A Project report on summer training On Training and Development In

Submitted To:

In Partial of fulfillment of the Requirement for a ard of the degree of !achelor business Administration"!!A# "$th semester# %acult& 'uide : (rs) Anuradha *ush ah Submitted b& : Reena *umari +agar Reg) +o) , +-.*.//././012.31/24

TOYODA GOSEI MINDA INDIA PRIVATE LIMITED

TABLE OF CONTENT

S.NO.

PARTICULAR
5ertificate Declaration Ac6no ledgement 78ecutive summar& Introduction of compan& Stud& on selected topic3training 9 development Research methodolog& Data anal&sis 9 findings 5onclusion 9 recommendation Suggestion !ibliograph& Anne8ure

P. NO.

5hapter 3/ 5hapter32 5hapter30 5hapter3: 5hapter3$

DECLARATION
I am Reena *umari +agar student of !!A $th semester; +II<( -niversit& ;*aithal; "=ar&ana# here b& a firm and declare that I have completed Project Report availing of m& guide =R (anager (r) !harat !hushan; and =arish >adav; (iss Anuradha *ush ah ; +II<( -niversit& ;*aithal;"=ar&ana#) I also declare that this report is purel& an original and authentic degree or diploma) or6 done b& me and the same has not been submitted to an& -niversit& or institution for the re ard of an& other

!& Reena *umari +agar !!A$th Semester NU/K/11/1/1302/0129

ACKNOWLEDGEMENT
%irst of all I ould li6e to e8press m& sincere than6s to m& guide (iss Anuradha *usha ah for guiding me b& sacrificing her valuable time for completing this s&nopsis report) I ould also li6e to e8press m& gratitude ith deep sense of revenge to m& all facult& members and m& helpful friends) It ould have been difficult to go through this s&nopsis report ithout their help) The& not onl& helped me in collecting data but also supported me ith their valuable 6no ledge and e8perience in the successful completion of this s&nopsis report) I ould also than6ful to almight& 'od for his grace and merc& to successfull& complete this s&nopsis report)

Reen

K!" #$ N % #

E&ECUTIVE SUMMARY
?-nderta6e something is difficult; It ill do &ou good; -nless &ou tr& to do something; !e&ond hat &ou have alread& mastered >ou ill never gro @ RO+A<D7) OS!OR+ I did m& training in TO>ODA 'OS7I (I+DA I+DIA PAT) <TD) Tha concept of this project is to chec6 eather TO>ODA 'OSAI is performing ell &ear after or lac6 in performance) The performance can be evaluated b& using different training B development t&pes ) The purpose of this project is to evaluate the performance of TO>ODA 'OSAI) It primaril& aimed at learning the various factors that can help m& evaluation process) I have tried to find out the reason or ground here it is lac6ing) I also tried to find out the area of improvement) The project also includes objectives of stud&; research methodolog&; data collection; data anal&sis; recommendations of stud&; concision; and bibliograph&)

C'APTER(1 INTRODUCTION OF COMPANY

COMPANY PROFILE

5ompleted Apr 211E 5apitaliFation million 'ISTORY Rs/$41 OF COMPANY 5cs7mplo&ees3C$$

%ounded in /4:4; To&oda 'osei is a customer3driven; global compan& that researches; develops and manufactures products of e8ceptional qualit& for a variet& of industries; from automotive to agriculture to telecommunications) Iith headquarters in Aichi; HapanJ Tro&; (ichigan; -)S)A; Kaventem; !elgium and 5honburi; Thailand; the compan& is a orld3class supplier to the automotive industr&) To&oda 'oseiLs five product categories include: !od& Sealing S&stems; Interior . 78terior S&stems; Optoelectronics; %uel S&stem . %unctional Parts and Safet& S&stems) The T' 'roup emplo&s over seventeen thousand people in seventeen countries; located in fift&3 eight facilities orld ide) *e& automotive O7( customers include To&ota; 'eneral (otors; Daimler5hr&sler; %ord; =onda; IsuFu; (itsubishi; and +issan)

REGISTRATION OF COMPANY
To&oda 'osei (inda India Private <imited as registered on /D April; 211E) To&oda 'osei (inda India Private <imitedGs 5orporate Identification +umber "5I+# is -2E///RH211EPT512C0E$; Registration +umber is 12C0E$) Their registered address on file is Plot +o) Sp2301 9 0/; Riico Industrial Area; ma; +eemrana 3 01/D1$; Rajasthan; India) T)*)+ G),e$ M$n+ In+$ P#$- .e L$"$.e+ $, /!##en.0* $n A/.$-e S. .!,.

Company Name

TO>ODA 'OS7I (I+DA I+DIA PRIAAT7 <I(IT7D

Cin

-2E///RH211EPT512C0E$

Registration Date

/D.1:.211E

Registration No.

12C0E$

BOARD OF DIRECTOR

(r) !harat *hani al (r) Sudhir jain; (r) +obu&u6i ShimiFu (r);=idenori -eda;

(r) Atsushi sumida

PRODUCT OF COMPANY
'lass run Open trim !ac6 door

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%uel cap Steering heel Air bag Door eather strip Seal door opening Seal rubber hood

Tail gate Run channel

CUSTOMER OF COMPANY
(aruti SuFu6i =onda To&ota

VISION MISSION 1 VALUES

Aision

'roup to be 'lobal !enchmar6 in MP5DS( b& 21/23/0 and pioneer in Technolog& b& 21/:3/$ 'roup Turnover , /1* crore b& 21/:3/$ International !usiness to be 2$N of turnover b& 21/:3/$ //

(ission:

To continuall& enhance sta6eholdersG value through global competitiveness

hile contributing to societ&) Aalues: The +* (inda 'roup has identified $ core values and or6s to ards inculcating these in its da&3to3da& or6ing:

/2

TEC'NOLOGY
The availabilit& of superior Hapanese technolog& of GIntegrated Rubber Parts ProductionG ould ensure the productsG cost competitiveness in Indian mar6et) This process is targeted to start production from (a& 21/2 in +eemrana plant; here manufacturing of safet& parts is alread& ongoing) (aruti SuFu6i India <td) "(SI<# 9 =onda Siel 5ars India <td) "=S5I<# are some of the fe reno ned customers of To&oda 'osei (inda India Pvt) <td)

