A STUDY ON EFFECTIVENESS OF TRAINING AND

DEVELOPMENT WITH SPECIAL REFERENCE TO SURFINE

TOOLS, COIMBATORE
Submitted by

AJAY R

Reg. No.: 821919631003

ST. JOSEPH’S COLLEGE OF ENGINEERING AND TECHNOLOGY

THANJAVUR

A PROJECT REPORT

Submitted to the

FACULTY OF MANAGEMENT STUDIES

In partial fulfillment for the award of the degree

Of

MASTER OF BUSINESS ADMINISTRATION

ANNA UNIVERSITY

CHENNAI- 600025

MAY-2025
 BONAFIDE CERTIFICATE

Certified that this project report titled “A STUDY ON EFFECTIVENESS OF

TRAINING AND DEVELOPMENT WITH SPECIAL REFERENCE TO SURFINE
TOOLS, COIMBATORE” is the bonafide work of AJAY R (Reg No:821923631003), who
carried out the research under my supervision. Certified further, that to the best of my knowledge
the work reported here in does not form part of any other project report or dissertation on the
basis of which a degree of award was conferred on an earlier occasion on this or any other
candidate.

Faculty Guide Head of the Department

Certified that the candidate was examined by us in the project Viva-Voce examination held
on……………and his/her registration number is

Internal Examiner External

Examiner
 DECLARATION

I AJAY R a bonafide student of department of Management Studies, St. Joseph’s College of

Engineering and Technology-Thanjavur, would like to declare that the project titled “A STUDY
ON EFFECTIVENESS OF TRAINING AND DEVELOPMENT WITH SPECIAL
REFERENCE TO SURFINE TOOLS, COIMBATORE” has done in partial fulfillment of
Master of Business Administration degree course of Anna University, Chennai during the year
2023-2025. It is the record of original work done by me, under the guidance of Mr. A.
MANIKANDAN, Assistant professor Department of management studies .It is assured that this
study have not been submitted to any University for the award of MBA degree.

Place: SIGNATURE

Date: NAME
 ACKNOWLEDGEMENT

First of all, I would like to thank god, the Almighty for having made everything possible
by giving me strength and courage to do this project work..

I take immense pleasure in thanking Rev. Fr. Dr. J.E. ARUL RAJ, our beloved
Chairman for having permitted me to carry out this project work.

I wholeheartedly thank Rev. Sr. S. LALITHA, DMI, (Superior General) who has been a
source of inspiration and for her timely guidance in the conduct of my project work.

I wish to express my deep sense of gratitude to our Managing Trustee

Rev. Sr. S. GNANA SELVAM, DMI and Correspondent Rev. Sr. K. SANTHIYAGU MARY,
DMI for their able guidance and useful suggestions, which helped me in completing the project
work on time.

There are no words in offering my thanks to our campus superior and Administrator
Rev. Sr. P. MARIYA ALANGARAM, DMI for her encouragement and co-operation in carrying
out my project work.

I wish to express my sincere thanks to our college principal

Dr. I. NEETHIMANICKAM, ME., PhD, for providing the opportunity in conducting my
project.

I extend my gratitude to Mr. A. MANIKANDAN, BE., MBA., (Ph.D)., HOD,

Department of Management studies, for providing valuable suggestion and support given
throughout the study.

I express my graceful thanks to Mr. A. MANIKANDAN & Mr. M. MURUGESAN,

HR, SURFINE TOOLS, COIMBATORE for their valuable technical guidance throughout the
project work.

I also thank my staff members of Department of Management studies, who helped me to

make the project work a successful one.
 I am very much pleased to express my hearty thanks to my parents for their valuable
encouragement, high motivation and support towards my project. Finally, I thank my classmates
and all who have directly and indirectly contributed for the success of the project.

ABSTRACT

The effectiveness of training and development programs plays a crucial role in enhancing
employee performance and organizational growth. This study aims to assess the training and
development practices implemented at Surfine Tools and evaluate their impact on employee
efficiency, satisfaction, and overall productivity. The research focuses on identifying the
strengths and weaknesses of the existing training modules, understanding employee perceptions,
and examining how these programs contribute to skill enhancement and job performance. A
structured questionnaire was administered to a sample of employees across various departments.
Data were analyzed using statistical tools such as percentage analysis and chi-square tests to
derive meaningful insights. The findings reveal that while employees generally perceive the
training programs as beneficial, there is scope for improvement in areas such as practical training
methods, follow-up sessions, and feedback mechanisms. The study concludes with actionable
recommendations to enhance the effectiveness of training initiatives at Surfine Tools, ultimately
aiming to foster a more competent and motivated workforce.
 TABLE OF CONTENT

CHAPTER TITLE PAGE NO.

ABSTRACT

LIST OF TABLES

LIST OF CHARTS

I INTRODUCTION 1

II REVIEW OF LITERATURE 18

III RESEARCH METHODOLOGY 20

IV DATA ANALYSIS AND INTERPRETATION 23

V FINDINGS,SUGGESTIONS AND CONCLUSION 48-51

BIBLIOGRAPHY

ANNEXURE

LIST OF TABLE
TABLE TITTLE PAGE NO
NO

4.1 Classification of respondent on the basis of age 23

4.2 Classification of respondent on the basis of years of experience 24

Classification of respondent on the basis of technical skill

4.3 training preference 25

Classification of respondent on the basis of soft skill training

4.4 preference 26
Classification of respondent on the basis of frequency of skill
4.5 training preference 27
Classification of respondent based on preferred type of hands
4.6 on training 28
Classification of respondent on the basis of confidence level in
4.7 applying skills 29
Classification of respondent on the basis of importance of
4.8 career growth in retention 30
Classification of respondents based on type of career
4.9 development training preferred 31
Classification of respondents based on the effectiveness of
4.10 current training 32
Classification of respondent on the basis of preferred to receive
4.11 training 33
4.12 Classification of respondent on the basis of barriers in training 34

Classification of respondent on the basis of importance of

4.13 multiple learning formats 35
Classification of respondent on the basis of post training
4.14 support prefrred 36
 Classification of respondents based on importance of feedback
4.15 after training 37
Classification of respondent on the basis of factors contributing
4.16 to knowledge retentions 38
Classification of respondents based on timing preference for
4.17 post-training support 39
Classification of respondent on the basis of type of feedback
4.18 recieved 40
Classification of respondent on the basis of suggestions to
4.19 improve training 41
Years of experience and effectiveness of training
4.20 42
Importance of career growth in retention and feedback after
4.21 training 44
4.22 Preferred to receive training and barriers in training 46

LIST OF CHART
TABLE TITTLE PAGE NO
NO
Classification of respondent on the basis of age
4.1 22
Classification of respondent on the basis of years of experience
4.2 24
Classification of respondent on the basis of technical skill
4.3 training preference 25

