main mrp (1)

SHRI VAISHNAV INSTITUTE OF MANAGEMENT

INDORE

A Major Research Project

On

“A study of Training Programme Effectiveness at Tata Motors”

In partial fulfilment of the course-code 406c Sem. IV of master of business

administration (full time) Devi Ahilya university Indore.

(Batch: 2012-2014)

GUIDED BY: SUBMITED BY:

MR. DIGAMBER NEGI ASHISH YADAV

FACULTY GUIDE MBA 4th SEM. (FT)

CONTENTS

INTRODUCTION TITLE CONCEPTUAL FRAMEWORK LITRETURE REVIEW NOTEWORTHY CONTRIBUTION RATIONALE OBJECTIVES OF THE STUDY RESEARCH METHODOLOGY EXPECTED OUTCOMES REFERENCES WEBLIOGRAPHY

INTRODUCTION

Project Title: “A study of Training Programme Effectiveness at Tata Motors”

The structure, creditability, and viability of the training unit are determined by the

organization’s needs, by management’s evaluation of the contribution of training and by the

ability of training function to meet the dual challenges of responsibility and accountability.

The increasing need to train and retrain provides opportunity for trainers to take on

expanded responsibilities in strategic planning and anticipating and meeting Human Resource

Development objectives. In terms of accountability, trainers are increasingly required by

management to correlate their activities, programs and expenditures with the achievements of

specific, measurable and desirable results for individuals and for their organizations.

The explosion in technology that followed World War – 2 and increased awareness of

the value of “human assets” contributed to the establishment of training as a profession and

as a continuing and needed part of the personnel function. For many individuals, an

organization’s commitment to training identified that company as an enlightened and

favorable place to work. Training became a condition and benefit of employment. For

example; in some firm’s policy statement were written mandating that each employee receive

at least 40 hours of training a year.

Through this study and research work we have come to know more about the

importance of training in a business organization.

CONCEPTUAL FRAMEWORK

3.1 TRAINING:

Training is the process of increasing the knowledge and skills for doing a particular job. The

purpose of training is to bridge the gap between job requirements and present competence of

an employee.

Training is the acquisition of knowledge, skills, and competencies as a result of the teaching

of vocational or practical skills and knowledge that relate to specific useful competencies.

Training has specific goals of improving one's capability, capacity, and performance. It forms

the core of apprenticeships and provides the backbone of content at institutes (also known as

technical colleges or polytechnics). In addition to the basic training required for

a trade, occupation or profession, observers of the labour-market recognize as of 2008 the

need to continue training beyond initial qualifications: to maintain, upgrade and update skills

throughout working life. People within many professions and occupations may refer to this

sort of training as professional development.

Training helps to improve the self confidence of an employee. Trained employees can

perform better and there by earn more. Training helps the employees to use safety devices, so

they are less prone to the accidents.Training enables the employees to adapt to changes in

work procedure and methods.Training helps the employees to develop and earn quick

promotions.Training also develops new knowledge and skills among the employees. Too

often managers are sent to training programs without any understanding of why. Some may

think that they are being rewarded for the past performance, while others perceive that they

are being punished for skill deficiencies.

It is the responsibility of the manager’s managers to ensure that employees know exactly why

they are being asked to attend the program and what they can expect from it Management has

an important role to play before, during and after the training.

3.2 Training Programs in a Company:

Most internal programs, whether conducted by the organization’s own staff or by external

vendors, consist of some form of feedback through video, written or verbal comments from

peers or surveys among superiors or subordinates. Some programs involve lectures and films,

while others rely on role playing and group discussion. An effective management training

program will include a number of learning techniques, including case studies, critical

incidents, simulations and management games, films or videos, and group discussions. The

key to a successful is to use techniques which closely approximate on-the-job situations

which the participants can identify in terms of their own organization’s climate.

Training Programs in a Company:

Most internal programs, whether conducted by the organization’s own staff or by

external vendors, consist of some form of feedback –through video, written or verbal

comments from peers or surveys among superiors or subordinates. Some programs involve

lectures and films, while others rely on role playing and group discussion. An effective

management training program will include a number of learning techniques, including case

studies, critical incidents, simulations and management games, films or videos, and group

discussions. The key to a successful is to use techniques which closely approximate on-the-

job situations which the participants can identify in terms of their own organization’s climate.