AC'IVEMENTS
21/0 (I< , <ighting division received a ?Special 5itation of Distinction@ for a valued partnership at Tata (otors Annual SupplierLs 5onference) 21/0 5larton =orns received Purchasing Diamond A ard in the /Cth A7R57 5O+'R7SS hich too6 place in (adrid in Hune) 21/0 (I< , <ighting Division received ?Silver Troph& for Overall Performance@ from (aruti SuFu6i India <td) 21/0 (indari6a Private <imited; (anesar received ?Silver Shield for <ocal R9D 5apabilit& Development@ from (aruti SuFu6i India <td) 21/0 T' (I+DA received a certificate for O(anufacturing 78cellenceL from (aruti SuFu6i India <td) 21/0 (I<3 S itch Division received OMualit& Achievement A ard@ from Polaris; -SA 21/0 (inda Industries <imited 3 S itch Division received P'old A ard for Mualit&@ from India >amaha (otors Pvt) <td) 21/0 Ro6i (inda 5o) Pvt) <td) Received ? 'old A ard in categor& of !est Development for /'5 Air 5leaner Assembl& from Indian >amaha (otors Pvt) <td) 21/2 (inda Industries <imited 3 S itch Division received P!est Development A ard for <ever 5ombination S itch DevelopmentP from H5! India)

/0

LATEST EVENT

2/st Annual 'eneral (eeting "A'(#

The 2/st Annual 'eneral (eeting "A'(# of (inda Industries <imited /E September; 21/0 at P=D =ouse; +e S)*) Ar&a and Subhash <a6hotia along

as held on Iednesda&;

Delhi) The directors namel& Anand (inda; Alo6 Dutta; ith Sudhir Hain "7D 9 'roup 5%O# and =)5) Dhamija

"AP , 'roup Accounts 9 5ompan& Secretar&# attended the meeting)

OB2ECTIVES OF COMPANY
5ustomer satisfaction) 7nvironment %riendl&) Delivering enhanced qualit& products) Profit ma8imiFation) 5reating a good brand image) Iide mar6et coverage)

/:

/$

C'APTER(2 STUDY OF SELECTED TOPIC TRAINING 3 DEVELOPMENT

/C

TRAINING 3 DEVELOPMENT

INTRODUCTION 3 OVERVIEW
Training and development pla& an important role in the effectiveness of organiFation and to the e8periences of people in or6) Training has implications for productivit&; health and safet& at or6 and personal development) All organiFations emplo&ing people need to train and develop their staff) (ost organiFations are cogniFant of this requirement and invest effort and other resources in training and development) Such investment can ta6e the form of emplo&ing specialist training and development staff and pa&ing salaries to staff undergoing training and development) Investment in training and development entails obtaining and maintaining space and equipment) It also means that operational personnel; emplo&ed in the organiFationLs main business functions; such as production; maintenance; sales; mar6eting and management support; must also direct their attention and effort from time to time to ards supporting training development and deliver&) This means the& are required to give less attention to activities that are obviousl& more productive in terms of the organiFationLs main business) =o ever; investment in training and development is generall& regarded as good management practice to maintain appropriate e8pertise no and in the future) T) .4e 5#)/e,, )6 $n/#e ,$n% .4e 7n)80e+%e n+ ,7$00, )6 .4e 8)#76)#/e .) en 90e .4e" 5e#6)#" .4e$# :)9, e66e/.$-e0* Training is; therefore; a process 7n)80e+%e) Training costs can be significant in an& business) =o ever; man& emplo&ers are prepared to incur these costs because the& e8pect their business to benefit from emplo&eesG development and progress) Training ta6es place at various points and places in a business) 5ommonl&; training is required to: /D hereb& an individual acquires :)9(#e0 .e+ ,7$00, n+

Support ne emplo&ees "?induction training@# Improve productivit& Increase mar6eting effectiveness Support higher standards of customer service and production qualit& Introduction of ne technolog&; s&stems or other change Address changes in legislation Support emplo&ee progression and promotion

7ffective training has the potential to provide a range of benefits for a business:

=igher qualit& !etter productivit& Improved motivation 3 through greater empo erment (ore fle8ibilit& through better s6ills <ess supervision required "cost saving in supervision# !etter recruitment and emplo&ee retention 7asier to implement change in the business

7ffective training starts ith a ?training strateg&@) The three stages of a training strateg& are:

Identif& the s6ills and abilities needed b& emplo&ees Dra up an action plan to sho ho investment in training and development ill help meet business goals and objectives

Implement the plan; monitoring progress and training effectiveness

'iven the costs involved; &ou might not be surprised to learn that man& businesses do not invest enough in training) Some firms donLt invest an&thing in trainingQ =ere are the most common reasons for under3 investment in training: The& fear emplo&ees benefit from the training# /E ill be poached b& competitors " ho ill then

A desire to minimiFe short3term costs The& cannot ma6e a justifiable investment case Training ta6es time to have the desired effect , management are impatientQ

TYPE OF TRAINING 3 DEVELOPMENT

1.ON(T'E(2OB TRAINING3 LECTURES

The t o most frequentl& used 6inds of training are on3the3job training and lectures; although little research e8ists as to the effectiveness of either) It is usuall& impossible to teach someone ever&thing she needs to 6no at a location a a& from the or6place) Thus on3the3job training often supplements other 6inds of training; e)g); classroom or off3site trainingJ but on3the3job training is frequentl& the onl& form of training) It is usuall& informal; hich means; unfortunatel&; that the trainer does not concentrate on the training as much as she should; and the trainer ma& not have a ell3articulated picture of hat the novice needs to learn)

On3the3job training is not successful

hen used to avoid developing a training program;

though it can be an effective part of a ell3coordinated training program)

<ectures are used because of their lo cost and their capacit& to reach man& people) <ectures; hich use one3 a& communication as opposed to interactive learning techniques; are much criticiFed as a training device)

2. P#)%# ""e+ In,.#!/.$)n ;PI< These devices s&stematicall& present information to the learner and elicit a responseJ the& use reinforcement principles to promote appropriate responses) Ihen PI as originall& developed in the /4$1s; it as thought to be useful onl& for basic subjects) Toda& the method is used for s6ills as diverse as air traffic control; blueprint reading; and the anal&sis of ta8 returns)