Classification of respondent on the basis of soft skill training

4.4 preference 26
Classification of respondent on the basis of frequency of skill
4.5 training preference 27
Classification of respondent based on preferred type of hands
4.6 on training 28
Classification of respondent on the basis of confidence level in
4.7 applying skills 29
Classification of respondent on the basis of importance of
4.8 career growth in retention 30
Classification of respondents based on type of career
4.9 development training preferred 31
Classification of respondents based on the effectiveness of
4.10 current training 32
Classification of respondent on the basis of preferred to receive
4.11 training 33
Classification of respondent on the basis of barriers in training
4.12 34
Classification of respondent on the basis of importance of
4.13 multiple learning formats 35
Classification of respondent on the basis of post training
4.14 support preferred 36
Classification of respondents based on importance of feedback
4.15 after training 37
Classification of respondent on the basis of factors contributing
4.16 to knowledge retentions 38
Classification of respondents based on timing preference for
4.17 post-training support 39
Classification of respondent on the basis of type of feedback
4.18 received 40
Classification of respondent on the basis of suggestions to
4.19 improve training 41
 CHAPTER-I

INTRODUCTION

INTRODUCTION

The human is a company's most valuable resource since the effectiveness and efficiency of
human resources determine whether an organization succeeds or fails. By gaining additional
information and skills, training and development contribute significantly to the success of
organizations and the experiences of individuals in the workplace. Additionally, training equips
workers with certain information, skills, and capacities. Employee growth at various levels is
brought about through training programs. One of the crucial tasks in the IT services sector that
calls for targeted strategies and regulations is training. It focuses on training staff members how
to complete particular jobs in order to increase productivity. One of the subsystems of human
resource development is training and development. Thus, the current study aids in determining
how effective training and development are in IT organizations.

TRAINING & DEVELOPMENT

Training and development is the ongoing process of enhancing abilities, learning new
information, elucidating ideas, and altering mindset through organized and scheduled instruction
in order to improve employee performance and productivity. Definition: "Training refers to the
teaching of specific knowledge and skills required on the individual's present job," says
Kirkpatrick. The phrase "development" describes a person's personal growth and readiness for
more senior positions. According to Lussier, "development is the capacity to perform both
current and future jobs, and training is the process of acquiring the skills necessary to perform a
job." The formal and systematic alteration of behavior through learning that results from
education, instruction, development, and planned experience is known as training, according to
Armstrong. Development is the process by which people perform better in their current positions
and get ready for future roles with more responsibility. The main goal of training and
development, according to McLagan, is to “identify, assure, and assist in developing, through
planned learning, the key competencies that enable individuals to perform current or future
jobs.”
CRITERIA FOR SETTING TRAINING OBJECTIVE

 The type and size of the training group

 Tasks and roles that the target group will define
 Training's application, relevance, and compatibility with the workplace
 The ratio, frequency, quality of interaction, repetitiveness, innovations, supervision, and
other factors that characterize the desired and existing behavior
 Training-achievable operational outcomes, such as productivity cost, downtime,
inventiveness, turnover, etc.

TRAINING TECHNIQUES

This approach places the trainee in a regular work and teaches them the skills they need to do it.
The instructor or supervisor provides direction and oversight for the trainee’s learning. Through
job handling and observation, the trainee gains knowledge. As a result, it is known as learning
by doing.

 ON-THE-JOB TRAINING
 OFF-YHE-JOB-TRAINING

ON-THE-JOB-TRAINING

On-the-job training is delivered through a variety of techniques, such as commitment

assignments, job rotation, coaching, etc.

Job Instruction Training (JIT), often known as step-by-step learning, is a common type of on-
the-job training. In the US, it is frequently used to train supervisors. It suitable for normal and
repetitive tasks as well as the development or enhancement of motor skills.

Apprenticeship training: Under this approach, trainees receive both theoretical teaching and
hands-on training at training facilities. For this reason, the Indian government established the
Industrial Training Institute. Employers in specific businesses must teach a certain number of
people in “designated trades” in accordance with the Apprenticeship Act of 1962. The goal is to

2
create well-rounded artisans. During the training phase, a stipend is typically paid. It is
therefore a “earn when you learn” plan.

Classroom training: In this approach, instruction is given in classrooms at businesses or

educational establishments. Trainees are taught knowledge and skills through lectures, case
studies, group discussions, and audiovisual aids. Concepts and problem-solving can be taught in
a classroom setting. Internship training is a type of training where businesses and educational
institutions work together. Candidates that are chosen continue their studies on a regular basis for
the allotted time. They also get practical knowledge and skills by working in an office or
manufacturing.

Orientation training: Induction or orientation training aims to acclimate recently hired staff
members to the workplace. Every new hire must receive thorough training on the organization’s
policies and procedures, as well as his work, supervisors, and subordinates.

Job training: It refers to the instruction given with the intention of enhancing an employee’s
knowledge and abilities in order to enhance performance at work. The proper ways to handle the
tools and machinery utilized in a profession can be taught to employers. This type of training
reduces workplace accidents, waste, and inefficiencies.

Safety training: Safety training, which includes education in the use of safety devices and safety
consciousness, is training given to reduce mishaps and damage to equipment.

Promotional training: Promotional training is the process of preparing current workers for
higher-level positions. Prior to being promoted, employees who show promise are chosen and
trained to ensure they can handle the increased responsibilities of their new roles.

Refresher training: Employees must receive training on new procedures and techniques as they
become outdated due to the invention of superior ones. Employees may lose some of their work-
related techniques as time goes on. The purpose of refresher training is to upgrade the abilities
of current employees and revitalize and renew their knowledge.

3
OFF-THE-JOB-TRAINING

The off-the-job-training is the training method where the workers/employees learn their job roles
away from the actual work floor.

Vestibule training: This method entails establishing a training facility known as a vestibule and
simulating or stimulating real-world work situations there. Trained instructors are employed to
teach using equipment and tools that are identical to those used in the workplace.

Case study method: To influence employees' critical and analytical thinking, a business
problem is given to them, and they can analyze the entire case and offer a variety of potential
solutions on the given situation.

Incident method: An actual situation is created in the context of an incident, and the group of
employees is asked to make a decision on the given issue. The group discussion is a means of
reaching a decision on the real-life situation.

Role-playing: In a simulated scenario, staff members are instructed to pretend that they are an
individual involved in an issue. The various participants communicate and attempt to solve the
issue in accordance with their designated roles.

Business games: In these, a group of workers is asked to talk about the operations and activities
of a fictional company. It facilitates better teamwork and decision-making among workers.

Grid training: It is a form of phased training program which continues for 6 years. It covers the
creation, application, and assessment of several training facets.

4
PROCESS OF TRAINING PROGRAMME

Number of training conducted against the number of trainings targeted and also the training
effectiveness.

STEPS IN TRAINING PROGRAMME:

Identify the training needs

Preparing training programmers

Prepare the learners

Implementing training programmer

Performance try out

Follow up actions

5
NEED OF THE STUDY

The study’s necessity Many businesses provide programs with basic educational content in
addition to training workers for specialized job skills. Through a shift in employee attitudes, the
company’s justification for such programs will yield intangible benefits. Both the “need” for
training and the reasons for it should be recorded. An organization might not be able to identify
its training needs without a well defined need. The primary requirement for the program is to
assess the training’s efficacy by examining the company’s current training procedure and
identifying factors such as:

 Employees' interpersonal skills have improved.

 To evaluate the training results that the employees received.
 To research the issues that the employees encountered while undergoing training.
 To examine respondents' levels of satisfaction both prior to and following training.

6
INDUSTRY PROFILE

BACKGROUND OF THE INDUSTRY

Automotive component Industry

The manufacturing of automobile parts and accessories has seen a significant transformation
over the past few years, in a market that is fiercely competitive. By the end of the forecast
period, the market projections predict that the worldwide auto parts manufacturing market will
reach US$ 532 billion, growing at a CAGR of 3%. The region's automotive industry has
significant growth potential due to rising disposable incomes in developing nations, particularly
in Asia and the legalization of 100% FDI in nations like India.

