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SUMMER TRAINING REPORT
ON
TRAINING AND DEVELOPMENT PROCESS AT MINDA
CORPORATION
SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENT
FOR THE AWARD OF THE DEGREE OF
MASTER IN BUSINESS ADMINISTRATIION
INTERNAL GUIDE, SUBMITTED BY,
Dr. Deepak Kumar Rao Ankur Pandey
H.O.D
Mrs. Veera Lakshmi
COER SCHOOL OF MANAGEMENTCOLLEGE OF ENGINEERING ROORKEE
ROORKEE-247667 INDIA
(UTTRAKHAND TECHNICAL UNIVERSITY, DEHRADUN)
AUGUST 2008
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ACKNOWLEDGEMENT
During the course of studies one has to undergo the training which isconsidered to be the stepping stone on a move made towards ones
Professional career.
I wish to express my gratitude to the following professionals of MINDA
CORPORATION LTD who were instrumental in providing me this
training related to HR
It is a great privilege and matter of honour for me to complete this project on
TRAINING AND DEVELOPMENT under the able guidance of Mrs.
Veera Lakshmi.
My special thanks to esteem Mr. B.VARAPRASAD (HR MANAGER) for
his invaluable support and guidance during training period and supervising
my work very earnestly.
VANDANA SINGH
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TO WHOM SO EVER IT MAY CONCERN
This is to certify that VANDANA SINGH D/O Mr. RATAN SINGH from
COER- SCHOOL OF MANAGEMENT has undergone training with us
from 16th
JUNE to 31st
JULY 2008. He has been found very responsible
and sincere during the whole course of training period. His conduct during
the training was excellent.
We wish him all success for all his future endeavors.
The matter embodied in this report has not been submitted by us for the
award of any other degree.
VANDANA SINGH
This is to certify that above statement made by the candidates is correct to
the best of my knowledge.
D r. SUJATA KAR
PROJECT GUIDE,
COER-SM.
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As a part of our course curriculum we are suppose to be a part of any
organization as a summer trainee so that on the partial completion of our
course we can get a feel of corporate world. I have done my summer training
with MINDA CORPORATION LIMITED in HR department and as apart
of that training I have been allotted a project on TRAINING AND
DEVELOPMENT PROCESS AT MINDA CORPORATION LTD.
I have undertaken this project with clearly defined objectives, which are:
Improving quality of staff
Improving quality of product Reducing operating costs Opening new markets, etc
Training & Development are designed, considerable costs not with
standing, to impart specific skills, abilities and knowledge to employees.
Distinction is often made between training and education, and between these
two and development.
Training refers to imparting specific skills education is the process of
theoretical learning in classrooms.
Development refers to learning opportunities designed to help employees
grow and evolve a vision about the future.
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CONTENTS Page No.
Objective And Scope Of The Study 7-8 Company Profile 9-16
Overview
Products
Project Introduction 17-45 Research Methodology 46-58
Analysis and Interpretation
Suggestion and Recommendation 59-61 Bibliography 62-63 Annexure 64-72
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COMPANY INTRODUCTION
About the company where the project is being done:
The proposed project is conducted at Minda Corporation Ltd. The journey
began in 1989, with the need to provide for better locking systems for theIndian Automobile Industry. Today, An state-of -art manufacturing unit in
Noida bear testimony to the fact that quality of locks designed and
manufactured by Minda Huf enjoy a preferred status with our vast customer
base in India and overseas.
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MINDA HUF LIMITED
To improve technology to international standards, Minda entered into a joint
venture with M/s Hulsbeck and Furst Gmbh & Co. (HUF) of Germany, who
are amongst the largest automotive lock manufacturers, having 3 plants
worldwide.
Minda Huf has modern manufacturing facilities, state-of-the-art
manufacturing equipment and processes, to meet the expanding demands of
the automobile industry.
Behind all this is a team of motivated employees whose skills are regularly
honed and updated. Continuous improvement, Kaizen, 5S Training
characterize a strong culture. Minda Huf is a QS-9000 accredited company
and have been recommended for the ISO 14001 certification.
Based on customer requirements the product range has increased to include
steering locks, ignition switches, door locks, hatch back and tailgate locks,
door handles, fuel tank caps and many other types of locks.
Since the joint venture with HUF is terminated and the company name has
changed into MINDA CORPORATION LIMITED.
Minda has installed a host of quality control measures. Some of them are
product reliability testing facilities, environmental test facility, and quality
planning including FMEA, APQP, and MSA.
By dint of their ambition to lead the market and determination to give their
best to their customers, Minda locks have earned the respect of the Indian
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automobile industry. With technological and manpower strengths they are
set to storm the new millennium - the Minda way.
Minda's commitment is amply reflected by its prestigious customers. In the
four wheeler segment it is Telco, Ford, GM, Daewoo, Fiat, Mahindra &
Mahindra, BTL, Maruti, Toyota, Tafe. In the two / three wheeler segment
Bajaj, Escorts, Kinetic Honda, LML, Hero Motors, Hero Honda, TVS
Suzuki, Honda Scooters among others. In addition to Indian OEMs, Minda
is exporting locks to International OEMs like Piaggio, Italy, Peugeot of
France & Aprilla of Italy. Not to mention the prestigious Daimler Chrysler.