/4

3. C)"5!.e#(A,,$,.e+ In,.#!/.$)n ;CAI< Iith 5AI; students can learn at their o n pace; as ith PI) !ecause the student interacts ith the computer; it is believed b& man& to be a more d&namic learning device) 7ducational alternatives can be quic6l& selected to suit the studentGs capabilities; and performance can be monitored continuousl&) As instruction proceeds; data are gathered for monitoring and improving performance)

=. A!+$)-$,! 0 Te/4n$>!e, !oth television and film e8tend the range of s6ills that can be taught and the a& information ma& be presented) (an& s&stems have electronic blac6boards and slide projection equipment) The use of techniques that combine audiovisual s&stems such as closed circuit television and telephones has spa ned a ne program as a training device) term for this t&pe of training; teletraining. The feature on P Sesame Street P illustrates the design and evaluation of one of televisionGs favorite childrenGs

?. S$"!0 .$)n, Training ,$"!0 .$)n, replicate the essential characteristics of the real to produce both learning and the transfer of ne orld that are necessar& 6no ledge and s6ills to application settings)

!oth machine and other forms of simulators e8ist) (achine simulators often have substantial degrees of) ph&sical fidelit&J that is; the& represent the real orldGs operational equipment) The main purpose of simulation; ho ever; is to produce ps&chological fidelit&; that is; to reproduce in the training those processes that ill be required on the job) Ie simulate for a number of reasons; including to control the training environment; for safet&; to introduce feedbac6 and other learning principles; and to reduce cost)

@. B!,$ne,, % "e, The& are the direct progen& of ar games that have been used to train officers in combat ere designed to teach techniques for hundreds of &ears) Almost all earl& business games be considered the quintessential business game

basic business s6ills; but more recent games also include interpersonal s6ills) (onopol& might

21

for &oung capitalists) It is probabl& the first place &oungsters learned the and go to jails)

ords mortgage; ta8es;

TRAINING DEFINED
Training is concerned the process of ith imparting developing specific s6ills for a particular purpose) a sequence of programmed behaviour)

Training is the act of increasing the s6ills of an emplo&ees for doing aparticular job) Training is learning In earlier practice; training programme focused more opreparation for improved performance in particular job) (ost of the trainees used to be from operative levels li6e mechanics; machines operators and other 6inds of s6illed or6ers) Ihen the problems of supervision increased; the step ere ta6en to train supervisors for better supervision))

DEVELOPMENT DEFINED (anagement development is all those activities and programme hen recogniFed and

controlled have substantial influence in changing the capacit& of the individual to perform his assignment better and in going so all li6el& to increase his potential for future assignments) Thus; management development is a combination of various training programme; though some 6ind of training is necessar&; it is the overall development of the competenc& of managerial personal in the light of the present requirement as ell as the future requirement) Development an activit& designed to improve the performance of e8isting managers and to provide for a planned gro th of managers to meet future organiFational requirements is management development)

2/

MANAGEMENT DEVELOPMENT IS BASED ON FOLLOWING ASSUMPTIONS.

/) (anagement development is a continuous process) It is not one shot programme but continues though out the career of a manager) 2) (anagement development is an& 6ind of learning; is based on the assumption that there; al a&s e8isting a gape bet een an individualLs performance and his potential for the performance) 0) (anagement development seldom ta6es place in completel& peaceful and rela8ed atmosphere) :) (anagement development requires clear setting of goals) $) (anagement development required conducive environment

22

NEED AND BASIC PURPOSES OF TRANING

To Increase Productivit& To Improve Mualit& To =elp a 5ompan& %ulfil Its %uture Personnel +eeds To Improve OrganiFational 5limate To Improve =ealth and Safet& Obsolescence Prevention Personal 'ro

T'E BENEFITS OF TRAINING

=o Training !enefits the Organisation 20

<eads to improved profitabilit& and.or more positive attitudes to ards profit orientation) Improves the job 6no ledge and s6ills at all levels of the organiFation) Improves the morale of the or6 force)

=elps people identif& ith organisational goals) =elps create a better corporate image) Aids in organisational development) =elps prepare guidelines for or6) Aids in understanding and carr&ing out organisational policies

) Provides information for future needs in all areas of the organisation) OrganiFation gets more effective decision ma6ing and problem solving) Aids in developing leadership s6ills; motivation; lo&alt&; better attitudes; and other aspects that successful or6ers and managers usuall& displa&) Aids in increasing productivit& and.or qualit& of or6) =elps 6eep costs do n in man& areas; e)g); production; personnel; administration; etc) Develops a sense of responsibilit& to the organisation for being competent and 6no ledgeable) Improves labour3management relations and creates an appropriate climate for gro th; communication) Reduces outside consulting costs b& utilising competent internal consulting) Stimulates preventive management as opposed to putting out fires) 7liminates sub3optimal behaviour) =elps emplo&ees adjust to change) 2:

Aids in handling conflict; thereb& helping to prevent stress and tension) =elps the individual in ma6ing better decisions and effective problem solving Through training and development; motivational variables of recognition; achievement; gro th; responsibilit& and advancement are internalised and operationalised) Aids in encouraging and achieving self3development and self3confidence) =elps a person handle stress; tension; frustration and conflict)

Provides information for improving leadership 6no ledge; communication s6ills; and attitudes) Increases job satisfaction and recognition) (oves a person to ards personal goals hile improving interaction s6ills) Satisfies personal needs of the trainee) Provides trainee an avenue for gro th and a sa& in his.her o n future) Develops a sense of gro th in learning) =elps a person develop spea6ing and listening s6illsJ also are required) =elps eliminate fear in attempting ne tas6s) Improves communication bet een groups and individuals) Improves interpersonal s6ills) (a6es organisation policies; rules and regulations viable) Improves morale) !uilds cohesiveness in groups) Provides a good climate for learning; gro th; and coordination) (a6es the organisation a better place to or6) 2$ riting s6ills hen e8ercises