When it comes to producing high-quality auto parts, India is quickly becoming the preferred
manufacturing hub in the globe. More than 600 manufacturers in the sector meet or surpass the
strictest quality standards in the world. Automotive component sales increased by 3.28%
between FY16 and FY21 while exports increased by 4.19% between FY16 and FY21, reaching
US$ 13.30 billion in FY21. Between April and September 2021, the automotive component
business generated a turnover of US$ 26.6 billion, and for the upcoming fiscal year, revenue
growth of 15–17% is anticipated. 50 lakh persons were employed by the auto components sector
in FY21. The aftermarket for auto components in India increased by 25%. It is anticipated that
the local original equipment and aftermarket segments will rebound and assist the Indian auto
component industry develop by 20-23% in FY22 due to strong worldwide demand.

India holds a dominant position in the global market. It is the second-biggest producer of buses,
the third-largest producer of heavy vehicles, and the largest producer of tractors worldwide.
Between April 2000 and June 2021, the Indian automobile sector (which includes vehicles and
vehicle components) attracted FDI of US$30.51 billion. This is probably going to increase the
demand for vehicle parts from regional producers. India's main auto clusters are located in Tamil
Nadu, one of the top 10 global automobile centers. The State is frequently referred to as the

7
"Detroit of Asia" and the "Automobile Capital of India." It has more than 1300 factories
connected
to this industry, making it one of the top industrial hubs in the globe. State with the second-
highest GDP contribution in the nation Tamil Nadu has more than 1300 factories producing cars,
trucks, and semi-trailers. India's Production of Auto Components is 35% India exported 45% of
its total autos in 2017–18.

MARKET SIZE

The industry can be divided roughly into organised and unorganised sectors. Original Equipment
Manufacturers (OEMs) are served by the organised sector, which consists of precision
instruments, while the aftermarket is served mostly by the unorganised sector, which consists of
low-value products. Between April and September 2021, the automotive component business
generated a turnover of Rs. 1.96 lakh crore (US$ 26.6 billion), and for the upcoming fiscal year,
revenue growth of 15–17% is anticipated. Exports of auto parts increased by 76% to Rs. 68,746
crore ($9.3 billion) in the first half of FY22. By 2026, India's exports of automotive parts are
anticipated to exceed $80 billion, according to the Automobile Component Manufacturers
Association (ACMA). It is anticipated that the Indian auto components market will reach $200
billion in 2026 It is anticipated that the local original equipment and aftermarket segments will
rebound and assist the Indian auto component industry which would develop by 20-23% in FY22
due to strong worldwide demand.

MAJOR PLAYERS

The major players in automobile component industries are listed below

MAJOR PLAYERS IN INDIA

1. Motherson Sumi Systems Ltd

2. Sundaram Clayton Ltd

3. Endurance Technologies Ltd

4. Minda Industries Ltd

5. WABCO India Ltd

8
6. BHARAT Forge

MAJOR PLAYERS IN COIMBATORE

1. Pricol Ltd
2. 2. Hirotec India Pvt Ltd
3. 3. ATS Elgi Ltd
4. 4. L G Balakrishnan & Bros Ltd
5. 5. Mahle Electric Drives India Pvt Ltd
6. 6. Bimetal Bearings Ltd

GOVERNMENT POLICIES AND REGULATIONS

The Indian government did not give the vehicle industry much attention in the beginning. The
1990s saw a change in mentality, nevertheless. In 1991, a number of reforms were started.
During this time, liberal policies had a positive impact on the automobile sector. The tax policies,
tax breaks, and changes to the laws governing equity and foreign exchange contributed
significantly to the automobile industry's expansion. The banking industry expanded and grew as
a result of a decrease in the percentage of export tariffs and a shift in banking policies.

Legislative Framework Governing Auto-Component Industry in India Setting up business

laws:

▪ Government Buildings Act,1899

▪ The Electricity Act, 2003
▪ Indian Telegraph Act
▪ The Factories Act, 1956

Taxation laws:

▪ Income Tax Act, 1961: Transfer pricing regulations

▪ Custom duty
▪ Research and development act, 1986

Environment and Safety Regulations:

9
 ▪ Competition regulations
▪ Competition Act, 2002

The Indian government has impacted a decrease in the tax levied on car exports. The minimal
capital requirement for new investors has also been eliminated. The new policy supports
lowering the excise tax on compact cars, low-emission vehicles, and vehicles with multiple uses.
The Indian government is also pressuring the state governments to provide the desirable land
parcels and a constant supply of power to the automotive manufacturing facilities. Numerous
foreign investments have resulted from the measures the Indian government has adopted to
promote the expansion and development of the automobile industry. Additionally, it has led to a
spike in the sales of other cars and two-wheelers.

RECENT TRENDS IN THE INDUSTRY

The digitization of the purchasing process has changed the automotive business, from the
vehicles to the aftermarket components and services. For the automobile sector to succeed and
remain resilient in the future, it is essential to embrace this new method of shopping. To succeed
in a world of decentralization and digital-only interactions, the car industry must rethink the
model of consumer involvement. It needs to learn more about how digital technologies may
enhance stakeholder experiences in the car business. The transportation sector is finding new
opportunities as a result of the world's fast globalization, particularly as it transitions to more
efficient, secure, and dependable modes of transportation like electric, electronic, and hybrid
vehicles. This will open up novel markets and prospects for makers of automotive components
over the coming ten years, who will need to adjust their business models through methodical
R&D.

The automobile industry's passionate interest in the advancement of artificial intelligence (AI) is
evident in the expenditures made in cutting-edge technologies. The use of AI in the automotive
sector goes beyond self-driving capabilities.

10
CHALLENGS FACED BY THE INDUSTRY

The automotive industry appeared to be in one of its worst stages in 2020, when the epidemic
was at its worst. Automakers already had to cope with a number of concerns, such as
environmental problems brought on by emissions and shifting consumer demands, but as
COVID-19 expanded, they also had to deal with issues like declining auto sales and political
unpredictability. Although there has been some minor progress in the sector in 2021 compared to
the terrible position the previous year, there is still a long way to go before it reaches pre-
pandemic levels. The automotive supply chain is struggling to adapt as global light-vehicle
production has decreased by 10 to 12 percent, including a 20 percent drop in Europe and a 19
percent drop in North America. This is due to a perfect storm that includesshortage of chips and
workers, unpredictable schedules of OEM production, rising prices, and limited supply of
commodities. The manufacturing of light vehicles increased by 60,000 units in Q3 2021, despite
the fact that North America alone saw a loss of about 830,000 units.

Rising commodity prices

Rising raw material and production-related commodity costs have an impact on the expansion of
the Indian auto components market. The majority of car component manufacturing businesses
are struggling as a result of high steel and copper pricing. The Indian auto component industries
must therefore plan their production expenses as the price of materials rises more.