Customers rely on Minda because they are safe &
secure
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PRODUCTS OF THE COMPANY
PRODUCTS
Noida & Pune based Minda Corporation Ltd and Minda Valeo Security
Systems Pvt. Ltd. manages the manufacturing and products include
mechanical and electronic security systems like door handles, fuel tank locks
and remote operated immobilizers and alarms amongst others.
INSTRUMENT PANELS
Manufactured at Pune by Minda Stonebridge Instruments Ltd, the
Products include: Instrument Clusters, Speedometers, Odometers,
Fuel gauge, Temperature gauge, Sensors, Tank Units and
Indicators.
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CONNECTIVE SYSTEM
With the merger of Minda Wire links (P) Ltd. and Minda SAI Ltd.
We now produce all types of Wiring Harnesses, Wiring Sets and
Components.
DIE CASTED COMPONENTS
Pressured Die Casted Components: Zinc & Aluminium
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PRODUCTS
AUTOMOTIVE LOCK PARTS
(For Two wheelers, Cars & Commercial Vehicle Application)
AUTOMOTIVE DOOR HANDLES
(For Cars & Commercial Vehicle Application)
TWO WHEELER FUEL TANK PARTS
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AUTOMOTIVE SWITCH & MIRROR BRACKETS
(For Cars & Commercial Vehicle Application)
BREAK SYSTEM PARTS
(For Two Wheeler Application)
OTHER AUTOMOTIVE PARTS
ELECTRICAL COMPONENTS
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TRAINING & DEVELOPMENT
INTRODUCTION
Training & development is one of the most effective means for inculcating
dynamism and self-renewing capability. It also attempts to cope up with the
barriers to the competencies and nourishes the overall health of the
organization. Our aim is to integrate individuals development needs with the
business needs and make training a participative process
IMPORTANCE OF TRAINING
The main importance of training is to reduce accidents, eliminating wastage
and increase quality in these areas as:
Training brings improvements in employee skill, which in turnincreases the quality and quantity of output.
This increase in primary objectives will be reflected in increasedreturns to employees; personal rewards being affected by individual
productivity.
There is the ever-present need for training men on the job to meetchanging techniques frequently.
Jobs have a way of changing. So, men must be retained to handle thenew jobs and to meet the requirements of the new methods properly
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OBJECTIVES OF TRAINING
The personnel Manager formulate the following training objectives keeping
the companys overall objectives in mind:
To prepare the employee both new and old to meet the present as wellas the changing requirements of the job and the organization.
To prevent obsolescence. To impart the new entrants the basic knowledge and skills they need
for an intelligent performance of a specific job.
To prepare employees for higher level tasks. To assist employees to function more effectively in their present
positions by exposing them to the latest concepts, information and
techniques and developing the skills they will need in their particular
fields.
To builds up a second line of competent officers and prepare them tooccupy more responsible positions.
To ensure economical output of required quality. To promote individual and collective morale, a sense of responsibility,
co-operative attitudes and good relationships.
Training helps in acquiring problem solving skills. Much of amanagers work is solving problems. These include organizing his
own and his subordinates activities, planning and a wide range of
other decision-making activities.
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TYPES OF TRAINING
Training methods and content may not be the same for different
categories of employees. As such management has to offer training to
different categories of employees based on job analysis. The methods
adopted would therefore, be different. The different types of training are
as follows:
INDUCTION OR ORIENTATION TRAINING: - It is a type oftraining given as an initial preparation upon taking up a post. Its
goal is to help new employees reach the level of performance
expected from an experienced worker. Induction programme is
carried out, in order to help new entrants to overcome his sense of
eagerness to familiarize with the organization, introducing to his
colleagues, explaining them the rules & regulations, policies and
procedures that directly affects him, making him aware of his
duties, responsibilities and to whom he/she should look for when
he/she has any problem and to tell him how are they going to
contribute towards and prosperity of the organization, so that he is
able to give his best to the organization.
JOB TRAINING:-The objective of job training is to increase theknowledge of workers about the job with them are concerned, so
that their efficiency, skills and performance can be improved. In
job training, workers are given training to learn about correct
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methods of handling machines, equipment, avoiding accidents and
minimizing wastes.
REFRESHER TRAINING: - With the passage of time,employees may forget some of the methods, which were taught to
them, or they may have become outdated because of technological
development and improved techniques of management and
production. Refresher training is arranged for existing employees
in order to provide them an opportunity to revive and also improve
their knowledge.
APPRENTICESHIP TRAINING: - Apprenticeship is a systemof training a new generation of skilled crafts practitioners
.Apprentices build their careers from apprenticeships. Most of their
training is done on the while working for an employers who helps
the apprentices learn their trade. It is widely used in many
industries. Under this method both knowledge and skills required
for a job are taught to the employees of a company. The
apprenticeship programmes involve on-the-job training and
experience with classroom instruction for particular topics.
INTERNSHIP TRAINING: - It is usually meant for those jobswhere advanced theoretical knowledge is to be backed up by
practical experience on the job. Under this method, the
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professional institutes enter into arrangement with a big business
enterprise for providing practical knowledge to its student.
