TRAINING DEVELOPMENT TATA STeel

A
SUMMER TRAINING PROJECT REPORT
ON
“TRAINING & DEVELOPMENT”
SUBMITTED IN THE PARTIAL FULFILLMENT

FOR THE AWARD OF DEGREE OF
MASTER OF BUSINESS ADMINISTRATION
SUBMITTED BY: Under the Guidance of:
Surabhi Nain Prof. Dr.Vivek Pachauri

Roll No. – 1803870213 Industry Mentor Name
Batch: 2017-19 Mr. Rohit Singh
(HR Manager)
INSTITITE OF TECHNOLOGY AND SCIENCE

SESSION- 2018-20
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CERTIFICATE OF ORIGINALITY
I hereby declare that this Summer Internship Project is my own work and that, to the best of
my knowledge and belief, it reproduces no material previously published or written that has
been accepted for the award of any other degree of diploma, except where due
acknowledgement has been made in the text.
Surabhi Nain
1803870213
Date:
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CERTIFICATE
This is to certify that Ms. Surabhi Nain of MBA (2017-19 Batch) a student of Institute of
Technology and Science has successfully summer Training the project on “Human Resource
Management” .The project has been carried out by the student in partial fulfilment of the
requirements for the award of MBA, under my guidance and supervision.
I am satisfied with the work of Ms. Surabhi Nain
Date:
Faculty Mentor
Prof. Dr.Vivek Pachauri
(Signature)
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ACKNOWLEDGEMENT
My sincere thanks to the people at the Tata Steel Bsnl Ltd, who help me in the completion of
this project.
I am grateful to the INSTITUTE OF TECHNOLOGY&SCIENCE MOHAN NAGAR,
GHAZIABAD for providing me this academic tenure at this reputed center of learning. I
convey my gratitude to Mr. Rohit Singh (HR Manager) without whose guidance this
project could not have been presented in this way. They have been constant source of
inspiration and encouragement.
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EXECUTIVE SUMMARY
Every organization needs to have well trained and experienced people to perform the
activities that have to be done. If current and potential job occupants can meet this
requirement, training is not important. When this not the case, it is necessary to raise the skill
levels and increase the versatility and adaptability of employee. The probabilities of any
young person learning a job today and having those skills go basically unchanged the forty or
so years if his career is extremely unlikely, may be even impossible. In a rapid changing
society employee training is not only an activity that is desirable but also an activity that an
organization must commit resources to if it is to maintain a variable and knowledgeable work
force.
The entire project report talks about the training and development in theoretically as well as
new concepts which are in trend now. In project we discuss about the training and
development methods with the benefits and drawbacks.
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TABLE OF CONTENTS
1. CHAPTER-1 INTRODUCTION 8-9
2. CHAPTER-2 COMPANY PROFILE 10-36
 VISION
 MISSION
 VALUE AND OBJECTIVES
 BOARD OF DIRECTORS
 PRODUCTS
 EXPORTS
 ACHIEVEMENTS
 CUSTOMER PROF
3. CHAPTER-3 TRAINING & DEVELOPMENT AT TATA 37-43
4. CHAPTER-4 OBJECTIVES OF THE STUDY 44-52
5. CHAPTER-5 RESEARCH METHODOLOGY 53-54
6. CHAPTER-6 DATA ANALYSIS 55-69
7. CHAPTER-7 FINDINGS 70-71
8. CHAPTER-8 CONCLUSION & SUGGESTIONS 72-74
9. CHAPTER-9 LIMITATIONS 75-76
10. CHAPTER-10 BIBLIOGRAPHY/ REFERENCE 77-79
11. CHAPTER-11 APPENDIX-QUESTIONNAIRE 80-86
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CHAPTER -1
INTRODUCTION
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INTRODUCTION
Successful candidates placed on the job need training to perform their duties effectively
Workers must be trained to operate machines, reduce scrap and avoid accidents It is not only
workers but executives and supervisors who need training as well in order to enable them to
acquire maturity of thought and action Training and development constitute an ongoing
process in any organization Training thus means to turn members into productive insiders It is
the second step after recruitment, screening and selection The principles of learning make
training work ,thus how a person learns should be the guiding principle in explaining how a
person should be trained
Thus training requires
 Practice
 Feedback
 Motivation to learn
Thus training is systematic and intentional basically involving the felicitation of the learning
process Further training enhances three broad classes of skills
 Motor skills: manipulation of physical environment based on certain patterns of
bodily movements
 Cognitive skills: inquisitional of mental and attitudinal functions
 Interpersonal skills: enhancing interactions with other people
No organization has unlimited resources, so training has to be done on the basis
of identified resources in three phases
1. PRE TRAINING
Clear understanding of the situation that calls for more effective behaviour
2. TRAINING
Implementing the effectiveness in behaviour
3. POST TRAINING
The management has to handle a person who is more confident, post training A lot of
adjustment is needed on both sides
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CHAPTER -2
COMPANY PROFILE
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COMPANY PROFILE
In 2018, Tata Steel acquired Tata Steel BSL Limited (formerly known as Bhushan Steel
Limited) through its wholly owned subsidiary.
Tata Steel BSL Ltd is one of the prominent players in the Indian Steel industry. Backed with
more than 27 years of experience, we are now India's 3rd largest Secondary Steel Producing
Company with an existing steel production capacity of 5.6 million ton per annum.
As one of the largest integrated steel players in India,Tata Steel BSL is a source for vivid
variety of products such as Hot Rolled Coil ,CRCA ,CRFH ,Galvanized Coil and Sheet
,Galume Coil and Sheet ,Color Coated Coils,Color Coated Tiles,High Tensile Steel
Strips,Hardened & Tempered Steel Strips,Precision Tubes,HFW/ERW Pipe (API Grade),3LP
Coated Pipes,Billets and Sponge Iron.
Being amongst the prime movers of the technological revolution in Indian Cold Rolled Steel
Industry, Tata Steel BSL has emerged as the country's largest and the only Cold Rolled Steel
Plant with an independent line for manufacturing Cold Rolled Coil and Sheet up to a width of
1700mm. Along with this we also have a Galvanized Coil and Sheet line up to a width of
1350 mm.
In addition, strengthening us to grow from pillar to pillar is our robust network of sales and
marketing units across Indian continent and other countries helping us reach our global
customer base.
At Tata Steel BSL, we are living tomorrow today; because the endeavor to a brighter future
starts from today. In superior community building, in harnessing safety, by nurturing the
environment and by adopting world-class technology for producing outstanding products,
Tata's resilient approach to its impeccable vision makes it a global Integrated Steel producer.
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VISION, MISSION, VALUES AND OBJECTIVES
VISION
We aspire to be the global steel industry benchmark for Value Creation and Corporate
Citizenship.
MISSION
Consistent with the vision and values of the founder Jamsetji Tata, Tata Steel strives to
strengthen India’s industrial base through effective utilization of staff and materials. The
means envisaged to achieve this are cutting edge technology and high productivity, consistent
with modern management practices.
Tata Steel recognizes that while honesty and integrity are essential ingredients of a strong and
stable enterprise, profitability provides the main spark for economic activity.
Overall, the Company seeks to scale the heights of excellence in all it does in an atmosphere
free from fear, and thereby reaffirms its faith in democratic values.
VALUES:
Integrity
We will be fair, honest, transparent and ethical in our conduct; everything we do must stand
the test of public scrutiny.
Excellence
We will be passionate about achieving the highest standards of quality, always promoting
meritocracy.
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Unity
We will invest in our people and partners, enable continuous learning, and build caring and
collaborative relationships based on trust and mutual respect.
Responsibility
We will integrate environmental and social principles in our businesses, ensuring that what
comes from the people goes back to the people many times over.
OBJECTIVES
- To be a customer focussed company providing state-of-the-art products & solutions at
competitive prices, meeting the demands of quality, delivery & service.
- To generate internal resources for profitable growth.
- To attain technological leadership in defence electronics through in-house R&D,
partnership with defence/research laboratories & academic institutions.
- To give thrust to exports.
- To create a facilitating environment for people to realise their full potential through
continuous learning & team work.
- To give value for money to customers & create wealth for shareholders.
- To constantly benchmark company’s performance with best-in-class internationally.
- To raise marketing abilities to global standards.
- To strive for self-reliance through indigenisation
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BOARD OF DIRECTORS
Mr. Brij Bhushan Singhal (Chairman)