TRAINING CONCEPTS
Abilit&: The ph&sical and mental capacit& to perform a tas6) Action learning: Training method that involves giving teams or accountable for carr&ing out the plan) Action plan: A ritten document detailing steps that a trainee and his manager he ill ta6e to ensure that training transfers to the job Action planning: An emplo&eeLs process of determining ho and long3term career goals) Assessment: The collecting of information and providing of feedbac6 to emplo&ees about their behavior communication st&le; or s6ills) Assessment center: A process in hich multiple rates or evaluators "also 6no n as assessors# evaluate emplo&ees; performances on a number of e8ercises) Attitude: 5ombination of beliefs and feelings that predispose a person to behave in a certain a&) Attitude a areness and change program: Program focusing on increasing emplo&eesL a areness of their attitudes to ard differences in cultural and ethic bac6grounds; ph&sical characteristics "e)g); disabilities#; and personal characteristics that influence behavior to ards others) !asic s6ills: S6ills necessar& for emplo&ees to perform their jobs and learn the content of training programs) !ehavior based conflict: 5onflict occurring is not appropriate in non3 or6 roles) 2C hen an emplo&eeLs behavior in or6 roles ill achieve his short3 or6 groups a problem; having them or6 on solving it and committing to an action plan; and then holding them

!ehavior based program: Program focusing on changing the organiFation policies and individual behaviors that inhibit emplo&eesL personal gro th and productivit&) !ehavior modeling: A training method in practice those 6e& behaviors hich trainees are presented ith a model ho demonstrates 6e& behaviors to replicate and provides them ith the opportunit& to

!enchmar6ing: The use of information about other companiesL training practices to help determine the appropriate t&pe; level; and frequenc& gains from a training program) !enchmar6s: A research instrument designed to measure important factors in being a successful manager) !enefits: Ihat of value the compan& gains from a training program) !lended learning: <earning involving a combination of online learning; face3to3face instruction; and other methods) 5areer: The pattern of or6 related e8periences that span the course of a personLs life) 5areer development: The process b& relationships) hich emplo&eesL progress through a series of stages; each characteriFed b& a different set of developmental tas6s; activities; and

5areer insight: The degree to their s6ills strengths and their career goals)

hich emplo&ees 6no

about their interests as

ell as

ea6nesses; the a areness of ho

these perceptions relate to

5areer management: The process through hich emplo&ees !ecome a are of their interests; values; strengths; and ea6nesses 'et information about job opportunities ithin a compan& Identif& career goals 7stablish action plans to achieve career goals 5areer path: A sequence of job positions involving similar t&pes of emplo&ees move through in compan&) 5ase stud&: A description of ho emplo&ees or an organiFation dealt ith a situation) 5hange: The adoption of a ne idea or behavior b& a compan& 2D or6 and s6ills that

5hange management: The process of ensuring that ne

interventions such as training

practices are accepted and used b& emplo&ees and managers) 5oach: A peer or manager ho or6s ith an emplo&ee to motivate him; develop s6ills; and provide reinforcement and feedbac6) 5ognitive abilit&: Outcomes used to measure training program) hat 6no ledge trainees learned in a

5ompetenc&: An area of personal capabilit& that enables an emplo&ee to perform his job) 5ompetenc& model: A model identif&ing the competencies necessar& for each job as ell as the 6no ledge; s6ills; behavior; and personal characteristics underl&ing each competenc&)

5ompetitive advantage: An upper hand over other firms in an industr&) 5ompetitiveness: A compan&Ls abilit& to maintain and gain mar6et share in an industr&) 5omputer based training "5!T#: An interactive training e8perience in anal&Fes responses and provides feedbac6 to the trainee) hich the computer provides the learning stimulus; the trainee must respond; and the computer

5ontinuous learning: A learning s&stem in

hich emplo&ees are required to understand s6ills and 6no ledge; appl&

the entire or6 s&stem including the relationship among their jobs; their or6 units; and the compan&) Also; emplo&ees are e8pected to acquire ne them on the job; and share this information ith fello program using accounting methods) 5ourse objectives "lesson objectives#: The e8pected behaviors; content; conditions; and standards of a training course or lessonJ more specific than program objectives) 5ourse parameters: 'eneral information about a training program including 5riterion deficienc&: The failure to measure training outcomes that training objectives) 5ross training: Training method in hich team members understand and practice each 2E otherLs s6ills so that members are prepared to step in and ta6e another memberLs place ere emphasiFed in or6ers)

5ost benefit anal&sis: The process of determining the economic benefits of a training

should he temporaril& or permanentl& leave the team) Also; more simpl&; training emplo&ees to learn the s6ills of one or several additional jobs) 5ulture: A set of assumptions group members share about the orld and ho it or6s as ell as ideals orth striving for) Development: %ormal education; job e8periences; relationships; and assessments of personalit& and abilities that help emplo&ees prepare for the future)

Distance learning: Training method in and e8pert lectures to field locations)

hich geographicall& dispersed companies

provide information about ne products; policies; or procedures as ell as s6ills training 7 learning: Instruction and deliver& of training b& computer online through the Internet or Ieb) 7mpo erment: 'iving emplo&ee responsibilit& and authorit& to ma6e decisions regarding product development or customer service 7valuation design: Designation of hat information is to be collected; from hom; hen; and ho to determine trainingLs effectiveness) %eedbac6: Information emplo&ees receive ell the& are meeting objectives) %ormative evaluation: 7valuation conducted to improve the training process) -suall& conducted before and during the training process 'lass ceiling: A barrier to advancement to an organiFationLs higher levels) 'oal: Ihat a compan& hopes to achieve in the medium3to3long3term future) 'oal orientation: A traineeLs goals in a learning situation) 'oal setting: An emplo&eeLs process of developing short3and long3term career objectives) 'roup mentoring program: Program in hich a successful senior emplo&ee is paired ith a group of four to si8 less e8perienced protRgRs to help them understand the organiFation; guide them in anal&Fing their e8periences; and help them clarif& career directions) 24 hile the& are performing concerning ho

=ands3on method: Training method in hich the trainee is activel& involved in learning) =igh3leverage training: Training that uses an instructional design process to ensure that it is effective and that compares or benchmar6s the compan&Ls training programs against other companiesL