TRAINING POLICY :
Minda Corporation Limited strives to align the personal development and
growth of each employee with the long and short-term business goals and
growth of the company. Because self-improvement and skill development is
keys to the success and longevity of a high-tech company like Minda Huf,
the company has to ensure that its people have easy access to the highest
level of quality training.
The objectives of Training are to help all Minda people to :Excel in their present jobs.
Develop them for higher responsibilities.
Inculcate ability and desire to train and educate others.
Last year Training Target of Minda Corporation was 10 hours peremployee. i.e. every employee must undergo minimum of 10 hours of
training in the year.
Annual Calendar of Training programme is released in the month ofApril every year. At the beginning of every month, monthly training
Calendar is also released in line with the Annual Training Calendar.
However, at times based on the intermittent requirements, some
programmes are also included besides the prefixed Annual Training
calendar.
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Training needs for each employee is identified and recorded keepingOrganizational needs, JV partner's needs, Business needs &
Customers specific requirement into consideration in during the
Annual appraisal process
One also recommended for out-house training only on need base.
Participants deputed for attending a training programme outside theFactor submit a copy of his training material / report about the
suitability of the programme to Library and take a briefing session orfor other employees related to the concerned area.
Minda is also deputing engineers for overseas training at its JVPartner, HUF, Germany for improvement of skills and increasing
capabilities of shouldering higher responsibility.
Persons deputed for short term / long term training shall have toexecute a Service Bond for a specific period, with Minda Huf
sponsoring him, prior to proceeding for training.
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BENEFITS OF TRAINING
The benefits of training to an organization are:
Training helps the employee increase their level of performance ontheir assignments. An increase in skill usually helps increase both the
quality and quantity of output.
Training does not eliminate the need for supervision, but it reduces theneed for constant supervision.
Trained employees will make economical use of materials andequipment. This will reduce wastage of materials
The benefits of training for the employees:
Employees on a personal basis individually from training. Training improves the performance of the employee and makes him
more useful and productive.
Old employees are provided with refresh training to enable them toknow about the changing methods, techniques and used of equipment.
Training creates a feeling of confidence in the minds of employees. Itgives safety and security to them in the organization.
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TRAINING NEED ASSESSMENT SYSTEM AT
MINDA CORPORATION LIMITED
Training needs are identified both as a corrective measure arising out of thegap analysis a tool used during appraisal to identify the necessary skills
required for a particular job and also the developmental needs of the
employees. The training needs could be both short-term and long-term.
In addition to that there could be some urgent requirement of a particular
training based on customers needs or business or certain environment needs
that require training of the employee on a priority.
For example: - A staff member in the purchase departments who needs to
work on a system called MS9000 concepts requires to be trained on priority
for the same as it was the mandatory requirements by one of the customer
i.e. ford which was identified after the finalization of annual training
calendar, despite the same training was carried out on the MS9000.
A list of the type of programme that is conducted is enclosed here:
There could be addition/deletion/upgradation to this list based on
requirement.
Minda Corporation also being QS: 9000 certified company includes training
as part of the QS procedure. So, the training as well as the forms used has
been standardized in tune with the same across all the other units
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TRAINING PROCESS
Step
1
Step2
Step - 3
Step - 4
Step - 5
Step - 6
Determination of training needs
Development of training objectives
Development of training programmes
in consultation with line executives
Administration of and instruction for
various courses
Preparation of training instructions
Evaluations of effectiveness of
training programme & follow up
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TRAINING AT MINDA CORPORATION
WHAT IS TRAINING?
Training is defined as a planned programme designed to improve
performance & bring about measurable changes in knowledge, skills,
attitude & social behavior of employees. In other words, training enables an
employee to do his present efficiently thereby upgrading his skills. Training
imparts the ability to detect and correct error.
1. Training is needed to bridge the gap between what the employee has &what the job demands.
2. It is necessary to make employees versatile so that they can be placed onvarious jobs depending on organizational needs.
3. It helps in preparing existing employees to carry out higher level jobs.4. It also helps in keeping employees abreast of latest developments in job
operations such as change in technology.
5. Trained employees can perform their work effectively even with littlesupervision
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METHODS OF TRAINING
Training methods may be classified on the basis of location of training. On
this basis, training methods are broadly classified as below:
A On the job Training
B Off the job Training
A On the job Training: This training is provided when employees are
taught relevant knowledge, skill & abilities at the actual workplace. On the
job training methods are as working and empowerment whereby people are
encouraged to take greater responsibility for their work and that of the team.
COACHING: - In coaching the trainee is placed under a particularsupervisor who acts as an instructor and teaches job knowledge and
skills to the trainee. He tells him what he wants him to do, how it can
be done and follow up while it is being done and corrects errors.Coaching should be distinguished from counseling .counseling
involves a discussion between the boss and his subordinates of area
concerned with the mans hopes, fear, emotions and aspiration. It
reaches into very personal and delicate matters. To be done correctly,
counseling demands considerable background and ability on the part
of the counselor. If carried out poorly, it may do considerable damage.
The act of coaching can be done in several ways. The executive apart
from asking them to do the routine work may ask them to tackle some
complex problem by giving them chance to participate in decision-
making.
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One of the important limitations of this technique is that the individual
can not develop muchbeyond the limits of his own bosss abilities.
