SUMMER TRAINING

REPOART

ON

‘TRANING AND DEVELOPMENT’

IN

‘AMTEK AUTO LTD’

SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF DEGREE OF

MASTER OF BUSINESS ADMINISTRATION (MBA)

TO

MAHARSHI DAYANAND UNIVERSITY, ROHTAK

SUBMITTED TO: SUBMITTED BY:

Ms ANU SHARMA SATENDER SINGH ROLL NO. 0905036 MBA IIIrd SAMESTER

GURGAON COLLEGE OF ENGINEERING, BILASPUR, GURGAON

AUGUST 2010 SESSION 2009-2011

PREFACE

A WELL-PLANNED, PROPERLY EXECUTED AND EVALUATED

INDUSTRIAL TRAINING HELPS A LOT IN INCULCATING GOOD

WORK CULTURE. IT PROVIDES THE LINKAGE BETWEEN THE

STUDENT AND INDUSTRY IN ORDER TO DEVELOP THE

AWARENESS OF INDUSTRIAL APPROACH TO PROBLEM

SOLVING BASED ON BROAD UNDERSTANDING OF THE

PLANT, MACHINERY PROCESS AND MODE OF OPERATION

OR INDUSTRIAL ORGANIZATION.

MY PROJECT HAS ENABLED ME TO HAVE BROADER

KNOWLEDGE ABOUT THIS SYSTEM AND WHAT ARE THE

METHODS AND TECHNIQUES POLICY ADOPTED FOR

WORKING CAPITAL. THIS TRAINING ALSO PROVIDED AN

OPPORTUNITY TO GAIN PRACTICAL KNOWLEDGE

THROUGH THIS REPORT, I HAVE TRIED TO SUMMARIZED

ALL MY OBSERVATION EXPERIENCE AND KNOWLEDGE

ACQUIRED IN THIS REPORT.

SATENDER SINGH

ACKNOWLEDGEMENT

This project report is an integral part of my MBA program with Gurgaon College Of Engineering, Bilaspur Gurgaon, (Hr.) since it helped me to apply management studies during the first year program in this project.

At the outset, I take this opportunity to express my immense gratitude towards my Project Guide “Mr. Vimal Singh” at “Amtek Auto Limited”, Dharuhera who helped me throughout the project. I also want to thank Mr. “Piyush Gupta”(GM) who gave me the opportunity to do training in “Amtek Auto Limited”.

I would also like to express my gratitude towards all line workers, supervisors and Executives for their constant help and support during the entire course of my training.

Last but not the least; I would like to thank the whole Amtek family for their immense help and cooperation during my tenure at Amtek Auto Limited.

I shall always remain indebted to Amtek Auto Limited for this highly learning experience.

SATENDER SINGH

CRTIFICATE OF ORIGINALITY

This is to certify that the project titled “AMTEK AUTO LTD” is an original

work of SATENDER SINGH submitted in partial fulfillment for the award of

the “MASTER’S DEGREE IN BUSINESS ADMINISTRATION” of

GURGAON COLLEGE OF ENGINEERING . This report has not been

submitted earlier either to this University or to any other University/Institution for

the fulfillment of the requirement of a course of study.

SIGNATURE OF SIGNATURE OF SUPERVISOR STUDENT

DECLARATION

I, Satender Singh Roll No.0905036 Class M.B.A (3rd Semester)

Gurgaon college of Engineering, Bilaspur Gurgaon hereby declare that

Summer Training Report entitled “AMTEK AUTO LTD’.” is an original

work and the same has not been submitted to any other institute for the

award of other degree

A seminer presentation of the Training. Report was made on date

and the suggestions as approved by the faculty wera duly incorporated.

Presentation In-charge Signature of the Candidate

Signature :

Name of the Faculty :

Countersigned

Director of the Institute

INSTITUTE OF MANAGEMENT STUDIES AND

RESEARCH

MAHARSHI DAYANAND UNIVERSITY

PERFORMA FOR APPROVAL OF PROJECT PROPOSAL

NAME OF THE STUDENT ……………………………………

CLASS ROLL NO ………………………………………

Institute’s Name ………………………………………….

Title of the project ………………………………………….

Subject Area ………………………………………….

Name and Designation of the supervisor …………………………

Signature of the supervisor Signature of the student

Signature of the principal/director

Date:

TABLE OF CONTENTSTABLE OF CONTENTS

Preface

Acknowledgement

Certificate

Declaration

Executive Summary

Introduction

Training and Development

Review of Literature

Scope of The Project

Significance

Project Objectives

Company Profile

. Company introduction . About Amtek Group

. About Amtek history

. Our Culture

. Our Vision & Mission

. Our Value

. Our Commitment to Quality

. Product & Services

. Customers

. Awards

. About Amtek Auto Ltd., Dharuhera

Methodology

Sample

Data Collection

Limitation

Training and Development at Amtek auto Ltd.

Results

Analysis and Conclusion

Recommendations

Scope of Further Research

Bibliography

EXECUTIVE SUMMARYEXECUTIVE SUMMARY

Never before has the rapid increase in new knowledge and technology

and in the base of change and itself demanded a learning response as

great as what is now required to remain competitive. Today individuals

and organizations must become continuous learners to survive and hence

it is not surprising to find that most successful organizations operate in a

continuous learning mode.

The challenge of globalization, technological innovation increasing

competition and growth through expansion, diversification and

acquisition has had a wide-ranging and far reaching impact on HRD.

There is a need for a continuous process that aims at providing fresh

knowledge and skill inputs to the employees so as to ensure the

development of their competencies, dynamism, motivation and

effectiveness in a systematic and planned way, thereby improving the

productivity and overall organizational effectiveness. As a result,

training and development activities have acquired great significance and

are now firmly centre-stage in most of the organizations. Hence it can be

said that with the advent of free market economy rapid change in the

environment, training and development activities have assumed an

importance never before witnessed in Indian corporate history.

Training is the process of assisting a person in enhancing his efficiency

and effectiveness at work by improving and updating his professional

knowledge developing his personal skills relevant to his work and

cultivating in him appropriate behavior and attitude towards his work and

people he is working with. Development takes place as a result of

training and essentially implies growth plus change. Thus, training and

1

development go hand in hand. My endeavor has been to gain an in-depth

insight into the process of discovering, harnessing and developing of the

human capital to the benefit of both the individual and the organization

into days highly dynamic and competitive business world through a

comprehensive study and analysis of the latest training and development

techniques used by Amtek auto Limited.

2

TRAINING AND DEVELOPMENT –TRAINING AND DEVELOPMENT –

SCALING NEW HEIGHTSSCALING NEW HEIGHTS

Corporate success depends upon having and retaining talented people.

This is true today as it has always been. The shortage of such people is

widely accepted and training, at long last, is beginning to be recognized

as part of the solution and hence the total investment in training is on

the rise. This is true for all organizations. There really is no alternative

than to make sure that human skill so vital to the corporate success are

recognized, harnessed, developed and suitably maintained.

Training is not however, one ‘one-off’ investment. It is a continuing

investment. Not only is it needed to create the skilled workforce, but

also maintain the high levels of skills demanded by the ever changing,

highly dynamic work place.

The return on investment on HRD is still controversial in view of the

time variable in achieving the desired change and effectiveness in the

employees. The top management looks at the loss and profit equation

for any activity. It is interested in the benefits to the organization in the

terms of increased productivity, increased profitability, reduction in

wastage etc in return for investment in training. Hence, evaluation of

training programmers and introduction of the necessary corrective

measures also assumes considerable significance.