Mr. Neeraj Singhal (Vice Chairman & Managing Director)
Mr. Mohan Lal (Director)
Mr. BB Tondon (Director)
Mr. V.K. Mehrotra (Director)
Mr. M.V. Suryanarayana (Additional Director)
Ms. Sunita Sharama (Nominee Director of LIC)
Mr. Nitin Johari (Whole Time Director - Finance)
Mr. Rahul Sen Gupta (Whole Time Director - Technical)
Mr. P.K. Agarwal (Whole Time Director- Commercial)
Mr. O.P. Daura (Company Secretary)
Auditors
Mehra, Goel & Co. (Charted Accountants
PRODUCTS OF BSL
Following important products are manufactured in BSL:
1. Cold- Rolled (CR)

2. Galvanized
3. Bhushan Galume
4. Color Coated Tiles
5. Color Coated Coils-CORRUGATED SHEETS
6. Sponge Iron
7. Drawn Tubes of OEM Trade
8. High Tensile Steel Stripping
9. Hardened & Tempered Strip
10. Drawn tubes of original equipment manufacturer trade
11.
12. Cold rolled coils & sheets
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13.
14. Galvanized coils & sheets
15.
16.
High tensile steel strapping
Significant CUSTOMERS OF COMPANY
BSL products continue to be most loved by all quality-conscious automotive and white goods
home appliances and general engineering industries customers.
We are incredibly proud to uphold the most amazing quality standards our customers expect
and it is no great surprise that renowned companies such as Maruti Udyog, Telco Indica,
Hyundai Motors, General Motor, Hindustan Motor, Ford Motors,
Mahindra and Mahindra, Whirlpool, Daikin Shriram, Ashok Leyland, Videocon, Samsung
Electronics, Godrej, Voltas, IFB, Carrier Refrigeration, LG Electronics, Hitachi, BHEL,
Honda Motorcycle, Alstom Limited, L&T, BPL, Bajaj Auto, Cromptom Greaves, Yamaha
Motors and Bajaj Tempo continue their unlimited confidence in us and in the routine supply
of our products.
Some regarded customers of BSL:
1.Honda Scooters
2.Bajaj Autos
3.GE Motors
4.BPL
5.Hero Honda
6.Sterlite
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7.HMT
8.Hero Cycles
9.Bajaj Autos
Yamaha Motorcycles
11.Avon Cycles
12.Atlas Cycles
13.Finolex Cables
14.Sterlite
15.Suzuki
16.Maruti Udyog Ltd. and so on.
EXPORT COUNTRIES
Bhushan's articles are sent to China, Singapore, Malaysia, Hong Kong, Indonesia, the
Philippines, Dubai, Oman, Saudi Arabia, South Africa, Thailand, Korea, Myanmar, Sri
Lanka, Nepal, Bangladesh, Vietnam, the United States, Nepal, England, Belgium, Turkey,
Angola and a large group of African countries.
ACHIEVEMENTS
One of the organization's biggest achievements is the establishment of a main union between
TATA STEEL and SUMITOMO Metal Industries, under which SUKITOMO sells sheets and
external procedures known for assembling vehicle steel sheets and providing the highest need
for hot moved loops to supply CRCA to the automotive industry. This will offer an edge over
various rivals to Tata Steel.
Tata Steel also has 6 Japanese Hi-Hitachi devices. First time in India, any steel organisation
with steel (crude material) given the magnitude of action by global pioneers. 6 Hi-1700 mm
general crown and 4 moving plant in India together with additional highlights of auto spare
(customer) control with vehicle spot cooling scheme and flatness with the most upgraded
level 1 and level 2 modernized. It's the primary factory of this kind throughout Asia.
The organisation had a most latest condition of workmanship Research and development
focus and have various kinds of credit including enhancement of elevated ductile skin board
for tourists, advancement appliances, refrigeration board, Coco-Cola Chest Coolers, Pepsi
and battery application, etc.
One of the organization's tremendous achievements is that BSL is one and only organisation
that supplies 100% steel in Maruti.
TATA EXPANSION PLAN

BSL is planning to sign a MoU with the govt of West Bengal to set up a 2 million ton per
annum in the state steel plant with a 1,000 MW heat energy project through its state backup
Bhushan Energy.
The state of Chhattisgarh has signed a MoU with Bhushan Energy Ltd, an auxiliary of BSL.
For the installation of 1,000 MW Power Plant with INR 40 billion investment
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STRATEGIC ALLIANCE
BSL and Sumitomo Metals Industries have established a main partnership under which
Sumitomo will expand the procedure to understand how to manufacture automotive steel
sheets and give top priority to supplying hot rolled coils to deliver CRCA to the automotive
industry. This will offer TATA a clear advantage over various rivals.
An item enhancement and QC tie-up with Sumitomo Metals, one of the world's largest steel
manufacturers, was established to meet the quality needs of the significant amount of
customers in the automotive, white goods and general design sector.
TATA STEEL BSL LIMITED
SAHIBABAD
With the assistance of Siemens Information System Ltd, Tata Steel BSL Limited has
efficiently implemented the SAP structure at its Sahibabad operations alongside its retail
outlets. BSL is committed to creating world-class Cold Rolled and Galvanized Steel Sheets in
secure, healthy and clean condition by including non-stop worker upgrades, technological
development,Operational integration, pollution prevention and risk management.
List of Finished Product Of Sahibabad Plant

a)Cold Rolled Coil
b)Cold Rolled Sheet
c)Galvanized Plane Coil
d)Galvanized Plane Sheet
e)Galvanized Corrugated Sheets
COLD ROLLING MILL, CR MILL:
It is the largest factory for automotive appliances (1700 mm). It is universal crown control for
better shape control and on both ends of the factory there is manual shape control while the
plant runs at 1200 m / m. All these items were purchased in India for the first time.
ELECTROLYTIC CLEANING LINE (ECL):

It provides an Electrolytic Cleaning Line with high density current. It is used before
annealing to degrease the strips. It helps fully remove the oil and removes iron penalties as
well.
MPM SPEED:
First launch in India, the primary characteristics are provided below:

X- ray gages for better control of density.
Clean mill system to minimize the amount of rocking oil on strips.
Computerization of level ii.
Control of auto measurements.
ACID PICKLING LINES:
Five-stage high velocity turbulent pickling, efficient cascade rinsing.

To avoid / under pickling.
For better sheet cleaning.
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H.B. pickling lines of two push pull sort.Bombay esmech with pro-eco technical skills,
Canada 1720 mm wide and 1400 mm wide.
KATHABAR COOLING SYSTEM:
Loi Germany's technology for coil cooling and storage systems. Here coils are stored after
annealing to avoid oxidation to prevent rusting by dehumidification.
CR SLITTING LINES:
It comes from PIMI, Korea from Italy / Daehyum. Fully automatic operation including PC
setting of slitter cutting blades and shimmering less setting to guarantee free burr and scratch
assignment.
ROLL GRINDER:
GERMANY is here. To provide the highest quality rolls for factories with automatic roll
inspection scheme, it is CNC-controlled, completely computerized grinder.
MALTI BLANKING and CTL LINES:
Made by Henrich George, Germany / Fimy Italy / Daeyhum Korea, it is also an