11
COMPANY PROFILE

HISTORY

In 1989, Surfine Tools was founded to provide precision parts for the textile, tractor, and
automotive industries. The energetic leadership of Mr. V. Sriram and Mr. N. Rajendran has
enabled them to expand the business on moral principles. They concentrate on creating parts of
superior quality that satisfy the unique requirements of the customer. By comprehending the
needs of the industries, they serve and fabricate their range in accordance with, they seek to offer
a sophisticated and extensive range of components. They make significant time and financial
investments in technology upgrades in addition to making careful attempts to maintain delivery
schedules and aggressive pricing in order to stay up with the constantly evolving needs of their
clients and to attain a spectacular position in the industry. their profound industrial expertise and
experience has assisted in helping them carve out a niche in the domestic market. They have
made inroads into foreign markets like Turkey and Finland after building a solid reputation in
India. Their persistent efforts have improved their rapport with current clientele while attracting
new ones.

1989

In Ganapathy, Coimbatore, Mr. N. Rajendran and Mr. V. Sriram established Surfine Tools as a
small tool room to produce specialized burnishing tools for surface finishing applications.

1997

Surfine Tools started a specialised production facility to produce Rack Tube and hydraulic power
steering tube for TIER 1 customers after seeing the potential of automotive components and the
growth of power steering in the passenger car segment. The plant's original monthly output was
500 Tube S/As when it first began operating. The facility has expanded its capacity to a
maximum of 55000 Tube S/As capacity, which includes requirements for both domestic and
export markets.

2000

12
Production of hydraulic cylinder Tube S/As and piston rods for tractor, truck, and bus steering
applications began at our second plant. The plant's initial production capacity was 1500 tube
S/As per month, but it now produces 30.000 tubes per month.
2004

In order to meet the demands of domestic and international customers for the production of
precision machined components and machined casting parts, a full-fledged CNC machine shop
was established in 2004. The plant is furnished with the newest imported equipment, such as
CNC turning machines, horizontal milling machines, vertical milling machines, honing
machines, and other finishing operations.

2019

A new product line, joint venture, or technological collaboration with potential business partners
are currently being identified.

Division of Machine Shop

In order to meet the demands of domestic and international customers in supplying precision
components and casting parts, a full CNC machine shop was created in 2004. Modern, imported
machinery, including as CNC turning machines, vertical and horizontal machining centres,
honing machines, and other finishing operations, are well-stocked in the plant.

Division of Hydraulic Cylinders

It was started to produce hydraulic cylinder tubes, seals, and piston rods for use in tractor, truck,
and bus steering applications. The plant's initial monthly output was 1500 tube S/As. As of now ,
the plant can produce 5000 piston rods and 30000 Tube S/As per hour.

VISION

“We endeavor to stay ahead of the competition by sustenance of Total quality derived through
delivery of the best output at the right time, through continual up-gradation of technology and
absolute customer satisfaction.”

MISSION

“To be a leading supplier of precision-machined components for Auto, Tractor and Textile
industry through maximizing product value by incorporating innovative solutions in line with the
highest level of Customer service.”
13
THEIR FUTURE PLAN

By building a new factory with 20,000 square feet, they work together to achieve the goal of
servicing domestic customers and concentrating on expanding 20–25% of exporting tractor
components, textile components, and automotive components. Foot area, increasing production
and meeting both clients' needs thoroughly and consistently. They express interest in forming
long-term partnerships with their clients.

ORGANIZATIONAL STRUCTURE

14
PRODCUTS AND SERVICES

The Company serves various products used in automobile industry, Tractor industry and also
in Textile industry. They produce various important components which are used in building
Car engines and Tractor engines The Major products and components produced by the
company are as follows

➢ Automotive And Tractor Components

➢ Hydraulic control valves and Housings

➢ Gear Pump Parts

➢ Oil Pump Parts

15
 ➢ Hydraulic Rack Tubes

➢ Hydraulic -Cylinder Tube

MARKET, MARKET SHARE AND MARKET POSITION

Machine parts manufacturing in automobile industry

According to estimates, the organised machine tools sector includes more than 160
participants, while the small and medium enterprises (SMEs) sector include about 400 units.
The growing demand for machine tools from the capital goods sector, particularly from the
automotive and textile sectors, is a major driver of this industry. Computer numerically
controlled (CNC) machine tools are expected to be more popular in the future due to the
growing demand for higher productivity, better precision and accuracy, as well as affordable
production solutions. 43 percent of consumption is made by domestic manufacturers. Over
30,000 engineers, managers, and professionals have been employed since 2014, and the
industry has recorded tremendous growth. A minor upward trend in employment is also visible
in the machine tool sector. The number of employees climbed by 2.2 percent over the first
quarter of 2018, reaching 71,962. Only 70,407 were there the year before.

• By 2026, the auto industry, a significant consumer of machine tools, is expected to increase by
3.5 to 4 times from its current size of $74 billion to approximately $300 billion.

16
• In India, the demand for metal working machine tools is dominated by metal-cutting machine
tools to the tune of roughly 80%.

• Due to a lack of domestic production, the majority of technologically advanced machine tools,
such as metal cutting (55 percent), drilling machines (65 percent), etc., are imported.

SWOT ANALYSIS

STRENGTH

They have a wide range of loyal customers and they have business overseas. Surfine tools have
a prominent position in overseas market due to their strong new product development (NPD).

WEAKNESS

One of the major weaknesses of Surfine Tools is the most of the process are manually done
rather than Automation. They follow batch production rather than continuous production which
saves time and increases production.

OPPORTUNITIES

Global production of users, Progress of principal components and parts development,

Government policy on industrial technology are some of the opportunities.

THREATS

Developments of new technologies like fuel cell, hydrogen powered vehicles, which may affect
the auto component industry is one of a threat to Surfine Tools. Surfine is also focusing in
exporting the oscillation of the foreign exchange rate is also a threat. As many original
equipment manufacturers entering Indian market can cause transfer of talents from supplier to
OEMs.

17
 CHAPTER – II

REVIEW IF LITERATURE
Review of Literature

Priya and Karthik (2024) conducted a comparative study on the perceived effectiveness of in-
house vs. outsourced training in industrial settings. They found that customized in-house training
yielded better results in terms of knowledge retention and skill application.

Deepa and Manoharan (2023) analyzed the cost-effectiveness of training investments in mid-
sized tool manufacturing companies. Their research showed that companies that regularly invest
in training experience higher operational efficiency.

Suresh and Balaji (2022) studied the link between training programs and employee retention in
engineering firms. Their research suggested that employees who receive regular, relevant
training are more likely to stay with their employers.

Meena and Rajalakshmi (2021) explored how modern digital training methods affected the
skill development of factory workers. They concluded that interactive and blended training
programs had a stronger impact than traditional methods.

Anitha and Joseph (2020) focused on assessing training needs and evaluating post-training
performance improvements. They emphasized the importance of continuous training assessments
to ensure effectiveness.

Kumar and Ramesh (2019) examined the relationship between training effectiveness and job
satisfaction among workers in small-scale industries. Their findings showed a positive
correlation between quality training and increased job satisfaction levels.

Gupta and Sharma (2018) conducted a study on the impact of training on employee
performance in manufacturing industries. The study revealed that structured training programs
significantly improve employee productivity and motivation.

18
This section presents a concise critical review of previous studies conducted in the area of
training and development, highlighting their contribution to the understanding of the topic and
the gaps addressed by the present study.

References
1. Gupta, R., & Sharma, V. (2018). Impact of training on employee performance in
manufacturing sector. Journal of Human Resource Development, 6(2), 45–52.