Training is the most important function that contributes directly to the

development of human resources. If human resources have to be

developed, the organization should create conditions in which people

acquire new knowledge and skills and develop healthy patterns of

3

behavior and styles. One of the main mechanisms of achieving this

environment is training.

Training is essential because technology is developing continuously and

at a fast rate. Systems and practices get outdated soon due to new

discoveries in technology, including technical, managerial and

behavioral aspects. Organizations, which do not develop mechanisms to

catch up with and use the growing technology, soon become outdated.

However, developing individuals in the organization can contribute to

the effectiveness of the organization.

Training and development are important activities in all organizations,

large and small. Every organization, regardless of size, needs to have

well-trained employees in its workforce who are prepared to perform

their jobs.

The term 'Training ' refers to the acquisition of specific skills or

knowledge. Training programs attempt to teach trainees to perform a

specific job and a particular activity.

The term 'Development ' usually refers to improving the intellectual or

emotional abilities needed to do a better job.

4

PRINCIPLES AND EVALUATION OF TRAINING

Training is the process of assisting a person for enhancing his efficiency and

effectiveness at work by improving and updating his professional knowledge, by

developing skills relevant to his work and cultivating appropriate behaviour and

attitude towards work and people. Training could be designed either for improving

present capabilities at work or for preparing a person for assuming higher.

Responsibilities in future which would call for additional knowledge and superior

skills.

Training is different from education particularly formal education. While

education is concerned mainly with enhancement of knowledge, training aims

essentially at increasing knowledge, stimulating aptitude and imparting skills

related to a specific job.

In India, considerable importance has been accorded to training in social

development and this is evident form the fact that the community spends roughly

six million dollars annually on training every year. But there are complains about

the ineffectiveness of training and possible waste of resources because of the use

of stereotyped and conventional methods in training which are often not set

completely in tune with job requirements.

It is a continuous process

Training is a continuous and life long process. Right form the time a

child is born he starts receiving training form his mother for a variety

of needs, so that he becomes a social being. His training continues in

the school and the college situations. However training as an organized

effort, designed with certain objectives, for example to help the trainees

to be informed of the subject matter which they have to use in their

work situation. Apart from change of attitudes, their skills have to be

5

improved and knowledge or information has to be imparted through

effective methods. In other worlds, training provides and synthesizing

with the help of the trainers, the information already available on the

subject. Training is a time-bound programme. Thus there is a separate

specialized discipline of trainers specializing in the field of human

activity.

Prevailing concept New concept

1. The acquisition of subject matter

knowledge by a participant leads to

action.

1. Motivation and skills lead to action.

Skills are acquired through practice.

2. The participant learns what the

trainer teaches. Learning is a simple

function of the capacity of the

participant to learn and the ability of

the trainer to teach.

2. Learning is a complex function of

the motivation and capacity of the

individual participant, the norms of

the training groups the training

methods and the behaviour of the

trainers and the general climate of

the institution. The participant's

motivation is influenced by the

climate of his work organization.

3. Individual action leads to

improvement on the job.

3. Improvement on the job is complex

function of individual learning the

norms of the working group and the

general climate of the organization.

Individual learning used leads to

frustration.

4. Training is the responsibility of the

training institution. It begins and

ends with the course.

4. Training is the responsibility of

three partners: the participant

organization the participant, and the

training institution. It has a

6

preparatory pertaining and a

subsequent, post-training phase. All

are equally important to the success

of training.

There has been in some quarter’s criticism of training and it is often argued that

personnel can acquire administrative capabilities and work skills through

apprenticeship capabilities and work skills through apprenticeship rather than

through formal training. While the training cannot by itself guarantee the success

of a development programme, its untrained personnel are unlikely to prove

effective. It is in this context that expert; administrators and planners greatly

appreciate the relevance of training in development process.

7

INTERACTION BETWEEN TRAINING & DEVELOPMENT and other human resource

functions

Training and development

Training opportunities reduce the demand for highly qualified applicants

Staffing

Careful Selection may reduce the need for training. But hiring additional employees adds to training needs

Training helps employees perform better

Performance evaluationPerformance evaluations provide

information that helps to assess training needs

Training should improve performance and result in higher levels of pay

Compensation

Financial incentives can create greater enthusiasm for training and increased participation

Skilled employees should perform better, reducing the probability of grievances and discipline Employee

relations

Unions may participate in the design and presentation of the training

8

The Training Cycle

A training cycle consists of a series of steps which lead to a training

event being undertaken. Evaluation provides feedback which links back

to the initial stages of training design. Indeed, it is the evaluation/

feedback process which makes this a cyclical event without it training

would be a linear process leading from initiating training through to its

implementation. The steps in the cycle are:-

Stage1: Identification of training needs. Examining what skills and

attributes are necessary for the job to be undertaken, the skills and

attributes of the job holder and the extent of the gap.

Stage2: Design, preparation and delivery of training.

Stage 3: Discovering the trainee’s attitude to training (reaction) and

whether the training has been useful from the point of view of training.

Reaction involves the participant’s feelings towards the training process,

including the training content, the trainer and the training methods used.

Learning is the extent to which the trainee has actually absorbed the

content of the learning event.

Stage 4: Discovering whether the lessons learnt during training have

been transferred to the job and are being used effectively in doing the

job.

9

Stage5: Evaluating the effects of the training on the organization. Thus

is the area on which there is perhaps most confusion, subsequently little

real action to clear it.

Stage 6: Reinforcement of positive behavior. It is optimal that positive

outcomes are maintained for as long as possible. It is not rare event for

changes in behavior to be temporary, with a gentle slide back to

previous ways of working. It is important to note the feedback loops.

Feedback on the process of actually delivering the training can come

10

Identification of training needs

DESIGN,

PREPARATIOReaction to and

learning from the training

Transferring training tot he work place

Evaluation of the impact on the organisation

Measuring perspective effects.

from the reaction and learning stage, the transfer of the training to the

work place and the evaluation of the impact of the training. The main,

feedback for the identification of training needs comes from an

assessment of the transfer of work to the training and the evaluation of

the impact on the organization.

It is important to note that these feedback loops may consist of two very

different types of information.

To determine the worth of training to the organization- a process best

done by quantitative methods and with hard, numerical data.

Allowing insights into the method of learning, where the experience

of those involved are the main focus, thus using mainly softer,

qualitative information.

Identification of training needs

The procedure of identifying training and development needs is crucial

for the success of the training function and requires to be carried out

systematically on a regular basis, preferably every year.

How are training needs identified to match the organizational

requirements in terms of technology /task/ people? Has the training

bought the desired change in the individuals’ performance and if so,

how is it assessed? These are the focal points, which require attention

of the HR professionals to assess the training needs of the employees

working in the organization.

Many organizations have their own system to identifying training needs

every year. However, need identification exercise can do real harm if

the needs are not met by conducting suitable programs. Managers must

11

perceive that their recommendations are grown due consideration and

suitable actions are initiated to satisfy the felt needs. Only then, they

will take this exercise seriously. Hence, formulation of suitable and

need based training programs and their timely implementation is very

important for the success of any training program.

