main mrp on tata motors

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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)


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ACKNOWLEDGEMENT

I am immensely overjoyed to acknowledge my sincere to my faculty

guide Prof. DIGAMBER NEGI for providing necessary guidance

during the project. I would also like to thank him for his invaluable

advice and inputs throughout the duration of project. He ensured that I

am always at ease with what I am doing and constantly provided me

with the macro perspective to any issue that I faced so that I was able

to move in the right direction.


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DECLARATION

I Ashish Yadav hereby declare that this survey project report entitled A study

of Training Programme Effectiveness at Tata Motors.Has been prepared by

me on the basis of survey done during the course of my 4 th semester MBA

programmed under the supervision of Prof. Digamber Negi Department of

Master of Business Administration.

This survey project is my original work and has not been submitted in any

University of Institute for the award of any degree or diploma prior to the under

mentioned date. I bear the entire responsibility of submission of this project

report.


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CERTIFICATE

This is to certify that Ashish Yadav Pursuing MBA 4th Semester from this

institute, has prepared the research project report entitled A study of of

Training Programme Effectiveness at Tata Motors. in partial fullfillment

of the requirement of the degree of Masters of Business Administration from

Shri Vaishnav Institute of Management Indore During the session

2012-2014.

This report is based on survey project undertaken by (Prof .Digamber Negi)

under my supervision during the course of 4 th semester and fullfills the

requirements relating to the nature and standard of MBA course of DAVV

University, Indore.

Ashish Yadav Prof. Digamber Negi

MBA 4th

sem Reader


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CONTENT

Chapter 1.

Introduction..........................................................................................................

1.1Conceptual Framework

Chapter 2.

Review of Literature

Chapter 3.

Rational of study

Chapter 4.

Research Methodology

Chapter 5.

Conclusions

Chapter 6.

Suggestions & Recommendation

Chapter 7.

Reference

Chapter 8.

Questionnaire


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CHAPTER 1

INTRODUCTION


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1.INTRODUCTION

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

Training is widely understood as communication directed at a defined population for the

purpose of developing skills, modifying behavior, and increasing competence. Generally,

training focuses exclusively on what needs to be known. Education is a longer-term process

that incorporates the goals of training and explains why certain information must be known.

Education emphasizes the scientific foundation of the material presented. Both training and

education induce learning, a process that modifies knowledge and behaviour through teaching

and experience. The research model described here pertains to both training and education.

Therefore, in this document, training refers to both Processes. In contrast to informal

training (which is embedded in most instances of human exchange), formal training

interventions have stated goals, content, and strategies for instruction. Our intent is to offer a

general approach to intervention effectiveness research that addresses formal training across

settings and topics. The model integrates primary and secondary data collection with

qualitative and quantitative analyses so that the benefits of each research technique can be

applied to the evaluation of straining Effectiveness. Training intervention effectiveness

research is needed to (1) identify major variables that influence the learning process and (2)optimize resources available for training interventions. Logical and progressive study models

are best suited to identify the critical elements and causal relationships that affect training

effectiveness and efficiency. In training research, it is often difficult to arrive at definitive

answers. Typically, many variables minimize effects and make results difficult to interpret.

Furthermore, the amount of variance attributed to any one variable is usually small.

Therefore, if training is to be an essential component of planned interventions, a uniform

system of research is needed to explain how training is made effective and to indicate how

resources for training should be organized. The model described here recognizes that formal

training interventions are affected by several real-world factors such as uneven resource

availability across training settings and differing levels of experience and expertise among

instructors. Accordingly, training evaluation research should be conducted in the field where

possible in order to incorporate these variables into the study of effectiveness.


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

organizations needs, by managements 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 andas a continuing and needed part of the personnel function. For many individuals, an

organizations commitment to training identified that company as an enlightened and

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

example; in some firms 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.


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1.1 CONCEPTUAL FRAMEWORK

TRAINING:

Training is the process of increasing the knowledge and skills for doing a particular job. Thepurpose 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, sothey 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 managers 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.

Training Programs in a Company:

Most internal programs, whether conducted by the organizations 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,


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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 organizations climate.

Training Programs in a Company:

Most internal programs, whether conducted by the organizations 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 effectivemanagement 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 organizations 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.


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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 managers 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.


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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 organizations 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.


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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 managements attitude towards employee development.

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

economical, cultural environmental of the organization is analyzed.


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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. 3399Role 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


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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.


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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 TrainingIndustrial 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.


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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.


