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EMPLOYEE SATISFACTION
AT
PANCHASHEEL ENTERPRISES (Ailneni) PVT. LTD.
Dissertation submitted in partial fulfillmentof the requirement for the award of
BACHELOR DEGREE IN BUSINESS MANAGEMENT
SATAVAHANA UNIVERSITY, KARIMNAGAR
By
DUVASI DHANA LAKSHMI
(H.T.NO: 028-11-1803)
Under the guidance of
Mr. K. SATHISH REDDY
Assistant Professor
DEPARTMENT OF COMMERCE AND BUSINESS MANAGEMENT
SREE CHAITANYA DEGREE COLLEGE
(Affiliated To Satavahana University, Karimnagar)
Mankamma Thota, Karimnagar - 505 001 (A. P.)
2010-2013
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ACKNOWLEDGEMENTS
In the process of pursuing this project report, I have been obliged to
many persons. I am extremely thankful to the management of
SREE CHAITANYA DEGREE COLLEGE, KARIMNAGAR. I am very
thankful to Sri. G. MALLA REDDY, Principal for giving the permission to
undertake the project in the BBM programme.
I would like to thanks Mr. Shankar, Sales Manager Panchasheeel
Enterprises (Ailneni) Pvt.Ltd Karimnagar for given me this opportunity to
undergo to a project study programmed in their esteemed organization.
I would like to place on record my special and sincere thanks to
Mr. K. SRINIVAS, Head, Department of Commerce And Business
Management for his help and encouragement and I also thankful to my
project guide Mr. K. SATHISH REDDY for his valuable suggestions
during the preparation of the project work.
I would like to express my gratitude to all the people who have helped
me in doing this project.
DUVASI DHANA LAKSHMI
(H.T.NO: 028-11-1803)
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DECLARATION
I DUVASI DHANA LAKSHMI, hereby declare that the project
report entitled EMPLOYEE SATISFACTION with reference to
PANCHASHEEL ENTERPRISES (Ailneni) PVT. LTD is prepared
and submitted by me under the guidance of Assistant Professor
Mr. K. SATHISH REDDY. The data collections and suggestions are my
own and have not been submitted to any other University or Institution.
DUVASI DHANA LAKSHMI
(H.T.NO: 028-11-1803)
Place:
Date:
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INTRODUCTION
Training
Training is defined as Organized activity aimed at imparting information
and/or instructions to improve the recipient's performance or to help him or her attain
a required level of knowledge or skill. The term training refers to 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.
Training and development
In the field of human resource management, training and development is the
field which is concerned with organizational activity aimed at bettering the
performance of individuals and groups in organizational settings.
It has been known by several names, including human resource
development, and learning and development. Training and development (T&D)
encompasses three main activities: training, education, and development.
Training: This activity is both focused upon, and evaluated against, the jobthat an individual currently holds.
Education: This activity focuses upon the jobs that an individual maypotentially hold in the future, and is evaluated against those jobs .
Development: This activity focuses upon the activities that the organizationemploying the individual, or that the individual is part of, may partake in thefuture, and is almost impossible to evaluate.
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Why there is requirement of training and development?
All too often, a decision t train is made before a problem has been fully
explored. The following typical situation occurs: An operating supervisor or a
manager calls the training manager and inform him that he has a training problem and
wants his help. This procedure bypasses a critical step in the process: An analysis of
the situation to determine what the real problem is.
The plain fact of the matter is the training is not always the answer to a
deficiency in performance. Rather, the problem is often poor organization; in educate
supervision, unclear or ambiguous policies, poor communication, improper personnel
selection policies or procedures, faulty job design, deficiencies in equipment or
materials, improper work methods, or inappropriate work standards.
One of the major responsibilities of the trainer is to help operating managers
and supervisors to decide whether the solution to a problem lies in better training or
better management. He can do this by analyzing the problem with the help of the
manager. Together, they must find answers to the following questions: Is the
discrepancy between expected performance and actual performance important? What
brought the problem to light? Why is it critical? Is the performance shortfall skill
deficiency?
Merger has made the point quite clear in the form of a maxim for trainers and
managers: if a man doesnt have a skill, train. If he has the skill but doesnt perform,
manage
NEED FOR THE STUDY
Many companies go beyond training employees for specific job skills by
offering programs of general educational content. The companys rationale for such
programs will benefit the company in intangible ways through a change in employees
attitudes.
Along with the raise in competition in entire global market, it has become
mandatory for the companies and organizations to increase the productivity and the
work efficiency. In a situation like this it is necessary that proper training must be
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given to staff people so that both productivity and work efficiency could be improved.
Somewhere along with the way it also helps in cost reduction.
The major need for the study is to evaluate the training and development program by
studying the existing training and development process in Adarsha automotives pvt.
Ltd. and to determine the factor like:
Improved interpersonal skills of the trainees/respondents. Training outcome given to the trainees/respondents. Problems faced by the trainees/respondents during the training period. Respondents satisfaction level before and after training. Ability of the trainees/respondents to acquire knowledge.
SCOPE OF THE STUDY
Training Effectiveness is the process wherein the management finds out how
effective it has been at training and developing the employees in an organization. The
scope of the present study is very limited to Adarsha automotives pvt. Ltd. The
present study is confined to understand the training and development programmes
conducted by Adarsha automotives pvt. Ltd. to its employees. This study gives somesuggestions for making the present training and development system more effective.
OBJECTIVES OF STUDY
Many approaches of training programs are in action and about many of these
approaches we have studied in course of MBA academic work but theoretical
knowledge is not all sufficient to understand all those approaches. Therefore this
study is to understand the utility and importance of all those approaches practically.The specific objectives of the study are:
1. To study the T & D programs in Adarsha automotives pvt. Ltd.2. To analyze the views and opinions of the employees regarding the
programmes provided at Adarsha automotives pvt. Ltd.Karimnagar.
3. To study the effectiveness of training practices on the employees of theAdarsha automotives pvt. Ltd.who undergone training programme.
4. To offer suggestions, if any.
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RESEARCH METHODOLOGY
Every project work is based on certain methodology, which is a way to
systematically solve the problem or attain its objectives. It is a very important
guideline and lead to completion of any project work through observation, data
collection and data analysis. Clifford Woody has stated that Research Methodology
comprises of defining & redefining problems, collecting, organizing & evaluating
data, making deductions &researching to conclusions.
Randomly selected few- out of all training and development programs that
were conducted in Adarsha automotives pvt. Ltd. have been taken in the form of
sample program for this very study and various respondents of this program have
been selected as sample respondents programs most commonly are from HR area.
During the study, the questionnaire has been sent to 50 respondents of
different T & D programs conducted by Adarsha automotives pvt. Ltd.at different
periods.
Accordingly, the methodology used in the project is as follows:
Defining the objectives of the study Framing of questionnaire keeping objectives in mind (considering the
objectives)
Selection of respondents Feedback from the respondents Analysis of feedback Conclusion, findings and suggestions.
DATA COLLECTION
To determine the appropriate data for research mainly two kinds of data was
collected namely primary & secondary data as explained below:
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Primary data
Primary data are those, which were collected afresh & for the first time and
thus happen to be original in character. However, there are many methods of
collecting the primary data; all have not been used for the purpose of this project. The
ones that have been used are:
Questionnaire Informal Interviews Telephonic interview Observation
Secondary data
Secondary data is collected from previous researches and literature to fill in
the respective project. The secondary data was collected through:
Text Books Websites
RESEARCH INSTRUMENT:
Questionnaire was used as a research instrument. Questionnaire refers to a
device for securing answer to a formally arranged list of questions by using the term,
which the respondent fills in himself.
SAMPLE SIZE
50 respondents have been selected at random from the trainees of organization
and feedback forms and questionnaires have been obtained. The data has been
analyzed in order to arrive at effectiveness of training practices in the organization.
SAMPLING TECHNIQUE
The technique of Random Sampling has been used in the analysis of the
data/Random sampling from a finite population refers to that method of sample
selection, which gives each possible sample combination an equal probability of being
picked up and each item in the entire population to have an equal chance of being
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included in the sample. This sampling is without replacement, i.e. once an item is
selected for the sample, it cannot appear in the sample again.
STATISTICAL TOOLS
The collected data were classified and tabulated and analyzed with some of the
statistical tools. They are
Percentage analysis Bar graph was used to explain the tabulation clearly
LIMITATIONS OF THE STUDY
The following are the limitations of the study:
The sample size was small and hence the results can have a degree ofvariation.