Evaluation of Training Programs

Training programs are conducted with a view to help the employees to

acquire the knowledge, skills and attitude necessary to perform the task

assigned to them. They are conducted in order to bring about a planned

change which in turn involves substantial investment of money, time and

efforts. Therefore, one has to know whether such an investment in

training yielded the desired results. This desire naturally leads to

evaluation of training.

Evaluation means literally, the assessment of value or worth. Strictly

speaking the act of evaluating training is the act of judging whether or

not it was worthwhile in terms of some criterion of value, in the light of

the information available. Evaluation is the tool whereby information

about the result of trainees, interaction with the learning experiences

systematically collected and analyzed. Thus, evaluation can provide

useful data both for improvement of training and enhancement of

learning. In brief it is important in 3 ways.

It indicates whether appropriate monetary investment is made on the

implementation of training programs.

It determines the degree of effectiveness and success of the training

programs.

12

It provides a basis for introductory the necessary corrective

measures.

The benefits of constructive, practical evaluation of training

substantially outweigh the costs six direct benefits of evaluating training

programs are:-

Quality Control: Quality control systems are designed to ensure that

products or services are fit for their intended purpose. Evaluation in

training will assess the extent to which work-related results can be

demonstrated to arise from the training. Successful, positive elements of

training can be maintained and reinforced, whilst negative elements

removed or revised. If results cannot be justified, then it becomes hard

to justify the commitment of any resources to the training activity and

they can be re-allocated to

Where they may make a greater impact.

Efficient training design: It throws an emphasis on those elements of a

training system which matter, such as proper definition of objectives and

setting criteria on now these objectives are to be measured.

Enhanced professional esteem: Training professionals can gain

enhanced stature from having systematic evaluation of data rather than

intuitive assessment of their contribution to the business. Being assessed

on their contribution to the ‘bottom-line’ of the business puts the HRD

function on the same footing as other functions, instead of claiming

that the nature of their work does not allow an application of the same

criteria. This helps to break down the barriers facing the integration of

HRD professionals within the organization.

13

Enhanced negotiating power: On much the same tack evaluation makes

it possible for the HR function to demonstrate a successful contribution

to the business over a period of time. When resources are to be allocated

and new investment decisions to be made, them being able to show the

outcomes of training would be invaluable.

Appropriate criteria of assessment: Individuals within an

organization will make judgments about how effective the training

function is, regardless of whether an evaluation system is in place or

not. Given this, it is very important that the HR controls the choices of

appropriate criteria, which it can most safely do on the back of a formal

evaluation process.

Intervention strategy: Evaluation can be a tool for changing the way

that training is integrated into the organization. It offers a means by

which the HR function can build on its enhanced esteem and negotiating

power to play a more active role in developing policies.

14

SYSTEMS MODEL FOR TRAINING

Assessment Phase

Assess Training needs and training

resources

Identify training objective

Training and development phase

Develop criteriaPretest trainees

Select training methods and

learning principles

Evaluation phase

Conduct training

Monitor training

Compare training

outcomes against criteria

Feed back

15

BENEFITS OF TRAINING:

Training usually is a strategic human resource activity because it plays a major

role in determining the effectiveness and efficiency of an organization. A

successful training and development program will achieve the following benefits:

1. Improve the quality and quantity of work done.

2. Reduce the learning time required for employees to reach acceptable

standards of performance.

3. Create more favourable attitudes, loyalty and cooperation.

4. Satisfy human resource planning requirements.

5. Reduce the number and cost of accidents.

6. Help employees in their personal development and advancement.

7. Help organizations to respond to dynamic market conditions and changing

consumer demands.

Different jobs require different capabilities. These capabilities can be considered

under four categories:

1. Technical

2. Managerial

3. Behavioural

4. Conceptual

16

TECHNICAL CAPABILITIES:

They deal with the technology of the job or the tasks the employee is expected to

perform. They include information, skills and knowledge.

MANAGERIAL CAPABILITIES:

They include the ability to organize, coordinate, plan, monitor, evaluate and

redesign a variety of activities. As managers have the task of getting things done

by others with optimal use of resources for achieving the best possible results,

they need to possess managerial capabilities. Knowledge of management

techniques like PERT, systems analysis, performance budgeting etc. are evidences

of managerial capabilities. Management skills involve the application of these

techniques for better planning, better coordination, better monitoring, and for

better achievement of results.

BEHAVIOURAL CAPABILITIES:

These include leadership skills, ability to motivate others, communication skills,

ability to work as a team member, dynamism, initiative etc. Mere knowledge of

behavioral sciences does not ensure that person has behavioral capabilities.

Attitudes and orientations play an important role in determining the effectiveness

of the employees to a great degree.

17

CONCEPTUAL CAPABILITIES:

These involve conceptual understanding of one's own tasks in relation to those of

others, imagination, futuristic thinking, model building capabilities and perception

of various tasks and their interrelationships within the organization and outside it.

TYPES OF TRAINING:

1. Orientation/Induction Training:

The orientation or induction training is given to employees as soon as they join an

organization. The purpose of this training is to orient the employee to the

company and its tasks, to help his role in detail and see the link his role has with

other roles in the company, to help him understand the expectations of other

employees from him, and to give him a feel of the organization and feel part of it.

The induction training normally does not focus on skill development. It focuses

more on perspective development and understanding of the organization. Without

such understanding of the organization, its mission etc., the employee may soon

feel alienated. Induction training is one way in which culture and traditions are

established and maintained through socialization of the new employees into the

culture of that organization.

18

2. On-The-Job Coaching:

On-the-job coaching is another way of training employees. This type of training is

given to employees who are new to a given job (not necessarily to the

organization). The purpose of this kind of training is to equip the employee with

the capabilities required to perform various tasks of his job. This may involve skill

training by the supervisor of the employee, either on a day-to-day basis or

periodically. On-the-job training techniques also include job instruction training,

job rotations, internships, coaching and counseling. On-the-job training should be

particularly stressed upon during the early stages of their careers.

3. Apprentice Training:

Apprentice training is given to those who have just completed their studies and are

about to enter the organizational world. The apprenticeship involves practical

training under the guidance of one or more instructors designated by the

organization to train the trainees.

IN-HOUSE TRAINING:

In-house training programs are programs offered exclusively for the employees of

an organization by the organization. The Training Department assesses the

training needs of various categories of employees periodically, invite suggestions

from the senior executives of that company on the training needs as perceived by

them, keep in touch with the new developments taking place in the outside world

that have relevance to their own organizational activities and periodically invite

outside trainers to train their employees.

In the in-house training programmes, the training department may use its own

senior employees as trainers or may depend exclusively on outsiders or may use

both sets of resources.

19

SPONSORED TRAINING:

As most organizations do not have sizeable units of training, it is easier for them

to sponsor a few employees for training by outside agencies.

DISTANCE TRAINING:

Distance training is the training conducted without the trainer being physically

present near the trainee. The most well known forms of distance training are

correspondence courses, auto-teaching machines, programmed instruction

materials, video and audio cassette programs, alumni bulletins etc. This form of

training is useful mainly to keep the trainee informed about various developments

in his field or to acquaint him with new technology, processes etc.

CAREER DEVELOPMENT PROGRAMS

Career Development programs help people grow and continue after they begin

their employment. Career Development refers to helping individuals plan their

future careers within the organization. The objectives of career development are to

help individuals achieve maximum self-development and also to help the

organization achieve its objectives.