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TATA MOTORSAN OVERVIEW


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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 andTATA Teahave 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

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.
http://tata.com/tata_steel/index.htmhttp://tata.com/tcs/index.htmhttp://tata.com/tcs/index.htmhttp://tata.com/tata_motors/index.htmhttp://tata.com/tata_tea/index.htmhttp://tata.com/tata_tea/index.htmhttp://tata.com/tata_tea/index.htmhttp://tata.com/tata_motors/index.htmhttp://tata.com/tcs/index.htmhttp://tata.com/tcs/index.htmhttp://tata.com/tata_steel/index.htm


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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:

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.
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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.

Corporate Head

Quarters

Manufacturing

Plants

Jamshedpur Pune

Lucknow

JAMSHEDPUR

LUCKNOW

PUNEMUMBAI

DHARWAD

DHARWAD

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
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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 neighbouring villages - encouraging economic independence through self-


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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.


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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. Employees 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 employees 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


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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 Engineering Research Centre 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.


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CHAPTER 2

LITERATURE REVIEW


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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 behavior 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 Nielsen (2012) examined when implementing teams, first-line leaders are often

responsible for such implementation and their leadership role changes. This change mayresult in a perceived mismatch between the demands of the function and the leaders

resources. In a multi-method, controlled intervention study, we examined whether training

leaders in team management changes their appraisals of the job and preserves their well-

being. Data were collected with the Experience Sampling Method from 29 team leaders and

survey data were collected from their followers (N= 233). Multi-level analyses revealed that

training increased trained leaders challenge experiences and well-being states only where

team members reported openness to change. In situations when both trained and non-trained

leaders found themselves challenged above their average levels of challenge, they reported

better well-being.

Konings et al., (2010) used longitudinal data on Belgian firms and examined that the

productivity effect of training in the aggregate equation (controlling for the endogeneity of

training and inputs) was around 0.24%, while the wage effect was around 0.17%.When there

product function was estimated by industry the unweighted average for the training

coefficient was around 0.18 in the productivity equation and around 0.12 in the wage

equation (indicating that a one percentage point increase in training raises productivity by

approximately 0.18% and wages by 0.12%).

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 they

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. Kirkpatricks (1998)

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


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

team implementation. They 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) examinedAlthough transfer of learningwas 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 examined 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 totransfer 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 were 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 Schemers pyramid of

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

and practice were discussed. Recommendations for practice included conducting a training


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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.

Colombo et al., (2008) used a panel of Italian firms and found that a one percentage point

increase in training intensity boosts firms productivity by about 0.07 per cent. They also

found that not controlling for unobserved firm characteristics lead to over-estimate the effect

of training on productivity, while ignoring endogeneity lead to an underestimate of the effect

(the coefficient on training varies from 0.045 in the OLS regression to 0.028 in the fixed

effects specification to 0.074 in the system GMM specification4). Moreover, the effect was

even larger when they control for training duration (available only in a subsample of cases).

Training also had a positive effect on wages in the firms undertaking the training, but this

was found to be significantly smaller than the effect on productivity (coefficient around 0.02

and 0.044 in the fixed effect and system GMM specification respectively). The impact of

training by occupational groups was varied, with high returns found for blue-collar workers

(0.13%) and negligible returns for executives and clerks.

Casse et al., (2007), examined the different approaches to training and development need to

be explored. It had come to their attention by their own preferred model and through

experience with large Organisations. The current traditional training continuously facing the

challenges in the selection of the employees, in maintaining the uncertainty related to the

purpose and in introducing new tactics for the environment of work and by recognizing this,

they advised on all the problems, which reiterated the requirement for flexible approach.

Jackson (2006) examined with regard to scheduling staff development, suggested that the

timing of staff development had affected the success of the development program, itself.Consequently she recommended that the timing of training schedule be developed with

consideration of staff needs and wants. In terms of strategies for effective implementation as

for the ideal format of staff development, recommends that training focus on the main

points and tookinto account diverse learning modalities, by including hands on activities

as well as time for discussion and question.

Haskel et al., (2005), found that higher level qualifications had a positive effect on firms

productivity, with the results varying by sector and being robust only for full-time male


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workers. On the other hand, low-level qualifications had a negligible effect on productivity.

The authors also estimated the impact of qualifications on wages and compared with the

effect on productivity. They found that, for higher level qualifications, the effect was higher

for services and lower, but not statistically significant, for manufacturing. Three studies had

investigated the impact of training on both wages and productivity. They used variety of

methods which were are based on different countries but all showed an impact on

productivity which was greater than that on wages - with the productivity effect being of the

order of double the wage effect.

Dearden et al. ;( 2005) Combined individual-level data on training from the Labour Force

Survey with industry level data from the Annual Census of Production. Their findings

suggested that the overall effect of training on productivity at industry level was positive and

robust, around twice as high as the wage effect and consistent across different specification.