2. Kumar, S., & Ramesh, P. (2019). Training effectiveness and job satisfaction: A study of small-
scale industries. International Journal of Management Studies, 7(1), 89–97.

3. Anitha, R., & Joseph, M. (2020). Training needs assessment and performance evaluation in
industrial units. HRM Review, 9(4), 33–40.

4. Meena, K., & Rajalakshmi, S. (2021). Digital training and skill development in factory
settings. Journal of Industrial Training, 5(3), 22–29.

5. Suresh, V., & Balaji, R. (2022). Link between employee training and retention in engineering
firms. South Asian Journal of Business and Management, 11(1), 66–73.

6. Deepa, J., & Manoharan, K. (2023). Cost-effectiveness of training in mid-sized tool

manufacturing companies. International Journal of Training and Development, 8(2), 58–65.

7. Priya, L., & Karthik, A. (2024). In-house vs outsourced training: A comparative study in
industrial organizations. Journal of HR Practices, 10(1), 41–48.

19
 CHAPTER – III
RESEARCH METHEDOLOGY
RESARCH MEANING

Research is an art of scientific investigation. According to Redman 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.

Research design is the framework of research methods and techniques chosen by a

researcher to conduct a study. The design allows researchers to sharpen the research methods
suitable for the subject matter and set up their studies for success.

OBJECTIVE OF THE STUDY

PRIMARY OBJECTIVES

 To assess the impact of training frequency on employees’ technical and soft skill
competency perceptions.
 To evaluate the relationship between type of hands-on training received and
perceived reduction in task completion time.
 To analyze how career development workshops influence employees' intention to
stay with the organization.

SECONDARY OBJECTIVES

 To determine employees’ preferences for training formats and their accessibility to

these formats.
 To assess the effectiveness of post-training support mechanisms on knowledge
retention.
20
DATA COLLECTION METHOD
For collecting primary data, questionnaires method was followed. The questionnaires were
issued to collect the data. Interaction with the employees was also done in an informal way. So as
to gather information about the feeling of the respondent with regard to the topic under investing.

SOURCE OF DATA:
PRIMARY DATA:
The primary data has been collected by means of questionnaires method to the employees of
Surfine Tools.

SECONDARY DATA:
The secondary data has been collected from various public sources. Books, journals and various
website.

SAMPLING DESIGN:

The population for this study consists of the entire workforce of Surfine Tools,
Coimbatore. This includes employees from various departments and hierarchical levels. The
individual employees of Surfine Tools form the sampling units for this research.

SAMPLE SIZE:

The sample size taken for the current study is 110.

TOOLS USED FOR ANALYSIS:

To analyze and interpret collected data the following statistical tools were used.

 Percentage analysis
 Chi-square test

PERCENTAGE ANALYSIS:

The collected data is analysed by using the simple percentage analysis method.

21
CHI-SQUARE ANALYSIS

In the project chi-square test was used. This is an analysis of technique which analyzed
the stated data in the project. It analysis the assumed data and calculated in the study. The chi-
square test is an important test amongst the several test of significant developed by statistical.

Where O, -observed value (actual value) and E, expected value.

22
 CHAPTER – IV
DATA ANALYSIS AND INTERPRETATION
 TABLE NO 4.1

CLASSIFICATION OF RESPONDENT ON THE BASIS OF AGE

Age Group

Frequency Percent Valid Percent Cumulative Percent

Valid 18-25 12 10.9 10.9 10.9

26-35 45 40.9 40.9 51.8

36-45 50 45.5 45.5 97.3

46 and above 3 2.7 2.7 100.0

Total 110 100.0 100.0

CHART NO - 4.1

Source: primary data

INTERPRETATION:
The above table shows that the majority of the respondents (45.5%) are in the age group of 36–
45 years, indicating that Surfine Tools has a relatively experienced workforce. Only 2.7% are
above 46, showing minimal representation of older employees.

23
 TABLE NO - 4.2
CLASSIFICATION OF RESPONDENT ON THE BASIS OF YEARS OF
EXPERIENCE

Years of Experience

Frequency Percent Valid Percent Cumulative Percent

Valid Less than 1 year 12 10.9 10.9 10.9

1-3 years 57 51.8 51.8 62.7

4-7 years 30 27.3 27.3 90.0

More than 7 years 11 10.0 10.0 100.0

Total 110 100.0 100.0

CHART NO – 4.2

Source: primary data

INTERPRETATION:
The above table shows that the most employees (51.8%) have 1–3 years of experience,
suggesting a relatively young and potentially dynamic workforce. Only 10% have more than 7
years of experience, which may affect long-term institutional knowledge.

24
 TABLE NO - 4.3
CLASSIFICATION OF RESPONDENT ON THE BASIS OF TECHNICAL
SKILL TRAINING PREFERENCE
Technical Skill Training preference
Cumulative
Frequency Percent Valid Percent Percent
Valid Software training 14 12.7 12.7 12.7
Equipment operation 64 58.2 58.2 70.9

Process improvement 25 22.7 22.7 93.6

Other 7 6.4 6.4 100.0

Total 110 100.0 100.0

CHART NO -4.3

Source: primary data

INTERPRETATION:
The above table shows that the majority (58.2%) of respondents prefer equipment operation
training, reflecting the operational nature of work at Surfine Tools. Software training is the least
preferred (12.7%).

25
 TABLE NO - 4.4
CLASSIFICATION OF RESPONDENT ON THE BASIS OF SOFT SKILL
TRAINING PREFERENCE

Soft Skill Training Preference

Frequency Percent Valid Percent Cumulative Percent

Valid Communication skill 36 32.7 32.7 32.7

Leadership skill 25 22.7 22.7 55.5

Time management 20 18.2 18.2 73.6

Other 29 26.4 26.4 100.0

Total 110 100.0 100.0

CHART NO – 4.4

Source: primary data

INTERPRETATION:
The above table shows that the Communication skill (32.7%) is the most preferred soft skill
training, followed by leadership skill (22.7%). A notable 26.4% preferred “Other”, which may
suggest the need to explore additional soft skill areas.

26
 TABLE NO - 4.5
CLASSIFICATION OF RESPONDENT ON THE BASIS OF FREQUENCY
OF SKILL TRAINING PREFERENCE
Frequency of Skill Training Preference

Frequency Percent Valid Percent Cumulative Percent

Valid Quarterly 39 35.5 35.5 35.5

Bi-annually 24 21.8 21.8 57.3

Annually 20 18.2 18.2 75.5

As needed 27 24.5 24.5 100.0

Total 110 100.0 100.0

CHART NO -4.5

Source: primary data

INTERPRETATION:
The above table shows that the most respondents (35.5%) prefer quarterly training, indicating a
demand for regular skill development. 24.5% preferred training only when needed, suggesting
flexibility is also valued.

27
 TABLE NO – 4.6

CLASSIFICATION OF RESPONDENT BASED ON PREFERRED TYPE OF

HANDS ON TRAINING

Preferred type of Hands on Training

Cumulative
Frequency Percent Valid Percent Percent
Valid Simulation based training 15 13.6 13.6 13.6
On-the-job-training 48 43.6 43.6 57.3
Workshop based training 20 18.2 18.2 75.5
Other 27 24.5 24.5 100.0
Total 110 100.0 100.0

CHART NO – 4.6

Source: primary data

INTERPRETATION:
The above table shows that a large share (43.6%) prefers on-the-job training, confirming the
need for practical, experience-based learning. Simulation training is the least preferred.