=igh3potential emplo&ee: An emplo&ee

hom the compan& believes is capable of

succeeding in a higher3level managerial position) =uman resource management: The policies; practices; and s&stems that influence emplo&eesL behavior; attitudes; and performance) =uman resource management "=R(# practices: (anagement activities relating to investments in staffing; performance management; training; and compensation and benefits) =uman resource planning: The identification; anal&sis; forecasting; and planning of changes needed in a compan&Ls human resources area) Intellectual capital: 5ognitive 6no ledge; advanced s6ills; s&stem understanding and creativit&; and self motivated creativit&) Intellectual s6ills: (aster& of concepts and rules) Internet3based training: Training delivered on public or private computer net or6s and displa&ed b& a eb bro ser)) Intranet based training: Training delivered using a compan&Ls o n computer net or6 or server) Hob: A specific position requiring completion of certain tas6s) Hob anal&sis: The process of developing a description of the job "duties; tas6s; and responsibilities# and the specifications "6no ledge; s6ills and abilities# that an emplo&ee must have to perform it) Hob enlargement: The adding of challenges or ne current job) Hob e8perience: The relationship; problems; demands; tas6s; and other features that an emplo&ee faces on the job) *e& behavior: One of a set of behaviors that is necessar& to complete a tas6) Important part of behavior modeling training) responsibilities to an emplo&eeLs

01

*no ledge: %acts or procedures) Ihat individuals or teams of emplo&ees 6no 6no ho tools; and routines "structured 6no ledge#)

or

to do "human and social 6no ledge#J also a compan&Ls rules; processes;

*no ledge management: The process of enhancing compan& performance b& designing and implementing tools; processes; s&stems; structures; and cultures to improve the creating; sharing; and use of 6no ledge)

*no ledge

or6ers: 7mplo&ees

ho o n the means of producing a product or service) hich the& use to

These emplo&ees have a specialiFed bod& of 6no ledge or e8pertise; perform their jobs and contribute to compan& effectiveness)

<earning: A relativel& permanent change in human capabilities that does not result from gro th processes) <earning organiFation: A compan& that has an enhanced capacit& to learn; adapt; and changeJ an organiFation hose emplo&ees continuousl& attempt to learn ne things and then appl& hat the& have learned to improve product or service qualit&)

<ecture: Training method in trainees are supposed to learn)

hich the trainer communicates through spo6en ords that

(anager support: TraineeLs managers) 7mphasiFing the importance of attending training programs Stressing the application of training content on the job) (entor: An e8perienced; productive senior emplo&ee e8perienced emplo&ee "a protRgR#) (etacognition: A learning strateg& learning process) (ission: A compan&Ls long3term reason for e8isting) (odeling: =aving emplo&ees demonstrate them for trainees) (otivation to learn: A traineeLs desire to learn the content of a training program) 0/ ho have mastered the desired learning outcomes hereb& trainees direct their attention to their o n ho helps develop a less

(otor s6ills: 5oordination of ph&sical movements) (ultimedia training: Training that combines audiovisual training methods computer based training) +ear transfer: A traineeLs abilit& to appl& learned capabilities e8actl& to the situation) +eed: A deficienc& that a person is e8periencing at an& point in times) +eeds assessment: The process used to determine if training is necessar&) The first step in the instrumental s&stem design model) or6 ith

+orms: Accepted standards of behavior for or6group members) Objective: The purpose and e8pected outcome of training activities) Obsolescence: A reduction in an emplo&eeLs competence resulting from a lac6 of 6no ledge of ne or6 processes; techniques; and technologies that have developed hich ne or ine8perienced emplo&ees learn since he completed his education)

On3the3job training "OHT#: Training in their behavior)

through first observing peers or managers performing the job and then tr&ing to imitate Opportunit& to perform: The chance to use learned capabilities) OrganiFation development: A planned; s&stematic change process that uses behavioral sciences 6no ledge and techniques to improve a compan&Ls effectiveness b& improving relationships and increasing learning and problems solving capabilities) OrganiFational anal&sis: Training anal&sis involving determining the appropriateness of training; considering the conte8t in hich training ill occur) OrganiFational socialiFation: The process of transforming ne emplo&ees into effective compan& members) Its phases are anticipator& socialiFation; encounter; and settling in) OrganiFing: A learning strateg& that requires the learner to find similarities and themes in the training materials) Outsourcing: The use of e8ternal supplies to provide training services) 02

Perception: The abilit& to organiFe a message from the environment so that it can be processed and acted upon) Performance appraisal: The process of measuring an emplo&eeLs performance) Person anal&sis: Training anal&sis involving Determining hether performance deficiencies result from lac6 of 6no ledge; s6ill; or abilit& or else from a motivational or or63design problem) Identif&ing ho needs training; Determining emplo&eesL readiness for training

Person characteristics: An emplo&eeLs 6no ledge; s6ill; abilit&; behavior; or attitude) Practice: An emplo&eeLs demonstration of a learned capabilit&J the ph&sical or mental rehearsal of a tas6; 6no ledge; or s6ill to achieve proficienc& in performing the tas6 or s6ill or demonstrating the 6no ledge)

Pretest.posttest: An evaluation design in outcomes measures are collected)

hich both pretraining and post training

Pretraining measure: A baseline measure of outcomes) Program design: The organiFation and coordination of the training program) Program Objectives: !road summar& statements of a programLs purpose) Ps&chological success: A feeling of pride and accomplishment that comes from achieving life goals) Reaction outcomes: A traineeLs perceptions of a training program; including perceptions of the facilities; trainers; and content) Readabilit&: Iritten materialsL level of difficult&) Readiness for training: The condition of 7mplo&ees having the personal characteristics necessar& to learn program content and appl& it on the job and The or6 environment facilitation learning and not interfering ith performance) Reengineering: A complete revie and redesign of critical processes to ma6e them more efficient and able to deliver higher qualit&) 00

Structure. Process.Innovation Re3Structuring . Re3inventing SSmall.!etter.Different Rehearsal: A learning strateg& focusing on learning through repetition "memoriFation#) Self3(anagement: PersonLs attempt to control certain aspects of his decision3ma6ing and behavior) Simulation: A training method that represents a real life situation; S6ill: 5ompetenc& in performing a tas6) ith traineesL decisions resulting in outcomes that mirror hat ould happen if the& ere on the job)