INDIVIDUAL BENEFITS:

For the individual, the most immediate benefits of career development include a

better job, more money, increased responsibility, greater mobility, and the

acquisition of skills that improve productivity. Career Development also provides

less tangible benefits for individuals, such as increased job satisfaction, the

development of a career orientation rather than a job orientation, increased

involvement at work, greater exposure, a better understanding of what is expected

and broader knowledge of additional areas of career interest.

20

ORGANIZATIONAL BENEFITS:

Through the development of competent employees, organizations are able to

identify future managers and prepare them to achieve organizational goals. By

developing competent replacement managers, an organization is able to practice

promotion from within, which increases the level of motivation for aspiring

managers.

Employees who remain in the same position for an extended period typically

become obsolete, either because of a lack of training or a lack of motivation.

Career planning helps to prevent the problems of obsolescence by providing

employee training by moving employees into different jobs, and by motivating

employees to make valuable contributions to the organization. An organization

that tries to help employees’ plan their careers can benefit directly through lower

turnover and personal costs.

DEVELOPMENTAL PROGRAMS:

1. Mentoring:

Some organizations assign an experienced employee to serve as a mentor for new

employees. A mentor is a trusted counselor, coach or advisor who provides advice

and assistance. Effective mentors teach these new employees a number of things,

which include:

1. Provide instruction in specific skills and knowledge critical to successful

job performance.

2. Help in socializing them in the culture of the organization and

understanding the unwritten rules of the organization.

3. Answer questions and provide useful insights.

21

4. Offer emotional support and encouragement.

5. Serve as a role model.

6. Create an environment in which mistakes can be made without losing self-

confidence.

2. Career Counseling:

Most organizations provide some form of career counseling on various occasions:

during employment interviews when employees are first hired, during employees'

annual performance evaluation interviews, and as part of the special career

counseling that is provided for high-potential employees. Career counseling

typically occurs as part of the day-to-day relationship between a supervisor and a

subordinate. Moreover, some organizations provide special career counseling by

conducting psychological assessments of employees and helping them interpret

their individual results.

3. Career Pathing:

Career pathing refers to identifying a sequence of jobs through which an

individual can expect to progress towards high levels of management. Some

organizations provide job progression plans for all new employees, while others

do it only for exceptionally bright and promising candidates. Career path

information must be provided to the employees before a possible career path can

be charted out for them.

4. Career Development Programs:

Career development includes any and all activities that prepare a person for

progression along a designated career path. Career development usually involves

both formal and informal means. These programs maybe conducted in-house or by

22

external sources, such as professional organizations or colleges and universities

and are organized by the T&D department of an organization.

Internal Mobility

There is a possibility in organizations that over a period of time an employee will

change his role or position, from one job to another – laterally or vertically in the

organization structure. This kind of employees’ movement within an

organization is known as internal mobility. Internal mobility includes a cluster

comprising, may take place between jobs in section, sections, departments,

division or even between plants in multi - plant operations.

Promotion

Promotion is the upward reassignment of an individual in an organization’s

hierarchy, accompanied by increased responsibilities, enhanced status, and usually

with increased income, though not always so. On being promoted, the promoter’s

duties and responsibilities increase, and the higher one goes in an organization the

greater the implications of the individual’s decisions on the viability of the

enterprise. After promotion, an individual’s duties and responsibilities usually

becomes qualitatively different from those of this earlier job.

The following are the objectives of promotion:

1. It is recognition of a job well done by an employee.

2. It is a device to retain and reward and employee for his years of service to the

company.

3. It is to increase individual and organizational effectiveness.

4. It is to promote a sense of job satisfaction in the employee.

23

5. It is to build loyalty, morale and a sense of belongingness in the employee.

6. It is to impress upon others that opportunities are open to them also in the

organization, if they perform well.

An internal mobility system also needs as supportive information system to make

it viable.

It is desirable to have a central, maintain a detailed inventory of the skills of all

employees and coordinate all information – promo -table posts available, posts

vacant, number of employees on transfer, permanent and temporary posts.

When making internal mobility decisions, organizations tend to place emphasis on

their objectives, filling job vacancies, eliminating employee surpluses, correcting

behavioral problems, etc. Promotion maintains organizational effectiveness

through maintenance of employee moral and favorable attitudes towards the

organization. Demotions frequently used as from of disciplinary action since it

represents loss of status and earning.

Transfers are required in the process of organization job requirements, job

rotations and filling in absenteeism, separations and termination, such as discharge

and dismissal, from a part of the outward mobility of an organization.

24

REVIEW OF LITERATURE REVIEW OF LITERATURE

A number of studies on the identification of training needs in India are

available. Some of them deal with the general framework while others

are specific company based studies.

For training activity to be meaningful, Dayal (1970a) suggests that a

detailed study of jobs and skill analysis is absolutely necessary. The

training, thus, imparted would help the employee to adjust to their job

requirements. As far as the supervisory category is concerned. Sundaram

(19709) points out that the training needs for supervisors can be

identified through careful observation of their work which is indicative

of poor performance, low production, high cost, poor product quality,

high scrap, spoilage, wastage, accidents, absenteeism, and turnover. The

day-to-day complaints and grievances also form useful sources for

identifying their training needs. Given that supervisors are the first

contact point for the workers. Ghosh (1984) stresses the need for

behavioral inputs in any training programme organized for managers.

Srinivasan (1977) recommends that their training programmes should

focus on corporate planning, organizational development, and personnel

management.

Bhatia (1981) sees a shift from knowledge to attitude as the main

objective of training. He identifies three areas of training- technical

skills and knowledge, knowledge of organization and external systems,

and conceptual and interpersonal skills. He suggests that the emphasis on

these three must vary according to the level of the employee. The

workers training should focus on technical skills and knowledge followed

by conceptual and interpersonal skills, and knowledge of organization

25

and external systems. In the case of supervisors, conceptual and

interpersonal skills should be emphasized followed by technical skills

and knowledge, and knowledge of organisation and external environment.

As far as managers are concerned, the sequence is the same as that for

supervisors except that the order of knowledge of organization and

external environment and technical skills and knowledge is interchanged.

Seth (1984) administered a 720item questionnaire on 119 personnel

managers. The cluster analysis revealed personnel managers to be more

employee oriented; able to recognize the utility of group processes, and

having fait in workers ability to take initiative and handle responsibility.

On the basis of results. Seth suggested that training for personnel

managers should be directed towards attitudes and beliefs underlying

managerial philosophy and their inter relatedness.

As far as identifying training needs by the company is concerned, Glaxo

Laboratories considers the following factors.

1. Level and rapidity of technological and administrative changes

2. Level of individual and group performance.

3. Changing organizational structure

4. Perceived organizational imbalances.

At the individual level, the person himself identifies the need for training

and records it or the appraise discusses the individuals training needs in

view of this deficiencies on the job. Since Glaxo uses the MBO system,

this process helps a great deal in making training useful to both the

employees and the organisation (lawande, 1980)

26

Studies on the identification of training needs thus emphasise not only

the organisational analysis but job and individual role analysis as well. It

is also useful to note that many studies emphasise the need for training in

human resources management.

Johnson (1967) suggests that clues for training needs can also come from

a number of written sources. He lists 17 sources for identifying training

needs. Some of them are highlighted below.

1. Articles: Articles published in journals or magazines often indicate

individual company’s experiences with personnel utilizations and the

ways organizations improve productivity. Such individual

experiences could be a good source of learning from the experiences

of others.