Before designing an in-house training program and developing materials, the objectives of

the course should be defined and approved by management. These objectives should be stated

in clear, understandable terms so that top management and participants understand the

intended outcomes of the program. Objectives should be written for the overall programs as

well as for specific topics or modules which are to be included. There are basically two kinds

of objectives:-behavioral and learning. Learning objectives are stated in terms of what the

participant will know at the end of the programs, while behavioral objectives are stated in

terms of what the participant will be able to do at the conclusion.

In company programs can be custom-designed to meet the real needs of organization.

The topics, exercises, materials and methodologies can be tailored to reflect to reflect the

organizations own missions, goals policies and business environment and to provide

participants with an opportunity to work on real problems and situations facing the

organization.

Preparing Managers For Training Programs:

Too often managers are sent to training programs without any understanding of why.

Some may think that they are being rewarded for the past performance, while others perceive

that they are being punished for skill deficiencies.

It is the responsibility of the manager’s managers to ensure that employees know

exactly why they are being asked to attend the program and what they can expect from it

Management has an important role to play before, during and after the training.

Need for Training:

1. Job Requirements: Employees selected for a new job may lack qualification, skills

and experience required to perform that particular job. And in some cases the past

experience and job knowledge of experienced people are not enough to meet the

present competencies. Therefore training is essential to meet the job requirements

and need of the organization.

2. Technological Changes: Technology is changing very fast. Increasing use of fast

changing techniques requires training to adapt themselves with new technological

needs.

3. Organizational Viability: In order to survive and grow, an organization must

adopt itself to the changing business environment. With increasing economic

liberalization and globalization the firms must upgrade their employees and

capabilities to meet the changing demand of business. So training is essential.

4. Internal Mobility: Training becomes necessary when an employee moves from one

job to other due to promotion or transfer. Training is widely used to prepare

employees for higher level of jobs.

Importance of Training:

1. Higher Productivity: Training helps to improve the level of performance and thereby

increasing the productivity of employees which results in the growth and profitability

of the organization.

2. Better Quality of Work: In training the best methods are standardize and taught. So

there is less likely occurrence of operational mistakes and that is the reason quality of

the product or service increases.

3. Less Learning Period: A systematic training program helps to reduce time and cost

involved in learning. There is less change of wastage of time and efforts.

4. Cost Reduction: Trained employees make more economical use of the materials and

the machinery. Training also reduces the maintenance cost there by reducing the cost

of production and operation which leads organization’s profitability.

5. Reduced Supervision: Well trained employees tend to be self radiant and motivate.

They need less guidance and control to perform their duties.

6. Low Accident Rates: Trained personnel adopt the right work methods and make use

of prescribed safety devices. So frequency of accidents decrease.

7. High Morale: Proper training can develop the morale, job satisfaction and positive

attitude towards the job and towards the organization.

8. Personal Growth: Training helps the personnel to grow faster in their career and also

to develop employees for higher post and attaining managerial skills.

9. Organizational Climate: A sound training program helps to improve the climate of

organization.

Benefits of Training:

Training helps to improve the self confidence of an employee.

Trained employees can perform better and there by earn more.

Training helps the employees to use safety devices, so they are less prone to the

accidents.

Training enables the employees to adapt to changes in work procedure and methods.

Training helps the employees to develop and earn quick promotions.

Training also develops new knowledge and skills among the employees.

Types of Training:

1. Orientation Training: Induction or orientation training seeks to adjust the newly

appointed employee to work environment.it is also known as pre-job training.

2. Job Training: It refers to the training provided with a view that to increase the

knowledge and skills of the employees for improving performance on the job.

3. Safety Training: Training provided to minimize the accidents and damage to

machineries. It creates consciousness and use of safety devices.

4. Refresher Training: Employees are trained to use new methods and techniques to

make them adaptable with changing technological up-gradation.

5. Remedial Training: Such training are arranged to overcome the shortcomings in

behavior and the performance of existing employees.

Identifying Training Needs:

All the training activities must be related to the specific need of the organization and

the individual employees. The training programme should be launched only after the

training needs are assessed clearly. In order to identify training the gap between the

existing and required levels of knowledge, skills and performance and aptitude should be

specified.

1. Organizational Analysis: It involves a study of the entire organization in

terms of its objectives its resources, resource allocation and utilization growth potential

and its environment.

i. Analysis of the objectives: the long term and short term objectives and their

relative priorities are analyzed and then the general objectives are translated into

specific and detailed operational targets.

ii. Resource utilization analysis: The allocation of human and physical resources and

their efficient utilization in meeting the operational targets are analyzed.

iii. Organizational Climate Analysis: The prevailing climate of an organization

reflects the employees and management’s attitude towards employee development.

iv. Environmental Scanning: The economic, political, technological and socio-

economical, cultural environmental of the organization is analyzed.