S6ill3based outcomes: Outcomes used to assess the level of technical or motor s6ills or behaviorJ include s6ill acquisition or learning and on3the3job use of s6ills) Social learning theor&: Theor& emphasiFing that people learn b& observing other persons "models# ho the& believe are credible and 6no ledgeable) Social support: %eedbac6 and reinforcement from managers and peers) SocialiFation: Sharing tacit 6no ledge b& sharing e8periences) Sta6eholders: The parties ith an interest in a compan&Ls success "include shareholders; emplo&ees; customers; and the communit&#) Subject matter e8pert "S(7#: Person ho is 6no ledgeable of Training issue; *no ledge; s6ills; and abilities required for tas6 performance; +ecessar& equipment; and 5onditions under hich tas6s have to be performed Summative evaluation: 7valuation of the e8tent that trainees have changed as 3a result of participating in a training program) S&nchronous communication: 5ommunication in interact face classroom instruction) hich trainers; e8perts; and learners a& as the& ould in face to ith each other live and in real time in the same

Team leader training: Training that a team manager or facilitator receives) 0:

Team training: Training method that involves coordinating the performances of individuals ho or6 together to achieve a common goal) Trainee characteristics: The abilities and motivation that affect learning) Training: A compan&Ls planned effort to facilitate emplo&eesL learning of job3related competencies) Training administration: 5oordination of activities before; during; and after a training program) Training conte8t: The ph&sical; intellectual; and emotional environment in training occurs) Training design: 5haracteristics of the learning; and enabling environment) hich

Training design process: A s&stematic approach to development training programs) Its si8 steps include conducting needs assessment; ensuring emplo&eesL readiness for training; creating a learning environment; ensuring transfer of training; selecting training methods; and evaluating training programs)

Training effectiveness: !enefits that a compan& and its trainees receive from training) Training evaluation: The process of collecting the outcomes needed to determine if training has been effective) Training outcomes "5riteria#: (easures that a compan& and its trainer use to evaluate training programs) Training site: The place here training is conducted) Transfer of training: TraineesL appl&ing learned capabilities gained in training to their jobs) Ior6 environment: On3the3job factors that influence transfer of training)

W'O IS RESPONSIBLE FOR EMPLOYEE TRAINING AND DEVELOPMENTA

7mplo&ee training is the responsibilit& of the organiFation) 7mplo&ee development is a shared responsibilit& of management and the individual emplo&ee) The responsibilit& of management is 0$

to provide the right resources and an environment that supports the gro th and development needs of the individual emplo&ee) %or emplo&ee training and development to be successful; management should:

Provide a ell3crafted job description 3 it is the foundation upon hich emplo&ee training and development activities are built Provide training required b& emplo&ees to meet the basic competencies for the job) This is usuall& the supervisorGs responsibilit& Develop a good understanding of the 6no ledge; s6ills; and abilities that the organiFation ill need in the future) Ihat are the long3term goals of the organiFation and hat are the implications of these goals for emplo&ee development T Share this 6no ledge ith staff

<oo6 for learning opportunities in ever&3da& activit&) Ias there an incident ith a client that ever&one could learn fromT Is there a ne government report ith implications for the organiFationT

78plain the emplo&ee development process and encourage staff to develop individual development plans Support staff hen the& identif& learning activities that ma6e the an asset to &our organiFation both no and in the future

0C

C'APTER(3

RESEARC' MET'ODOLOGY
0D

RESEARC' MET'ODOLOGY
The title of present research is P=R Practices in Industrial Sector)P

MEANING OF RESEARC' 3 DEFINITION

Research refers to a search for 6no ledge) Once can also define research as a scientific and s&stematic search for pertinent information on a specific topic) Research is an art of scientific investigation) S&stematiFed effort to gain ne 6no ledge) MET'ODOLOGY (ethodolog& can be defined as3 UThe anal&sis of the principles of methods; rules; and postulates emplo&ed b& a discipline) UThe s&stematic stud& of methods that are; can be or have been applied ithin a discipline) UA particular procedure or set of procedures )(ethodolog& includes a collection of theories; concepts or ideas as the& relate to a particular discipline or field of inquir&:(ethodolog& refers to more than a simple set of methodsJ V rather it refers to the rationale and the philosophical assumptions that underlie a 0E

particular stud& relative to the scientific method) This is researchersL methods might e8plain

h& scholarl& literature often includes

a section on the methodolog& of the researchers) This section does more than outline the hat the researchersLontological orepist emological vie s are )Another 6e& "though arguabl& imprecise# usage for methodolog& does not refer to research or to the specific anal&sis techniques) This often refers to an&thing and ever&thing that can been capsulated for a discipline or a series of processes; activities and tas6s))

OB2ECTIVES OF STUDY
To e8amine the sources of recruitment opted b& an organiFation) To 6no about the selection criteria of the candidate) To 6no the contribution and procedure of the training) To anal&sis the various tools of motivation) To 6no about different methods this is used to chec6 the performance of emplo&ees) To 6no the criteria for the age pa&ment and on hat basis age rate are decided b&

an entrepreneur) To 6no about hat 6ind of facilities provided b& an entrepreneur to emplo&ees) To 6no about the satisfaction level of emplo&ees and emplo&er)

04

RESEARC' DESIGN
A research design is simpl& the frame or6 or plan for a stud& that is used as a guide in collecting and anal&Fing the data) It is blueprint that is follo ed in completing a stud&) A research design ensures that the stud&: Iill be relevant to the problem Iill emplo& economical procedure

TYPES OF RESEARC' DESIGN

DESCRIPETIVE RESEARC'
It is t&picall& concerned ith determining the frequenc& ith hich something occurs or the relationship bet een t o variables) The descriptive stud& is t&picall& guided b& an initial :1

h&pothesis) The objective of such a stud& is to ans er the under investigation)

ho;

hen and ho

of the subject

TYPES OF RESEARC' DESIGN USED

The current stud& is descriptive research ith an applied bias) It e8plains the present industrial scenario and the results of research Practices in Industrial Sector) or6 ma& be utiliFed to enhance efficienc& in =R

SOURCES OF DATA COLLECTION

There are t o t&pes of sources: /) 2) Primar& Sources Secondar& Sources I have used both the forms of sources to complete m& research)

1.