2. Books: Knowledge in training and development is increasing at a

faster speed today than before. Many books are published every year

on training and they provide useful sources in learning newer

techniques developed in identifying training needs.

3. Case studies: In an attempt to find solutions to specific problems

people often show gaps in understanding. These can become useful

themes for training.

4. Companies: All organizations in organizations provide useful data

for preparing people to not only face such situations but learn to

avoid them in future.

5. Crisis: Crisis situations in organizations provide useful data for

preparing people to not only face such situations but learn to avoid

them in future.

27

6. Factual data: Factual information such aspects as absenteeism,

wastage, turnover, machine breakdown, sales, and the like also open

avenues to identify what can possibly be done to improve upon them.

7. Grievances: Formal grievances are important sources to identify

training needs.

8. Reports: Often reports submitted by many departments provide

useful clues on what is lacking or what should be reinforced.

9. Rumours and grapevine: Taken seriously, they provide useful feed-

back on the total activity of an organisation and may often identify

gaps in various areas of organizational functioning.

10. Suggestions: A number of organisations are very particular about

suggestions and take them very seriously. Since suggestions have a

base in experience they provide useful clues for training needs.

A more direct approach for identifying training needs was used by

Kanitkar etc. al.(1994). Instead of going to HRM department, they

approached section heads and senior managers of 73 milk unions

associated with National Dairy Development Board. Their study revealed

five contents of training that were identified by a very large majority of

respondents. These were cost consciousness, loss control, marketing,

sanitation and hygiene, and operations and maintenance of utilities.

Who needs what kind of training was the focus of a study by Singh et.al.

(1998). In a study of 92 Anganwadi workers, they found that the need for

training correlated inversely with age and in service training. In other

words those who were older did not feel ten needs for training and if

offered in service they did not want to go through it. However the need

for training correlated significantly and positively with education, years

28

of experience, communication skill, job satisfaction, knowledge level and

attitude towards integrated Child Development Service. Scheme.

Mayo and DuBois (1987) cite eight criteria for including a task in a

training course. Think about how you would apply these criteria to a task

area that you teach (e.g., performance appraisals,. World processing,

project management, etc.)

Criteria for selecting a Training task

1. The percentage of job incumbents who actually perform the tasks

2. The percentage of total work time that job incumbents spend on the

task.

3. How critical the task is.

4. The among of delay that can be tolerated between the time when the

need for performance of the task becomes evident and the time when

actual performance must begin.

5. The frequency with which the task is performed.

6. The difficulty or complexity of the task.

7. The probability of deficient performance of the task on the part of job

incumbents.

8. How soon the task must be performed after a person is assigned to a

job that involves it.

Finally, the selection of training objectives may hinge on one’s under

standing of adult learning needs.

29

SIGNIFICANCESIGNIFICANCE

The significance of the study on training and development by the new

researchers has increased due to rapidly changing technology and work

culture in industrial environment due to an increasingly skilled

workforce and very competitive global marketing.

Training is very much essential to upgrade skills of employees in this

scenario, for the development of self as well as the organization.

Thus, study on Training and Development is extremely important as it

reveals and identifies the lacunas in the training policy and the areas

where the organization can improve for the betterment of the

organization as well as the industry.

30

PROJECT OBJECTIVESPROJECT OBJECTIVES

The objective of my study is to examine the training and development

process being followed by Amtek auto Ltd by-

Honing up identified functional skill areas of personnel, for more

effective contribution to the organization.

Providing platforms for professional growth and exploration leading

to overall improved organizational health and quality of life.

Developing human resources in consonance with broader corporate

horizon and long range vision of the organization.

This will be done on the basis of four parameters which forms the basis

of the questionnaire-

1. Purpose of training- What is the purpose of training at Amtek auto

Ltd.

2. Identify training needs- How will the training needs be identified

3. Administration set up for training-What is the set up like

4. Effectiveness-How effective is the system

This analysis will be based solely on the perception of individuals who

have gone through this process. The outcome will depict whether

difference in perception exists between two levels of employees or not.

31

COMPANY PROFILE

32

COMPANY PROFILE

Amtek Group

Amtek Group is a leading international manufacturer of automotive components and assemblies with production facilities located strategically across North America, Europe & Asia. The Group's extensive manufacturing capabilities encompass Sub assemblies, Iron, Gravity & Aluminium Castings, Forgings, Complex Machining & Ring Gears Flywheel Assembly.

Amtek Group was established in year 1985 with the incorporation of the flagship company, Amtek Auto Limited. Since then, it has grown rapidly to emerge as a frontrunner in the global automotive component industry through a number of strategic acquisitions across Asia, Europe and North America, production levels enhancement by technological upgrades and product segment rationalization measures.

$ 1billion global automotive components manufacturer

34 manufacturing facilities across North America, Europe & Asia

Global auto components supplier with proven capabilities in Forging Iron Casting & Ductile Aluminum Casting and Gravity Die Casting Machini

Extensive product portfolio with a range of highly engineered components

Preferred OEM supplier for Motorcycles Passenger cars Light Commercial Vehicles Heavy Commercial Vehicles Agricultural Equipment Heavy Earth Moving Equipment

33

Management at Amtek

The senior management at Amtek has a long and distinguished experience in handling large-scale automotive manufacturing operations. It has been successful in meeting the ever-increasing demands of the global automotive giants in terms of product quality, development, delivery and cost control while improving the company's profitability and ensuring a consistent growth for the last nearly two decades. The senior management at Amtek is as follows:

Arvind Dham , Chairman

Group Chairman & Managing Director, Mr. Dham is a professionally qualified, self-made industrialist. A recipient of "Udyog Patra" award from the Government of India in the year 1992, he has distinguished experience in setting up and managing large-scale automotive manufacturing operations. Avijit Banerjee - Director

Mr. Avijit Banerjee is a graduate in Mechanical Engineering with over 35 years of experience in Forging, Steel & Auto Component industry. Having established and managed several forges, he is a pioneer in bringing precision forging technology to India. He has worked and traveled extensively all over the world in connection with metal forming technology and establishing business partnerships.

Gautam Malhotra, JMD

Mr. Gautam Malhotra is an MBA from Manchester Business School currently responsible for setting up a Greenfield foundry in Rajasthan, India. He is also a core member of the M&A and Integration, IT Systems and Lean Six Sigma initiatives within the Group.

DS Malik- Managing Director

Mr. D.S. Malik is a Mechanical Engineer, from Pilani and a Business management graduate. He has over 30 years of experience in Projects and Operations with companies like DCM, Piaggio, Eicher, Escorts and now Amtek. He started his career as a management consultant and then got into the Auto Industry. He has a rich experience in setting up and operations of farm tractor manufacturing plants, engines and scooter/ motorcycle manufacturing facilities, auto ancillary business

34

like shock absorbers, engine and transmission components manufacturing, setting up and operating several plants for domestic and overseas customers.