2. Task or Role analysis: It is a systematic analysis of the jobs to identify job

contents, the job knowledge, skills and aptitudes required and the work behavior.

3. Manpower analysis: The persons to be changed and changes required are analyzed. It

is decided whether the persons performance is substandard and training is needed, it is

determined the employees are capable of getting trained, specific areas are decided

where training is needed and the effectiveness of training is also decided.

I. Training objectives:

1. To impart to new entrants the basic knowledge and skills required for efficient

performance.

2. To assist the employees to function more effectively in their present position by

developing their skills and techniques.

3. To built up a second line of competent authorities and prepare them to occupy more

responsible positions.

4. To broaden he minds of senior managers through interchange of experiences within

and outside.

II. Training Policy :

1. Nature and size of the group to be trained.

2. Role and tasks to be coined out by the group.

3. Relevance applicability and compatibility of training to work situations

4. Identification of behaviour when change is required.

5. Existing and desired behaviour defined in terms of ratio.

6. Operational results to be achieved through training.

Indicators to be used in determining changes from existing to desired level

III. TRAINING METHODS AND TECHNIQUES:

1. On- the-Job Training(OJT):

In this method the trainee is placed on a regular job and taught the skills necessary to

perform the necessary job. The trainee learns under the guidance of a superior or

instructor by observing and handling the job. So this is called “Learning by Doing”.

Several methods are used under the On-the-Job Rotation, Committee assignments,

etc. But a popular form of the on the job Training is Job Instruction Training (JIT) or step

by step learning.

Job Instruction Training includes:

Preparing the trainee for instructions.

Presenting the job operations (Instructions) in terms of what the trainee is required to

do.

Applying and trying out the instructing to judge the understanding of the instructions

to the trainee.

Following up training to identify corrective ness of training.

Advantages:

1. The trainee learns by performing with actual machines.

2. This method is economical. No additional expenses are there.

3. Trainees learn and understand the organizational process by observing.

4. Line supervisors take an active role.

5. This is the most suitable method of training.

Disadvantages:

1. It is very difficult for the trainee to concentrate on the actual work atmosphere.

2. This method is unorganized.

3. The trainee may cause damage to equipments.

2. Vestibule Training:

In this method of training the training centre is called vestibule is setup and actual job

conditions are duplicated or simulated. Expert trainers are employed to provide training

with the help of equipments and machines which are identical with those in use at the

work place.

Advantages:

1. The trainee can concentrate on learning.

2. The interest motivation of trainee is high as they work on real job conditions.

3. Correct methods of operation can be taught.

4. Reduced damage of costly machines.

5. It is very efficient.

Disadvantages:

1. It is very expensive.

2. The training atmosphere is artificial.

3. Separation of the training from the supervisors may create a

problem.

3. Apprenticeship Training:

In this method both theoretical instruction and practical learning are provided to the

trainees in the training institutes. In India Government has established Industrial Training

Industrial Training Institutes (ITIs) under the Apprenticeship Act 1962 for the purpose.

Advantages:

1. It combines theory and practice.

2. The trainee acquires skills, which is valuable in job market.

3. Provides skilled workforce to the industries.

Disadvantages:

1. It is very time consuming and expensive.

4. Class room Training:

Under this method training is provided in company class rooms or educational

institutions, lectures, case studies, group discussions and audio visual aids are used to

explain knowledge and skills.

5. Internship Training:

It is joint program of training in which educational institutes and business firms co-

operates. Selected candidates carry on regular studies for the prescribed period.

Simultaneously they work in some industry or office to gain some practical knowledge

and skills.

TATA MOTORS – AN OVERVIEW

THE TATAGROUP PROFILE

The TATA Group is one of India's largest and most respected business conglomerates, with

revenues in 2004-05 of $17.8 billion (Rs. 799,118 million), the equivalent of about 2.8 per

cent of the country's GDP.

TATA companies together employ some 215,000 people. The Group's 32 publicly listed

enterprises — among them standout names such as TATA Steel, TATA Consultancy

Services, TATA MOTORS and TATA Tea — have a combined market capitalization that

is the highest among Indian business houses in the private sector, and a shareholder base of

over 2 million. The TATA Group has operations in more than 40 countries across six

continents, and its companies export products and services to 140 nations.