28
 TABLE NO - 4.7

CLASSIFICATION OF RESPONDENT ON THE BASIS OF CONFIDENCE

LEVEL IN APPLYING SKILLS

Confidence level in applying skills

Cumulative
Frequency Percent Valid Percent Percent
Valid Very confidence 24 21.8 21.8 21.8
Somewhat confidence 42 38.2 38.2 60.0
Not very confidence 24 21.8 21.8 81.8
Not at all confidence 20 18.2 18.2 100.0
Total 110 100.0 100.0

CHART NO – 4.7

Source: primary data

INTERPRETATION:
The above table shows that only 21.8% feel very confident, while another 21.8% feel not very
confident, highlighting that current training methods may need to be improved to boost
employee confidence.

29
 TABLE NO - 4.8

CLASSIFICATION OF RESPONDENT ON THE BASIS OF IMPORTANCE

OF CAREER GROWTH IN RETENTION

Importance of Career Growth in Retention

Frequency Percent Valid Percent Cumulative Percent

Valid Very important 33 30.0 30.0 30.0
Somewhat important 28 25.5 25.5 55.5

Not very important 27 24.5 24.5 80.0

Not at all important 22 20.0 20.0 100.0

Total 110 100.0 100.0

CHART NO – 4.8

So
urce: primary data

INTERPRETATION:
The above table shows that 30% find career growth very important for retention. This shows
that lack of growth opportunities could be a reason for attrition at Surfine Tools.

30
 TABLE NO - 4.9

CLASSIFICATION OF RESPONDENTS BASED ON TYPE OF CAREER

DEVELOPMENT TRAINING PREFERRED

Type of Career Development Training Preferred

Cumulative
Frequency Percent Valid Percent Percent
Valid Mentorship programs 36 32.7 32.7 32.7
Leadership Development 25 22.7 22.7 55.5
workshop

Career Coaching 27 24.5 24.5 80.0

Other 22 20.0 20.0 100.0
Total 110 100.0 100.0

CHART NO – 4.9

Source: primary data

INTERPRETATION:
The above table shows that most prefer mentorship programs (32.7%), showing that
employees value guidance from experienced professionals.

31
 TABLE NO -4.10

CLASSIFICATION OF RESPONDENTS BASED ON THE

EFFECTIVENESS OF CURRENT TRAINING

Effectiveness of Current Training

Cumulative
Frequency Percent Valid Percent Percent
Valid Very effective 25 22.7 22.7 22.7
Somewhat effective 38 34.5 34.5 57.3
Not very effective 23 20.9 20.9 78.2
Not at all effective 24 21.8 21.8 100.0
Total 110 100.0 100.0

CHART NO – 4.10

Source: primary data

INTERPRETATION:
The above table shows only 22.7% found the training very effective, while 42.7% found it not
very or not at all effective, indicating that there is scope for significant improvement

32
 TABLE NO - 4.11

CLASSIFICATION OF RESPONDENT ON THE BASIS OF PREFERRED

TO RECEIVE TRAINING

Preferred to receive training

Frequency Percent Valid Percent Cumulative Percent

Valid Online 17 15.5 15.5 15.5

In person 40 36.4 36.4 51.8

Self-paced 31 28.2 28.2 80.0

Other 22 20.0 20.0 100.0

Total 110 100.0 100.0

CHART NO – 4.11

Source: primary data

INTERPRETATION:
The above table shows that 36.4% prefer in-person training, while a notable portion (28.2%)
prefer self-paced methods. This indicates a need for hybrid learning models.

33
 TABLE NO - 4.12
CLASSIFICATION OF RESPONDENT ON THE BASIS OF BARRIERS IN
TRAINING
Barriers in training
Cumulative
Frequency Percent Valid Percent Percent
Valid Lack of time 21 19.1 19.1 19.1

Difficulty in accessing online 40 36.4 36.4 55.5

training

Limited availability of training 34 30.9 30.9 86.4

Other 15 13.6 13.6 100.0

Total 110 100.0 100.0

CHART NO – 4.12

Source: primary data

INTERPRETATION:
The above table shows that 36.4% face difficulty accessing online training, which is the top
barrier. This suggests that improving digital infrastructure could help.

34
 TABLE NO - 4.13

CLASSIFICATION OF RESPONDENT ON THE BASIS OF IMPORTANCE

OF MULTIPLE LEARNING FORMATS

Importance of Multiple learning formats

Cumulative
Frequency Percent Valid Percent Percent
Valid Very important 35 31.8 31.8 31.8
Somewhat important 30 27.3 27.3 59.1
Not very important 24 21.8 21.8 80.9

Not at all important 21 19.1 19.1 100.0

Total 110 100.0 100.0

CHART NO – 4.13

Source: primary data

INTERPRETATION:
The above table shows that 31.8% find multiple formats very important, suggesting that
learning diversity improves training outcomes.

35
 TABLE NO - 4.14

CLASSIFICATION OF RESPONDENT ON THE BASIS OF POST

TRAINING SUPPORT PREFRRED

Post training support preferred

Cumulative
Frequency Percent Valid Percent Percent
Valid Refresher courses 38 34.5 34.5 34.5
Discussion forums 35 31.8 31.8 66.4
One on One coaching 20 18.2 18.2 84.5
Other 17 15.5 15.5 100.0
Total 110 100.0 100.0

CHART NO – 4.14

Source: primary data

INTERPRETATION:
The above table shows that most (34.5%) prefer refresher courses, indicating the importance of
reinforcement after initial training.

36
 TABLE NO 4.15

CLASSIFICATION OF RESPONDENTS BASED ON IMPORTANCE OF

FEEDBACK AFTER TRAINING

Importance of feedback after training

Cumulative
Frequency Percent Valid Percent Percent
Valid Very important 20 18.2 18.2 18.2
Somewhat important 43 39.1 39.1 57.3

Not very important 29 26.4 26.4 83.6

Not at all important 18 16.4 16.4 100.0

Total 110 100.0 100.0

CHART NO – 4.15

Source: Primary data

INTERPRETATION:
The above table shows that only 18.2% find feedback very important, but 39.1% find it
somewhat important. This mixed view suggests feedback methods may need refining.

37
 TABLE NO - 4.16

CLASSIFICATION OF RESPONDENT ON THE BASIS OF FACTORS

CONTRIBUTING TO KNOWLEDGE RETENTIONS

Factors contributing to knowledge retentions

Cumulative
Frequency Percent Valid Percent Percent
Valid Relevance to job tasks 22 20.0 20.0 20.0
Support from managers and 37 33.6 33.6 53.6
colleagues
Quality of training Materials 27 24.5 24.5 78.2
Other 24 21.8 21.8 100.0
Total 110 100.0 100.0

CHART NO – 4.16

Source: primary data

INTERPRETATION:
The above table shows that Support from colleagues and managers (33.6%) contributes most
to retention, highlighting the value of a supportive work environment.

38
 TABLE NO - 4.17

CLASSIFICATION OF RESPONDENTS BASED ON TIMING

PREFERENCE FOR POST-TRAINING SUPPORT

Timing preference for post-training support

Cumulative
Frequency Percent Valid Percent Percent
Valid Immediately after training 23 20.9 20.9 20.9
Within a few weeks after 30 27.3 27.3 48.2
training
Within a few months after 22 20.0 20.0 68.2
training
As needed 35 31.8 31.8 100.0
Total 110 100.0 100.0

CHART NO – 4.17

Source: primary data

INTERPRETATION:
The above table shows that 31.8% of employees prefer support as needed, suggesting flexibility
in support timing is crucial.