JOB ROTATION: - The transferring of executive from job-to-joband from departments-to-department in a systematic manner is called
job rotations. When a manager is posted to a new job as a part of such
a programme .it is not merely an orientation assignments. He has to
assume the full responsibility and perform all kinds of duties. The
ideas behind this are to give him the required diversified skills and a
boarder outlook, which are very important at the senior management
levels. It is up to the management to provide a variety of job
experiences for those judged to have the potential for higher ranks
before they are promoted.
Job rotation increases the interdepartmental co-operation and reduces
the monotony of work. It helps the executive to develop general
management perspective and does not allow them to continue
themselves to their specialized field only.
JOB INSTRUCTION: - This method is also known as trainingthrough step by step. Under this method, trainer explains the way for
doing the jobs, job knowledge and skills and allows him to do the job.
The trainer appraises the performance of the trainee, provided
feedback information and corrects the trainee as show in the exhibit.
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Exhibits: - process of training under job instructing method
Step-1
Step-2
Step-3
Step-4
B Off the job Training: Off the job requires trainees to learn other than
the real workplace. It is done with the aim of bringing employees to a place
where the frustration & bustle of work are eliminated. This enables trainee
to study & understand theoretical information or be exposed to new &
innovative ideas. Off the job training methods are as follows:
VESTIBULE TRAINING: - In this method actual work conditionsare simulated in a classroom. Material, files and equipments those are
used in actual job performance are also used in training. This type of
training is commonly used for training personnel for clerical and
semi-skilled jobs. The duration of this training ranges from a few days
to a few weeks.
Prepare the employee for instruction put at
case
Present the job
Have him do the job
Follow through
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ROLE PLAYING: - Role playing is a training technique where, witha script participants act out a situation in front of the rest of the group.
In order to decide what they will say and do in the role play,
participants are given a situation described in detail and assigned a
role to play. Role players and observers are aware of the general
situation, but individual role players may be the only ones aware of
the intricacies of their respective roles.
LECTURE: - The lecture is by definition, words spoken by theinstructor. It is thus a verbal-symbol medium. Offering a relativelypassive and unstimulating experience for learners, unless the speaker
has unusual vocal and rhetorical talent. The lecturer needs plenty of
interesting examples to illustrates theory, colorful and persuasive
language to enhance a well-organized pattern of ideas, and a pleasant
and stimulating voice.
CONFERENCE & SEMINARS TRAINING: - A conferenceseminar is a meeting of several people to discuss the subjects of
common interest. Better contribution from members can be expected
as each one builds upon ideas of other participants. This method is
best suited when a problem has to be analyzes and examined from
different view points. It helps the member develop their ability to
modify their attitudes. Participants enjoy this method of learning as
they get an opportunity to express their views, this method is used for
executive development as it helps them to identify, define, guide,
discuss and summarize a problem or a situation.
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PROGRAMMED INSTRUCTIONS:-programmed instruction isone of the innovation technology developed in recent years. The
material to be learned is prepared in such a way that it can be
presented to the learner in a series of sequential steps. These steps
progress from simple to more complex. The biggest advantage of this
method is that the learning takes place at the students own pace. He
proceeds from frame to frame. If his response is correct, he
immediately gets information indicating that his response was correct
and he can proceed to the next step. If his response is incorrect, he is
instructed to restudy the material or he is told why his response waswrong. It is thus possible to guide the progress of students in an
orderly manner just as a tutor would do. This method is expansive and
time consuming.
The training process is made up of three phases:1. Pre-Training:- This may also be called the preparation phase. The
process starts with an understanding of the situation requiring more
effective behaviour. It helps to determine the type of training needs a
group/individual has & what training can be provided so as to achieve
organization goals i.e. how needs can be fitted in achieving the overall
organizational objectives.
2. Training: - During the course of the training participants focus their
attention on the new impressions that seem useful, stimulating and
engaging. There is no guarantee that the participants will in fact learn
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what they have chosen. But the main purpose remains: participants
explore in a training situation what interests them and a training
institutions basic task is to provide the necessary opportunities.
Finally, they incorporate this new fact into their habitual behaviour in the
training situation. If they do not find it useful, they discard it, try some
variant, or discontinue learning in this direction.
3. Post-Training:- This may be called the follow up phase. Whentraining per se concludes, the situation changes. When the participants
return back to work from the training, a process of adjustment begins for
everyone involved. The newly learned skills undergo modification to fit
the work situation. Participants may find their organization offering
encouragement to use the training and also support for continuing contact
with the training institution. On the other hand, they may step into a
quagmire of negativity.
Training Plan Document
After identification of training needs through above indicated mechanism, a
final consolidation for all the relevant inputs is carried out by the Head-HRDafter discussion with the Dept. Heads and finally approved by the Divisional
Head. A Training Plan document is made by HRD which contain the
following:
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a) Review of training achievement for preceding yearb) Training target for the current financial yearc) Training budgetd) Identification of training need
e) Training Effectiveness Monitoring
f) Monthly Training Calendar
Imparting Training
Training schedule will be implemented through following types of training:
In-House training
Training Programs conducted inside the premises of the factory are treated
as in-house training. These training can be imparted by Internal/External
faculty depending upon the requirement of General/Specific training needs.