PRIMARY SOURCES
A primar& source has been used for obtaining information regarding: facts and quasi3 facts; attitudes.options; a areness.6no ledge; perception; intentions and behavior; demographic and socioeconomic characteristics)

Primar& data is the data collected b& /) Intervie 2) Observation 0) Action research :) 5ase studies $) <ife histories C) Muestionnaires

2. SECONDARY SOURCES
:/

I used secondar& sources li6e ne spaper; journals; and boo6lets to stud& the various aspects of an industr& Secondar& sources are data that alread& e8ists Previous research /) Official statistics 2) (ass media products 0) Diaries :) <etters $) 'overnment reports C) Ieb information D) =istorical data and information

RESEARC' INSTRUMENT
Structured ell designed questionnaire is used to gather primar& information) In it; questions are presented ith e8actl& the same ording and in e8actl& the same order; to all respondents)

RESEARC' APPROC'
Surve& Research)

CONTACT MET'OD
Individual Intervie ing)

SAMPALING
It is an integral component of research design) It addresses three questions: /) 2) 0) Ihom to surve&T "The sample unit# =o man& to surve&T "The sample siFe# =o to selectT "The sampling procedure# :2

Sampling is necessar& because it is almost impossible to e8amine the entire population) Aarious factors such as time; efforts; mone& and purpose of stud& ma6e it necessar& for the researcher to choose a sample) The sample should be convenient in terms of siFe i)e) neither too large nor too small and sampling unit must be a true representative of the universe) !esides this; sample should be po erful i)e) the selection process is done 6eeping in vie the objective of the problem) The total sample siFe for surve& as $1)

:0

LIMITATIONS OF T'E STUDY

7ver& possible effort has been made to ma6e the stud& complete in all respects but due to a number of uncontrollable factors; the stud& might have some limitations) These can be as follo s: /) The sample siFe chosen ma& not be enough to give a true representation of the total

population) 2) 0) :) !iasness on the part of respondents hile ans ering the questions cannot be rule out) The questionnaire method has the limitation of providing the limited information) 7ffort; time; mone& factor ere another limiting factors during the course of project)

::

C'APTER(=

DATA ANALYSIS 3 FINDINGS

:$

DATA ANALYSIS
Ie no ) )MET'ODS USED FOR TRAINING NEEDS ANALYSIS The training needs anal&sis is done generall& b& discussion ith superiors and departmental heads) =o ever; the participants themselves also pla& a vital role in identif&ing their o n training needs) Also; performance appraisal sessions and customer feedbac6 are t o important a&s through hich training needs can be anal&Fed ) A#e , $n 84$/4 .# $n$n% $, $"5 #.e+ TO>ODO 'OS7I S provides training to all areas mentioned; ho ever; the training imparted to the emplo&ees depends on the level of organiFations )F#e>!en/* )6 .# $n$n% 5#)%# ""e Training programmes are conducted at TO>ODA 'OS7I through out &ear) The duration depends on the t&pe of the training) Training for computer basics are for 03$da&s; and for e8ecutive trainees are for / &ear) 0C tr& to anal&Fe and interpret the data to reach a conclusion) Ie begin ith the anal&sis of the data collected from the T9 staff

C4 n%$n% .#en+, $n T3D .)+ * Trainer3trainee cooperation %ocus on sophistication of technologies %ocus on right attitude and overall development of the emplo&ee 7lement for ma6ing training programme success

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MANPOWER PLANNING
M/) Ihich of the follo ing t&pes of or outside TO>ODA 'OS7I T S.NO.. O5$n$)n N). )6 #e,5)n+en. / 2 0 : Administration Support SRS Overall 2$ /1 $ /1 or63related training have &ou participated in; either inside

admin support SRS overall

In.e#5#e. .$)nB 2$ people participated in administration department for training) /1 people participated in supported department for training) $ people participated in SRS department for training) /1 people participated in overall department for training) :D

2)Does &our organiFation plan the training polic&T S )Agree Agree $ : $ Disagree 1 1 S)Disagree

S. agree agree disagree S.disagree

In.e#5#e. .$)nB :$ people participated are s agree ith training polic&) $ people participated are agree ith training polic&) 1 people participated are disagree ith training polic&) 1 people participated are s) disagree ith training polic&)

:E

0) 5hoose one that best describes the most effective learning method for interpersonal or leadership s6illsT

%ull& effective 01

7ffective /$ $

+ot effective

fully effe. effective not effect Slice 4

In.e#5#e. .$)n 0$ people participated are full& effective to training) /1 people participated are effective to training) $ people participated are not effective to training) :4

: )Do &ou thin6 the present training polic& is helpful in achieving the goal of the compan&T

S)Agree 21

Agree 01

Disagree 1

S) disagree 1

S.agree agree disagree S.disagree

In.e#5#e. .$)n : 21 people are strongl& agree) The& said that compan&Ls polic& is helpful in the achieving the goal) 01people are agree) 1 people are disagree) The& said that compan& policies is not helpful in the achieving the goal)

$1

$)Through hich sources organiFation train the emplo&eeT

S) +O) / 2 0

Opinion Internall& 78ternall& !oth

+o)of res) 2$ /1 /$

internally externally both

In.e#5#e. .$)nB 2$ people said that the compan& trains the emplo&ee from the internal sources) /1people said that the compan& trains the emplo&ee from the e8ternal sources) /$ people said that the compan& trains the emplo&ee from the both sources) $/

C) hich t&pe of technique used for intervie T S)+o) /) 2) 0) Opinion Structured -nstructured !oth +o) of respondent 2$ /$ /1

structured unstructured both S lice 4

In.e#5#e. .$)n B 2$ people said that the compan& uses the structured techniques for selection) /$ people said that the compan& uses the unstructured techniques for selection) /1 people said that the compan& uses the both the techniques for selection)

$2

D)

Is there an& provision for evaluation and control of training and development processT

S) +o) /) 2)

Opinion >es +o

+o) of respondent 0$ /$

yes no S lice 3 S lice 4

In.e#5#e. .$)nB 0$ people said that the compan& has the provision for evaluation and control of training and development)

$0

/$ people said that the compan& does not have the provision for evaluation and control of training and development)

C. Is there an& facilit& for absorbing the trainees in &our organiFationT S)+o) /) 2) Opinion >es +o +o) of respondent 0E /0

yes no S lice 3 S lice 4

In.e#5#e. .$)nB 0E people said that the compan& has the facilit& for absorbing the trainees)
$:

/0 people said that the compan& has the no facilit& for absorbing the trainees)