The research is limited only to the some respondents of the company. Training needs assessment is unavailable as the organization receives
readymade training needs information from the participants side.
An extensive research could not be undertaken because of time constraints. The fear of expressing the true facts among the respondents could be a
limitation.
The data collection method is through interview method respondents oftenwere hesitant to provide information. Even though the respondents were
available they were not willing to give their valuable responses because they
were busy with their usual work.
Financial problem was also there in completing this project report in a properway.
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INTRODUCTION TO AUTOMOBILE INDUSTRY
The Indian automotive industry consists of five segments commercial
vehicles; multi-utility vehicles & passenger cars; two-wheelers; three-wheelers; and
tractors. With 5,822,963 units sold in the domestic market and 453,591 units exported
during the first nine months of FY2005 (9MFY2005), the industry (excluding
tractors) marked a growth of 17% over the corresponding previous. The two-wheeler
sales have witnessed a spectacular growth trend since the mid nineties.
Two-wheelers Market Size & Growth
In terms of volume, 4,613,436 units of two-wheelers were sold in the country
in 9MFY2005 with 256,765 units exported. The total two-wheeler sales of the Indianindustry accounted for around 77.5% of the total vehicles sold in the period
mentioned
Figure 1Segmental Growth of the Indian Two Wheeler Industry
(FY1995-2004)
After facing its worst recession during the early 1990s, the industry bounced
back with a 25% increase in volume sales in FY1995. However, the momentum could
not be sustained and sales growth dipped to 20% in FY1996 and further down to 12%
in FY1997. The economic slowdown in FY1998 took a heavy toll of two-wheeler
sales, with the year-on-year sales (volume) growth rate declining to 3% that year.
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However, sales picked up thereafter mainly on the strength of an increase in
the disposable income of middle-income salaried people (following the
implementation of the Fifth Pay Commission's recommendations), higher access to
relatively inexpensive financing, and increasing availability of fuel efficient two-
wheeler models. Nevertheless, this phenomenon proved short-lived and the two-
wheeler sales declined marginally in FY2001. This was followed by a revival in sales
growth for the industry in FY2002. Although, the overall two-wheeler sales increased
in FY2002, the scooter and moped segments faced de-growth. FY2003 also witnessed
a healthy growth in overall two-wheeler sales led by higher growth in motorcycles
even as the sales of scooters and mopeds continued to decline. Healthy growth in two-
wheeler sales during FY2004 was led by growth in motorcycles even as the scooters
segment posted healthy growth while the mopeds continued to decline. Figure 1
presents the variations across various product sub-segments of the two-wheeler
industry between FY1995 and FY2004.
Demand Drivers
The demand for two-wheelers has been influenced by a number of factors over
the past five years. The key demand drivers for the growth of the two-wheeler
industry are as follows
Inadequate public transportation system, especially in the semi-urban and ruralareas;
Increased availability of cheap consumer financing in the past 3-4 years;
Increasing availability of fuel-efficient and low-maintenance models;
Increasing urbanisation, which creates a need for personal transportation;
Changes in the demographic profile;
Difference between two-wheeler and passenger car prices, which makes two-wheelers the entry level vehicle;
Steady increase in per capita income over the past five years; and
Increasing number of models with different features to satisfy diverse consumerneeds.
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MARKET CHARACTERISTICS
Demand
Segmental Classification and Characteristics
The three main product segments in the two-wheeler category are scooters,
motorcycles and mopeds. However, in response to evolving demographics and
various other factors, other sub segments emerged, viz. scooterettes, gearless scooters,
and 4-stroke scooters. While the first two emerged as a response to demographic
changes, the introduction of 4-stroke scooters has followed the imposition of stringent
pollution control norms in the early 2000. Besides, these prominent sub-segments,
product groups within these sub-segments have gained importance in the recent years.
Examples include 125cc motorcycles, 100-125 cc gearless scooters, etc. The
characteristics of each of the three broad segments are discussed in Table 1.
Table 1
Two-Wheelers Comparative Characteristics
Scooter Motorcycle Moped
Price*(Rs. as inJanuary 2005)
> 22,000 > 30,000 > 12,000
Stroke 2-stroke, 4-stroke
Mainly 4-stroke
2-stroke
Engine Capacity(cc)
90-150 100, 125, > 125 50, 60
Ignition Kick/Electronic Kick/Electronic Kick/Electronic
Engine Power(bhp)
6.5-9 7-8 and above 2-3
Weight (kg) 90-100 > 100 60-70
Fuel Efficiency(kms per litre)
50-75 50-80+ 70-80
Load Carrying High Highest Low
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Segmental Market Share
The Indian two-wheeler industry has undergone a significant change over the
past 10 years with the preference changing from scooters and mopeds to motorcycles.
The scooters segment was the largest till FY1998, accounting for around 42% of the
two-wheeler sales (motorcycles and mopeds accounted for 37% and 21 % of the
market respectively, that year). However, the motorcycles segment that had witnessed
high growth (since FY1994) became larger than the scooter segment in terms of
market share for the first time in FY1999. Between FY1996 and 9MFY2005, the
motorcycles segment more than doubled its share of the two-wheeler industry to 79%
even as the market shares of scooters and mopeds stood lower at 16% and 5%,
respectively.
Figure 2 Trends in Segmental Share in Industry Sales (FY1996-9MFY2005)
While scooter sales declined sharply by 28% in FY2001, motorcycle sales
reported a healthy growth of 20%, indicating a clear shift in consumer preference.
This shift, which continues, has been prompted by two major factors change in the
country's demographic profile, and technological advancements.
Over the past 10-15 years the demographic profile of the typical two-wheeler
customer has changed. The customer is likely to be salaried and in the first job. With a
younger audience, the attributes that are sought of a two-wheeler have also changed.
Following the opening up of the economy and the increasing exposure levels of this
new target audience, power and styling are now as important as comfort and utility.
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The marketing pitch of scooters has typically emphasised reliability, price,
comfort and utility across various applications. Motorcycles, on the other hand, have
been traditionally positioned as vehicles of power and style, which are rugged and
more durable. These features have now been complemented by the availability of new
designs and technological innovations. Moreover, higher mileage offered by the
executive and entry-level models has also attracted interest of two-wheeler customer.
Given this market positioning of scooters and motorcycles, it is not surprising that the
new set of customers has preferred motorcycles to scooters. With better ground
clearance, larger wheels and better suspension offered by motorcycles, they are well
positioned to capture the rising demand in rural areas where these characteristics
matter most.
Scooters are perceived to be family vehicles, which offer more functional
value such as broader seat, bigger storage space and easier ride. However, with the
second-hand car market developing, a preference for used cars to new two-wheelers
among vehicle buyers cannot be ruled out. Nevertheless, the past few years have
witnessed a shift in preference towards gearless scooters (that are popular among
women) within the scooters segment. Motorcycles, offer higher fuel efficiency,
greater acceleration and more environment-friendliness. Given the decliningdifference in prices of scooters and motorcycles in the past few years, the preference
has shifted towards motorcycles. Besides a change in demographic profile, technology
and reduction in the price difference between motorcycles and scooters, another factor
that has weighed in favour of motorcycles is the high re-sale value they offer. Thus,
the customer is willing to pay an up-front premium while purchasing a motorcycle in
exchange for lower maintenance and a relatively higher resale value.
India is an emerging country with huge potential. The domestic economy is
now growing at around 9-10%per annum and Indias importance in global terms is
being reinforced by rapidly rising exports and domestic consumption. At a time when
numbers of a slowdown and overheating in the Indian economy have started gaining
momentum, the Indian rupee sprang a surprise by pushing the GDP figure past the
trillion-dollar (42,00,000 crore) mark.
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The automotive industry is at the center of Indias new global dynamic. The
domestic market expanding rapidly as incomes rise and consumer credit becomes
more widely available. Manufacturers product lines are being continually expanded,
as is the local automotive manufacturing base. Expectation are high that India can
develop as a global hub for vehicle manufacturers and as an outsourcing center that
offers the global automotive industry solution high up the automotive value chain.
India eyes 25 million automotive jobs. India's GDP is set to double over the next decade In percentage terms, the automotive industry's contribution should also double. In dollar terms, the sector's contribution is set to quadruple to some $145bn
The automobile industry in India accounts for a business volume of $45 billion
and has the potential to grow much faster both through Indian as well as international
manufacturers who have established huge facilities in the country
With the worlds second largest and fastest-growing population, there is no
denying Indias potential in both economic and population terms and the effect it will
have on the auto industry in the years to come. The country is already off to a good
start, with a well-developed components industry and a production level of 1 million
four-wheeled vehicles a year, plus a further 5 million two- and three-wheelers.