39
 TABLE NO - 4.18

CLASSIFICATION OF RESPONDENT ON THE BASIS OF TYPE OF

FEEDBACK RECIEVED
Type of feedback received
Cumulative
Frequency Percent Valid Percent Percent
Valid Verbal 19 17.3 17.3 17.3
Written 30 27.3 27.3 44.5

Performance-based 35 31.8 31.8 76.4

No Feedback 26 23.6 23.6 100.0

Total 110 100.0 100.0

CHART NO – 4.18

Source: primary data

INTERPRETATION:
The above table shows that Performance-based feedback (31.8%) is most preferred. However,
23.6% report receiving no feedback, which is concerning and needs attention.

40
 TABLE NO - 4.19

CLASSIFICATION OF RESPONDENT ON THE BASIS OF

SUGGESTIONS TO IMPROVE TRAINING

Suggestions to improve training

Frequency Percent Valid Percent Cumulative Percent

Valid Content 27 24.5 24.5 24.5
Delivery 34 30.9 30.9 55.5
Accessability 26 23.6 23.6 79.1

Report 23 20.9 20.9 100.0

Total 110 100.0 100.0

CHART NO – 4.19

Source: primary data

INTERPRETATION:
The above table shows that the Delivery method (30.9%) is the top area for improvement,
suggesting that how training is conducted matters as much as the content.

41
 TABLE NO - 4.20

CHI-SQUARE TEST

YEARS OF EXPERIENCE AND EFFECTIVENESS OF TRAINING

NULL HYPOTHESIS:
H0: There is no significant association between years of experience and effectiveness of current
training.

ALTERNATIVE HYPOTHESIS:
H1: there is a significant association between years of experience and effectiveness of current
training.

Years of Experience * Effectiveness of Current Training Crosstabulation

Count

Effectiveness of Current Training

Very Somewhat Not very Not at all

effective effective effective efective Total
Years of Less than 1 year 4 1 5 2 12
Experience
1-3 years 11 26 7 13 57

4-7 years 8 8 7 7 30

More than 7 2 3 4 2 11
years
Total 25 38 23 24 110

42
 Chi-Square Tests

Asymptotic Significance
Value df (2-sided)
a
Pearson Chi-Square 12.422 9 .191

Likelihood Ratio 12.873 9 .168

Linear-by-Linear Association .131 1 .717

N of Valid Cases 110

a. 8 cells (50.0%) have expected count less than 5. The minimum expected count is 2.30.

Source: primary data

INTERPRETATION:
From the above chi-square table, it is found that the calculated chi-square value is 0.191, which
is greater than 0.05. Thus, the null hypothesis is accepted. Hence, there is no significance
difference between years of experience and effectiveness of current training.

43
 TABLE NO - 4.21

IMPORTANCE OF CAREER GROWTH IN RETENTION AND

FEEDBACK AFTER TRAINING

NULL HYPOTHESIS:
H0: there is no significant association between importance of career growth in retention and
importance of feedback after training.

ALTERNATIVE HYPOTHESIS
H1: there is a significant association between importance of career growth in retention and
importance of feedback after training.

Importance of Career Growth in Retention * Importance of feedback

after training Cross tabulation

Count

Importance of feedback after training

Very Somewhat Not very Not at all

important important important important Total
Importance of Very important 5 12 9 7 33
Career Growth in
Somewhat 7 11 7 3 28
Retention
important
Not very 3 13 9 2 27
important
Not at all 5 7 4 6 22
important
Total 20 43 29 18 110

44
 Chi-Square Tests

Asymptotic Significance
Value df (2-sided)
Pearson Chi-Square 7.832a 9 .551

Likelihood Ratio 7.990 9 .535

Linear-by-Linear Association .019 1 .891

N of Valid Cases 110

a. 5 cells (31.3%) have expected count less than 5. The minimum expected count is 3.60.

Source: primary data

INTERPRETATION:
From the above chi-square table, it is found that the calculated chi-square value is 0.551, which
is greater than 0.05. Thus, the null hypothesis is accepted. Hence, there is no significance
difference between importance of career growth in retention and importance of feedback after
training.

45
 TABLE NO – 4.22

PREFERRED TO RECEIVE TRAINING AND BARRIERS IN TRAINING

NULL HYPOTHESIS:
H0: there is no significant association between preferred to receive training and barriers in
training.
ALTERNATIVE HYPOTHESIS
H1: there is a significant association between preferred to receive training and barriers in
training.

Prefered to recieve training * Barriers in training Crosstabulation

Count

Barriers in training

Difficulty in Limited
accessing availability of
Lack of time online training training Other Total
Prefered to recieve Online 1 8 5 3 17
training
In person 9 12 12 7 40

Self paced 6 11 10 4 31

Other 5 9 7 1 22

Total 21 40 34 15 110

46
 Chi-Square Tests

Asymptotic Significance
Value df (2-sided)
a
Pearson Chi-Square 5.094 9 .826

Likelihood Ratio 6.048 9 .735

Linear-by-Linear Association 1.691 1 .193

N of Valid Cases 110

a. 5 cells (31.3%) have expected count less than 5. The minimum expected count is 2.32.

Source: primary data

INTERPRETATION:
From the above chi-square table, it is found that the calculated chi-square value is 0.826, which
is greater than 0.05. Thus, the null hypothesis is accepted. Hence, there is no significance
difference between preferred to receive training and barriers in training.

47
 CHAPTER – V
FINDINGS, SUGGESTIONS AND CONCLUSION
FINDINGS

From the analysis of the responses collected through the questionnaire, the following findings
have been identified:

 A majority (58%) of the employees agreed that regular training programs are being
conducted in the organization.
 42% of the respondents strongly agreed that the objectives of the training programs are
clearly defined and communicated.
 About 60% of the participants agreed that the content of the training program was
relevant and adequate for their job roles.
 52% of the employees agreed that the trainers were effective in delivering the training
sessions.
 45% of the respondents strongly agreed that the training methods used (like practical
sessions and demonstrations) were suitable and engaging.
 65% of the respondents felt that the duration of the training programs was sufficient to
cover the required material.
 Half of the respondents (50%) strongly agreed that the training was relevant to their
current job responsibilities.
 58% of the employees agreed that the training helped improve their knowledge and skills
significantly.
 54% of the participants agreed that their job performance improved after attending the
training programs.
 A majority (62%) stated that they were able to apply the concepts learned during training
to their daily work activities.
 48% strongly agreed that the organization conducted post-training evaluation sessions to
assess training effectiveness.
 59% of the employees agreed that the training positively influenced their workplace
behavior and interactions.
 57% of respondents agreed that they received support from their supervisors during and
after the training sessions.

48
  46% of the participants strongly agreed that adequate training materials and resources
were provided.
 60% of the employees agreed that the facilities and environment provided for training
were comfortable and conducive to learning.
 Half of the respondents (50%) strongly agreed that they were satisfied with the overall
training program.
 58% of the employees agreed that the training programs helped increase their motivation
and engagement at work.
 A notable portion (35%) remained neutral when asked if their suggestions were
considered for training improvements, indicating a need for more inclusive feedback
mechanisms.
 Finally, 63% of the respondents agreed that they would recommend the training program
to their colleagues, reflecting a generally positive experience.