electromagnetic stacker with the highest surface quality standards and a fully computerized
level for shuntz tabletop flat sheets. All these items were introduced in India for the first time.
BELL ANNEALING FURNACES:
BELL ANNEALING FURNACES are 100% hydrogen-based batch type furnaces from
Ebner, Austria-the world's No. 1 supplier. It is high convention, completely computerized and
fully secured base technology. Annealing cycle programs for optimal mechanical
characteristics are accessible on the desktop.
ELECTRO DISCHARGE TEXTURING MACHINE:
From World Rich Siegen –Germany it has been brought about.
GALVANISING LINES:
Cleaning of nitrogen strip inert with 30% hydrogen to preserve a strategic distance from
oxidation. Coating with passing Radiometry skin to minimize spangle, levelling tension for
enhanced form, achromatizing to keep a strategic distance from zinc oxidation.
TESTING EQUIPMENTS
Hylger, U.K. spectrometer. (Four base compound).
Fully computerized universal testing machine for Y.S.U.T.S. measurement from Zwick,
Germany, percentage r esteem, n esteem, sort, u, e.
Germany's metallurgical microscope axioverts magnification up to 500x.
Hommel, Germany, automatic surface roughness tester
Acknowledgrments.
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Tata Steel Bsl Limited is driving Indian Cold Rolled Steel Industry's mechanical
transformation today and characterizing fresh customer loyalty outskirts. Whether it's through
innovation and item overhauls, R&D efforts or straight quality control measures,
organization's quest for value is constant.
By obtaining countless certifications as pursued, Tata steel has gained a quality standard.
HIERARCHY IN TATA STEEL BSL LIMITED
Managing Director
Chief Financial Officer
Executive Plant Head
Senior Vice President
Vice President
Assistant Vice President
Senior General Manager
General Manager
Deputy General Manager
Assistant General Manager
Senior Manager
Manager
Deputy Manager
Assistant Manager
Junior Manager
Senior executive
Executive officer
Management trainee
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TRAINING AND DEVELOPMENT APPROACHES
INTRODUCTION:
DISTINCTION BETWEEN KNOWLEDGE, SKILLS AND ATTITUDE
While the purpose of training in the business context has changed very little over the past
several years, the approach, the methods and the techniques used have progressed
considerably Specialists have become more aware of what their role should be, what trends to
motivate people to work in various kinds of employment and what are the most acceptable
and profitable ways of achieving the desired performance from individuals and groups
Employers too have grown to recognize the value of investing in training with these ends in
view
It has been accepted over some years that all training can be categorized under the heading of
knowledge skills and attitudes At one time little distinction was made between these three
areas.
Skills were seen to be acquired when knowledge of the method process or system was passed
on either by word of mouth or in writing Learners were expected to be proficient in a job
after being told what to do Those who were slow learners were considered un-trainable and
thus discharged
The approach to attitude in training was negative Employees were often seen to have the
wrong attitude when they failed to meet the employer’s demand but it wasn’t in practice to
inculcate the right attitude i.e. the one that could be accepted as constructive But the work of
behavioural scientists has helped to bring about a change in the recent years Trainers today
are aware that men cannot be treated like machines
The distinction between knowledge and skills has also come about much by reason of
workers pressure as because of managerial enlightenment Employees were outsiders and the
business secrets were not divulged to them They lived in blissful ignorance of the aims of the
organization and the significance of themselves Today managements have become aware of
the facts that employees who re kept in the picture about what is going on are likely to accept
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and give commitment to management decisions After all uncertainty can have a more
damaging effect on workforce than bad news
Moreover employees need to be continually updated in specific work areas Many, but not
employees are dedicated enough to undertake private study to keep abreast of the latest
developments in their field Self development according to most trainers is the best and the
most effective means of training Nevertheless the employers have a responsibility towards
the employees Thus there is a continuous need for ‘knowledge ‘training Not only is it
necessary to cover the knowledge required to enable an employee to carry out a specific job
but a good deal more information about the business has to be imparted if a person is to be
made the contributing member of the team
In selecting training and development techniques, trade off exists That is no single technique
is always best: the best method depends on: cost effectiveness, desired programme content,
learning principles, appropriateness of the facilities, trainee preferences and capabilities The
importance of these six trade offs depend s on the situation There is a range of ‘teaching
methods’ available to trainers Each method has its advantages and disadvantages in terms of
the ‘objective ‘ of a particular training programme The difference between training methods
lie mainly in terms of the trainees personal involvement or participation in the process of
learning The choice of the training method depends on
 Experience and competence of the instructor; and
 How much a particular group of trainees will learn from a particular method or a
combination of methods
 The intellectual level and educational background of the participants, the
participants age and practical experience
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 Depends on the social and cultural factors in the environment Now many
participative methods are accepted and used in management training
 Some methods are more effective in achieving certain objectives than others
 It also depends on the time and availability of resources and infrastructure al
facilities
Training may be classified lucidly as given by Yoder into the following categories
 General training methods
 Rank and file job training methods
 Craft training method
 Executive training method
 Special training method
 The second classification can be on the basis where the training takes place i.e.
1. On the job training
2. Off the job training
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TYPES OF TRAINING METHODS ON THE BASIS OF ABOVE CLASIFICATION
 INDUCTION OR ORIENTATION TRAINING
Induction or orientation training may be defined as a process of guiding and counselling the
employee to familiarize him with the job situation The induction process accomplishes
several objectives including formation of a favourable impression and attitude, development
of a feeling of belongingness and felicitation of learning and teamwork on part of the
employees content of the induction programme should be predetermined in the form of a
checklist specifying the topics to be covered Attempts are to be made to follow up and assess
the programme by interviewing the new employees as a measure to correct the gaps in the
knowledge and attitude of the employees.
 RANK AND FILE JOB TRAINING
This is based on similarities in training on several specific jobs This type of training can
either be imparted in a class room or on the job It is performed by foreman or a group leader
Its advantages arise in so far as it is realistic and economical and does not hamper production
as well as necessitate transition from classroom to job situations Its limitations include
1. The trainer may be an incompetent teacher

2. The shop floor maybe busy
3. There may arise heavy production losses
 SUPERVISORY TRAINING
Supervisory training needs reveal utmost divergence in view of the divergent duty of the
supervisor Employee attitude survey s help in finding areas of supervisory training Likewise
supervisors themselves may be requested to indicate the areas where they need training
Frequently these surveys indicate that supervisors need training in human relations,
production control, company policies and how to instruct Supervisory courses consist of Job
method training (JMT) and Job relations training (JRT)
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The JMT helps the supervisors to improve methods in their departments, while the JRT helps
them in handling human relations problems in their departments
ON THE JOB TECHNIQUES
As the name suggests on the job techniques are conducted in the real job settings On the job
methods usually involve training in the total job These methods are typically conducted by
individuals, workers or supervisors The main advantage is that the trainees learn while
actually performing the job which may minimize the training costs They also learn in the
same physical and social environment in which they will be working once the normal training
period is completed However this method has its limitations It does happen sometimes that
the supervisors and co-workers are not interested in training new employees This becomes a
problem particularly when the trainers believe that their job security may be threatened by
training the new comers
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JOB INSTRUCTION TRAINING
Job instruction training (JIT) is received directly on the job, and is so often called “on the job
training” It is primarily used to teach workers how to do their current jobs In this the worker
learns to master the operations involved on the actual job situation under the supervision of
his immediate boss who has to carry the primary burden of conducting this training Usually
no equipment or space is needed, since new employees are trained in the actual job location
The trainer may be a skilled workman He may be a superior who breaks in the new man and
then turns him over to the skilled workman who continues to guide the learner
JIT may include the following steps
1. The trainee receives an overview of the job, its purpose and its
desired outcomes with an emphasis on the relevance of the
training
2. The trainer demonstrates the job to give the employees a model to
copy
3. The trainee then mimics the trainer’s example
4. Demo by the trainer and practice by the trainees is continued till
the job is mastered
5. On the above basis a continuous feedback is received
6. Finally the employee performs the job without supervision,
although the trainer may visit the employee to see if there are any
lingering questions
ADVANTAGES
 It is easily organized, is realistic and stimulates high motivation
 It speeds up the workers adjustment to his superior and fellow workers
 The cost of such a training is quite low
 In terms of learning principles, the method facilitates positive transfer
since the training and actual work situations are almost identical
 It provides active practice and immediate knowledge of results
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DISADVANTAGES
 The assigned instructor may be a poor teacher
 The instructor may be antagonized by an additional assignment.
 The worker in his haste for immediate production may fail to learn the best
way of doing the job.
 The actual costs considering the trainers time loss (if the trainee fails to
learn the job properly) as well as the wasted material and damaged
equipment may be heavy.
 The training programmes are often briefly and poorly structured.
 Many established workers find teaching a new recruit to be a nuisance and
the new employee may be pressured to master the task too quickly.
Before implementing effective JIT programme, one should take into account certain
things, these are as under:
 Firstly the choice of trainers should be based upon their ability to teach
and their desire to take this added responsibility
 The trainer should be trained in proper methods of instructions
 Adequate evaluation of the trainers progress has to be made frequently and
then fed off back to the trainee using reliable and valid methods
 Trainers and trainees should be carefully paired in order to minimize
differences in background languages personality, attitudes or age that may
inhibit communication
 The trainer must be made to realize the importance of close supervision in
order to avoid trainee injuries
 JIT should be used in conjunction with other training approaches such as
programmed instruction lectures and films
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JOB ROTATION
To cross train employees in a variety of jobs, some trainers move a trainee from job to job by
job instruction training This is a method of training wherein workers rotate through a variety
of jobs, thereby providing them a wider exposure Trainees are placed in different jobs in
different parts of the organization for a specified period of time They may spend several days
or even years in different company locations In this way they get an overall perspective of the
organization Besides giving workers variety in their jobs it helps the organizations in
vacations ,absences downsizing or when resignations occur It helps workers to sharpen their
skills and is used to develop people for higher level positions by exposing them to a wide
range of experience in a relatively short span of time It is used for both blue collared as well
as white collared positions
ADVANTAGES
 High degree of learner participation and job transferability.
 Creates flexibility during manpower shortages.
 Workers having the right skills can step in to fill open slots.
 The method provides new and different work on systematic basis giving
employees a variety of experiences and challenges.
 Employees also increase their flexibility and marketability as they can
perform a wide array of tasks.
LIMITATIONS
 Time consuming and expensive
 Due to individual differences different employees are not equally suited
for all jobs It weakens a worker’s commitment to a given job
 Job rotation also challenges one of the basic principles of personnel
placement: that workers be assigned to job that best matches their talents
and challenges
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APPRENTICESHIP
Apprenticeship training is ancient device An apprentice is a worker who is learning a trade