The implications, market drivers and scope of a future massive Indian vehicle
market are covered in the India Strategic Market Profile, a brand-new forecast of
Indian automotive and related activity to 2020. Based on Max Pemberton's unique
relational long-term forecasting model, it forecasts car and CV sales, demographics,
materials usage, auto industry employment, and explains their inter- year of healthy
growth in auto industry.
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INDUSTRY GROWTH
Future of the Automobilein the Economy
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US based consultancy, keystone predicts that India will become worlds third
largest automobile market by 2030. Overall size expected to exceed 20 million with
compounded annual growth rate of over 12%.
India Then & Now
1983
Number of brands 2
Number of models 2
2008
Number of brands 30
Number of models 70
Some of the Car companiesin India
Maruti Suzuki Hero motocorp ltd. Fiat General motors (Opel, Chevrolet) Ford Hindustan motors, Mitsubishi Honda Hyundai Baja tempo Marinara Maine elect. Mercedes Benz Nissan San engineering Soda
Toyota
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Top three manufacturers
Maruti Suzuki Tate motors Hyundai
Car segmentation This is done on the basis of size and price of the car
A segment maruti800, omni
B segment Zen, wagon-r, alto, Santo, polio, indicia
C segment esteem, accent, indigo, icon, Honda city, civic
D-segment opera, Octavia, sonata, monde, accord, corolla, Camry, Mercedes
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COMPANY PROFILE
Maruti Suzuki is one of India's leading automobile manufacturers and the market
leader in the car segment, both in terms of volume of vehicles sold and revenue
earned. Until recently, 18.28% of the company was owned by the Indian government,
and 54.2% by Suzuki of Japan. The Indian government held an initial public offering
of 25% of the company in June 2003. As of May 10, 2007, Govt. of India sold its
complete share to Indian financial institutions. With this, Govt. of India no longer has
stake in Maruti Udyog.
Maruti Udyog Limited (MUL) was established in February 1981, though the actual
production commenced in 1983 with the Maruti 800, based on the Suzuki Alto kei carwhich at the time was the only modern car available in India, its' only competitors-
the Hindustan Ambassador and Premier Padmini were both around 25 years out of
date at that point. Through 2004, Maruti has produced over 5 Million vehicles.
Maruti are sold in India and various several other countries, depending upon export
orders. Cars similar to Maruti (but not manufactured by Maruti Udyog) are sold by
Suzuki and manufactured in Pakistan and other South Asian countries.
The company annually exports more than 50,000 cars and has an extremely large
domestic market in India selling over 730,000 cars annually. Maruti 800, till 2004,
was the India's largest selling compact car ever since it was launched in 1983. More
than a million units of this car have been sold worldwide so far. Currently, Maruti
Alto tops the sales charts and Maruti Swift is the largest selling in A2 segment.
Due to the large number of Maruti 800s sold in the Indian market, the term "Maruti"
is commonly used to refer to this compact car model. Till recently the term "Maruti",
in popular Indian culture, was associated to the Maruti 800 model.
Maruti Suzuki India Limited, a subsidiary of Suzuki Motor Corporation of Japan, has
been the leader of the Indian car market for over two decades.
Its manufacturing facilities are located at two facilities Gurgaon and Manesar south
of New Delhi. Marutis Gurgaon facility has an installed capacity of 350,000 units per
annum. The Manesar facilities, launched in February 2007 comprise a vehicle
assembly plant with a capacity of 100,000 units per year and a Diesel Engine plant
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with an annual capacity of 100,000 engines and transmissions. Manesar and Gurgaon
facilities have a combined capability to produce over 700,000 units annually.
More than half the cars sold in India are Maruti cars. The company is a subsidiary of
Suzuki Motor Corporation, Japan, which owns 54.2 per cent of Maruti. The rest is
owned by the public and financial institutions. It is listed on the Bombay Stock
Exchange and National Stock Exchange in India.
During 2007-08, Maruti Suzuki sold 764,842 cars, of which 53,024 were exported. In
all, over six million Maruti cars are on Indian roads since the first car was rolled out
on December 14, 1983.
Maruti Suzuki offers 12 models, Maruti 800, Omni, Alto, Versa, Gypsy, A Star,
Wagon R, Zen Estilo, Swift, Swift Dzire, SX4, Grand Vitara. Swift, Swift dzire, A
star and SX4 are maufactured in Manesar, Grand Vitara is imported from Japan as a
completely built unit (CBU), remaining all models are manufactured in Maruti
Suzuki's Gurgaon Plant.
Suzuki Motor Corporation, the parent company, is a global leader in mini and
compact cars for three decades. Suzukis technical superiority lies in its ability to pack
power and performance into a compact, lightweight engine that is clean and fuel
efficient.
Maruti is clearly an employer of choice for automotive engineers and young
managers from across the country. Nearly 75,000 people are employed directly by
Maruti and its partners.
The company vouches for customer satisfaction. For its sincere efforts it has been
rated (by customers)first in customer satisfaction among all car makers in India for
nine years in a row in annual survey by J D Power Asia Pacific.
Maruti Suzuki was born as a government company, with Suzuki as a minor partner to
make a people's car for middle class India. Over the years, the product range has
widened, ownership has changed hands and the customer has evolved. What remains
unchanged, then and now, is Marutis mission to motorize India.
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BACKGROUND OF THE INDIAN AUTO INDUSTRY
Although the Indian car industry was established in the late forties, there was little
growth or technical progress, as passenger cars were given very low priority in the
scheme of Centralized Economic Planning. In the 1980s, the car industry was
undergoing technological stagnation and was characterized by low production
volumes, high cost and low productivity. The consumer had very little choice and the
market was selling just around 30,000 cars per year.
There was a clear need to provide a cost effective, reliable and quality car to the
customers. Maruti Suzuki India Limited was incorporated in such a scenario as a fully
owned Government Company on February 24, 1981 with a resolve to bring about
expansion and technological modernization, of the automobile sector. Thus MSIL,
when started was entrusted with the task of achieving the following policy objectives
Modernization of Indian Automobile Industry. Production of Vehicles in large volumes, which was necessary for economicgrowth.
Production of Fuel-efficient vehicles to conserve scarce resources.Choice of product and collaborator
To achieve the above objectives, one of the foremost tasks before. MarutiSuzuki India Limited was to determine the most suitable product mix and to
select the most suitable foreign partner who would be willing to accept MSIL
s requirements in terms of product mix, technology transfer, and equality
participation and had the required technological expertise and experience in
producing high quality, reliable and fuel efficient vehicles.
After extensive discussion with several major European and Japanese car
manufacturers, MUL chose Suzuki Motor Corporation (SMC) further increased its
equity holding to 50% in the year 1992, converting . Maruti Suzuki India Limited,
into a Non-Government Company with a total Equity base of Rs. 1322.92 million.
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BACKGROUND OF SMC
SUZUKI was founded in 1909 as Suzuki Loom Manufacturing Company. It started
manufacturing motorcycles in 1952 and has become a world leader in the manufacture
of two-wheelers .SUZUKI started producing cars from 1955.Today it is Japans
largest manufacturers of small , fuel-efficient cars. At present the companys name is
SUZUKI MOTOR CORPORATION.
SUZUKI AND MARUTIS WORLD-CLASS MANUFACTURING
FACILITIES AT MANESAR
On February 06,2007 Mr. Bhupendera Singh Hooda , Chief Minister of Haryana
inaugurated three world-class manufacturing facilities set up by SMC and Maruti
Suzuki India Limited.
The facilities inaugurated were as follows
MSILs fourth car Assembly plant. A diesel engine and transmission plant, set up under a joint venture of SMC
and MSILcalled Suzuki Power train India Limited (SPIL)
SMCs two-wheeler plant in Gurgaon, Suzuki Motorcycle India PrivateLimited (SMIPL).
INTRODUCTION TO MARUTI SUZUKI INDIA LIMITED
A License and a Joint Venture Agreement was signed with Suzuki MotorCompany of Japan, in OCT. 1982
Market leader with over 54% Share in Domestic Car Market Exporting cars to over 70 countries around the world including most advance
Western European Markets.
Maruti has revolutionized the Indian Automobile and Component Industryand has set standards in quality of products and service.