Outhouse training
Training programs conducted and organized by outside agency/Training
Organization /Institute and attended by the employee through nominations
are treated as out-house training .
Recruitment:
Recruitment of the personnel is done on the basis of job profile requirements
of position indicated in Responsibility & Authority manual.
Induction Training:
In order to familiarize the new employee in his new job/location; Induction
training is organized as per the schedule issued by the HRD department.
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However, employees from other department/functions, assist/co-operate as
per the Induction Schedule.
Worker Training
Group training needs is identified by Head-HRD in consultation with
respective functional Heads. Training is imparted in batches according to the
monthly training schedule.
Training Effectiveness
Evaluation of training programs, is ascertained by the help of trainingfeedback Questionnaire
The degree of effectiveness of training input is assessed by one or moreof the following modes:
a)
Post Training Test (Wherever applicable).b) Feedback on training input matrix duly filled by concerned HODs on
quarterly basis.
The data pertaining to Training activities for each month is made available
to the Top Management through Quarterly Management Information System
for review.
TRAINERS ROLE
Training is extremely important when you consider the changes that are
taking place in the work environment today, workforce, shortages of skilled
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workers technological advancements, increasing global competition and the
nationalization efforts that play such a primary role in the local region.
Managers are responsible for setting up a training that has a clearly define
structure and objectives that are understood by everyone involved with the
development process. Now that the managers role is understood we need to
focus on the individuals that will have the biggest roles in the integrated
competency-based system, the trainer and trainee!
The trainer is often referred to as one of the most important players in the
training process because they are responsible for guiding the trainee through
the learning process. Trainers must be competent, have good communication
and strong inter-personal skills. Trainers must determine what the trainee is
capable of learning at any given time and then present the training and
development activities in a clear and logical manner so the trainee is capable
of performing the required tasks.
In order to do this the trainer must ensure each trainee understands what is
expected of them, how the work should be accomplished and what criteria
will be used to measure and evaluate the trainees efforts.
STEPS IN TRAINING
PLAN THE TRAINING: - The trainer must decide what training activities
will take place and integrate these activities with real day-to-day work
assignments. Once the plan is established the trainer will also be responsible
for discussing the assignment with the trainee so that an orderly approach is
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taken. During the planning phase the trainer should also review all
appropriate documentation and material related to what they are going to
teach the trainee.
1. SCHEDULE THE TRAINING SESSIONS:- The trainer shouldreview the trainees ability and match it against the current operational
requirements in order to determine the appropriate time to conduct
training activities.
2. CONDUCT TRAINING ACTIVITIES: - The trainer should startthe training session by explaining the objective of the training activity
to the trainee and explain why they need to learn the material. The
trainer must then demonstrate the proper way of completing the task
or operation. A good trainer ensures that each and every trainee
immediately practices the skills they have learned under the trainers
supervision. The trainer also needs to allow the trainee enough time to
practice the tasks before being evaluated.
3. EVALUATE TRAINING: - The trainer has many differentevaluation methods at their disposal, such as, written tests, interviews,
observation, work samples and reports. The observation method is
used to evaluate a trainees performance .the trainer watches to ensure
all procedures were being done correctly, safety and in the propersequence. The trainer then provides feedback to the trainee and their
manager, if required. The feedback would point out the strengths and
weakness of the trainees performance.
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4. DOCUMENT TRAINING ACTIVITIES: - Finally, the trainershould document the results of the training activities and if
appropriate, the results of the training evaluation. Documenting
training is important for a number of reasons but the most important is
that it provides a record of the trainees performance. This record is
extremely helpful when a trainee is receiving training and guidance
from more than one individual. Having a formal training record
allows everyone involved with the training & development process to
concentrate on what trainee needs next instead of spending time trying
to figure out what has already been accomplished!
IMPLEMENTATION OF TRAINING PROGRAMME
To put training programme into effect according to definite plan or
procedure is called training implementation.
To put training program into effect according to definite plan or procedure is
called training implementation is the hardest part of the system because one
wrong step can lead to the failure of whole training program. Even the best
training program will fail due to one wrong action.
Training implementation can be segregated into:
Practical administrative arrangements Carrying out of the training
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Training design involves designing of training programme for skilled, semi-
skilled and unskilled worker. In an organization, the trainers and the
management are mainly involved in the designing of a training programme.
A training programme should be designed in such a way that the employees
of an organization are included to completely utilize their potential for
fulfilling the organizational objectives. There are various types of
programmes that can be implemented by the trainers. When designing a
training programme, the structured of the organization needs to be
considered. The management of an organization plays different roles, which
includes administrator and consultant in training and development.
EVALUTION OF EFFECTIVENESS OF TRAINING
PRGRAMME
The effectiveness of any training program is essential to know how much the
participants have understood; learned & how well they are going to use their
new skill on the job. It also helps to know whether the training program
being conducted has been able to achieve the desired results or not like
reducing turnover, reducing wastage etc. Other than, effectiveness of a
training programme also depends on a proper analysis of learning needs, the
design of appropriate curriculum, skills in teaching methodologies, andselection of appropriate learning materials.