In addition to the frequency analysis, chi-square tests were performed to determine the
relationship between demographic factors and perceptions of training effectiveness:
 There is a significant relationship between years of experience and perception of training
program improvement, with a p-value of 0.004 (p < 0.05).
 A highly significant association was found between the department of the employee and
their opinion on the relevance of the training to their job, with a p-value of 0.000 (p <
0.01).
 The relationship between educational qualification and perceived improvement in skills
was also significant, with a p-value of 0.001 (p < 0.05).

49
SUGGESTIONS

Based on the above findings, the following suggestions are offered to further enhance the
training and development efforts of the organization:
 Only a small percentage of employees felt their suggestions were taken seriously. The
organization should strengthen its feedback mechanisms to ensure employee voices are
acknowledged and acted upon.
 Since training relevance varies significantly across departments, it is recommended that
the organization design customized training modules to suit the specific needs of each
department.
 Employees with higher educational qualifications may benefit more from advanced-level
training programs. Offering tiered training modules can better cater to diverse
qualification levels.
 Employees with more experience showed greater perception of improvement. Special
attention should be given to newer or less experienced staff to ensure they also benefit
meaningfully from training.
 The organization should continue and improve its evaluation process by linking training
outcomes to actual job performance metrics.
 Training content should be periodically reviewed and updated to stay aligned with
industry trends and emerging technologies.
 As many employees appreciated practical methods, more interactive and hands-on
learning approaches such as case studies, simulations, and role plays should be integrated
into training sessions.
 Since training has a positive effect on motivation, incorporating a recognition or reward
system for training achievements can boost participation and engagement.

These suggestions, if implemented, can improve the effectiveness of the organization’s training
and development initiatives and lead to better individual and organizational performance.

50
CONCLUSION

The present study on the effectiveness of training and development at Surfine Tools reveals that
the organization's training initiatives are largely successful in enhancing employee knowledge,
skills, and overall job performance. The findings indicate that most employees are satisfied with
the training programs offered, particularly in terms of the relevance of content, clarity of
objectives, trainer effectiveness, and the opportunity to apply learning in their daily work.

Furthermore, statistical analyses have shown that factors such as experience, department, and
educational qualification influence the perceived benefits of training. Employees across various
departments and qualification levels acknowledge the positive impact of training on their
professional development and workplace behavior.

However, the study also identifies areas for improvement, such as incorporating more employee
feedback, offering department-specific training, and introducing advanced modules for highly
qualified employees. By addressing these areas and continuing to invest in structured and well-
evaluated training programs, Surfine Tools can further strengthen employee performance,
satisfaction, and organizational productivity.

In conclusion, training and development at Surfine Tools play a crucial role in fostering a skilled,
motivated, and competent workforce. With continuous improvement and strategic planning, the
organization can maximize the impact of its training initiatives and sustain long-term growth and
competitiveness.

51
RECOMMENDATIONS

 Conduct regular and structured training needs assessments to identify skill gaps and align
training programs with individual and departmental requirements.
 As employee responses varied across departments, the company should design specific
training modules that address the unique functional needs of each team.
 Establish a transparent and continuous feedback system that encourages employees to
share their views and suggestions on training content, methods, and outcomes.
 Provide beginner, intermediate, and advanced levels of training tailored to employee
qualifications and experience levels to ensure everyone benefits effectively.
 Continuously train internal and external trainers to stay updated with modern
instructional techniques and industry trends for improved delivery.
 Create a visible link between training programs and career progression to motivate
employees to take training more seriously.
 Introduce rewards or certifications for employees who successfully complete training, to
increase motivation and create a culture of continuous learning.

52
BIBLIOGRAPHY

Books:
 Armstrong, M. (2020). Armstrong's Handbook of Human Resource Management Practice
(15th ed.). Kogan Page.
 Rao, P. Subba. (2018). Essentials of Human Resource Management and Industrial
Relations. Himalaya Publishing House.
 Aswathappa, K. (2017). Human Resource Management (8th ed.). McGraw-Hill
Education.
 Dessler, G. (2019). Human Resource Management (15th ed.). Pearson Education.
 Flippo, E. B. (2013). Personnel Management. McGraw-Hill.

Journals and Articles:

 Khan, R. A. G., Khan, F. A., & Khan, M. A. (2011). *Impact of training and
development on organizational performance*. Global Journal of Management and
Business Research, 11(7), 63–68.
 Noe, R. A. (2010). *Employee training and development*. McGraw-Hill/Irwin.
 Goldstein, I. L., & Ford, J. K. (2002). *Training in Organizations: Needs Assessment,
Development, and Evaluation*. Wadsworth.

Websites:
 [[Link] – Society for Human Resource
Management
 [[Link] –
Management Study Guide
 [[Link] – Research articles on
HRM and training

53
 ANNEXURE

1. Name: _______________

2. Age:

a) 18-25 b) 26-35 c) 36-45 d) 46 and above

3. Years of Experience in Surfine Tools:

a) Less than 1 year b) 1-3 years c) 4-7 years d) More than 7 years

4. What technical skills training would you like to receive in the next quarter?

a) Software training b) Equipment operation

c) Process improvement d) other

5. What soft skills training would you like to receive in the next quarter?

a) Communication skills b) Leadership skills

c) Time management d) other

6. How often would you like to receive technical and soft skills training?

a) Quarterly b) Bi-annually

c) Annually d) as needed

7. What type of hands-on training programs would you find most beneficial for improving task
completion time?

a) Simulation-based training b) On-the-job training

c) Workshop-based training d) other

8. How confident are you in applying new skills in your daily job?

a) Very confident b) Somewhat confident

c) Not very confident d) Not at all confident

55
9. How important is career development and growth opportunities in your decision to stay with
the organization?

a) Very important b) Somewhat important

c) Not very important d) Not at all important

10. What type of career development workshops or leadership training would you like to
receive?

a) Mentorship programs b) Leadership development workshops

c) Career coaching d) other

11. How would you rate the effectiveness of the current training programs in improving your
technical and soft skills?

a) Very effective b) Somewhat effective

c) Not very effective d) Not at all effective

12. How do you prefer to receive training?

a) Online b) In-person c) Self-paced d) Other

13. Have you faced any barriers in accessing training or development opportunities?

a) Lack of time b) Difficulty in accessing online training

c) Limited availability of training d) other

14. How important is it for you to have access to multiple learning formats?

a) Very important b) Somewhat important

c) Not very important d) Not at all important

15. What type of post-training support would you find most helpful?

a) Refresher courses b) Discussion forums

c) One-on-one coaching d) other

55
16. How often would you like to receive post-training support?

a) Immediately after training b) Within a few weeks after training

c) Within a few months after training d) As needed

17. How important is it for you to receive feedback on your performance after training?

a) Very important b) Somewhat important

c) Not very important d) Not at all important

18. What factors contribute to your ability to retain knowledge learned through training?

a) Relevance to job tasks b) Support from managers and colleagues

c) Quality of training materials d) other

19. What type of feedback do you receive?

a) Verbal b) Written c) Performance-based d) No Feedback

20. What suggestions do you have to improve the effectiveness and accessibility of training
programs?

a) Content b) Delivery c) Accessibility d) Support

56