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MARUTI INSTALLED CAPACITY
PLANT 1 200,000 units PLANT 2 150,000 units PALNT 3 150,000 units PLANT 4 100,000 units
COMPANY MISSION
A leader in the Indian Automobile Industry. Creating Customer Delight and Shareholders wealth. A pride of India!
LEADERSHIP
By Market share and brand equity By operational practices By people strategy
CUSTOMER DELIGHT
Values for money Quality Service
SHARE HOLDERS WEALTH
High Profitability & ImageA PRIDE OF INDIA
As a corporate citizen Products People Practices Customers
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VALUES
Customer Obsession Fast, Flexible, First Mover Innovation and creativity Networking and partnership Openness and learning
QUALITY POLICY
To increase consumer satisfaction through continuous improvement of products
and services, this is achieved by following PDCA functions and levels of Maruti
Organizations.
QUALITY TOOLS
5 S 4 M 3 M 3 G 3 K
What is 5S?
SEIRIPROPER SELECTION
SEITION ARRANGEMENT
SEISOCLEANING
SEIKETSO CLEANLINESS
SHITSUKE DISCIPLINE
What is 4M?
The factory is essentially a mix of man, materials, machines and methods. These
should move continuously and effectively to produce a quality product at low cost.The most essential work in quality control is to thoroughly investigate regarding the
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problems concerning quality, decide suitable counter measures and carry out
improvements accordingly.
MAN MACHINE MATERIAL METHODS
What is 3M?
In Japanese Language 3M is
MURIINCONVENIENCE
MUDA WASTAGE
MURA INCONSISTENCY
What is 3G?
In Japanese Language 3G is
GENCHI GO TO ACTUAL PLACE
GENBUTSU SEE THE ACTUAL THING
GENJITSU TAKE APPROPRIATE ACTION
INTRODUCTION TO VARIOUS MODELS
PRODUCT RANGE
MODELS SPECIFICATIONSYEAR OF
LAUNCH
MARUTI 800 (FIRST
MODEL)
796CC, HATCHBACK DECEMBER 1983
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OMNI 796CC, MUV NOVEMBER 1984
GYPSY 992CC, 4WD DECEMBER 1985
MARUTI 800
(MODIFIED)796CC, HATCHBACK APRIL 1986
MARUTI 1000 996CC, SEDAN OCTOBER 1990
ZEN 996CC, HATCHBACK OCTOBER 1993
ESTEEM 1.3L LX 1296CC, SEDAN NOVEMBER 994
ESTEEM 1.3L VX 1296CC, SEDAN NOVEMBER1995
ESTEEM 1.3L AX 1296CC, SEDAN JUNE 1996
ZEN AX (AUTOMATIC) 996CC, HATCHBACK OCTOBER 1996
GYPSY KING 1296CC, 4WD NOVEMBER1996
OMNI (E) 796CC, MUV DECEMBER 1996
GYPSY (E) 1296CC, 4WD DECEMBER 1996
MARUTI 800 (NEW
MODEL)796CC, HATCHBACK SEPTEMBER 997
ESTEEM 98 1296CC, SEDAN OCTOBER 1997
NEW OMNI & OMNI-E 796CC, MUV FEBRUARY 1998
ZEN VX & ZEN VX
AUTOMATIC996CC, HATCHBACK
JULY 1998
ZEN D 1200CC, HATCHBACK AUGUST 1998
MARUTI 800 EX 796CC, HATCHBACK JANUARY 1999
ZEN LX 996CC, HATCHBACK JANUARY 1999
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ZEN CLASSIC 996CC, HATCHBACK AUGUST 1999
ZEN VXI 996CC, HATCHBACK OCTOBER 1999
OMNI XL 796CC, MUV OCTOBER 1999
BALENO 1586CC, SEDAN DECEMBER 1999
WAGON R 1096CC, HATCHBACK JANUARY 2000
ALTURA1586CC, HATCHBACK
(BALENO)MARCH 2000
ALTO LX, LXI 796CC, HATCHBACK SEPTEMBER 000
VERSA 1296CC, MUV DECEMBER 2001
SWIFT 1296CC, HATCHBACK MAY 2005
ZEN ESTILO 1096CC, HATCHBACK DECEMBER 2006
SWIFT DIESEL 1296CC, HATCHBACK FEBRUARY 2007
SWIFT DIESEL FEBRUARY 2007
GRAND VITARA MARCH 2007
SX4 1.600CC MAY 2007
SWIFT DZIRE MARCH 2008
A- STAR NOVEMBER 2008
RITZ MAY 2009
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ORGANIZATIONAL STRUCTURE
Maruti has believed, since the very beginning that it is its employees who could make
it into an organization with a difference .Accordingly, as against the traditional
hierarchical
System of management, which causes unnecessary delays in decision-making, we
have built up a flat organization with a family type of atmosphere at our place of
work.
The company is divided into different divisions according to the various functional
areas. A Divisional Manager heads each Division. Divisions are further divided into
Departments that are headed by Department Managers who report to the respective
Divisional Managers. Designations in the company are based on the functional
responsibility and not levels as in terms of the companys philosophy designations
and functional responsibility are de-linked from the salary levels.
The total operations of the Company are divided into Divisions like Marketing &
Sales, Spares, Engineering, Q.A. & Services, Production, Production Engineering,
Materials, Information Services, Finance, Personnel & Administration, etc. Each
division is furthering divided into Departments and headed by Departmental
Managers who is assisted by Supervisory Executives.
DIVISIONS AND DEPARTMENTS
Corporate Services Division
Legal & Secretarial Department Corporate Communication Cell Protocol Strategic Initiative Group Recruitment & Management Compensation
Human Resource Division
Employee Relations Department Establishment & Time Office
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Factory Administration Department Organizational Development Department
Production Division
Plant- 1 Plant- 2 Plant- 3 Plant- 6 at Manesar
Production Engineering
Production Engineering Division Production Service Division
Engineering Directorate
QAIN Division Service Division Service- 1-5 MSS(D) Parts Inspection Division Engineering Division
Supply Chain division
Supply Chain- 1,2,3 Division Shipping & transport Department Imports Department Consumables Department
Information Technology Division
Application Group1 (AG1) Application Group2 (AG2) Application Group3 (AG3) Information Technology Strategies(ITS)
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IT Operation and Services(ITOS)Marketing & Sales Secretariat
Marketing Strategy & Development Marketing Sales Exports Web-IT, E-Commerce
Spare Parts Division
Spare Parts Procurement Warehousing & Dispatch Spare Parts Sales Accessories
Vigilance Division
Security Wing Vigilance Wing
Finance Division
Budget, Cost & Accounts Department Income AccountingThe total project costs, priority, completion time and personnels required were
estimated. Initial plans were drawn up as to how the project would proceed to its final
implementation, while running the existing system so that companys informationneeds were not affected.
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PROFILE OF ADARSHA AUTOMOTIVES PVT LTD
ADARSHA AUTOMOTIVES PVT.LTD in Karimnagar has been established
on may 2005 physically it is located at Bypass x road. The proprietor of ADARSHA
AUTOMOTIVES PVT.LTD is Mr. Satyanarayana mainly the show room has been
established for the sale of Maruti vehicles in Karimnagar. ADARSH
AUTOMOTIVES PVT.LTD has been providing better services to the consumers
from the three years. The authorized share capital of ADARSH AUTOMOTIVES
PVT.LTD is 10 Crores.
ADARSH AUTOMOTIVES PVT.LTD has got a good reputation in Karimnagar
town and it is convenient to all the consumers.
MARUTI SUZUKI INDIA LIMITED
Maruti Suzuki India Limited is a publicly listed automaker in India. It is a
leading four-wheeler automobile manufacturer in South Asia. Suzuki Motor
Corporation of Japan holds a majority stake in the company. It was the first company
in India to mass-produce and sell more than a million cars. It is largely credited for
having brought in an automobile revolution to India. It is the market leader in India.
On 17 September 2007, Maruti Udyog was renamed to Maruti Suzuki India Limited.
The company's headquarters remain in Gurgaon, near Delhi.
Maruti Suzuki is one of India's leading automobile manufacturers and the
market leader in the car segment/ both in terms of volume of vehicles sold and
revenue earned. Until recently, 18.28% of the company was owned by the Indian
government, and 54.2% by Suzuki of Japan. The Indian government held an initial
public offering of 25% of the company in June 2003. As of May 10, 2007, Govt, of
India sold its complete share to Indian financial institutions. With this, Govt, of India
no longer has stake in Maruti Udyog.