In fact, the coefficient associated to training varies from around 0.7 in the random effect and

fixed effect specifications to 0.6 in the system GMM specification (which accounts for

endogeneity). For wages, the coefficient was around 0.35, roughly similar across different

specification. Based on these results, the authors report that an increase in training by one

percentage point at industry level was associated with an increase in productivity (value

added) of about 0.6%, and in wages of about 0.3%.

Arthur et al.; (2003) the authors used meta-analytic procedures to examine the relationship

between specified training design and evaluation features and the effectiveness of training in

organizations. Results suggested a medium to large effect size for organizational training. In

addition, the training method used, the skill or task characteristic trained, and the choice of

evaluation criteria were related to the effectiveness of training programs. Limitations of the

study along with suggestions for future research were discussed.

Michel Armstrong; (2001) examined that Training is systematic development of the

knowledge, skills and attitudes required by an individual to perform adequately a given task

or job.

Kane (1986); examined if the training and development function has to be effective in the

future, it needed to move beyond its concern with techniques and traditional roles. He

described the strategic approaches that the organization can take to training and development,

and suggested that the choice of approach should be based on an analysis of the


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organizations needs, management and staff attitudesand beliefs, and the level of resources

that can be committed. This more strategic view-point should be of used in assessing current

efforts as well as when planning for the future.


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CHAPTER 3

RATIONAL OF STUDY


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Rational of study

RATIONALE OF STUDY

Understanding the total training process which is provided to the employees

and evaluating the effectiveness of the training program

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

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


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CHAPTER 4

REASEARCH METHODOLOGY


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Research Methodology

TRAINING APPROACH USED BY 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


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Training Effectiveness Review

PARTICIPANTS 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).

Questionnaire for the Partici ant


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

Strongly Disagree

SR.

NO.

Criterion 5 4 3 2 1

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

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


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Training Effectiveness Review

PARTICIPANTS 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, 1Strongly Disagree

SR.

NO.

Criterion 5 4 3 2 1

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 subordinates 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 subordinates attitude towards the

job and people at work.

Please briefly mention change/ improvement in Productivity/


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Quality/ Attitude/ Culture perceived by you.

# Any suggestions for improvements in the Training Programme.

Date: Signature:

Name:


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Training Effectiveness analysis on the basis of CIRO MODEL

QUESTIONAIRE FOR THE PARTICIPANT WHO HAVE ATTENDED THE

TRAINING PROGRAM

Q: 1. 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

65% employees agree that training program they have attended was relevant to their

job.17.50% of them were strongly agree with it. Whereas, 6.25% of them disagrees and

11.25% of them were having no strong opinion.

0

10

20

30

40

50

60

70

sronglydisagree

disagree no strongopinion

agree strongly agree

no. of participants %


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Q. 2. 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

73.75% employees agree that training program they have attended was relevant to their job.

5% of them were strongly agreed with it. Whereas, 2.50% of them disagrees and 18.75% of

them were having no strong opinion.

0

10

20

30

40

50

60

70

80

sronglydisagree





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Q: 3. The Training program was complete/sufficient with regards to its objectives:



Disagree 10 12.50


Agree 47 58.75


Total 80 100

58.75% employees agree that training program they have attended was relevant to their job.

11.25% of them were strongly agreed with it. Whereas, 12.50% of them disagreed and

17.50% of them were having no strong opinion.

0

10

20

30

40

50

60

70

sronglydisagree





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Q: 4. The topics covered were relevant/adequate for my job:



Disagree 03 3.75


Agree 37 46.25


Total 80 100

46.25% of employees agree that training program they have attended was relevant to their

job.20% of them were strongly agree with it. Whereas, 3.75%of them disagrees and 30%of


0

5

10

15

20

25

30

35

40

45

50

sronglydisagree





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Q: 5. 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

58.75%of employees agree that training program they have attended was relevant to their job.

11.25%of them were strongly agreed with it. Whereas, 12.50%of them disagrees and

17.50%of them were having no strong opinion.

0

10

20

30

40

50

60

70

sronglydisagree


agree stronglyagree



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Q: 6. 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

77.50%of employees agree that training program they have attended was relevant to their

job.13.75%of them were strongly agree with it. Whereas, 8.75%of them were having no

strong opinion.

0

10

20

30

40

50

60

70

80

90

sronglydisagree





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Q: 7. 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


job.10%of them were strongly agree with it. Whereas, 8.75%of them disagrees and 22.50%of


0

10

20

30

40

50

60

70

sronglydisagree





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Q: 8. 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

25%of employees agree that training program they have attended was relevant to their job.