The TATA family of companies shares a set of five core values: integrity, understanding,

excellence, unity and responsibility. These values, which have been part of the Group's

beliefs and convictions from its earliest days, continue to guide and drive the business

decisions of TATA companies. The Group and its enterprises have been steadfast and

distinctive in their adherence to business ethics and their commitment to corporate social

http://tata.com/tata_tea/index.htm

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http://tata.com/tcs/index.htm

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responsibility. This is a legacy that has earned the Group the trust of many millions of

stakeholders in a measure few business houses anywhere in the world can match.

Tata Motors is India's most reliable, dynamic and futuristic automobile manufacturer.

Manufacturing

Tata Motors owes its leading position in the Indian automobile industry to its strong focus on

indigenization. This focus has driven the Company to set up world-class manufacturing units

with state-of-the-art technology. Every stage of product evolution-design, development,

manufacturing, assembly and quality control, is carried out meticulously. Our manufacturing

plants are situated at Jamshedpur in the East, Pune in the West and Lucknow in the North.

Jamshedpur:

http://www.tatamotors.com/our_world/?ViewID=1

This was the first unit of the Company established in 1945 and is spread over an area of 822

acres. It consists of 3 divisions - Truck, Engine (including the Gear Box division) and Axle.

Pune:

The Pune unit is spread over 2 geographical regions- Pimpri and Chinchwad and has a

combined area of around 510 acres. It was established in 1966 and has a Production

Engineering Division.

Lucknow:

Established in 1991 and covering an area of 600 acres, the Lucknow Plant was established to

assemble Medium Commercial Vehicles (MCVs) to meet the demand in the Northern Indian

market. In 1995, the unit started manufacturing bus.

TATA MOTORS CARES

Green Matters

TATA Motors, a Company that cares about the future. TATA Motors believes in

technology for tomorrow. Our products stand testimony to this. Our annual expenditure on

R&D is approximately 1.3% of our annual turnover. We have also set up two in-house

Engineering Research Centres that house India's only Certified Crash Test Facility. We



ensure that our products are environmentally sound in a variety of ways. These include

reducing hazardous materials in vehicle components, developing extended life lubricants,

fluids and using ozone-friendly refrigerants. TATA Motors has been making conscious effort

in the implementation of several environmentally sensitive technologies in manufacturing

processes. The Company uses some of the world's most advanced equipment for emission

check and control. TATA Motors concern is manifested by a dual approach -

1) Reduction of environmental pollution and regular pollution control drives.

2) Restoration of ecological balance.

Our endeavors towards environment protection are soil and water conservation

programmes and extensive tree plantation drives. TATA Motors is committed to restoring

and preserving environmental balance by reducing waste and pollutants, conserving resources

and recycling materials.

Reducing Pollution:

TATA Motors has been at the forefront of the Indian automobile industry's anti-pollution

efforts by introducing cleaner engines. It is the first Indian Company to introduce vehicles

with Euro I and Euro II norms well ahead of the mandated dates. TATA Motors' joint venture

with Cummins Engine Company, USA, in 1992, was a pioneering effort to introduce

emission control technology for India. Over the years, TATA Motors has also made

investments in setting up of an advanced emission-testing laboratory.

With the intention of protecting the environment, TATA Motors has upgraded the

performance of its entire range of four and six cylinder engines to meet international emission

standards. This has been accomplished with the help of world-renowned engine consultants

like Ricardo and AVL. These engines are used in TATA Motors vehicles in the Indian

market, as well as

In over 70 export markets, TATA Motors is constantly working towards developing

alternative fuel engine technologies. It has manufactured CNG version of buses and followed

it up with a CNG version of its passenger car, the Indica.

Community Development

The Company's Community Service Division works through various societies to

improve the conditions of neighboring villages - encouraging economic independence

through self-initiated cottage industries and contributing to community and social forestry,

road construction, rural health, education, water supply and family planning.

TATA Motors has been making numerous well-planned efforts in the area of rural

development.

Gram Vikas Kendra

Agriculture development through provision of check dams, irrigation wells and lifts

irrigation projects.

Provision of safe drinking water and sanitation in 245 villages under WATSAN

project in collaboration with UNICEF and SIDA and Govt. of Jharkhand.

450 Tube wells.

More than 2000 low cost toilets.

887 Households in a cluster of 6 villages have been 100% sanitized.

Net working with more than 500 NGOs for promotion of environment awareness

under Ministry of Environments NEAC Projects.

More than Ten Million Trees have been planted under Social Forestry Projects.

Parivar Kalyan Sansthan

Child Survival Project in collaboration with CARE India in 100 villages of Potka

Block.

Regular AIDS Awareness programmes for the target group of youth, Dhaba dwellers

and Convoy drivers.