but who has not reached the state where he is competent to work without supervision. It is
particularly common in the skilled trades. Organizations that employ skilled trade people
such as plumbers, carpenters, masons, printers and sheet metal workers may develop
journeymen by conducting formal apprentices programmes A new worker is tutored by a
established worker An apprenticeship lasts 2 to 5 years Classroom instructions are imparted
typically in the evenings for 144 or more hours per year.Each apprentice is usually given a
workbook consisting of reading material, tests to be taken and practice problems to be
solved.The apprentice serves as an assistant and learns the craft by working with a fully
skilled member of the trade called a Journeyman, his training is used in such trades ,crafts
and technical fields in which proficiency can be acquired after a relatively long period of
direct association with the work and under the direct supervision of experts At the end of
apprenticeship programme ,the person is “promoted” to journeyman.
ADVANTAGES
 Training is intense, lengthy and usually on one to one basis
DISADVANTAGES
 This kind of training basically discriminates and gives preference treatment to friends
and relatives
 Time use in the programme is on basis of advancement rather than demonstrated
ability This result in some skilled apprentices remaining at minimal wages, a situation
that companies sometimes have exploited
 The members of the trade predetermine the amount of time an apprenticeship lasts.
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OFF THE JOB TRAINING TECHNIQUES
Off the job methods are those training and development programmes that take place away
from the daily pressures of the job and are conducted by highly competent outside resource
people who often serve as trainers, which is one of the main advantages of this method.Such
people include technicians, consultants and university faculty.Its major drawback is the
transfer problem.Too often trainees learn new facts and principles at lectures workshops and
conferences but have no idea how to apply them, once they are back in their jobs.
TYPES OF SENSTIVITY TRAINING
T-GROUP
One of the significant and repeated methods of sensitivity training is the T group T group
leads to understanding of self and contribute towards organizational change and development
through training in attitudinal change in the participants and create better team work
Campbell, Dunnette, Lawler and Weick have summarized the main goals of T GROUP as
follows
 To give the trainee an understanding of how and why he acts towards other people as
he does and of the way in which he affects them
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 To provide some insights into why people act the way they do
 To teach the participants how to listen i.e. actually hear what other people are saying
rather than concentrating on a replay
 To provide insights concerning how groups operate and what sorts of processes
groups go under certain conditions
 To foster tolerance and understanding of the behaviour of others
 To provide a setting in which an individual can try new ways of interacting with
people and receive feedback as to how these new ways affect them
T-groups are classified as:

 STRANGER GROUPS: Participants in this group have no prior knowledge of on
another The advantage of such a group is that the members can express and involve
himself or herself without fear or retaliation
 FAMILY GROUPS: Participants in this group belong to the same department or
hierarchal level and have knowledge of one another The disadvantage is that the
members may shy away from giving feedback, may dilute it or may not disclose
themselves in the fear of it being used against them
 COUSIN GROUPS: Persons are from the same organization or institution but not in
the same department or hierarchical level They are quite independent of one another
TRANSACTIONAL ANALYSIS:
He basic philosophy and approach to TA was developed by Dr Eric Berne, a psychologist
searching for alternatives to Freudian therapeutic procedure she realized that all of us have
one of three operating ego states Parent adult or child at any given time
TA can be used to eradicate or minimize the dysfunctional aspect of the personality The
dysfunctional aspect of ones personality develop from cultural assumptions assimilated
during childhood, the ways in which we are supposed to control and nurture others and the
way in which we have to learn to deal with our own feelings
The TA programme can vary from one day capsule to a five day programme It involves
sharing of concepts and knowledge of TA, playing structural exercises and games leading the
participants to assess their own personalities
30
FISHBOWL METHOD
It is essentially used in providing skills for understanding human behaviour It effectively uses
group interaction to develop in the participants a degree of self awareness The primary
objective of this method is to inculcate in the participants the discipline of observing others
and on the basis of this provide feedback to learn about ones behaviour and personality as
seen through the eyes of others
Fish bowl can be effectively used in developing:
 Individual and group behaviour
 Content of communication
 Role that an individual plays in-group activities
 Resolving inter group conflict level of participation
 Dynamics of group problem solving
 Decision making; and
 Interpersonal relations
METHODOLOGY:
The exercise can involve up to 25 participants seated in 2 circles one inner and one outer The
inner group is the target group, members of this group will either discuss a pre selected topic
or move towards the completion of a group task After the discussion by the members of the
inner group the outer group is asked to comment on the content and more importantly the
dynamics and processes of the inner group members Feedback may be obtained by one of the
following methods:
 Each member of the outer group observes all the members of the inner group on a
specific dimension of the group process
 Each member of the outer group observes one member of the inner group on all the
dimensions of group activity
Participants must learn to provide feedback with clarity and precision Feedback must never
be critical or lose its constructive nature After one cycle is completed the outer circle changes
places with the inner circle and the cycle repeated
31
NON-GROUP METHODS:
Under this method the assessment is made on an individual basis It is of three types:
 Counselling
 Understudy system
 Special projects
COUNSELING: It helps the trainees to observe their weaknesses and involve measures to
overcome them It is related to periodic appraisal or rating Specific counselling purports to
help the subordinates to do their job better picture of how they are doing their job build
strong personal relationships and eliminate or minimize anxiety
UNDERSTUDIES SYSTEM: In this the trainees work directly with individuals whom they
are likely to replace However ,it is disappointing as a training method because of the
likelihood of imitation of week and strong points of the seniors
SPECIAL PROJECT ARRANGEMENTS: These are likely to be highly effective training
systems In these systems a task force is built representing varied functions in the company
The special projects enable the trainees to achieve knowledge of the subject assigned as well
as to learn how to deal with others who have varied view points
Some of other methods of training that can be useful particularly for management
students and beginners are
 Field trips
 Prescribed reading
 Distance learning
 Induction training
CONCLUSION:
Of all the methods mentioned above none can be quoted as the best A combination of
methods can be used or it can be changed according to the changing circumstances
32
ADVANTAGES AND DISADVANTAGES OF ON THE JOB AND OFF THE JOB
TECHNIQUES
ON THE JOB METHOD

ADVANTAGES
 No special facilities needed
 No additional staff needed
 Real life situation, not simulated productive in terms of departments work
 Trainee can establish work relationship from the start
 Learning can be controlled
 No off the job cost involved
 No transferability of trainee required
DISADVANTAGES
 Cost lost in departmental budget
 Risk to machine, equipment etc and increase in scrap due to lack of experience
 Part time instructor may lack training skills
 Lack of time due to pressures of production
 Difficulty in accommodating trainee idiosyncrasies
 Psychological pressures on trainee due to exposure before experienced workers
OFF THE JOB TECHNIQUE
ADVANTAGES
 Away from work and home pressures
 More time available
 Trainee specific difficulty can be easily sorted
 Relaxed atmosphere more conducive to learning
 Under this method trainee attention can be obtained more easily as the distraction is
minimum
33
 Enables testing of hypothesis and ideas in low risk environment
 Improves morale and motivation for self development
DISADVANTAGES
 Cost of external facilities
 Artificial sheltered environment
 Difficulty of simulating work problems
 Difficulty of transferring learning to work situation
 Resistance of trainees being away from home
 Difficulty of transferring learning to work situation
 Generally more time consuming
 Often involves travelling costs and inconvenience
EVALUATION OF TRAINING AND DEVELOPMENT