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Awards
2006
Jd power csi 1st rank, 7 years in a row 2000 -2006 Jd power ssi 1st rank, 3 years in a row 2004 -2006 Tops tns TCS survey in key segments, 5 years in a row 2002 2006 Among top 5 car companies in the Forbes list of the worlds most reputed
companies - nov 06
Features in business today's annual list of "20 companies to look for in 2007" -nov 06
The only automobile manufacturer to feature in business today's list of"Indias best 10 marketers -nov 06
Ranks 1st for corporate social responsibility by tons automotive2005
Ranks 1st among automobile companies in the corporate image monitor (cim)study 2005 conducted by ac Nielsen org-marg receives a commendation from
ministry of economy, trade and industry (miti) of Japan -sept 05
Number one in jd power ssi for the second consecutive year Number one in jd power csi for the sixth time in a row - the only car to win it
so many times
M800, WagonR and swift topped their segments in the tns total Customer satisfaction study Leadership in the JD power initial quality study -alto number one in its
segment for the 2nd time in a row, esteem number one in its segment for the
3rd year in a row. Swift number one in the premium compact segment
WagonR and esteem top their segments in the jd Power appeal study Ranks 1st in auto sector for corporate reputation Strength (csr) study - Feb. 05 Tns ranks Maruti 4th in the corporate reputation strength (csr) study. Maruti bagged the "manufacturer of the year" award from Autocar-
CNBC ( 2nd time in a row)-Feb. 05
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First Indian car manufacturer to reach 5 million vehicles sales business worldranks Maruti among top five most respected companies in India-oct 04.
Maruti ranked among top ten (rank7) greenest companies in India by businesstoday - sep '04
2004
Maruti 5uzuki was no. 1 in customer satisfaction, No. 1 in sales satisfaction No.l in product quality (Esteem and alto) and no. 1 in product appeal (esteem and wagon r) No. 1 in total customer satisfaction (Maruti 800, Zen and alto) Business world ranked us among the country's five most respected companies Business world ranked us the country's most respected automobile
company
Voted manufacturer of the year by CNBC Voted one ofIndias greenest companies by business today-ac Nielsen org-
marg
2003
Maruti 800, Maruti Zen and Maruti esteem make it to the top 10 automotivebrands in "most trusted brand survey 2003"
J d power ranked 3 models of Maruti on top; WagonR, Zen and esteem Maruti 800 and WagonR top in total customer satisfaction study 2003.
2002
Mul tops in j d power csi (2001) for 4th time in a row another internationalfest
2001
Maruti bags jd power csi 1st rank; unique achievement by market leaderanywhere in the world
2000
Msm launched as model workshop in India; achieves highest csi rating. Central board of excise & customs awards Maruti with sampan Petra, for
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contribution to exchequer and being an ideal tax assesses.
1998
Ciis business excellence award1996
Maruti wins insane award for excellence in suggestion scheme Awarded the star trading house status by ministry of commerce
1994-95
Engineering exports promotion council's award for export performance1994
Best canteen award among Haryana industries as part of employee welfare.1992-93
Engineering exports promotion councils award for export performance1991-92
Engineering exports promotion councils award for export performance.Milestones
2005
The fiftieth lakh car rolls out in April, 2005 Growth in overall sales by 15.8%
2004
New (non a/c) variant of alto
Alto becomes Indias new bestselling car Lpg variant of 'omnicargo' Versa 5-seater, anew variant Baleno lxi, a new variant Maruti closed the financial year 2003-04 with an annual sale of 472122 units,
the highest ever since the company began operations 20 years ago
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2003
New Suzuki grand vitara xl-7 redesigned and all-new Zen New upgraded wagon r Enters into partnership with state bank of India Production of 4 millionth vehicles. Listed on BSE and NSE after a public issue
oversubscribed 10 times
2002
WagonR pride esteem diesel All other variants upgraded Maruti insurance. Two new subsidiaries started Maruti insurance distributor
services and Maruti insurance brokers limited
Alto spin lxi, with electronic power steering Special edition of Maruti 800, India's first color-coordinated car Maruti true value in Mumbai Maruti finance in Mumbai with 10 finance companies Suzuki motor corporation (SMC) increases its stake in Maruti to 54.2 percent
2001
Zen lxi Maruti true value launched in Bangalore and Delhi Maruti versa, India's first luxury mpv Alto spin lxi, with electronic power steering Alto vxi customer information centers launched in Hyderabad, Bangalore and
Chennai
Launch of versa
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2000
First car company in India to launch a call center New alto altura, a luxury estate car IDTR (institute of driving training and research) launched jointly with the
Delhi government to promote safe driving habits
1999
Maruti 800 ex ( 796cc, hatchback car) Zen lx (993cc, hatchback car) Zen vxi (993cc, hatchback car with power steering) Omni xl (796cc, muv, high roof) Baleno (l600cc/3 box car) Wagon r Launch of Maruti -Suzuki innovative traffic beat in Delhi and Chennai as
social initiative
1998
Maruti launches website as part of crm initiatives Zen d (1527 cc diesel, hatchback car) Zen vx & Zen vx automatic
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ADARSHA Employee Structure
Chairman
(B. Ramaswamy Goud)
Managing director
B. Satyanarayana Goud
Managing Managing Managing Managing C.E.O
Partner partner partner Partner
G. Satyanarayana G. Gyaneshwar J. Amarachary B.Srinivas K.V.Santhosh
Goud Reddy Kumar
Adarsha group
Adarsha group was established in the year of 1992 as a Adarsha finance byMr. B. Ramaswamy Goud, B. Laxmi Narayana Goud and B. Satyanarayana Goud and
along with the friend G. Satyanarayana Goud were with finance business along with
chit fund business and subsequently in the month of June 1992 started TVS dealership
at Manchiryal then in the year 1995 dealership with Swaraj Tractors (Punjab tractors
pvt ltd). Then in the year of 1998 Adarsha terminated dealership of Swaraj and they
took the dealership of Manchiryal.
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In the year of 1999 established dealership in karimnagar. In 2001 established
raja TVS at Warangal. In 2000-2002 established shisheel TVS at Hyderabad. In 2002
established dealership TVS at janagam. Adarsha got the dealership at karimnagar in
the year 2006 then they got the dealership of Maruthi in 2006 and in 2009 the
dealership of Maruthi in Warangal district.
Growth
The Adarsha motors has a tie-up with Maruti Udyog limited (m.u.l) 30% salesof Adarsha is contributed by Maruti Udyog limited cars .Adarsha Maruti is an
iso95 certified company.
Adarsha motors also dealers for Mahindra & Mahindra tractors. In adilabaddistrict Adarsha have 45% market share and in Warangal it has 43% market
share in tractor sales.
Adarsha motors is very famous for TVS two wheeler dealers in karimnagar,adilabad, and Warangal districts, the penetration level of TVS is 40% in this
region, the Adarsha group is largest automotive dealer in Telangana region.
In Adarsha group there are 2000 employees and Adarsha is top 4 th automotivedealers in India.
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TRAINING AND DEVELOPMENT
Training and Development nowadays constitute an ongoing process in any
organization. Training is a tool for increasing individual performance and overall
organizational growth. The objective of the training is to enable the employees to
grow acquire knowledge of thought and action.
What is Training?
Training refers to importing of specific skills, abilities and knowledge to an
employee or it is any attempt to improve present or future, employee performance by
increasing an employee ability to perform, through learning, usually by changing the
attitude or increasing his/her skills and knowledge.
Training is needed not only for technicians who work in the shop floor but
also for supervisors, managers and executives. After training, candidates will be
placed on the jobs to perform the tasks given to them effectively.
Development refers to those learning opportunities designed to help
employees grow. Development is, less skill oriented and stresses on knowledge.
Knowledge about business environment, management, principles and techniques,
human relations, specific industry analysis and like.
Any training & development programme must contain inputs, which enable
the participants to gain skills, learn theoretical concepts and help acquire vision to
look in to the distant future. Training is an investment in HR with a promise of better
returns in future.
IMPORTANCE OF TRAINING AND DEVELOPMENT
Training is the corner stone of sound management, for it makes employees
more effective and productive. It is actively and intimately connected with all the
personnel or managerial activities. It is an integral part of the whole management
programme, with all its many activities functionally related.