Integrated programme for visually impaired children.

FAMILY WELFARE

Every year the following services are extended to the Rural Population: -

Complete Immunization to more than 5000 children.

Subsidized Medical facilities to about 30,000 rural peoples

200 Cataract operations, partially with the help of Rotary Club of Jsr East.

Polio Vaccine to more than 20,000 children.

3, 000 sterilization operations.

HEALTH & SANITATION

Mobile health service staff provides preventive and curative health services under the

"Health for All" programme. They train village health workers in conducting the same. Safe

drinking water facilities are provided to ensure health of the villagers.

EMPLOYMENT GENERATION

TATA Motors encourages self-sufficiency with the aim to improving the confidence,

morale and lives of its employees and their dependents. The Company has worked on some

novel ideas around its townships. Employee’s relatives at Pune have been encouraged to form

various industrial co-operatives engaged in activities such as re-cycling of scrap wood into

crates and furniture, welding, steel scrap baling, battery cable assembly etc. The TATA

Motors Grihini Social Welfare Society caters to employee’s women dependents. The women

folk make a variety of products, ranging from pickles and uniforms to electrical cable

harnesses etc.

Catering to approx. 9000 employees.

Works Area: 822 Acres, Town-ship area: 1250 acres, housing 40000 people, 30 miles

of roads.

Stadium, Parks, Clubs, SportsCenters, YogaCenter, Hobby Centers etc.

QUALITY ASSURANCE:

Quality products have always been the hallmark of Telco. The QA Division operates

not only in-plant to cover primary inspection, metallurgy, metrology, line inspection and

statistical quality control, but also involves itself in improving the quality and reliability of

ancillary suppliers at their own factory sites. The test for quality finally ends at the test track.

Jamshedpur zest for quality has led it to gain the status of being the first automobile

unit in the country to achieve ISO 9000 certification, a zest that it has communicated to its

ancillaries by helping a number of them to also obtain not only the coveted ISO 9000 but also

the QS 9000.

R & D WING:

While the main EngineeringResearchCenter is located at Tata Motor Pune plant, the

Jamshedpur unit has its own research wing, which regularly upgrades components and

aggregates. A torture track enables rigorous and exhaustive testing of modifications before

they become regular fitments.

HRD & C:

Human Resource Development is a major priority at TATA Motors whether it is at the

worker or engineer levels. Over the years, young men have been trained for skilled jobs to

meet the growing demands of advancing technology. The training activity includes preparing

fresh recruits to meet job challenges as also retraining of all levels of employees to further

meet new requirements.

On-the-job training is also provided to graduates in engineering before absorption so

that they are adequately groomed for later managerial responsibilities.

4) LITERATURE REVIEW

Stefanie et al., (2012) examined the relationship between goal setting and transfer of training

as measured on a 360-degree survey collected 3 months after a 5-day leadership development

program. Leaders set personal goals for behaviour change during the program. For two of the

three competencies measured (developing others, building and maintaining relationships),

leaders who set a goal for change on a competency were perceived as having improved more

on that competency than those who did not. Those who set more than one goal were

perceived as having improved more across competencies than those who set only one goal.

Karina et al., (2010) examined whether the impact of the intervention may be enhanced by

providing managers with training during the change process. To test this possibility we

carried out a longitudinal intervention study (with a ‘no training’ comparison group) in a part

of the Danish elderly care sector that was implementing teamwork. Kirkpatrick’s (1998)

training evaluation model was used to examine the effects of training team managers in issues

such as teamwork, transformational leadership and change management on the outcomes of

team implementation. We used a combination of quantitative and qualitative research

methods to isolate the impact of manager training on the success of the teamwork

intervention. The results identified some significant, but modest, incremental positive effects

that could be attributed to the manager training. The results also showed that significant

organizational changes during the intervention had an impact on both the team intervention

and the transfer of manager training.

Brian et al.,(2010)examined Although transfer of learning was among the very first issues

addressed by early psychologists, the extant literature remains characterized by inconsistent

measurement of transfer and significant variability in findings. This article presents a meta-

analysis of 89 empirical studies that explore the impact of predictive factors (e.g., trainee

characteristics, work environment, training interventions) on the transfer of training to

different tasks and contexts. We also examine moderator effects of the relationships between

these predictors and transfer. Results confirmed positive relationships between transfer and

predictors such as cognitive ability, conscientiousness, motivation, and a supportive work

environment. Several moderators had significant effects on transfer relationships, including

the nature of the training objectives. Specifically, most predictor variables examined (e.g.,

motivation, work environment) had stronger relationships to transfer when the focus of

training was on open (e.g., leadership development) as opposed to closed (e.g., computer

software) skills. Other moderators related to the measurement of transfer also influenced

transfer relationships, including situations in which transfer outcomes were obtained by the

same source in the same measurement context— which consistently inflated transfer

relationships. Findings are discussed in terms of their relevance for future research and

training practice.