It basically involves the following steps:
 Setting the evaluation criteria
 Selecting the trainees to be tested
 Testing on the basis of set criteria
 Finding out the gap between the actual and set standard performance
 Giving feedback, showing the path to improvement
 Transfer to the job
 Follow up studies
REASONS WHY TRAINING IS IGNORED BY ORGANISATIONS /WHY TRAINING

RESULTS ARE NOT EVALUATED
 Many training directors don’t have the proper skills to conduct a rigorous evaluation
research
 Some managers are just reluctant to evaluate something which they have already
convinced themselves is worthwhile
 Many organizations carry out training because their competitors are doing so or the
unions are demanding it
34
 Training is in itself expensive, evaluation adds up to the cost
 Some training cannot be evaluated because of the complexity of the behaviour being
taught
BENEFITS OF TRAINING
 Leads to improved profitability and or more positive attitude towards profit

orientation
 Improves the job knowledge and skills at all levels of an organization
 Improve the morale of the workplace
 Helps create a better corporate image
 Helps people identify with organizational goals
 Foster authenticity, openness and trust
 Improves the relationship between boss and subordinates
 Aids in organizational development
 The organization may learn from the inputs given by the trainees
 Helps prepare guidelines for work
 Aids in understanding and carrying out organizational responsibilities
 Provides information for future needs in all areas of the organization
 Helps employees adjust to change
 Aids in improving organizational communication
SECONDARY DATA ON TRAINING NEEDS IDENTIFICATION IN INDIAN

INDUSTRIES
A few years ago a survey was conducted to identify the training needs in Indian industry I
have included this to get a better view of the the overall picture
SAMPLE
The questionnaire was distributed to 1000 executives of which about 400 completed forms
were received This sample of companies was drawn up on the basis of three criteria:
35
 Adequate representation of various industry groups
 Enough common ground to allow meaningful comparison between companies
 All core aspects of management were covered i.e. Production, Marketing Finance,
Personnel, Systems etc
TOOL
The data was collected through as structured questionnaire namely “Training Needs
Assessment Questionnaire” developed by Pattanayak and Dhar, 1996 The questionnaire
comprised of 44 items is designed to elicit detailed information with respect to the assessment
of training needs
PROCEDURE
The questionnaire was distributed to the executives both personally and through post and
later on collected The participants for the various Executive Development Programmes
(EDP) at NITIE were also contacted and they filled questionnaires
The TNA variables were evaluated on the pre decided scale as shown
 Strongly agree - 5 points
 Agree - 4 points
 Neutral - 3 points
 Disagree - 2 points
 Strongly disagree - 1 point
The executives were broadly classed as those working in the
 Public sector
 Private sector
They were further classified as
 Senior level
 Middle level
 Junior level; in each category
ANALYSIS
On the basis of data collected under the structured questionnaire the analysis was drawn on
statistical packages and the various graphs and charts were obtained to draw out results.
36
CHAPTER -3
TRAINING & DEVELOPMENT

AT TATA
37
TRAINING AND DEVELOPMENT
In simple terms training and development refer to imparting of specific skills abilities and
knowledge to an employee A formal definition of training and development is
“ …………it is any attempt to improve current or future employee performance by increasing
an employee’s ability to perform through learning ,usually by changing the employees
attitude or increasing his or her skills and knowledge The need for training and development
is determined by employee’s performance deficiency which is computed as under:
TRAINING AND DEVELOPMENT NEED=
Standard performance
-Actual performance”
According to Edward B. Flippo, “Training is the act of increasing the knowledge an skills of
an employee for doing a particular job”
Thus training is an organized activity for increasing the knowledge and skills of people for a
definite purpose It involves a systematic procedure for transferring technical know how to the
employees so as to increase their knowledge and skills for doing specific jobs with
proficiency In other words, the trainees acquire technical knowledge, skills and problem
solving ability by undergoing the training programme Training objectives should always be
expressed in behavioural terms to remove ambiguity and vagueness e.g. To have more
productive workers (vague)
To increase output by 10%over current levels (behavioural terms)
38
EDUCATION, TRAINING AND DEVELOPMENT:
DIFFERENCE
The processes of training and development are often confused Training means learning of
basic skills and knowledge necessary for a particular job or a group of jobs But development
on the other hand means growth of the individual in all respects However education is afar
broader term in comparison to the above two Its purpose is to develop the individuals It is
concerned with increasing the general knowledge and understanding of the environment as a
whole Education is more formalized then development and is in general imparted in schools
and colleges The distinction between the three can be made as under:
TRAINING VERSUS DEVELOPMENT
According to Dale Yoder” the use of terms training and development in today’s employment
setting is far more appropriate than training alone since human resources can exhibit their full
potential only when the learning process goes far beyond the simple routine”
TRAINING DEVELOPMENT
Training means learning skills and Development means the growth of an
knowledge for doing a particular job It employee in all respects It shapes
increases the job skills attitudes
The term training is generally used to The term development is associated with
indicate imparting specific skills among the overall growth of the executives
operative workers and employees
Training is concerned with maintaining Executive development seeks to develop
and improving the current job competence and skills for future
performance Thus it has a short term performance Thus it has a long term
perspective perspective
39
Training is job centered in nature Development is career centered in nature
The role of trainer or supervisor is very All development is ‘self development’
important in training The executives have to be internally
motivated for self development
TRAINING VERSUS EDUCATION
According to Carnegie “Training refers to the process of imparting specific skills Education
on the other hand is confined to theoretical learning in class rooms”
TRAINING EDUCATION
Application oriented Theoretical orientation
Job experience Classroom learning
Specific task General concepts
Narrow perspective Broad perspective
To conclude, in order to bring about a distinction, amongst training development and

education in sharp focus it can be said that training is offered to operatives, whereas
development programmes are meant for employees in higher position Education however is
common to all employees their grade not withstanding
40
INPUTS IN TRAINING AND DEVELOPMENT
Any training and development programme must contain inputs which enable the participants
to gain skills, learn theoretical concepts and help acquire vision to look into the distant future
In addition to these there is a need to impart ethical orientation, emphasize on attitudinal
changes and stress upon decision making and problem solving abilities
SKILLS
There are three kinds of skills that need to be imparted These are
 Basic skills/technical skills
 Motor skills
 Interpersonal skills
It also enables to operate machines and use other equipment with least damage and scrap
Without the basic skill an operator will not be able to function properly Motor or
psychomotor skills on the other hand refer to performance of specific physical activities
These skills involve learning to move various parts of one’s body in response to internal and
external stimuli Lastly employees particularly supervisors and executives need interpersonal
or the people skill to understand oneself and others better and act accordingly
EDUCATION
The purpose of education is to teach theoretical concepts and develop a sense of reasoning
and judgment that any T&D programme must contain an element of education is well
understood by the HR professionals any such programme has university professors as
resource person to enlighten participants about theoretical knowledge of the topics proposed
to be discussed
DEVELOPMENT
Another component of training and development programme is development, which is less
skill oriented but stresses on knowledge
An organization expects the following from its mangers when they are deputed to attend
training and development programme
41
 How to make managers self-starters How to imbue them with a sense of commitment
and motivation so that they become self-starters?
 How to make them subordinate their functional loyalties to the interests of the
organization as a whole?
 How to make them result oriented? How to help them to see and internalize the
differences between activity and results between efficiency and effectiveness?
 How to make them sensitive to the environment in which they function both at the
workplace and outside
 How to make them aware of themselves –their potentials and their limitations How
to help them to see themselves as others see them?
 How to teach them to communicate without filters to see and feel others view points
 How to help them to understand power and thereby develop leadership styles which
inspire and motivate others?
ETHICS
There is a need for imparting greater ethical orientation as they are largely ignored It is also
significant because of the following reasons:
 Ethics correspond to the basic human needs All of s want to be ethical in our personal
lives and business dealings too
 Values create credibility in public
 Values lend management credibility with employees They provide a common
language for aligning a company’s leadership and its people
 Ethical attitudes help management make better decisions which are in the interest of
the public the employees and in the long run the company itself
 Ethical practices are good even from the profitability point of view According to a
survey organizations that showed the highest concern were the ones that showed
highest profits
 Finally ethics are important because government and law cannot always protect the
society but ethics can
42
ATTITUDNAL CHANGES
Attitude represent feelings and beliefs of individuals towards others Attitudes affect
motivation, satisfaction and job commitment Negative attitudes need to be converted into
positive ones Negative attitudes are difficult to change because
 Employees refuse to change
 They have prior commitments; and
 Information needed to change attitude may not be sufficient
DECISION MAKING AND PROBLEM SOLVING SKILLS