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AT MCL, FOLLOWING WAYS ARE TAKEN INTO
CONSIDERATION FOR EVALUATION OF TRAINING
PROGRAMME
For Trainees:
1. Questionnaire: After each session of training program the
participants are subjected to test so as to judge the level of understanding of
each participant from the training program. These kinds of test enable to
decide, how effective the program was? This helps in order to ascertain the
degree of absorption of the training inputs.
2. Presentations (If required): This is mainly done in case of
specific needs where it is not feasible to organize in-house training program.
The nominated employee undertakes the training and if he finds out that the
training will be of useful or is important for other employees then he after
Evaluating of Training
Trainer Trainees
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taking to the Head HRD organizes the training program within the
company.
For Trainer:
1. Feedback form: After every training program, participants get thechance of rating the training program being conducted. This feedback
form is filled by the trainees in whom many questions relating to
material, communication skill of the trainer, slides, and performance are
asked. In other words, overall performance of trainer and feedback of
participants are evaluated by the help of Training Evaluation
Effectiveness Sheet. The following format
2. System of Management Information System:
Every month MIS is prepared by HRD which acts as a record where by
training detail are filed.
This report contains information of what was planned and what happened
in actual training like how many of them attended the program (group
size). What was the reason of training not been conducted when it was
planned etc. The following format prepared of those nominated. They
are informed about the program at least a week advance through mail and
also through a training circular that is sent across to them. Signatures of
the participants are taken as confirmation. Participants deputed for
attending training programmes outside the factory submit a copy of the
training material / report about the suitability of the programme to HRD
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and take a briefing session or for the other employees or sharing the
learning experience with the colleagues.
In case of Internal Training, the employees who have alreadyattended training outside take the responsibility of training to be
conducted Internal Training conducted is for Staff members &
workers. Internal training conducted is as per schedule laid down in
the training calendar. The participants for training programme are
selected, based on needs mentioned in the training identification form
as identified by them or their superiors. The participants are well
informed at least one week in advance, along with their HOD in
personal i.e. through circular & also through mails.
AT MINDA CORPORATION, TRAINING IS
ALSO CONDUCTED IN HINDI FOR WORKERS.
EVALUATION TRAINING EFFECTIVENESS
Evaluating your training allows you to work towards improving it. There
are several ways to get an accurate picture of what your training has
achieved and what the limitations are.
EMPLOYEE PERFORMANCE EVALUATIONS
Review the impact of the training on the employees performance, aspart of a regular appraisal process. This is a good time to discuss any
additional training needs.
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BUSNESS PERFORMANCE EVALUATIONS
Training can be evaluated by measuring tangible performance indicators,
such as sales, production costs, output, absenteeism and staff turnover.
Qualitative improvements may be just as important. This could include
higher quality goods & services, better teamwork, fewer customer
complaints and greater innovation within your business.
EMPLOYEE FEEDBACK: - Ask your employees:
If the training was relevant to their job and their level of expertise How they will put their training method What worked and what didnt What could be improvedTRAINING EFFECTIVENESS MONITORING
To make any training input meaningful, its effectiveness has to be felt.
In Minda, they adopted the following measures for assessing theeffectiveness of training
Training Evaluation Questionnaire Training Effectiveness Evaluation sheet Post Training Test Preparation by participants after attending out-house programme
(if required)
Training Input matrix
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TRAINING EVALUATION QUESRIONNAIRE
In order to have the participants feedback and reaction about the various
aspects of training programmes we are using this questionnaire.
TRAINING EFFECTIVENESS EVALUATION SHEET
We have also developed a computerized training effectiveness evaluation
sheet wherein the response generated from the training evaluation
questionnaire is fed in the computer and the results for different factors of
training inputs are accordingly analyzed.
POST TRAINING TEST
In order to ascertain the extent/degree of absorption of the training inputs,
we conducted customized post training test.
PRESENTATION BY PARTICIPANTS AFTER
ATTENDING OUT-HOUSE PROGRAMS(IF REQUIRED)
In case of specific needs where it is not feasible to organize in-house training
programme, we nominate the participant for outhouse training programmers.
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RESEARCH METHODOLOGY
In this chapter review of few studies problem areas for the present study,
statement of the problem, objectives, instruments of data collection,
sampling, tools of analysis have been presented.
STATEMENT OF THE PROBLEM- TRAINING AND
DEVELOPMENT PROCESS AT MINDA CORPORATION LTD
Objectives
1. To study work climate and culture of Minda.
2. To analyze the extent of job satisfaction and performance excellence
amongst the employee.
3. To determine the training needs of executives.
4. To evaluate the training policies in the corporation.
5. To evaluate the role of training role of organization in effective
implementation of training.
SAMPLING
Sampling Area
Minda Corporation Ltd Haridwar
Research Tool - Questionnaire
Sampling units - 20(total, 20 respondents back)
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PRIMARY SECONDARY
1. Questionnaire 1. Diary
2. Books
3. Other records
4. Magazines
The investigator used questionnaire and opinion survey for collection of data
from primary source. Questionnaires were used for supervisory and
executive cadre and opinion survey was used to know the technology,
perceptions, thoughts and reactions of the executives, employees/workers
and trade union members of the organization.