Lisa et al., (2009) examined Decades have been spent studying training transfer in

organizational environments in recognition of a transfer problem in organizations.

Theoretical models of various antecedents, empirical studies of transfer interventions, and

studies of best practices have all been advanced to address this continued problem. Yet a

solution may not be so elusive. This paper spotlights the crucial role of accountability in

solving the transfer problem by applying the theoretical lens of Schemer’s pyramid of

accountability. A conceptual framework is advanced and implications for future research and

practice are discussed. Recommendations for practice include conducting a training transfer

accountability audit to determine where and for whom accountability lapses exist in an

organization, developing and clearly communicating prescriptions and expectations for

training transfer for each stakeholder group, and evaluating training transfer outcomes across

training programs.

OBJECTIVES OF THE STUDY

I. To know whether existing employees in the organization require refresher training so

as to keep abreast of the latest development in job operations.

II. Importance of the concept of training in present business organization

RATIONALE

The purpose of the study is to help the TATA MOTOR to know the level of performance of their employees at the current position and how the training programme will help the company to improve the productivity.

SURVEY ANALYSIS AND INTERPRETATION

Some of the Training programs at Tata motors:

Finance for non-finance managers

Communication skills

Presentation skills

ISO/TS: 16949

TBEM

Project management

Managerial effectiveness

Production management

Strategic management

Conflict management & decision making

Emotional intelligence for managers

Personal growth &effectiveness lab.

Supply chain management (SCM)

Stress management

Total productive maintenance

Six sigma refresher

Global production system

TRAINING APPROACH AT M.T.C, TATA MOTORS:

‘CIRO’ MODEL

CONTEXT

Job Search

Developmental Plans of Individuals

Company Level Targets

Projects like Six-Sigma, Kaizen, Bench Marking

Certification requirements like ISO 9000, TS 16949

INPUT

Program design based on required Competency

Test Design to Assess Competency

Pre-test to Know the existing levels as also differences amongst

individuals

REACTIONS

Participant feedback on course Design, Delivery, Content,

Faculty, Reading etc

Post-test to Assess acquired levels on the Competency

requirements

OUTPUT

Participant feedback after 3 months to see the applications on –

job

To measure the gains of Training

Superiors Rating on the Participants Performance on-the-job

Testing/Interview after 3 months

Training Effectiveness Review

Questionnaire for the Participant

PARTICIPANT’S NAME: _________________________________________________

PROGRAMME NAME: __________________________________________________

DURATION: _________________________ DATE(S): _______________________

As a part of feedback we would like to have your assessment of the above programme that

you have attended. This will help us to improve our programme.

Please take a few minutes to think about the entire program & rate the following criteria on a

5- point scale in the white cells provided below (by entering only the number).s

5 - Strongly Agree, 4 - Agree, 3 - No Strong Opinion, 2 - Disagree, 1 – Strongly

Disagree

SR.

NO.

Criterion

A The Training program I attended was relevant to my job.

What was your actual training need?

What was the coverage?

B The concepts & techniques I learnt during the training could be

put into practice in my job.

C The Training program was complete /sufficient with regards to

its objectives.

D The topics covered were relevant /adequate for my job.

E I have been able to implement the concept/techniques (learnt

during the training) on the job.

F To implement what I have learnt during the training, I get co-

operation from my superiors and subordinates.

G As a result of this training program, I have been able to

contribute to the divisional productivity/quality.

H As a result of this training program, there has been an

improvement in my knowledge and skills

State your contributions as a result of this Training Program.

Date: Signature

Training Effectiveness Review

PARTICIPANT’S NAME: _________________________________________________

PROGRAMME NAME: __________________________________________________

DURATION: _________________________ DATE(S): _______________________

As a part of feedback we would like to have your assessment of the above programme that

your subordinate had attended. This will help us to improve our programme.

Please take a few minutes to think about the entire program & rate the following criteria on a

5- point scale in the white cells provided below (by entering only the number).

5 - Strongly Agree, 4 - Agree, 3 - No strong Opinion, 2 - Disagree, 1 – Strongly Disagree

SR. NO. Criterion

A The Training was relevant to my subordinates’ job.