Decision making and problem solving skills focus on method and techniques for making
organizational decisions and solving work related problems Learning related to decision
making and problem solving skills seeks to improve trainees ability to define and structure
problems, collect and analyze information, generate alternative solutions and make an
optimal decision alternatives Training of this type is typically provided to potential managers,
supervisors and professionals
POINTS TO BE KEPT IN MIND WHILE TRAINING
 It is the means to an end not an end to a means
 The management must have a responsible attitude
 The trainees would be unwilling to participate in training if the trained employees are
being paid less
43
TIPS ON PROVIDING THE RIGHT KIND OF TRAINING
Before examining the various forms of TNA it is important to focus on the kinds of training
organizations should provide. Training should be provided based on current and/or future job
requirements training should have a dual goal of organizational effectiveness and an
improved work experience for the job incumbent Organizations should benefit from training
if it raises employee performance by raising skill and motivation level and /or increases the
organization’s ability to attract or retain high quality employees and Attempts are made to
determine the training needs for the entire organization rather than its specific departments to
involve the top management in this programme The existence of the gap between employees
present performance and the desired performance can be determined on the basis of skill
analysis involving five steps
 Analysis and determination of the major requirements of the specific job
 Identification of the task needed to be accomplished to meet the job requirements
 Understanding of the procedures needed to accomplish each of the job tasks
 Analysis of the knowledge and skills needed to accomplish the procedures; and
 Identification of the special problems of the job and analysis of any particular kind of
skill needed to meet the problem
Selection policy and size and general skill level of the available work force are two of the
important factors that affects the general ongoing training programme of an organization
Training programmes should be formulated by the line personnel with the advise and
assistance of the staff An important point to be noted is that training can also be given in lieu
of the high standards accomplished by the employees i.e. in the form of a reward
44
YODER’S PRINCIPLES FOR EFFECTIVE TRAINING
1. Training is a management function and accordingly every individual is a trainer

2. The staff trainer must not exert authority over line but provide advice and guidance
3. Every individual requires training
4. Training should be supported by all levels of managers
5. Either a committee or some other individual should be eventually responsible for
training
6. Attempt must be made to distinguish between staff and line training functions
7. Training should be aimed at the attainment of the objectives of the enterprise by
providing proper knowledge skills and attitude
8. The objective and scope of the training should be defined at the very outset of the
programme
9. Attempts should be made to employ tested principles of learning
10. Training should be imparted in the real work environment
45
CHAPTER -4
OBJECTIVES
46
OBJECTIVES
The fundamental aim of training is to help the organization. Achieve its purpose by adding
value to its key resource, the people, it employs. Training means investing in the people to
enable them to perform better and to empower them to make the best use of their natural
ability. The particular objectives of training are to:-
 Develop the competences of employees & improve their performance.

 Help people to grow within the organization in order that as for as possible its future
needs for Human Resource can be met from within.
 Reduce the learning time for employees starting in new job on appointment, Transfer
or Promotion & ensure that they become fully competent as quickly & economically
as possible.
 Optimize the workers performance in pursuit of organizational goals

 To develop a person ‘s behavioural patterns in areas of knowledge skills or attitude to
achieve a desired performance level
 Interaction during training programmes lets the management understand what
motivates or satisfies the workers
 Leads to improvement in safety standards
 Leads to understanding of corporate strategies
 Manpower planning
 Unifying individual objectives with those of the organization and vice versa
The principle objectives are as follows.
 To understand the training & development activities of the company.

 To find out the impact in the performance of the individual after training.
 Report the feedback of the employee of training activities carried out.
47
 To know the training method used to organization.
 To know the reasons for employees training & development.
48
CHAPTER-4
LITERATURE REVIEW
49
LITERATURE REVIEW
According to the Michel Armstrong, “Training is systematic development of the

knowledge, skills and attitudes required by an individual to perform adequately a
given task or job”. (Source: A Handbook of Human Resource Management Practice,
Kogan Page, 8th Ed.,2001) According to the Edwin B Flippo, “Training is the act of
increasing knowledge and skills of an employee for doing a particular job.” (Source:
Personnel Management, McGraw Hill; 6th Edition, 1984) The term ‘training’
indicates the process involved in improving the aptitudes, skills and abilities of the
employees to perform specific jobs. Training helps in updating old talents and
developing new ones. ‘Successful candidates placed on the jobs need training to
perform their duties effectively’. (Source: Aswathappa, K. Human resource and
Personnel Management, New Delhi: Tata Mcgraw-Hill Publishing
CompanyLimited,2000, p.189) The principal objective of training is to make sure the
availability of a skilled and willing workforce to the organization. In addition to that,
there are four other objectives: Individual, Organizational, Functional, and Social.
• Individual Objectives – These objectives are helpful to employees in achieving their

personal goals, which in turn, enhances the individual contribution to the
organization.
• Organizational Objectives – Organizational objectives assists the organization with

its primary objective by bringing individual effectiveness.
• Functional Objectives – Functional objectives are maintaining the department’s

contribution at a level suitable to the organization’s needs.
• Social Objectives – Social objectives ensures that the organization is ethically and
socially responsible to the needs and challenges of the society. Further, the additional
objectives are as follows:
• To prepare the employees both new and old to meet the present as well as the
changing requirements of the job and the organization.
• To prevent obsolescence.
50
• To impart the basic knowledge and skill in the new entrants that they need for an
intelligent performance of a definite job.
• To prepare the employees for higher level tasks.
• To assist the 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 build up a second line of competent officers and prepare them to occupy more
responsible positions.
• To ensure smooth and efficient working of the departments.
• To ensure economical output of required quality.
In the fast pace changing world of business and environmental uncertainty,
organizations realize its limitation of dealing with new challenges (Tai, 2006).
However te further states that the firms should invest in training programs to make
their employees competent enough to face uncertainties and take effective decision in
time, in order to remain competitive in the market. Effective training is beneficial for
the firm in variety of ways, such as, it plays a vital role in building and maintaining
capabilities, both on individual and organisational level, and thus participates in the
process of organisational change (Valleet al., 2000). Moreover, it enhances the
retention capacity of talented workforce, hence decreasing the unintentional job
rotation of the workers (Jones and Wright, 1992; Shaw et al., 1998). Furthermore, it
indicates the firm’s long-term commitment towrds its workers and increases the
employee’s motivational level (Pfeffer, 1994). All these contributions lead to a
achieving competitive advantage (Youndtet al., 1996) and to an enhancement in
employee performance and organisational productivity (Bartel, 1994; Knoke and
51
Kalleberg, 1994; Huselid, 1995; Delery and Doty, 1996). 4.1 Training Effective
training and development programs aimed at improving the employees’ performance.
Training refers to bridging the gap between the current performance and the standard
desired performance. Training could be given through different methods such as on
the coaching and mentoring, peers cooperation and participation by the subordinates.
This team work enable employees to actively participate on the job and produces
better performance, hence improving organizational performance. Training programs
not only develops employees but also help an organization to make best use of their
humane resources in favour of gaining competitive advantage. Therefore, it seems
mandatory by the firm to plan for such a training programs for its employees to
enhance their abilities and competencies that are needed at the workplace, (Jie and
Roger, 2005). Training not only develops the capabilities of the employee but sharpen
their thinking ability and creativity in order to take better decision in time and in more
productive manner (David, 2006). Moreover it also enable employees to deal with the
customer in an effective manner and respond to their complaints in timely manner
(Hollenbeck, Derue and Guzzo, 2004). Training develops self efficacy and results in
superior performance on job (Svenja, 2007), by replacing the traditional weak
practices by efficient and effective work related practices (Kathiravan, Devadason and
Zakkeer, 2006). Training refers to a planned intervention aimed at enhancing the
elements of individual job performance” (Chiaburu and Tekleab, 2005). It is all about
improving the skills that seems to be necessary for the achievement of organizational
goals. Training programs, may also help the workforce to decrease their anxiety or
frustration, originated by the work on job (Chenet al., 2004). Those workers who feel
themselves to be unble to perform a task with the desired level of performance often
decide to leave the firm (Chen et al., 2004), otherwise their stay at frim will not dd to
52
productivity (Kanelopoulos and Akrivos, 2006). The greater the gap between the
skills necessary and those possessed by the workforce, the higher the job
dissatisfaction of the workers. Rowden (2002), suggest that training may also be an
efficient tool for improving ones job satisfaction, as employee better performance
leads to appreciation by the top management, hence employee feel more adjusted with
his job. According to Rowden and Conine (2005), trained employees are more able to
satisfy the customers and (Tsai et al., 2007), employees who learn as a result of
training program shows a greater level of job satisfaction along with superior
performance.
A term closely akin to training