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ANALYSIS AND INTERPRETATION
1. Rate of overall performance of training programTable 1: shows that, among the 20 respondents, 2(10%)respondents
said that training program is Excellent, 6(30%)respondents said that
training program is very good,8 (40%) have rated of overall
performance of training program is good and 4(20%)people said that
the training program of the organization is satisfactory.
Table No. 1
0
2
4
6
8
10
12
RESPONSE
SCALE
PERCENTAGE
GRADE RESPONSE SCALE PERCENTAGE
Excellent 2 5 10%
Very good 6 4 30%
Good 8 3 40%
Satisfactory 4 2 20%
Poor 0 1 0
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2. Rate the overall performance of Trainer/Trainers.Table 2: shows that, among the 20 respondents, 3(15%) respondents
think that the performance of trainer is excellent, 4(20%) respondents
think performance of trainer is very good and maximum respondents
said that the performance of trainer is good. Only two people are not
satisfied with the performance of trainer.
Table No. 2
0
2
4
6
8
10
12
Excellent Very good Good satisfactory Poor
RESPONSE
SCALE
PERCENTAGE
GRADE RESPONSE SCALE PERCENTAGE
Excellent 3 5 15%
Very good 4 4 20%
Good 8 3 40%
satisfactory 3 2 15%
Poor 2 1 10%
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3. How far did you achieve your learning objective from the
programme?
Table 3: shows that, among the 20 respondents, 7(35%) have rated
learning objective
Table No. 3
0
1
2
3
4
5
6
7
8
RESPONSE
SCALE
PERCENTAGE
GRADE RESPONSE SCALE PERCENTAGE
Fully 1 5 5%
Substantially 4 4 20%
Partially 7 3 35%
fairly 6 2 30%
Very little 2 1 10%
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4. How was the training programme conducted?
Table 4: shows that, among the 20 respondents, 1(5%) respondents
think that training program is excellent, 6(30%) respondents think
that training program is very good, 10(50%) maximum respondents
think that training program is good. Only 2(10%) respondents think
that training program is poor.
Table No. 4
0
2
4
6
8
10
12
Excellent Very good Good satisfactory Poor
RESPONSE
SCALE
PERCENTAGE
GRADE RESPONSE SCALE PERCENTAGE
Excellent 1 5 5%
Very good 6 4 30%
Good 10 3 50%
satisfactory 1 2 5%
Poor 2 1 10%
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5. How do you the use of training techniques in facilitating learningin terms of mixing participative and non-participative technique.
Table5: shows that, among the 20 respondents, 10 (50%) maximum
respondents have rated training technique are good.
Table No. 5
0
2
4
6
8
10
12
RESPONSE
SCALE
PERCENTAGE
GRADE RESPONSE SCALE PERCENTAGE
Excellent 1 5 5%
Very good 5 4 25%
Good 10 3 50%
satisfactory 2 2 10%
Poor 2 1 10%
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6. To what extent did you find the training programme relevant
to your job performance?
Table 6: shows that, among the 20 respondents, 7 (35%) most of the
respondents think that training program is relevant for their job
performance. Only 10% respondents think that training program is
not relevant with their job.
Table No. 6
0
1
2
3
4
5
6
7
8
RESPONSE
SCALE
PERCENTAGE
GRADE RESPONSE SCALE PERCENTAGE
Highly 4 5 20%
Substantially 3 4 15%
Moderately 7 3 35%
Fairly 4 2 20%
least 2 1 10%
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7. Did you find training material useful?
Table 7: shows that, among the 20 respondents, 7(35%) have rated
of training material useful.
Table No. 7
0
1
2
3
4
5
6
7
8
RESPONSE
SCALE
PERCENTAGE
GRADE RESPONSE SCALE PERCENTAGE
Excellent 2 5 10%
Very good 3 4 15%
Good 7 3 35%
satisfactory 6 2 30%
Poor 2 1 10%
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8. Were the Audio Visual aids, of any use in the training program?
Table 8: shows that, among the 20 respondents, 6(30%) have rated
use of Audio Visual aids are Very good and 2(10%)respondents
response that Audio Visual aids are poor.
Table No. 8
0
1
2
3
4
5
6
7
8
RESPONSE
SCALE
PERCENTAGE
GRADE RESPONSE SCALE PERCENTAGE
Excellent 2 5 10%
Very good 6 4 30%
Good 6 3 30%
satisfactory 4 2 20%
Poor 2 1 10%
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9. Was/Were the Trainer/Trainers presentation clear in terms of
expressions of his ideas?
Table 9: shows that, among the 20 respondents, According to
3(15%)respondents trainers presentation is highly clear,
6(30%)respondents said that is trainers presentation is substantially
clear,7 (35%) have rated trainer presentation as moderate. Only two
people response that trainers presentation is very least clear.
Table No. 9
0
1
2
3
4
5
6
7
8
RESPONSE
SCALE
PERCENTAGE
GRADE RESPONSE SCALE PERCENTAGE
Highly 3 5 15%
Substantially 6 4 30%
Moderately 7 3 35%
Fairly 2 2 10%
least 2 1 10%
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10. Was the time allocation for the programme adequate?
Table 10: shows that, among the 20 respondents, the training programe is
conduct by the highly qualified and experienced person so the time
allocation is very good but 2(10%) respondents think that it is not correct.