40%of them were strongly agreed with it. Whereas, 5%of them disagrees and 23.75%of them

were having no strong opinion. Only 1.25% of employees were strongly disagree.

0

5

10

15

20

25

30

35

40

45

sronglydisagree





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Q: 1. The Training was relevant to my Subordinates Job:



Disagree 00 0.00


Agree 17 21.25


Total 80 100


job.73.75% of them were strongly agree with it. Whereas,5%of them were having no strong

opinion.

0

10

20

30

40

50

60

70

80

sronglydisagree




Questionnaire for Su erior of the Partici ant


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Q: 2. she/he 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


job.42.50%of them were strongly agree with it.Whereas,13.75%of them disagrees and


0

5

10

15

20

25

30

35

40

45

sronglydisagree





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Q: 3. There has been an improvement in the Efficiency/Productivity of my subordinate:



Disagree 06 7.50


Agree 44 55.00


Total 80 100

55%of employees agree that training program they have attended was relevant to their

job.23.75%of them were strongly agree with it. Whereas, 7.50%of them disagrees and


0

10

20

30

40

50

60

sronglydisagree





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Q: 4. As a result of my subordinates 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


job.13.75%of them were strongly agree with it. Whereas, 3.75%of them disagrees and


0

5

10

15

20

25

30

35

40

45

50

sronglydisagree





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Q: 5. After the training there has been a significant change in my subordinates attitude

towards the job and people at work.



Disagree 13 16.25


Agree 27 33.75


Total 80 100


job.12%of them were strongly agree with it. Whereas, 16.25%of them disagrees and


0

5

10

15

20

25

30

35

40

sronglydisagree





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CHAPTER 5

CONCLUSION


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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. We used questionnaires to find

out the effectiveness of training programmes in Tata motors.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 companys 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.


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CHAPTER 6

SUGGESTION & RECOMMENDATION


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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 trainingprogram.

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 organizations planning cycle perhaps a year or 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


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Forecasting and measuring costs

Administration costs

Faculty costs

Facilities

Participants costs

Evaluation costs

Forecasting and measuring benefits

Labor savings

Productivity increases

Other cost savings


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CHAPTER 7

REFERENCES


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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

Karina Nielsen (2012)Enhancing team leaders' well-being states and challenge experiences

during organizational change: A randomized, controlled study Human Relations. 65: 1207-

1231

Konings, J. & Vanormelingen, S., (2010). The Impact of Training on Productivity and

Wages: Firm Level Evidence, IZA Discussion Papers 4731, Institute for the Study of Labor

(IZA).

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

Colombo, E, & Stanca, L. (2008). The Impact of Training on Productivity: Evidence from a

Large Panel of Firms, Working Papers 134, University of Milano-Bicocca, Department ofEconomics.

Galindo-Rueda, F. & Haskel, J. (2005). 'Skills, Workforce Characteristics and Firm-Level

Productivity: Evidence from the Matched ABI/Employer Skills Survey', SSRN eLibrary.

Dearden, L., Reed, H. & Reenen, J.V. (2005). 'The Impact of Training on Productivity and

Wages: Evidence from British Panel Data', IFS Working Papers W05/16,


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Arthur Jr. Et al., (2003) Effectiveness of training in organizations: A meta-analysis of design

and evaluation features.Journal of Applied Psychology,

Michel Armstrong;(2001) A Handbook of Human Resource Management Practice, Kogan

Page, 8th Ed.


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CHAPTER 8

QUESTIONNAIRE


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Questionnaire

Q: 1. The Training Program I attended was relevant to my job:

Q. 2. The Concepts and Techniques I learnt during the training could be

put into practice in my job:

Q: 3. The Training program was complete/sufficient with regards to its objectives:

Q: 4. The topics covered were relevant/adequate for my job:

Q: 5. I have been able to implement the concept/techniques (learnt during

the training) on-the-job:

Q: 6. To implement what I have learnt during the training, I get co-

operation from my superiors and subordinates.

Q: 7. As a result of this training program, I have been able to contribute to

the divisional productivity/Quality:

Q: 8. As a result of this training program, there has been an improvement in my

knowledge and skills:


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Questionnaire for Superior of the Participant

Q:1. The Training was relevant to my Subordinates Job:

Q: 2. He/She has been able to apply (on the job) the concepts learnt during

the Training Program:

Q: 3. There has been an improvement in the Efficiency/Productivity of my

subordinate:

Q: 4. As a result of my subordinates training; there have been visiblechanges in the work culture in terms of using these

tools/techniques/concepts:

Q: 5. After the training there has been a significant change in my

subordinates attitude towards the job and people at work.

main mrp on tata motors

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