Training is a practical and vital necessity because, apart from the other
advantages mentioned above, it enables employees to develop and rise within the
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organization, and increase their market value, earning power and job security. It
moulds the employees attitudes and helps them to achieve a better cooperation with
the company and a great loyalty to it. Training, moreover, heightens the morale of the
employees, for it helps in reducing dissatisfaction, complaints, grievances and
absenteeism, reduces the rate of turnover. Further, trained employees make a better
and economical use of materials and equipped; therefore, wastage and spoilage are
lessened, and the needs for supervision is reduced.
Recognition of the importance of training in recent years has been heavily
influenced by the intensification of the overseas competition and the relative success
of economies like Japan, Germany etc. technological development and organization
change have gradually led some employers to the realization that success relies on the
skills and abilities of their employees and this means considerable and continuous
improvement in Training and Development.
This has also been underscored by the rise in HRM with its emphasis on the
importance of people and the skills they possess in enhancing organization efficiency.
Such commitment to the company and the growth in the quality movement has led
senior management teams to realize the increasing importance of training,
development and education. There has also been more recognition of the need to
complement the qualities of employees with the needs of the organization. Such
concepts require not only careful planning but also a greater emphasis on employee
development.
SUBJECT BACKGROUND OF THE REASERCH TOPIC
EDUCATION:
Education is the understanding and interpretation of knowledge- Education
is concerned with increasing the general knowledge and understanding of the
employees.
TRAINING:
Training is a short term process utilizing a systematic and organized
procedure by which non-managerial personnel learn technical knowledge and skill.
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Training refers only to instruction in technical and mechanical operations.
Training courses are typically designed for a short term, stated set of purposes.
DEVELOPMENT:
Development is an inclusive process with which both managers and
individual employees involved. It offers opportunity to learn skills, but also provide
an environment designed to discovering and cultivating basic attitudes and
capabilities and facilitating continuing personal growth.
NEED FOR TRAINING
1.
Training program helps in increasing the quality and quantity of output.
2. It helps each individual employee to utilize or develop his/her full potential.3. Employees feel that they are being taken care of by the management and these
results in increasing their morale.
4. By training, the worker is enabled to make the more economical and best useof equipment. This results in the reduction of cost of production.
5. Trained employee needs less supervision because of this supervisor canincrease his span of management, resulting in reduced cost of supervision.
6. The availability of trained personnel ensures long term stability and flexibilityin the organization.
7. The workers are exposed to the latest concepts, information and techniques,they become well qualified by this and the increase their market value andearning power.
8. To help a company fulfill its future personnel needs9. To improve organization culture.10.To improve health and safety
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PRINCIPLES OF TRAINING
1. Training and Development is continuous & its scope exists throughout thecareer.
2. The objective & scope of a training plan should be defined before itsdevelopment is begun in order to provide a basis for common agreement &
cooperative action.
3. Training and Development must meet the organization objectives, so theobjectives of the employee Training and Development must be set in clear
terms.
4. There exists a gape b/w best performance and present performance andTraining and Development can bring out the hidden talents to fill the gaps.
5. Growth is a challenge, which involves stress and strains. Training helps anindividual to cope up with these and helps in concentrated effort.
6. Active participation of the learner, the feedback of the learners performanceaccelerates growth and improves the effectiveness of Training andDevelopment.
7. Training should be conducted in the actual job environment to the maximumpossible extent.
STEPS OT BE TAKEN IN TRAINING PROCESS
1. Assessment of training needs2. Training methods3. Picking an effective method4. Evaluation of training
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A.ASSESSMENT OF TRAINING NEEDSMerger has made the point quite clear in the form of a maxim for trainers and
managers: if a man doesnt have a skill, train. If he has the skill but doesnt perform,
manage
Tools to identify training needs
In the first instance, certain technical or supervisory skills are required or
forecast, and personnel with theses skills are not available in the present work force or
in the source of potential employees. Therefore, a program to train personnel in these
skills of operative, supervisory, or managerial personnel are brought to light by any
one of several means.
1. Comparing job descriptions and applicant specifications with skills ofemployees.
2. Analyzing performance ratings.3. Analyzing personnel records.4. Analyzing other types of enterprise records.5. Analyzing operating problems.6. Analyzing long-range plans and forecasts.What is required, then, is a comprehensive survey of the training and development
needs of the enterprise in light of enterprise forecasts.
B.TRAINING METHODS:As a result of research in the field of training, a number of programs are
available. Some of these are new methods, while others are improvements over the
traditional methods. The training programs commonly used to train operative and
supervisory personnel are discussed below. These programs are classified into on-the
job and off-the-job training programs as shown in the figure below:
On-the-job Methods Off-the-job Methods
Job Rotation Vestibule training
Coaching Role-plays
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Job instruction Lecture methods
Committee assignments Discussion
Programmed instruction
On-The-Job-Training Methods:
The most important type of training is on the job training. The workers in this
method learn to master the operations involved on the actual job under the supervision
of\his immediate boss. On the job training has the advantage of giving hand
knowledge and experience under the actual working conditions. On the job training
can be offered in several ways.
Job Rotation:
This type of training involves the movement of the trainee from on job to
another. The trainee receives job knowledge and gains experience from his
supervision or trainer in each of the different job assignments. This method gives an
opportunity to the trainee to understand the problems of employees on other jobs and
respect them.
Coaching:
The trainee is placed under a particular supervision function as a coach in training the
individual. The supervisor provides feed back to the trainee on his performance and
offers him some suggestions for improvement.
Job Instruction:
This method is also known as training through step b step. Under this method, trainer
explains the trainee the way of doing the jobs, knowledge and skills and allows \ him
to do the job. The trainee apprises the performance of the trainee, provides feedback
information and corrects the trainee.
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Committee Assignments:
Under the committee assignment, group of trainees are given and asked to solve an
actually organizational problem. The raise solves the problem jointly. It develops
teamwork.
Off The Job Methods:
In this method a trainee has to leave his place of working and devote his entire time
for trading purpose. Trainee is speared from the job situation and his attention Is
focused upon learning the material related to his future job performance. Off the job
training methods are as follows.
Vestibule Training:
In this method, actual work conditions are simulated in a classroom, material,
files and equipment those are used in actual job performance are also used in training,
and this type of training is commonly used for training persons for clerical and semi-
skilled jobs.
Role Playing:
It is defined as a method of human interactive that involves realistic behavior
in imaginary situations. This method of training involves action, doing and reactive.
The participants play the role of retrain characters, such as the productive manager,
mechanical engineer, superintendents, maintenance engineer, quality control
inspectors, foreman, workers and the like. This method is mostly used for developing
interpersonal interactions.
Conference or Discussion:
It is a method in training the clerical, professional and supervisory personnel.
This method involves a group of people who pose ideas, examine and share facts,
ideas and data, lets assumptions and draw conclusions, all of which contribute to
suitable for a group consisting of 12 to 25 members who are required to discuss and
share a problem common to the. Although it provides little information, it may
encourage analytical thinking; the conferee provides a pooling of ideas to solve
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problems. The conference letter should encourage discussion stimulate completion,
enhance ego and reflect the feelings of participants.
Case Study:
This method has been developed by HARVARD Business school of U.S.A.
Case studies provides facts regarding a business situation summarizing experience
and razing problems. They teach trainees to handle similar situations arising in future.
This method enables the trainees to diagnose business problem and analyze critical
factors, conceptualize the dynamic nature of business and attain confidence to look
for alternative measures for solving the problem and taking decisions with full
understanding of their outcome in the totality.
Management Games:
The game is built around the model of a business situation and trainees are
divided in to reams representing the management. They stimulate the real life process
of taking orating decisions.
In-Basket Exercise:
This is simulation training technique designed around the "Incoming mail" of
an executive. A variety of situations presented which would usually be dealt which by
an executive in his working day. His reaction and responses are taken sown in writing
and then analyzed. Feedback on his decisions forces him to reconsider not only his
administrative actions but also his behavioral style.
Programmed Instruction:
In recent years this method has become popular. Programmed instruction
involves a sequence of step which is often wet through the central panel and guides in
the performance of a desired operations or series of operations. The subject matter to
be learned will be presented in a series of carefully planned. Sequential units are
arranged from simple to more complex levels of instruction. The trainee goes through
the see units by answering question or filling the blends. It incorporates a pre
arranged, proposed or desired course of proceedings pertaining to the learning or
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acquisition of some specific skills or general knowledge. This method is expensive
and time consuming and suitable for large organizations.
Lecture Method:
The lecture is traditional and direct method of instruction. It is regarded as one
of the simplest ways of imparting knowledge to the trainees especially when facts,
concepts or principle, attitude theories and problem solving abilities are to be taught.