FOLLWINGS ARE T'E FINDINGS OBSERVED FROM T'E STUDY

(ajorit& of entrepreneurs come from higher age group) 7ntrepreneurs in Industrial Sector possess different level of education) $1N units have been in the business before 41) (ajor of units have invested up to : cr) Rs) in business) (ajorit& of entrepreneurs possess more than /1 &rs) (ore than E1N entrepreneurs have emplo&ed up to C1 or6ers) (ajorit& of entrepreneurs in Industrial Sector are using Internal and 78ternal method for recruitment purpose) 7ntrepreneurs using various methods to get s6illed persons for their enterprises) To select right candidate; entrepreneurs are using qualification and or6 e8perience) The basic objective to provide training has been to reduce supervision and increase productivit&) 7ntrepreneurs provide training to or6ers through demonstration and supervision) The chief objective of the entrepreneurs is to increase productivit& through training to their emplo&ees) $$

 During surve& it has been observed that incentives are the most important tools of motivation to emplo&ees) 7ntrepreneurs preferred to have contact ith supervisor on regular basis) The& are using grading and ran6ing method for evaluation) 7ntrepreneurs in Industrial Sector are using various tools to motivate the or6ers) 7ntrepreneurs are doing evaluation of piece and time or6ers on regular basis and do not face an& ages hile ta6ing into consideration

problem in evaluating the performance of or6ers) In Industrial Sector; entrepreneurs use age method) 7ntrepreneur fi8 e8perience and s6ills of the or6er) (ajor of units run on single shift) Seniorit& and (erit list are ta6ing into consideration hile promoting emplo&ees)

7ntrepreneurs in Industrial Sector; provide group compensation benefit to (ore then D1N entrepreneurs provide social securit& to emplo&ees)

or6ers and

also provide counseling to them)

(ajorit& of entrepreneurs in Industrial Sector provide compensation to emplo&ees in 7ntrepreneurs interact and communicate frequentl& ith them) To improve productivit&; entrepreneurs provide incentives. re ards to emplo&ees for

case of accidents)

bringing their suggestions)

$C

C'APTER(?

CONCLUSION 3RECOMMENDATION

$D

CONCULATION 3 RECOMMENDATION
Training anal&ses is done ith the vie of both the superiors and the criminals) The common feeling is that the trust in future should on developing) People s6ills and not onl& functional s6ills) IT ould be a 6e& focus are) (an& trainees are not satisfied ith) most of the time trainees involved in various programmes) Thus e concluded that TO>ODA 'OS7I effort) to ard training and development has been successful e also feel training should be impated on current issue li6e change management etc) training sessions should not be long and self directed learning should encourage)

TRAINING PROCESS OF TOYODA GOSEI DEPEND UPON

Training and need identification Selecting the right training programs Preparation of training calendars %inaliFing about the training programs and sending the information to the concerned emplo&ees $E

OrganiFe effective training programme Deliver course and validate training Ta6e a training programme feedbac6

SUGGESTIONS

7ntrepreneurs should go for campus placement on large scale as source of e8ternal

recruitment so that capable students ma6e contribution in gro th of Industr&) During training procedure; entrepreneurs should give preference to job rotation because

in job rotation; emplo&ees feels some changes regarding place; environment etc) and ta6e more interest in their or6) To ma6e eas& and congenial environment in organiFation; it is necessar& that

entrepreneurs should interact ith their supervisors on regular basis) Ior6ers participation in management is also an important tool of motivation and

entrepreneur must appl& this method in their organiFation so that or6ers feel that the& are the part of organiFation and provide their suggestions and vie s regarding the success of organiFation) $4

To increase the efficienc& of emplo&ees; it is necessar& that entrepreneurs provide the

more facilities of counseling to their emplo&ees)

=uman resource management practices should be strengthened further in the industrial

sector so that potential of manpo er at various levels should be utiliFed in an effective manner)

>ounger generation is not coming in the manufacturing sector even after the spread of

higher and technical education) 7ntrepreneur development programmes should be launched to motivate the &oung people to enter in the industrial sector) 7ntrepreneurship development programmes should be started for the e8isting

entrepreneurs to upgrade their s6ill and 6no ledge so that the& ma& able to understand the changing economic environment) (odern techniques to evaluate the emplo&ees should be utiliFed) (ore emphasis should be given on counseling and problem solving techniques)

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BIBLIOGRAP'Y

A bibliograph& is an alphabetiFed list of sources that have been used to compile data; t&picall& in an article; essa&; or research paper)

WEBSITES
888.4#./)" 888.4#$n+$ ./)" 888.4!" n/ 5$. 0)n0$ne./)" 888.%))%0e./)" 888.,0$+e,4 #e./)" 888.8$7$5e+$* ./)"

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BOOK REFERANCES
=uman Resource (anagement , +II<( -niversit& ;*aithal;"=ar&ana# =uman Resource and Personnel (anagement; (acgra =ill Ierther; I)! and Davis;*)

OT'ERS SOURCES

Dictionar& An article The front; second; or editorial page of the ne spaper journal or magaFine 9

ANNE&URE
SURVEY ON MANAGERIAL SATISFACATION LEVEL FOR TRAINING 3DEVELOPMENT
Dear respondent; Ie are conducting a surve& on the managerial satisfaction level for the TRAI+I+' 9 D7A7<OP(7+T )>our free and fran6 opinion ould be ver& valuable in conducting the surve& ) please ans er the fo ling questions ith a"# in the appropriate)

M/) Ihich of the follo ing t&pes of or outside TO>ODA 'OS7I T "a#Administration "c#SRS

or63related training have &ou participated in; either inside

"b# supported "d# overall

C2

M2)Through hich sources &our organiFation train the emplo&eesT "a# Internall& "b# 78ternall& "c# both M)0Dose &our organiFation plan the training polic&T "a# >es "b# +o

M): Is there is an& facilit& for absorbing the trainees in &our organiFationT "a#) >es "b# +o

M)$ Is there an& provision for evaluation and control of training and development processT "a# >es "b# +o

M)C Ihich t&pe of technique used for intervie T "a# Structured "c# !oth "b# -nstructured

M)D 5hoose one that best describes the most effective learning method for interpersonal or leadership s6illsT "a# 7ffective "b# not effective

M)E Do &ou thin6 the present training polic& is helpful in achieving the goal of the compan&T "a# Strongl& agree "c# Disagree "b# agree "d# strongl& disagree

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