B He/She has been able to apply (on the job) the concepts learnt

during the training program.

C There has been an improvement in the Efficiency/Productivity

of my subordinate.

d As a result of my subordinate’s training ,there have been

Visible changes in the work culture in terms of using. These

tools/techniques/concepts.

E After the training there has been a significant change in my

subordinate’s attitude towards the job and people at work.

Please briefly mention change/ improvement in Productivity/ Quality/ Attitude/ Culture

perceived by you.

# Any suggestions for improvements in the Training Programme.

Date: Signature:

Name:

Training Effectiveness analysis on the basis of ‘CIRO MODEL’

QUESTIONAIRE FOR THE PARTICIPANT WHO HAVE ATTENDED THE

TRAINING PROGRAM

Q: A. The Training Program I attended was relevant to my job:

Number of Respondent Percentage

Strongly Disagree 00 0.00

Disagree 05 6.25

No Strong Opinion 09 11.25

Agree 52 65.00

Strongly Agree 14 17.50

Total 80 100

srongly disagree

disagree no strong opinion

agree strongly agree

0

10

20

30

40

50

60

70

no. of participants

%

52 employees agree that training program they have attended was relevant to their job.14 of

them were strongly agree with it. Where as, 5 of them disagrees and 9 of them were having

no strong opinion.

Q. B. The Concepts and Techniques I learnt during the training could be put into

practice in my job:



Disagree 02 2.50


Agree 59 73.75


Total 80 100

srongly disagree



0

10

20

30

40

50

60

70

80

no. of participants

%



no strong opinion.

Q: C. The Training program was complete/sufficient with regards to its objectives:



Disagree 10 12.50


Agree 47 58.75


Total 80 100

srongly disagree



0

10

20

30

40

50

60

70

no. of participants

%



no strong opinion.

Q: D. The topics covered were relevant/adequate for my job:



Disagree 03 3.75


Agree 37 46.25


Total 80 100

srongly disagree



0

5

10

15

20

25

30

35

40

45

50

no. of participants

%



no strong opinion.

Q: E. I have been able to implement the concept/techniques (learnt during the training)

on-the-job:



Disagree 05 12.50


Agree 54 58.75


Total 80 100

srongly disagree



0

10

20

30

40

50

60

70

no. of participants

%



no strong opinion.

Q: F. To implement what I have learnt during the training, I get co-operation from my

superiors and subordinates.



Disagree 00 0.00


Agree 62 77.50


Total 80 100

srongly disagree



0

10

20

30

40

50

60

70

80

90

no. of participants

%


them were strongly agree with it. Where as, 7 of them were having no strong opinion.

Q: G. As a result of this training program, I have been able to contribute to the

divisional productivity/Quality:



Disagree 07 8.75


Agree 47 58.75


Total 80 100

srongly disagree



0

10

20

30

40

50

60

70

no. of participants

%



no strong opinion.

Q: H. As a result of this training program, there has been an improvement in my knowledge and

skills:



Disagree 04 5.00


Agree 20 25.00


Total 80 100

srongly disagree



0

5

10

15

20

25

30

35

40

45

no. of participants

%



no strong opinion. Only 1 employee was strongly disagree.

Q: A. The Training was relevant to my Subordinates’ Job:



Disagree 00 0.00


Questionnaire for Superior of the Participant

Agree 17 21.25


Total 80 100

srongly disagree



0

10

20

30

40

50

60

70

80

no. of participants

%


them were strongly agree with it. Where as, 4 of them were having no strong opinion.

Q: B. He/She has been able to apply (on the job) the concepts learnt during

the Training Program:



Disagree 11 13.75


Agree 26 32.50


Total 80 100

srongly disagree



0

5

10

15

20

25

30

35

40

45

no. of participants

%



no strong opinion.

Q: C. There has been an improvement in the Efficiency/Productivity of my subordinate:



Disagree 06 7.50


Agree 44 55.00


Total 80 100

srongly disagree



0

10

20

30

40

50

60

no. of participants

%



no strong opinion.

Q: D. As a result of my subordinate’s training; there have been visible changes in the

work culture in terms of using these tools/techniques/concepts:



Disagree 03 3.75


Agree 37 46.25


Total 80 100

srongly disagree



0

5

10

15

20

25

30

35

40

45

50

no. of participants

%



no strong opinion.

Q: E. After the training there has been a significant change in my subordinate’s

attitude towards the job and people at work.



Disagree 13 16.25


Agree 27 33.75


Total 80 100

srongly disagree



0

5

10

15

20

25

30

35

40

no. of participants

%



no strong opinion.