The instructor organizes the material and gives it to group of trainees in the form of a
talk. The lecture method can be used for every large group, which are to be trained
within a short period of time.
Video tapes:
The use of video tapes can be effective or ineffective depending on how they
are used. It has been pointed out that the presentation of information is not enough to
guarantee learning. if trainees are allowed to watch videos in a passive manner, the
learning will be ineffective. To be effective, the video should be stopped a certain
points so the trainer can ask questions of the audience. This leads to active
participation and feedback.
It should be noted that video does not hold attention as well as lecturing in
person. To overcome this, video must rely on its strong points: colour, motion, drama
and the incorporation of graphic.
Video ranks high in the number of senses involved. In fact, it ranks second
only to simulation. When used properly it can also rank relatively high in the activity
of and feedback to, the trainee. Couple these with peoples predisposition to watching
television and you can see why video is a popular and effective training methods.
Its main disadvantages may be complexity and cost. Producing an in house
training video or having an outside consultant do it can be an expensive process.
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Slides:
Slides are more of a training aid than a training method. They are usually used
in conjunction with the lecture. Their purpose is to use graphics to help simplify the
presentation and capture the attention of the audience.
Since more senses are involved and audience attention is enhanced, the
training is likely to be more effective. The use of slides in a lecture has the same faults
as the lecture itself. Trainee participation and feedback are extremely low. Again,
combining the lecture with slides and group discussions is much more effective.
Computer Based Training (CBT):
Computer-based training can be divided into two groups: computer-assisted
instruction and computer-managed instruction. In computer assisted instruction, the
computer acts as a tutor. Training takes place during a dialogue between the trainee
and the computer. Information is presented via the monitor and the trainee respondts
to questions asked by typing on the keyboard. Under this system, one terminal is
needed for each trainee.
Computer managed instruction differs in that most training takes place off-
line. The computer assigns each trainee individualized instruction modules that are
completed away from the terminal. After completion, the computer evaluates the
trainees learning, diagnoses areas fo weakness, and prescribes additional work as
needed.
The benefit of managed instruction is that less time is spent online so a single
terminal may be used by many trainees. This can significantly reduce the cost of the
training programme.
The advantage of both types of computer based training is that the proramme
can esily be tailored to the needs of the individual trainees. Those who need additional
instruction can get it without slowing down the training process for others. The
biggest disadvantage is cost. Both the hardwre and the software needed to support the
system can be expensive. The time and money needed to develop the computerized
instructional material can be substantial. For these reasons, computer-based training is
best suited for training courses with a large enrolment and stable content.
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Audio tapes:
The use of audiotapes as a stand-alone training method has some severe
limitations. The activity level of the trainee is low, feedback is low, and only one
sense is involved. Audio-tapes are frequently used to present the same information
that could appear on a printed page. The problem is that tables and diagrams that
could help explain the material cannot be included. In addition, it usually takes longer
to listen to the information than it would to read it. Thus training time is increased.
For these reasons, audiotapes are better used in conjunction with some visual
aid such as printed material or slides. Combining these two can be an effective way to
develop an individualized training programme. The benefit is that audiotapes are
relatively inexpensive and easy to use when compared to other individualized
methods.
C.PICKING AN EFFECTIVE METHODNo single training method is superior to all others. The nature of the material
to be presented, the number of persons to be trained, the background and ability of the
trainees, the king and amount of equipment available, the time that can be devoted to
training, and the results to be achieved, must all be considered when determining the
best method for a particular training programme.
When possible, it is best to pick a method that encourages active participation
by the trainee and provides adequate feedback. This increased the likelihood that what
is taught in training will be retained and later applied. Of the training methods
discussed, one-on-one instruction, role plays, games/simulation, case studies, and
computer-based training all rank high in both trainee activity level and feedback. Theother methods are inherently passive but can be made active with addisiional effort on
the part of the trainer.
The use of an effective training method does not guarantee that the training
process will be effective. The selection of an appropriate method is just one small step
in designing an effective training programme. Before a method can be slected the
needs of the organization must be analysed and understood. Then the goals and
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objectives of the training programme need to be established. It is from these goals that
the appropriate course content and presentation method come.
The final phase of the training process, and probably the most important in
terms of increasing effeactiveness, is evaluation. The oldadage holds:that which get
measures gets done.
D.TRAINING EVALUATION:Evaluate what and why?
Evaluate? Eva,uate what? Training? What do we mean by training? Whats to
be evaluated? A particular training course? The trainees? The trainers? The training
department? A certain set of training materials? Training in general?
More to the point, why evaluate it? Do we wish to gauge its effectiveness, that
is, to see if it workds? If so, what is it supposed to do? Change behavior? Shape
attitudes? Improve job performance? Reduce defects? Increase sales? Enhance
quality?
What about efficiency? How much time does the training consume? Can it be
shortened? Can we make do with on-the-job training or can we completely eliminate
training by substituting job aids instead?
What does it cost? Whatever it costs, is it worth it? Who says? On what basis?
What are we trying to find out? For whom?
The preceding questions illustrate the complexity of any effort to evaluate
training and emphasize the importance of being clear about the purposes of and the
audiences for any such evaluation.
It is the central thesis of this article that the evaluation of training poses a
problem for many trainers, managers, executives, and toher professionals with an
interest in training. Further, it is my firm conviction that these problems are most
productively addressed by examining their underlying structure. As Dewy (1910)
wrote, A difficulty clearly apprehended is likely to suggest its own solution (p. 94).
This article, then, will examine various elements in the structure of the problem of
evaluating training.
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Evaluation of training is the most critical phase is not only assessing the
quality of training imparted but also to see what future changes in training plan should
be made to make it more effective, It consist of evaluation of all aspects of training
and judging utility of training in terms of objectives and plans the main dimensions of
training evaluation include contextual factors, training outcomes. In evaluation of
outcomes 4 categories of outcomes can be measured.
- Reaction: Evaluation of trainees reactions of the programs- Learning: Evaluation of what trainee has learnt.- Behavior: Evaluation of change in behavior.- Result: Evaluation of final result achieved due to training in various areas such
as production, human resources utilization, performance tests etc.
Evaluation of Training Program:
The specification of the values forms a basis for evaluation. The basis of
evaluation and mode of collection of information necessary for evaluation should be
determined at the planning stage. The process of training evaluation has been defined
as " an attempt to obtain information on the effects of training performance, and toassess the value of training in the light of that information". Evaluation is crucial in
ascertaining whether or not the training program is proving to be effective and its
objectives are being achieved. It is most critical phase that assesses not only the
quality of training imparted but also the training plan in order to see whether future
changes can make it more effective. It must be both scientific and objective.
NEED FOR EVALUATION OF TRAINING
1. To check the effectiveness of Training and Development in improvingperformance of the employee.
2. To assess how far training is useful for improving career prospects of everyindividuals.
3. To identify he deficiencies of Training and Development for incorporatingadditions to the program.
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4. To improve the cost effectiveness of Training and Development programme.PRINCIPLES OF EVALUATION
1.
Evaluation must be continuous.
2. Evaluation must be specific.3. Evaluation must be based on objective methods and standards.4. Evaluation must provide means for trainees to self appraise.5. The goals & purpose of evaluation must be clear.6. It is essential to lay down the criteria of evaluation & it must be realistic.
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1. (i). Have you attended any training program in the last 01 year?TABLE NO -1.(i)
Attended training programs in the last 1 year
OPINIONNO. OF
RESPONDENTS
PERCENTAGE OF
RESPONDENTS
Yes 50 100%No 0 0%
TOTAL 50 100%
Graph No-1.(i)
From the above analysis, it is clear that
100% of the respondents attended the training program in the last 1year.
100%
0%0%
20%
40%
60%
80%
100%
120%
Yes No
PERCENTAGE
OF
RESPONDENTS
OPINION
ATTENDED TRAINING PROGRAM
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2. Your organization considers training as a part of organizationalstrategy.
TABLE NO -2
Training as a part of organizational strategy
Graph No-2
From the above analysis, it is interpreted that
80% of the respondents agree that their organization considers training as apart of organizational strategy.
4% of the respondents partly agreed with it. 4% of the respondents disagreed with the statement that their organizationconsiders training as a part of organizational strategy.