Derek Benton, Group Finance Director - Overseas Operations

Derek Benton is a qualified accountant and has extensive experience as a Finance Director in manufacturing industry. He has experience in the automotive, aerospace and power generation sectors working for Hawker Siddeley, GEC and Lucas. Derek is currently based in the UK Corporate Office of Amtek

John Flintham, CEO - Overseas Operations

John Flintham is a Mechanical Engineer by education and prior to joining Amtek he has had a distinguished career in the global automotive industry. He is also the former CEO of the Triplex Group - a leading automotive components manufacturing group of UK. John is currently based at the UK Corporate office of Amtek

Phil Smith, MD & CEO - Group Ring Gear Manufacturing

Phil Smith is a Mechanical Engineer by education and prior to joining Amtek he has had a distinguished career in the leading automotive components manufacturing companies in the UK

35

Amtek History

 

\

Established a new manufacturing facility at Sanaswadi, Pune (India) for Forging, Casting and Machining

Set up a new machining facility at Dharuhera (India)

MPT Magna India Ltd (India) (JV with Magna Powertrain for manufacturing Fractured Connecting Rod Modules)

Large scale Aluminum High Pressure Die Casting facility at Ranjangaon, Pune (India)

Acquisition of Hallberg Guss Aluminum, an Aluminium Casting facility at UK

Took over Zelter GmbH (Germany), one of the largest manufacturers of Turbo Charger Housing in the world

Amtek Tekfor Automotive Ltd (India) (JV with Neumayer Tekfor for manufacturing one and two

piece flex plates)

36

Acquired UK based Sigmacast Iron Ltd

Set up a Ring Gears facility — Amtek Gears Inc (USA)

Took over Letchworth (UK) based GWK Group Ltd., known for complex machining and

high level module assembly

Acquired UK’s largest manufacturer of Ring Gears and Flywheels — Lloyds Brierly Hill

Ltd.

Acquired Midwest Mfg, a US based ring gears manufacturer

Ahmednagar Forgings (India) was taken over

37

Established an Iron Casting facility at Bhiwadi (India)

Acquisition of auto component manufacturing firm, Wesman Halverscheidt Forgings (India)

Indsil Auto components Coimbatore (India), a fully automated foundry with machining facilities, was taken over

Amtek Siccardi, Manesar (India) (JV with Ateliers de Siccardi for Crankshaft manufacturing)

A new Machining unit was set up at Gurgaon (India)

38

Benda Amtek Ltd Gurgaon (India) (JV with Benda Kogyo Japan for Flywheel Ring Gears manufacturing)

Established a Machining unit at Gurgaon (India)

 

Initiation of forging operations at Gurgaon, India

Start of manufacturing at the Machining facility based at Sohna, India

39

OUR CULTUR

. We aspire to share collaborative & trustworthy relationship with our employees, customers and stakeholders .

Our continuous aim is to focus on caring and retaining our people by developing values and potential through continuous learning and organization development activities.

Amtek is a Cohesive & Dynamic Organization, where people enjoy functional autonomy resulting in consistent growth of the organization

OUR HR MISSION

The Human Resources team will lead by example, working to build a culture that drives high-energy committed professionals,who understand the relevance of continuous improvement and customer service for every position,to develop Amtek Organization as a recognized employer of choice

40

Our Vision & Mission

Vision

We aspire to be the most preferred and reliable provider of

automotive components & supplies globally, with an unflinching commitment towards technological excellence.

Mission

Amtek Group seeks to create value for all its stakeholders by

providing high value environmental friendly products and services

constantly innovating and ensuring timely supply of quality products at competitive prices

setting standards of excellence through global benchmarking

maintaining ethical standards

41

OUR VALUE PROPOSITION

OUR VALUES

Our value proposition rests on the following key pillars that form the foundation of excellence throughout our organisation:

Customer focus Openness & Transparency Commitment to excellence Team spirit Learning Organisation Commitment to Society & Environment

42

Our Commitment to Quality :

Drive continual improvement of products and services by building quality into all processes throughout the organisation

Achieve enhanced customer satisfaction and world-class quality through stringent quality systems that comply with quality standards like TS 16949 and ISO14001

Exceed global manufacturing benchmarks through systematic deployment of Lean and Six Sigma strategy

Promote quality across functions and businesses via Amtek Business Excellence Programme (ABEP)

Encourage quality down the line through development of a Supply Chain network using a Supplier Technical Assistance (STA) group

Our Quality Conviction:

43

Product & ServicesAmtek product portfolio consists of an extensive range of components for 2-3 wheelers, Cars,Tractors, LCV, HCV and Stationary engines. The major categories of components manufactured are Connecting Rod Assemblies, Flywheel Ring Gears and Assembly, Steering Knuckles, Suspension and Steering Arms, CV joints, Crankshaft Assemblies, Torque Links.

Group’s wide range of product portfolio is backed by in-house Design & Development facilities. Highest level of quality is ensured for all its products and services through processes governed by Lean and Six Sigma methodology.

Product Portfolio

44

o Cylinder Block & Head o Transmission Housings o Brake Carriers & Caliper o Trumpet casings o Crankshafts o Intake and Exhaust

Manifolds o Flywheels & Flywheel

Housings o Turbo Charger o Bell Housings o Linkshafts

o Connecting rods & Caps o Crankshafts & Camshafts o Steering Levers o Gear shifter forks o Sector gears & shafts o Front Impact Beams Drive Shafts o Spindlers o Hubs & Flanges o Transmission Components o Steering Parts o Pistons o Propeller Fork Shafts o Stub – Axle o Front Axle Beam o Front & Rear Axle Shaft

SG and Gray Iron CastingsSteel Forgings

Complex MachiningCrankshaft

Connecting Rod Assy.

Gear Shift Forks

Amtek Group Major Business area

45

Product Portfolio

OUR COUSTMER

     

46

             

     

             

     

             

     

             

     

             

     

             

     

             

     

             

     

47

AWARDSAmtek Auto Limited recently won the best investor of the year award 2008 - UK Trade & Investment.

Adjudged ‘Best Performing Vendor’

Technology group Machine Parts Maruti Suzuki (1994-95)

Won ‘Supplier of the Year’ Award

TVS Motors Ltd to Amtek Bhopal(2002-03)

Forging and Casting group from Honda Motor Cycles & Scooters India Ltd to Amtek Bhopal(2005-06)

Honda Motor Cycles Scooters India Ltd (2005-06 & 2006-07) to Amtek Bhopal

Declared ‘ET- Best Emerging Company of the Year’

Prestigious ‘ET- Best Emerging Company of the Year 2006’ at ‘The Economic Times Awards For Corporate Excellence’

AMTEK RING GEAR DIVISION - DHARUHERA - VISION – INDIA

This modern manufacturing facility is engaged in the machining of a variety of large and medium sized automotive components. It was established in the year 2006 at Dharuhera and is serving major OEM suppliers. The plant is equipped with CNC equipment, flex machining systems and fully automotive lines with processes governed by six sigma.

 

TS-16949

48

ISO-14001

 

Ring Gear

Flywheel Ring Gears Assembly & Auto Components

Box type casting components

METHODOLOGYMETHODOLOGY

Sampling Technique

A sample size of 40 was taken, which consisted of 14 employees who

were senior managers and above and 20 employees who were of the level

senior officers to assistant managers

49

Primary

Questionnaire - A questionnaire was designed and administered to the

training incharge professionals, and employees drawn from various levels

and various departments in the organization.

Internal – Information regarding the training policies and procedures was also

obtained through personal discussions with trainers, senior managers and assistant

managers.

Secondary

This involved extensive research on Krishna’s databases.

Training/HRD manuals, company reports, house journal records etc.

Latest books and magazines on HRD

The Questionnaire

The questionnaire consisted of 9 questions which were a combination of

multiple and open ended questions.