Table No. 10
0
1
2
3
4
5
6
7
8
9
RESPONSE
SCALE
PERCENTAGE
GRADE RESPONSE SCALE PERCENTAGE
Highly 2 5 10%
Substantially 8 4 40%
Moderately 6 3 30%
Fairly 2 2 10%
least 2 1 10%
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11. How was the administrative arrangement in the training room?
Table 11: shows that, among the 20 respondents, 2 (10%)
respondents said that arrangements are excellent, 5(25%) respondents
said that arrangements are very good, 10(50%) respondents said that
arrangements are good, only one respondent is totally not satisfied
with the administrative arrangements in the training room.
Table No. 11
0
2
4
6
8
10
12
RESPONSE
SCALE
PERCENTAGE
GRADE RESPONSE SCALE PERCENTAGE
Excellent 2 5 10%
Very good 5 4 25%
Good 10 3 50%
satisfactory 2 2 10%
Poor 1 1 5%
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Suggestions
Keeping in mind the above values of the company in mind, we need todefine competencies required to effectively perform his/ her role in the
company.
The following are the suggested competencies required for a consulting
engineer's position in the company.
1. Customer Intimacy and Focus:-Problem Analysis and Resolution
-Customer Service
2. Result Focus:
-Generate Business Value for customers
-Planning, Organizing and Project Management
-Business Management
3. Innovation and Continuous Improvement
-People Management
-Technical Knowledge
4. Technical Competencies.
-Core technical skills
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Suitable training programmes and other interventions may be recommended
based on the competency gap analysis done.
Developing an individual is not just a matter of attending a training course.
Individuals have numerous opportunities to develop their own skills and
knowledge.
They will of course require the support of their managers and the company.
It is the responsibility of managers to ensure development.
Here are few ideas for developing a team:
1. Delegating work2. Coaching on the job3. Project Teams4. Mentoring5. Team developing activities6. Sharing best practice
The method chosen will depend upon resources and time available,
opportunity and above all suitability for successfully meeting the training
objective. What suits one individual may not necessarily be right for all, so
training needs analysis should always be agreed following discussion
between employee and his manager.
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Recommendations
The following recommendations are made:
1. Managers fulfill a key role in changing HRD practices but it wasfound that it is sometimes difficult to get them to fulfill this active
role, either because of their workload, lack of affinity with HRD
tasks or a lack of skills in this field.
2. Therefore in the short term, it is necessary to find strategies toinvolve managers in HRD, by changing their views on learning
and increasing their motivation to support learning. In the long run,
consideration should be given to incorporating HRD skills in all
management training programmes.
3. HRD functions should be more precisely defined and recognizedby the top management as a major part of the global development
strategy of the company and seen as an investment rather than a
cost.
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BIBLIOGRAPHY
1) DR. Aswathappa Human Resource Management
Fourth Editions, 2005
Tata McGraw-Hill publishing Company Ltd
2) C.B.Mamoria Personal Management
3)www.google.com
4)www.minda.co.in
http://www.google.com/http://www.google.com/http://www.google.com/http://www.minda.co.in/http://www.minda.co.in/http://www.minda.co.in/http://www.minda.co.in/http://www.google.com/7/31/2019 Vandana Project Report
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Questionnaire
1. How would you rate the overall performance of the training programme aslearning experience?
Excellent Very Good
Good Satisfactory
Poor
Comments, if any:
2. How do you rate the overall performance of Trainer/Trainers?
Excellent Very Good
Good Satisfactory
Poor
Comments, if any:
_____________________________________________________________
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3. How far did you achieve your learning objective from the programme?
Fully Substantially
Partially Fairly
Very Little
Comments, if any:
4. How was the training programme conducted?
Excellent Very Well
Well Fairly Well
Poor
Comments, if any:
_____________________________________________________________
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5. How do you rate the use of training technique in facilitating learning in
terms of mixing participative and non-participative techniques?
Excellent Very Good
Good Satisfactory
Poor
Comments, if any:
6. To what extend did you find the training programme relevant to your job
performance?
Highly Substantially
Moderately Fairly
Least
Comments, if any:
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7. Did you find training material useful?
Excellent Very Good
Good Satisfactory
Poor
Comments, if any:
8. Were the Audio Visual aids, of any use in the training programme?
Excellent Very Good
Good Satisfactory
Poor
Comments, if any:
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9. was/were the trainer/trainers presentation clear in terms of expressions of
his ideas?
Highly Substantially
Moderately Fairly
Least
Comments, if any:
10. Was the time allocation for the programme adequate?
Highly Substantially
Moderately Fairly
Least
Comments, if any:
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11. How was the administrative arrangement in the training room?
Excellent Very Good
Good Fair
Poor
Comments, if any:
_____________________________________________________________
Please give your suggestions to make the Training Programme more
effective
(Signature of the participant)
PLEASE SPECIFY, HOW ARE YOU GOING TO UTILISE THESE TRAINING INPUTS IN
YOUR REAL JOB SITUATION?
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1. Training Need Identification2. Annual Training Calendar ( Staff & Associates )3. Monthly Training Calendar4. Training Need Form5. Training Attendance Sheet6. Training Feedback Form