CONCLUSION

It is concluded from the survey on “training effectiveness” that training program conducted in

TATA Motors is very effective in adding on to the skill and knowledge of the employee to

meet the present and future requirement of the organization. The CIRO MODEL used by the

company to measure the training efficiency level has proved to be beneficial to the company.

It helps us derive conclusions on the cost to be incurred for the various training programs and

terminate those programs which are proving to be white elephants to the organization, also

helps us devise new programs for the company’s substantial growth and existence in the

current as well as future scenario. It is found that employees were very satisfied by the

training provided to them and strongly agreed that there has been an increase in their

confidence level. After training their skills and knowledge have also been enhanced and

hence, this led to a remarkable improvement in their performance.

After surveying the officers we have concluded that the training program has improved the

work standard and increased the efficiency of the employees in order to help the organization

to achieve the stated goals. It is concluded that training is a major tool for employee growth

and development.

LIMITATIONS:

Time constraints of employees and supervisors.

Lack of enthusiasm among employees in filling the questionnaires.

Filling of incorrect information in questionnaires.

Suggestions and Recommendations

I used a questionnaire method as a tool for collecting data and information pertaining to the

project. The questions used were open ended as well as close ended. While conducting the

survey I personally observed that:

The delay in the survey resulted in vague memories of the program. The participants

took time in recollecting some data that they were required to fill in the questionnaire

hence I suggest, that the feedback should be taken a bit earlier like the ideal time

would be just after four weeks from the date of the inception of the training

program.

Depending on the program some programs do provide study material but there are

some programs (Intelligent Marking Solutions etc.) which have no reference material.

The participants do attend the program but later on while implementing they have no

material to follow up. Thus some handouts or some input should be provided for

later reference and implementation.

The survey helped me derive that their were some participants who were registered

for the program and were interested in participating, but have not been able to attend

due to some specific and genuine reasons. Such participants should be provided

with some training program material or course process which would be

beneficial and helpful to them. This will help them update their skills and

knowledge in parallax with colleagues who attended the program.

Return on investment tells us the percentage return we have made over a specified

period as a result of investing in a training program. On the assumption that benefits

will continue to accrue some time after the training, then the period that we specify is

critical to the ROI figure we will obtain. We may like to specify a period that fits in

well with the organization’s planning cycle – perhaps a yearor two years it is

relatively simple to calculate return on investment:

I would like to suggest that the company should calculate its ROI on training

program:

% ROI = (Benefits / Costs) x 100

Forecasting and measuring costs

Administration costs

Faculty costs

Facilities

Participants’ costs

Evaluation costs

Forecasting and measuring benefits

Labor savings

Productivity increases

Other cost savings

10) References

Stefanie K.J.et al, (2012) go for the Goal: Relationship between Goal Setting and Transfer of

Training Following Leadership Development Academy of Management Learning &

Education.11: 555-569

Brian D.B. at al., (2010) Transfer of Training: A Meta-Analytic Review Journal of

Management.36: 1065-1105

Karina N.et al, (2010) does training managers enhance the effects of implementing team-

working? A longitudinal, mixed methods field study Human Relations. 63: 1719-1741

Lisa A.B. et al., (2009) Accountability in Training Transfer: Adapting Schlenker's Model

of Responsibility to a Persistent but Solvable Problem Human Resource Development.

8: 382-402

Questionnaire

Q: A. The Training Program I attended was relevant to my job:

Q. B. The Concepts and Techniques I learnt during the training could be

put into practice in my job:

Q: C. The Training program was complete/sufficient with regards to its objectives:

Q: D. The topics covered were relevant/adequate for my job:

Q: E. I have been able to implement the concept/techniques (learnt during

the training) on-the-job:

Q: F. To implement what I have learnt during the training, I get co-

operation from my superiors and subordinates.

Q: G. As a result of this training program, I have been able to contribute to

the divisional productivity/Quality:

Q: H. As a result of this training program, there has been an improvement in my

knowledge and skills:

Questionnaire for Superior of the Participant

Q: A. The Training was relevant to my Subordinates’ Job:

Q: B. He/She has been able to apply (on the job) the concepts learnt during

the Training Program:

Q: C. There has been an improvement in the Efficiency/Productivity of my

subordinate:

Q: D. As a result of my subordinate’s training; there have been visible

changes in the work culture in terms of using these

tools/techniques/concepts:

Q: E. After the training there has been a significant change in my

subordinate’s attitude towards the job and people at work.

main mrp (1)

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