Employees perceive training as highly relevant to
their job roles and believe it contributes to better efficiency and reduced errors.
Furthermore, development programs play a crucial role in supporting career growth and
enhancing job satisfaction, which in turn leads to increased employee retention. The
study also highlights the importance of regular evaluation of training effectiveness and
aligning such programs with organizational goals. By promoting a culture of continuous
learning and providing adequate support, Brakes India can ensure long-term employee
engagement, improved performance, and sustainable organizational growth.
 CHAPTER - VI

6.1 QUESTIONNAIRE :

1)Name:_____________________

2) Age
a) 18 - 25yrs
b) 26 - 35yrs
c) 36 - 45yrs
d) 46 - above yrs

3)Gender
a) Male
b) Female

4) What is your highest level of education?

a) High School
b) Diplomo
c) ITI
d) Bachelor’s Degree
e) Master’s Degree
5) How many years have you been working here?
a) Less Than 1 Year
b) 1 - 3 years
c) 4 - 7 years
d) More than 7 years

6) Your employment type?

a) Permanent
b) trainee
c) apprentice
d) intern

7) Do you agree that organization provides regular training programs for employees?
a) Strongly agree
b) Agree
c) Neutral
d) Disagree
e) Strongly Disagree

8) Do you agree that The training programs offered are relevant to my job responsibilities?
a) Strongly agree
b) Agree
c) Neutral
d) Disagree
e) Strongly Disagree

9) Do you agree that organisation provide enough opportunities to participate in development

programs? (e.g., seminars, workshops, mentoring).
a) Strongly agree
b) Agree
c) Neutral
d) Disagree
e) Strongly Disagree

10) Do you agree that the training provided helps to improve your job performance? a) Strongly
agree
b) Agree
c) Neutral
d) Disagree
e) Strongly Disagree

11) Do you agree that the organization invests sufficient resources in training and development?
a) Strongly agree
b) Agree
c) Neutral
d) Disagree
e) Strongly Disagree

12) Do you agree that the training needs are regularly assessed by your supervisor or HR
department?
a) Strongly agree
b) Agree
c) Neutral
d) Disagree
e) Strongly Disagree

13) Do you agree that the feedbacks are properly given after attending training sessions?
a) Strongly agree
b) Agree
c) Neutral
d) Disagree
e) Strongly Disagree

14) Do you agree that Managers encourage and support employee participation in training
programs?
a) Strongly Disagree
b) Disagree
c) Neutral
d) Agree
e) Strongly Agree

15) Do you agree that you have applied knowledge or skills from training directly in your job?
a) Strongly agree
b) Agree
c) Neutral
d) Disagree
e) Strongly Disagree

16) Do you agree that Training and development have improved your problem-solving abilities?
a) Strongly agree
b) Agree
c) Neutral
d) Disagree
e) Strongly Disagree

17) Do you agree that training helps to reduce errors or mistakes at work ?
a) Strongly agree
b) Agree
c) Neutral
d) Disagree
e) Strongly Disagree

18) Do you agree that you feel more confident at work after participating in training?
a) Strongly agree
b) Agree
c) Neutral
d) Disagree
e) Strongly Disagree

19) Do you agree that Training programs have enhanced your career growth in this organization?
a) Strongly agree
b) Agree
c) Neutral
d) Disagree
e) Strongly Disagree

20) Do you agree that the Training and development contribute to employee productivity?
a) Strongly agree
b) Agree
c) Neutral
d) Disagree
e) Strongly Disagree

21) Do you agree that the organization has improved its overall performance due to training and
development initiatives?
a) Strongly agree
b) Agree
c) Neutral
d) Disagree
e) Strongly Disagree

22) Do you agree that the Training leads to higher job satisfaction ?
a) Strongly agree
b) Agree
c) Neutral
d) Disagree
e) Strongly Disagree

23) Do you agree that Competency level of employees increases due to Training and
development?
a) Strongly agree
b) Agree
c) Neutral
d) Disagree
e) Strongly Disagree

24) Do you agree that the Training leads to higher Employee Retention ? a) Strongly
agree
b) Agree
c) Neutral
d) Disagree
e) Strongly Disagree

25) Do you agree that employees are able to handle tasks more efficiently after the training ?
a) Strongly agree
b) Agree
c) Neutral
d) Disagree
e) Strongly Disagree

26) Do you agree that the Employees who undergo training contribute more to innovation in the
organization?
a) Strongly agree
b) Agree
c) Neutral
d) Disagree
e) Strongly Disagree

27) How Satisfied are you with the Training Programs Provided ?
a) Very Satisfied
b) Satisfied
c) Neutral
d) Dissatisfied
e) Very Dissatisfied
6.2 BIBLIOGRAPHY:

❖​ Armstrong, M. (2014). A Handbook of Human Resource Management Practice (13th ed.).

Kogan Robbins, S.P., & Judge, T.A. (2015). Organizational Behavior (16th ed.). Pearson
Education.

❖​ Noe, R. A. (2010). Employee Training and Development (5th ed.). McGraw-Hill

Education.

❖​ Baldwin, T. T., & Ford, J. K. (1988). "Transfer of Training: A Review and Directions for
Future Research." Personnel Psychology, 41(1), 63–105.

❖​ Salas, E., Tannenbaum, S. I., Kraiger, K., & Smith-Jentsch, K. A. (2012). "The Science of
Training and Development in Organizations: What Matters in Practice." Psychological
Science in the Public Interest, 13(2), 74–101.

❖​ Barzegar, N., & Shahroz, F. (2011). "A Study on the Impact of On the Job Training
Courses on Staff Performance." Social and Behavioral Sciences, 29, 1942–1949.

❖​ Bhatia, S. K. (2014). Training and Development: Concepts and Practices. Deep & Deep
Publications.

❖​ Falola, H. O., Osibanjo, A. O., & Ojo, I. S. (2014). "Effectiveness of Training and
Development on Employees’ Performance and Organization Competitiveness in the
Nigerian Banking Industry." Bulletin of the Transilvania University of Braşov, 7(1),
161–170.

❖​ Kim, S. (2006). "Public Service Motivation and Organizational Citizenship Behavior in

Korea." International Journal of Manpower, 27(8), 722–740.

❖​ https://brakesindia.com
❖​ https://dictionary.cambridge.org/dictionary/english/training

❖​ https://www.geeksforgeeks.org/methods-of-training-on-the-job-methods-and-off-training