method is training aid. Training
aids are specific
tools used to assist in the delivery
of the training content. Bink,
Wampler, Dlubac, and
Cage (2011) define training aids
“as objects or apparatuses that
facilitate the learning
53
objectives of training” (p. 1) and
offer some of the following
examples: flashcards,
films and videos demonstrating
various tasks, printed materials,
whiteboards, and flip
charts.
Training is provided within a
training program. In an
organization, needs assess-
ments are conducted to analyze
problem areas and to identify
potential solution strate-
gies. If the identified need is
training, then a training program is
developed, which
54
begins with recognition of training
needs and methods, leads to
training, and subse-
quently, evaluation (to examine the
extent to which the identified needs
are met and
the problems are resolved).
aids are specific
55
charts.
developed, which
56
are met and
aids are specific
57
charts.
developed, which
58
are met and
aids are specific
59
charts.
developed, which
60
are met and
Training aids are specific
61
charts.
developed, which
62
are met and
Our review aims to advance the
understanding of methods used in
the field of train-
ing. Decades ago, the term
computer training would have
encompassed any kind of
training done on computers; the
present reality is that the smallest
subtleties can denote
very significant distinctions. For
instance, Webinar and computer-
programmed
63
instruction involve computers but
are applied quite differently. As
training methods is
an established topic, our review
aims to create a conceptual
framework for understand-
ing and for future investigation of
methods of training reported in the
literature. Such
a framework should facilitate
communication among training
providers and research-
ers and encourage research and
development on training methods.
Moreover, it should
provide an effective tool that can
enhance the likelihood of trainers
selecting the meth-
64
ods best suited for a particular
training context and goals. In
conducting our review,
we used the following three
questions to guide us:
 What are the various core
methods of providing training?
 What are the key
characteristics of the identified
training methods?
 Under what conditions is
each of the identified training
methods most
suitable?
We recognize that our goal to study
training methods can be
challenging for the
65
following reasons: (a) training
methods are sometimes difficult to
define or the label
is used to refer to tools, aids, and
the like; (b) given the relatively
long history of train-
ing methods, providing a
comprehensive list of types of
training methods is problem-
atic; and (c) training methods are
rapidly changing to reflect the
current technological
advances, making it difficult to
categorize definitively.
66
CHAPTER -5
RESEARCH
METHODOLOGY
67
RESEARCH METHODOLOGY
To conduct any research scientific method must be followed.
The universe of study is very large. In which it is difficult to collect information from all the
employees. So the sampling method has been followed for the study.
 The analysis is based on primary as well as Secondary Data.
Research Area
 Tata Steel Bsnl Ltd, Sahibabad, Ghaziabad
 Number of Employees N=100+
Sample Size
 100
Data Collection types

1. Primary Data
2. Secondary Data
1. Primary Data - Primary data collected using an appropriate questionnaire. And

observing employees at Tata Bsnl Steel Ltd.
2. Secondary Data – Secondary data collected by using Internet & Books.
METHOD OF ANALYSIS: Pie Chart
The Sample Extent: Tata, Ghaziabad.
68
CHAPTER - 6
DATA ANALYSIS
69
DATA ANALYSIS
1. The Training Was Necessary To Meet The Organization Recruitments.
2. This Training Is Helpful In Increasing The Production.
70
3. Training was useful for personal improvement.
4. Training was helpful in improving interpersonal skills.
71
5. Training was free from disturbances.
6. Training was Interactive.
72
7. Introduction part of training an overall idea communicated properly.
8. Intention behind the training was convincing.
73
9. It was as a Motivational Training.
10. Response of Trainees towards training was positive.
74
11. Trainers were able to communicate the message effectively.
12. Trainer were efficient.
75
13. You were able to understand the concepts taken up in training.
14. You were able to relate your practical work to the training.
76
15. Facilities & arrangements for training were good enough.
16. Training aids were used wherever relevant.
77
17. Environment of Training was comfortable.
18. Training duration was sufficient.
78
19. Proper case studies were taken up to make concept understandable.
20. All the areas were covered in the training.
79
Graphical presentation of the findings is as follows:
RELATIVE DISTRIBUTION OF MAJOR TRAINNING NEEDS OF JUNIOR LEVEL

EXECUTIVES IN PUBLIC SECTOR
CUSTOMER DEVELOPMENT
33% 33%
PERSONAL DEVELOPMENT
0RGANISATIONAL DEVELOPMENT
34%
RELATIVE DISTRIBUTION OF MAJOR TRAINING NEEDS OF JUNIOR EXECUTIVES

IN PRIVATE SECTOR
34% 33% COUSTOMER DEVLOPMENT
PERSONAL DEVLOPMENT
ORGANIZATIONAL DEVLOPMENT
33%
80
RELATIVE DISTRIBUTION OF MAJOR TRAINING NEEDS OF MIDDLE LEVEL
EXECUTIVES IN THE PRIVATE SECTOR
32% ORGANISATIONAL DEVELOPMENT

34%
34%
RELATIVE DISTRIBUTION OF MAJOR TRAINING NEEDS IDENTIFIED BY MIDDLE

LEVEL EXECUTIVES IN PUBLIC SECTOR
34% 32%
ORGANISATIONAL DEVELOPMENT
34%
81
RELATIVE DISTRIBUTION OF MAJOR TRAINING NEEDS IDENTIFIED BY SENIOR
EXECUTIVES OF PRIVATE SECTOR
35% 32%
33%
RELATIVE TRAINING ATTRIBUES AS IDENTIFIED BY SENIOR EXECUTIVES OF

PUBLIC SECTOR
34% 32%
34%
82
TO IMPROVE ONE'S UNDERSTANDING ABOUT
NATURE,REQUIREMENTS AND RESPONSIBILITIES OF JOB
60 56
50 COMPLETELY SUCCESSFUL
GENERALLY SUCCESSFUL
40
PERCENT
LIMITED SUCCESS
30 25
FAILED
20 17
10
1
0
FACTORS
DO EXECUTIVES DEMONSTRATE A BETTER

ATTITUDE TOWARDS THEIR WORK AFTER THEY
ATTEND A TRAINING PROGRAMME?
80
62
PERCENT
60 YES
40 31
NO
20 7 UNCERTAIN
0
ANSWERS RECEIVED
83
CHAPTER - 7
FINDINGS
84
FINDINGS
 72% employees either agree or strongly agree with the point that training is helpful in
increasing the production.
 70% either agree or strongly agree with the fact that the training was necessary to
meet the recruitments of the organization.
 An average 70% either agree or strongly agree show in the success of training. Most
of them are satisfied with the training methods, Facilities & trainers.
 69% Employees either agree or strongly agree with the point that the trainers were
efficient.
 66% employees either agree or strongly agree with the point that training was useful
for personal improvement.
 29% employees strongly agree with the training patterns.
85
CHAPTER - 8
CONCLUSION
&
SUGGESTION
86
CONCLUSION
Statements for the training needs were classified into three categories namely personal,
development, organizational development and customer relationship development based on
the following criteria:
1. Personal development related statements are those which primarily target individual
growth and development Statements under this category include training needs to
improve personal performance, promote positive attitude facilitate individual growth
and development, acquisition of new skills, learning and practice of ethical values,
increased awareness of safety measures, updating technical skills and general
knowledge, shaping creative potentials, development and managing self etc.
2. Organizational development training needs are those which when imparted, improve
organizational efficiency and effectiveness by understanding organizational climate
and job requirements Statements under this include understanding quality
requirements of the job, enhancing organizational effectiveness minimizing gap
between planning and implementation, increasing job involvement, professional
management, learning MIS, managing conflict etc
 Customer development specific needs include training to serve customer

needs in terms of delivery, complaint settlement, quality of product and
service, understanding of needs and expectations These are required to
improve the external image of the company
 Facilitating growth and development of the individual
 Familiarizing them to new job related technique
 Enriching their job knowledge
87
SUGGESTIONS:
THE TRAINING & DEVELPOMENT CAN BE MADE EFFECTIVE AND SUCCESSFUL