50

LIMITATIONLIMITATION

The topic was such that it required vast and thorough study necessitating complete

enumeration of the organization and analysis of several issues that considerable

time which was a major limiting factor. Collecting information from people

during the working hours was also critical. Besides this, the issue of

confidentiality was a tough obstacle to conquer. But finally persuasion won and

the study was completed with a degree of comprehensiveness.

51

TRAINING & DEVELOPMENT AT AMTEKTRAINING & DEVELOPMENT AT AMTEK

AUTO LTD. AUTO LTD.

Training and Development (T&D) at ATL is classified for two

categories of employees: New Recruits and Others.

Currently, the T&D process is evolving and undergoing

many changes. This document provides the current

process as it exists as well as the new process as it is

envisaged by the Corporate T&D group.

Process As It Exists Today

Future Requirement if Different

System should provide

ATL to Give

I. New Recruits: New recruits go through an Induction programme

-same- Linkage from Recr. Module Introduction routing to be provided by the system Recording of Indusction programmes and attendees Recording of Training Details for each attendee

Sample Programme schedule Position chart Recording Format Recording Format

Classroom Training exists for groups joining simultaneously (e.g. In Mkt. Currently)

-same- Drawing up Introduction list from recruitment module Recording of Introduction and attendees Recording of Training Details for each attendee

Recording Format Recording Format

52

II. Other Employees:

Training Needs Analysis

– There are two kinds of

training needs that get

generated for all

employees –

Those that arise from the

Appraisal (Appraisal

Trng needs) (Detailed

after next bullet)

Those that arise from

Business Needs (Business

Trng. Needs) Only in

Marketing at present.

Needs analysed jointly by

Corp. Trng. Group and

Marketing

Appraisal Training Needs

Analysis

The appraiser at the end

of the appraisal session,

completes the

‘Identification of

Training Needs’ form.

The appraiser should

complete

System to provide

data from previous

cycle training need

identified and

training

programmes

attended,

Sample

Training

Needs

Sample

Training

Needs

Appraisal

Format ISO

Formats

HoD collects and sends

these forms to Corp. HR

Corp. HR copies each

form onto an ISO format

and sends it back to the

appraiser for signatures

Appraiser sends it back to

Corp. HR duly signed

Corp. HR collates and

sorts the training needs.

the ISO form, which

could replace the

Identification of

Training Needs Form

-same-

-same-

Action plan

generated,

completed and rated

Automatic collation

needs and planning

out of training

batches for each

subjects

Format for

collation

Format for

deciding on

batches (e.g.

Not more than

‘x’ number

from a

location,

grouped by

grades/locatio

ns etc.)

Calendar

format

Normination

HR decides on

nomination of employees

across the company for

To be done by HOD,

based on training

calendar and list of

persons with similar

Nomination list to

be generated by

system highlighting

training completed

Nomination

format

53

Training Programmes,

based on training needs

generated in the

appraisal.

HR sends the nominees’

names to respective

HOD’s and letters to

nominees

needs, both to be

provided by HR

HR to send the

nomination letters,

addressed to the

employee, to be

handed over by the

HOD.

against budget, past

year training data.

System to generate

letter

Sample Letter

Training Session

Training programme Held

Feedback from Trainee

obtained

Action plan follow

through after 3 months

Following records

updated:

Training Record

Training Card

-same-

-same-

-same-

-same-

-same-

-same-

-same-

Complication of

feedback

Average feedback

scores of faculty,

faculty record

updation system

trigger and mails to

be sent out

Snapshot history to

be stored??

Feedback

format Action

plant format

Action plan

follow through

format

Training

record format

Training Card

format

Generation of Training

Reports Does not exist at

present

Number of training

days attended by

given employee

against given budget:

Of 2 days per

employee in plants

7 days per employee

in Mkt.

2 days per employee

in Corp.

Number of training

days completed by

give

unit/location/departm

ent/group against

budget.

Number of training

days completed by

company as a whole

against budget.

System to generate

all reports

Report format

to be provided

54

Parallel Processes 1.

Vendor Selection

-same-

The vendor for training

programes can be either a

company or a faculty

member.

-same-

In case of a company, the -same- System to

crosscheck

Profile format

Concerned faculty

member’s profile is

sought

Profile against

template??

In all cases faculty is first

given a pilot programme

-same-

If average rating in

feedback sheet is 4.2 or

avove for normal

programmes (or 3.5 for

confrontational, lab type

programmes), faculty is

finalized.

Faculty card and

faculty record to be

created, similar to

Training card and

training record.

Initiate and

maintain company

and faculty record

2 Formats

Parallel Process

2. Internal Faculty

(Trainer) Selection

-sane-

There is a ‘Train the

Trainer’ programme

which results in a

certification process at

theend, for all internal

faculty

-same- Maintain records of

internal trainers and

prompt/suggest

names while

compiling

programme batches

Certification

format

55

GOALS OF HRD SYSTEM AT AMTEKGOALS OF HRD SYSTEM AT AMTEK

AUTO LTD.AUTO LTD.

To create on enabling climate that continuously identity, nurtures

and utilize the capabilities of employees.

To develop the capacity of each employee as an individual

To develop the capacity of each employee in relation his/her present

job/role.

To develop the capacity of each employee in his/ her expected

future job/role

To develop a mutually supporting relationship between each

employee and his/her supervision.

To develop team spirit and effective functioning of every subsystem

of the organization.

To develop overall health and self reasoning capabilities in the

organization.

The goals of HRD system at ATL are realized through various sub

systems practiced on the company. They are as follows:

Performance appraisal

Suggestion scheme

Training

Awards

56

Grievance procedure for the employees

Incentive and reward scheme

Employee participation

Communication policies

Socio cultural activities

Employee welfare and quality of work life

Training and Development

Keeping in view the principle of Right person for the management

position, ATL take adequate care while selecting the employee. Merit is

always recognized and given weight age.

To meet the demands of competition, high premium is attached to

training activities.

Training Objectives

High premium is placed on training and development activities in the

organization keeping in view the following objectives-

To achieve systematic integration of training in the organizations

mission.

To upgrade skills, abilities and capabilities of the employees.

To establish a distinctive work culture in the organization.

To meet the organizations need for success, better performance and

growth.

57

To prepare employees the job meant for them while on first

application, on transfer or on promotion and impact to them, the

required skills and knowledge.

To assist the employees to function more effectively in their

present positions by exposing them to the latest concepts,

information, techniques and developing the skills that would be

required in the particular fields.

ATL is relentlessly trying to materialize these objectives to the fullest

extent

TRAINING SET UP

Main thrust areas of training

Management training in house

External programs

Overseas programs

Training of trainees

Pre employee training scheme

Apprentrenship training

Vocation training coming from other institutions

Other training programs

Training policy

Formulation of training policy

58

Training and development function

Responsibility of Training and development

59

RESULTSRESULTS

GENERAL

Q. No 1. Are you a new employee or a long – standing employee of the

company?

Ans. Yes No

Q.No 2. How long have you been in your present job?

Ans. 0-2 Years 3-5 Years

6-10 Years above 10 Years

Q. No 3. Do you have a duty statement for your job?

Ans. Yes No

Q. No 4. Is your job accurately described in the duty statement?

Ans. Yes No

Q. No 5. Is duties which are no longer part of your job can be deleted form your

duty statement?