80%
4% 4%
12%
0%
20%
40%
60%
80%
100%
Agree Partly agree Disagree Cant sayPerce
ntageofrespondents
Opinion
TRAINING AS A PART OF
ORGANIZATIONAL STRATEGY
OPINIONNO. OF
RESPONDENTS
PERCENTAGE OF
RESPONDENTS
Agree 40 80%
Partly agree 2 4%
Disagree 2 4%
Cant say 6 12%
TOTAL 50 100%
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12% of the respondents are unable to say about the topic.
3. Training is must for enhancing productivity and performance.TABLE NO -3
Training enhance productivity and performance
GRAPH NO-3
From the above table and graph, it is clear that
72% of the respondents completely agreed that training is must for enhancingproductivity and performance.
12% of the respondents partly agreed it. 10% of the respondents disagreed that training is must for enhancing
productivity and performance. 6% of the respondents are not sure about the effectiveness of training.
72%
12% 10%6%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Completely Agree Partially agree Disagree unsurePERC
ENTAGEOFRESPONDENTS
OPINION
TRAINING ENHANCE PRODUCTIVITY
AND PERFORMANCE
OPINIONNO. OF
RESPONDENTS
PERCENTAGE OF
RESPONDENTS
Completely Agree 36 72%
Partially agree 6 12%
Disagree 5 10%
unsure 3 6%
TOTAL 50 100%
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4. (i) After the training, have you given feedback of it?TABLE NO-4.(i)
Feedback given after training
OPINION NO. OF
RESPONDENTS
PERCENTAGE OF
RESPONDENTS
Yes 45 90%No 5 10%
TOTAL 50 100%
GRAPH NO-4.(i)
From the above analysis, it is said that
90% of the respondents had given feedback of the training. 10% of the respondents had not given any feedback of the training.
90%
10%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
YES NOPERCENTAGE
OFRESPONDENTS
OPINION
FEEDBACK GIVEN AFTER TRAINING
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(ii) If yes, through which method?
TABLE NO-4.(ii)
Method of feedback
OPINIONNO. OF
RESPONDENTS
PERCENTAGE OF
RESPONDENTS
Questionnaire 45 100%Interview 0 0%
Other 0 0%TOTAL 45 100%
GRAPH NO-4.(ii)
From the above analysis, it is said that
100% of the respondents given feedback through questionnaire while. 0% of the respondents given feedback through interview. 0% of the respondents given feedback through other sources.
100%
0% 0%0%
20%
40%
60%
80%
100%
120%
Questionnaire Interview OtherPERCENTAGEOFRESPO
NDENTS
OPINION
METHOD OF FEEDBACK
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(iii) Do you think that the feedback can evaluate the training effectiveness?
TABLE NO-4.(iii)
Evaluation of training effectiveness
OPINION NO. OF
RESPONDENTS
PERCENTAGE OF
RESPONDENTS
Yes 34 68%No 16 32%
TOTAL 50 100%
GRAPH NO-4.(iii)
From the above table, it can be inferred that
68% of the respondents agreed that feedback can evaluate the trainingeffectiveness.
32% of the respondents disagreed it.
68%
32%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Yes No
PERCENTAGEOFRESPONDENTS
OPINION
EVAULATION OF TRAINING
EFFECTIVENESS
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(iv) If yes, how can the post training feedbacks can help the participants?
TABLE NO-4.(iv)
Post training feedback can help the participants
OPINIONNO. OF
RESPONDENTS
PERCENTAGE OF
RESPONDENTS
Improve job
performance
11 22%
An aid to futureplanning
16 32%
Motivate to do better 12 24%All of the above 21 42%
None 0 0%
TOTAL 50 100%
GRAPH NO-4.(iv)
From the above table, it can be concluded that
22% of the respondents agreed that post training feedbacks can help theparticipants to improve job performance.
32% of the respondents agreed that post training feedback can be an aid tofuture planning.
24% of the respondents agreed that it motivates to do better.
22%
32%
24%
42%
0%0%
10%
20%
30%
40%
50%
Improve jobperformance
An aid tofuture
planning
Motivate todo better
All of theabove
None
PERCENTA
GEOFRESPONDENTS
OPINION
POST TRAINING FEEDBACK CAN HELP
THE PARTICIPANTS
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42% of the respondents agreed that they can get all the above benefits frompost training feedbacks.
0% of the respondents agreed that post training feedback does nothing tothem.
5. What should be the approach of post training evaluation?TABLE NO -5
Post training evaluation approach
OPINION NO. OF
RESPONDENTS
PERCENTAGE OF
RESPONDENTS
Trainer centred 9 18%Trainee centred 4 8%Subject centred 20 40%All of the above 17 34%
TOTAL 50 100%
GRAPH NO -5
From the above table, it is clear that
18% of the respondents opined that the approach of post training evaluationshould be trainer centred.
8% of the respondents opined that the approach of post training evaluationshould be trainee centred.
18%
8%
40%
34%
0%
10%
20%
30%
40%
50%
Trainer centred Trainee centred Subject centred All of the above
PERCENTAGEOFRESPONDENTS
OPINION
POST TRAINING EVALUATION
APPROACH
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40% of the respondents agreed that the post training evaluation approachshould be subject centred.
34% of the respondents agreed that all of the above approaches are useful forthe post training evaluation.
6. What should be the ideal time to evaluate the training?TABLE NO-6
Ideal time to evaluate training
OPINIONNO. OF
RESPONDENTS
PERCENTAGE OF
RESPONDENTSImmediate aftertraining
39 78%
After 15 days 6 12%
After 1 month 2 4%
Cant say 3 6%
TOTAL 50 100%
GRAPH NO-6
From the above table, it is clear that
78% of the respondents agreed that it is the ideal time to evaluate the trainingimmediately after training.
12% of the respondents felt that it would be better to evaluate the training after15 days.
78%
12%4% 6%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Immediate after
training
After 15 days After 1 month Cant sayPERCE
NTAGEOFRESPONDENTS
OPINION
IDEAL TIME TO EVALUATE TRAINING
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4% of the respondents felt that it would be better to evaluate the training after1 month.
6% of the respondents couldnt say about the ideal time to evaluate thetraining.
7. Enough practice is given for us during training session at Adarshaautomotives pvt. ltd.
TABLE NO-7
Given enough practice
OPINIONNO. OF
RESPONDENTS
PERCENTAGE OF
RESPONDENTS
StronglyAgree
36 72%
Agree 4 8%Somewhatagree
8 16%
Disagree 2 4%
TOTAL 50 100%
GRAPH NO-7
From the above table, it is clear that
72%
8%
16%
4%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Strongly Agree Agree Somewhat agree DisagreePERCENTAGEOFRE
SPONDENTS
OPINION
GIVEN ENOUGH PRACTICE
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72% of the respondents strongly agreed that enough practice is given for themduring training session at Adarsha.
8% of the respondents agreed that they get enough practice during trainingsession at Adarsha.
16% of the respondents somewhat agreed that they get enough practice duringtraining session at Adarsha.
4% of the respondents felt that they didnt get enough practice during trainingsession.
8. What are the skills that the trainer should possess to make the trainingeffective?
TABLE NO-8
Skills the trainer should posses
OPINIONNO. OF
RESPONDENTS
PERCENTAGE OF
RESPONDENTS
Technical skills 20 40%People skills or Soft skills 18 36%Personnel managers thanSpecialist
7 14%
Fond of talking to people 5 10%
TOTAL 50 100%
GRAPH NO-8
From the above analysis, it can be interpreted that
40%36%
14% 10%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
Technical skills People skills or
Soft skills
Personnel
managers than
Specialist
Fond of talking to
peoplePERCENTAGEOFRESPONDENTS
OPINION
SKILLS THE TRAINER SHOULD POSSES
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40% of the respondents agreed that the trainer should possess technical skillsto make the training effective.
36% of the respondents agreed that the trainer should have people skills or softskills to make the training effective.
14% of the respondents agreed that Personnel managers than Specialist. 10% of the respondents agreed that the trainer should be fond of talking to
people.
9. What are the general complaints about the training session?TABLE NO-9
General complaints
OPINIONNO. OF
RESPONDENTS
PERCENTAGE OF
RESPONDENTS
Take awayprecious time ofemployees
4 8%
Too many gapsbetween thesessions
0 0%
Training sessionsare unplanned
0 0%
Boring and notuseful
0 0%
None of the above 46 92%
TOTAL 50 100%
GRAPH NO-9
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From the above table and graph, it can be said that
8% of the respondents felt that training takes away precious time ofemployees.
0% of the respondents agreed that there are too many gaps between thesessions.
0% of the respondents