Ans. Yes No

JOB ANALYSIS

Q. No 6 Are there tasks you regularly perform that are critical to carrying out you

job effectively.

Ans. Yes No

60

37 3

37 3

16 24

5 12

18 5

40 0

2 38

Q. No 7. Describe the type of equipment you are required to use (for example,

keyboard machinery, tools of trade, etc.)

Ans. Machine Automatic

Computer Others

Q. No 8. Do you require a high degree of technical knowledge for your job?

Ans. Yes No

Q. No 9. How do your work? Please circle

Ans. Alone Part of a team

Q. No 10 If you work as part of a team, do you perform the same of different work

to members of your team?

Ans. Generally Occasionally

Sometime Rarely

Q. No 11. To what extent does you job require you to work closely with other

people, such a customer, clients or people in you own organization? Please tick

Ans. Very little Moderately A lot

TRAINING NEEDS

Q. No 12. To perform you job: - what training do you still need (either on the job

or a formal course) to perform your current job competently.

Ans. Engineer Computer

Behavior Others

61

27 13

8 32

5 29 6

07 14

415

47

7 22

21 97 3

Q. No 13. To perform other jobs in the organization: - What training or experience

would be required.

Ans. Machine operation Negotiation skill

Occupational Health Others

RECOGNITION OF PRIOR LEARNING

Q. No. 14 How many training have your attended with in the last three year? (This

will help identify if any training sessions have been missed or if any refresher

training is required.)

Ans. 0-2 Years 3-5 Years

5-7 Years above 7 years

Q. No 15. What training or skill have you acquired outside your current job that

may be relevant to the wider organization?

Ans. …………………………………………………………………………..…

………………………………………………………………………………………

………………………………………………………………………………………

62

4

725

4

21 3

7 9

ANALYSIS AND CONCLUSIONANALYSIS AND CONCLUSION

Q. NO 01. CONSISTANCY & LOYALTY OF THE EMPLOYEE IN

THE COMPANY

0

5

10

15

20

25

Series1 16 24

YES NO

Q. NO 02. EXPERIENCE OF THE CONDIDATE IN THE

COMPANY. THE EXPERIENCE AND THE TRAINING

QUANTITY BOTH ARE RELATED.

5

12

18

5

0

2

4

6

8

10

12

14

16

18

0-2 Years .03-05Years

.6-10 Years ABOVE 10Years

Series1

63

Q. NO 03. Job Responsibility is there or not. If it is then they are

bounded by some guidelines.

0

10

20

30

40

No's of Person

No's 37 3

YES NO

Q. NO 04. Job Responsibility is clear or training need is there for

the clearity of the job responsblity.

0

10

20

30

40

No's of Person

No's 37 3

YES NO

64

Q. No 05. This gives the information about something not required /

not important in job responsinbilities.

0

10

20

30

40

No's of Person

No's 40 0

YES NO

Q. No 06. Effeciency and effectiveness of the condidate can be judge.

Training need for the job can be judge.

No's

YES

NO

65

Machine, 07

Automatic, 14

Computer, 15

Others, 4

Q. No 7. TYPE OF SKILLS USED IS IDENTIFIED HERE. SOME

NEED TECHNICAL SKILL AND SOME BEHAVIROUR.

Q. No. 08. Lackness of technical skills & Training needs

identification for technical skills.

27

13

YES

NO

No's of persons

66

73.68% of senior officers to assistant managers felt that training needs

are identified through performance appraisal whereas only 2.6.31% of

senior managers and above felt the same.

66.63% of senior officers to assistant managers felt that discussion with

superiors is a method of identifying training needs whereas 36.36% of

senior managers and above felt the same.

40% of senior officer to assistant managers felt that training needs are

identified by the training department and 60% of senior managers and

above felt the same.

Hence a significant difference in perception exists between the two

levels when it comes to identifying training needs.

The analysis also shows that none of the employees at both the felt that

after job rotation was a means of identifying training needs.

Q. No 09. Team Sprit can be identified by this question.

8

32

Alone

Part a Team

No's of persons

67

Q. No 10. Can be a part of Team or not can be identified.

7

22

7

4

Generally

Occasionally

Sometime

Rarely

No's of persons

Q. No 11. The spirit of team player can be identified by the

responses.

Very Little, 5

Moderately, 29

A lot, 6

68

Q. No 12. Need Identification for different kinds of trainings can be

identified. Somebody need technical but some need the behavior

training.

No of Persons

21

9

7

3

0

5

10

15

20

25

Engineer Computer Behaviour Others

No of Persons

Q. No 13. Along with the technical training, the behavioral need also

identified.

No of Persons

21

3

79

0

5

10

15

20

25

Mac

hine

Ope

ratio

n

Negot

iation

Ski

ll

Occup

atio

nal H

ealth

Other

No of Persons

69

Q. No 14. Training programmes attended are directly proportional

to the experience.

4 4

25

7

0

5

10

15

20

25

0-2 Years .03-05 Years .5-7 Years Above 7Years

Series1

Q.No.15

As the response for this question following responses are obtained.

Some need computer training along with their work.

Some need behavior trainings.

Some demand for the training of the discipline.

Some demanded for the negotiation skills.

Some require the mechanical skills training.

Some require the training related to the quality.

Some ask for the training to increasing the productivity.

70

RECOMMENDATIONSRECOMMENDATIONS

1. Training should be given according to the job profile of the

employees.

e.g. Managers should be made to attend more of team oriented

workshops since they are required to work in teams. Whereas an

officer level employee needs to enhance his computer skills. Hence

training programmes have to be designed accordingly.

2. Since a few employees felt that the training they had undergone in

the last two years didn’t help them at all, a feedback session should

be made mandatory after every training session, in order to

ascertain whether the above idea behind the training programme had

been accomplished or not.

3. Every now and then the employees should be encouraged to identify

their own training needs which would enhance employee morale and

also shift the burden from the superior to the employee him self.

4. Rather than just investing money on various training programmes,

Amtek auto Ltd.. should also concentrate on regular training

evaluation.

71

SCOPE OF FURTHER RESEARCHSCOPE OF FURTHER RESEARCH

The training needs analysis is the base for all training activities in

Amtek auto Ltd.. Efforts at all levels of the organisation are made to

identify and meet the training needs of the employees. Priority is given

to ‘need base training’ which can have direct impact on the employees’

performance and improve work efficiency. The training and

development department takes into consideration the annual appraisal

report of the employees for analysing the training needs.

The training programmes usually provided valuable inputs to the

trainees for performing present as well as future roles effectively.

Also, at the end of each training session trainers impressions about the

session should be recorded in a register which gives a weight into the

trainee’s performance during the training period. The timely feedback

of both the trainers and the trainees helps in taking corrective action for

future training programmes.

This analysis has depicted what common training and development

techniques are adopted by from and has provided an insight into the

training and development system followed by Amtek auto Ltd..

But still much more can be done. Suitable strategies can be framed to

develop a team of highly motivated and committed work force so that

the company can make inroads into the international markets and build

a favourable image there. The quest for improvement should never end

as it is an endless journey.

72

BIBLIOGRAPHYBIBLIOGRAPHY

www.krishnagroup.com

Amtek auto Ltd. Induction Book

HR.com

Mirza S. Saiyadain - Human Resource Management 2nd Edition

Publishers – Tata McGraw-Hill.

V.K. Dubey – Management of Training and Development and

Motivation Skills.

73