IF THE FOLLOWINGS POINTS NEED TO BE CONSIDERED:
 TOP MANAGEMENT SUPPORT & ACTIVE INVOLVEMENT IS ESSENTIAL TO

MAKE TRAINING & DEVELOPMENT.
 OUTLINING SPECIFIC TRAINING & DEVELOPMNET OBJECTIVE ON THE

BAISI OF THE TYPE OF PERFORMANCE NEEDED TO ACHIVE
ORAGNISATIONAL GOAL.
 INCREASE EMPLOYESS INTEREST IN TRAINING BY MAKING HIM/HER

AWARD OF THE PERSONAL BENEFITS OF TRAINING THAT HE/SHE CAN
ATTEND THROUGH BETTER PERFORMANCE.
 REWARDING THE TRAINEE FOR THE BETTER PERFORAMANCE.
 ENSURE ACT PARTICIPATION OF THE TRAINEE IN THE TRAINING

PROGRAM.
88
CHAPTER - 9
LIMITATIONS
89
LIMITATIONS
1.Employees had busy work schedule, so they had less time for interaction.
2. Time duration was less for conducting the research project.
3.Being a government organization, working for defense ministry, checking process
was mandatory and time consuming.
4. As a whole I did not found any limitation from the side of the organizations that
barrier me to complete my study.
90
CHAPTER - 10
BIBLIOGRAPHY/
REFERENCE
91
BIBLIOGRAPHY
Book with single Author:
Identification of Training Needs (2006) : Identification of Training Need.
In-text reference: (Identification of Training Need -2016)
Book with two Author:
CB Gupta (2006) : Human Resource Management
In-text reference: ( CB Gupta -2006)
Book with two Author:
VSP Rao (2007) : Human Resource Management
In-text reference: ( VSP Rao-206)
Websites:
www.tatasteelbsl.co.in
www.google.com
92
REFERENCE
 Davenport, T. O. (1999), “Human Capital: What is it and why people invest in it”, San
Francisco, Jossey Bass.
 Fitzgerald, W. (1992), “Training vs. development”, Training and Development, 84,
81-82.
 Goldstein, I.L and Gilliam, P. (1994), “Training system issues in the Year 2000”, In
Schneier, C.E., Russell, C.J., Beatty, R.W. and Baird, L. S. (eds.), The training and
development sourcebook, Human Resource Development Press, Amherst,
 U.S. Goldstein, I. L. (1993), “Training in organisations”, Pacific Grove, CA, U.S.:
Brooks Cole.
 Guest, G., Bunce, A. and Johnson, L. (2006), “How many interviews are enough?”
Field Methods, Vol. 18 , 59-82.
 Hall, D. T. (1996), “Protean Careers of the 21st Century”, Academy of Management
Executive 10 , 8-16.
 Hall, D. T. and Mirvis, P. (1995), “The new career contract: Developing the whole
person at midlife and beyond”, Journal of Vocational Behavior, Vol. 47, pp. 269-289.
 Harrison, R. (2005), “Learning and Development”, London, Chartered Institute of
Personnel and Development.
 Horner, L. and Jones, A. (2003), “Great Expectations. Understanding the motivation
of young workers”, London, U.K.: The Work Foundation.
 Ilgen, D. R., Fisher, C. D. and Taylor, M.S. (1979), “Consequences of Individual
Feedback on Behaviour in Organisations”, Journal of Applied Psychology, Vol. 64,
pp. 349-371.
 Jones, R. G. and Whitmore, M. D. (1995), “Evaluating Developmental Assessment
Centers as Interventions”, Personnel Psychology, 48, 377-388
93
CHAPTER - 11
APPENDIX
QUESTIONNAIRE
94
APPENDIX
QUESTIONNAIRE
1. The Training Was Necessary To Meet The Organization Recruitments.

a. (a) Strongly Agree. (b) Mildly Agree. (c) Mildly Disagree
b. (d) Strongly Disagree (e) Can’t Say
2. This Training Is Helpful In Increasing The Production.

3. Training was useful for personal improvement.

4. Training was helpful in improving interpersonal skills.

5. Training was free from disturbances.

6. Training was Interactive.

95
7. Introduction part of training an overall idea communicated properly.
8. Intention behind the training was convincing.

9. It was as a Motivational Training.

10. Response of Trainees towards training was positive.

11. Trainers were able to communicate the message effectively.

12. Trainer were efficient.

96
13. You were able to understand the concepts taken up in training.
14. You were able to relate your practical work to the training.
15. Facilities & arrangements for training were good enough.

16. Training aids were used wherever relevant.

17. Environment of Training was comfortable.

18. Training duration was sufficient.

19. Proper case studies were taken up to make concept understandable.

97
20. All the areas were covered in the training.
21: Are you satisfied with the Selection procedure?
 Yes
 No
 To some extent
 Cant say
22: What are you agree with the recruitment Programme?
 Yes
 No
 To some extent
 Cant say
23: Do you take any technological support for the process of recruitment?
 Telephone
 Video Conferencing
 Online support
 Other
24: What kind of verification you do?

 Educational Qualification
 Legal Background
98
 Professional Background
 Family Background Check.
25: Apart from the HR Manager, who all from the other department required to get
involved in interviewing process of Selection?
 Sales
 Administration
 HR Executive
 Other Specify
26: What are the criteria for Selection?
 Work experience
 Good Academic Score
 Background
 Other
27: Who will take decision for final selection of the candidate?
 HR Manager
 HR Executive
 Department Head
 Other
28: What source do you adopt source candidates?
 Employee Referral
 Campus Recruitment
99
 Advertising
 Recruitment Agencies
 Job Portal
29: After the first round who will take the next?
 HR Manager
 HR Executive
 Function Manager
 Other
30: Do you use any of the following tests during the process?
 Written
 Aptitude
 Group Discussion
 Personnel Interview
100

TRAINING DEVELOPMENT TATA STeel

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A

SUMMER TRAINING PROJECT REPORT

“TRAINING & DEVELOPMENT”

SUBMITTED IN THE PARTIAL FULFILLMENT

SUBMITTED BY: Under the Guidance of:

Surabhi Nain Prof. Dr.Vivek Pachauri

INSTITITE OF TECHNOLOGY AND SCIENCE

acknowledgement has been made in the text.

requirements for the award of MBA, under my guidance and supervision.

I am satisfied with the work of Ms. Surabhi Nain

Prof. Dr.Vivek Pachauri

I am grateful to the INSTITUTE OF TECHNOLOGY&SCIENCE MOHAN NAGAR,

inspiration and encouragement.

organization must commit resources to if it is to maintain a variable and knowledgeable work

development methods with the benefits and drawbacks.

1. CHAPTER-1 INTRODUCTION 8-9

2. CHAPTER-2 COMPANY PROFILE 10-36

3. CHAPTER-3 TRAINING & DEVELOPMENT AT TATA 37-43

4. CHAPTER-4 OBJECTIVES OF THE STUDY 44-52

5. CHAPTER-5 RESEARCH METHODOLOGY 53-54

6. CHAPTER-6 DATA ANALYSIS 55-69

7. CHAPTER-7 FINDINGS 70-71

8. CHAPTER-8 CONCLUSION & SUGGESTIONS 72-74

9. CHAPTER-9 LIMITATIONS 75-76

10. CHAPTER-10 BIBLIOGRAPHY/ REFERENCE 77-79

11. CHAPTER-11 APPENDIX-QUESTIONNAIRE 80-86

- To be a customer focussed company providing state-of-the-art products & solutions at

competitive prices, meeting the demands of quality, delivery & service.

- To generate internal resources for profitable growth.

- To attain technological leadership in defence electronics through in-house R&D,

partnership with defence/research laboratories & academic institutions.

- To give thrust to exports.

continuous learning & team work.

- To constantly benchmark company’s performance with best-in-class internationally.

- To raise marketing abilities to global standards.

- To strive for self-reliance through indigenisation

Mr. Brij Bhushan Singhal (Chairman)

Mehra, Goel & Co. (Charted Accountants

Following important products are manufactured in BSL:

1. Cold- Rolled (CR)

High tensile steel strapping

Significant CUSTOMERS OF COMPANY

TATA EXPANSION PLAN

List of Finished Product Of Sahibabad Plant

COLD ROLLING MILL, CR MILL:

ELECTROLYTIC CLEANING LINE (ECL):

First launch in India, the primary characteristics are provided below:

ACID PICKLING LINES:

Five-stage high velocity turbulent pickling, efficient cascade rinsing.

KATHABAR COOLING SYSTEM:

MALTI BLANKING and CTL LINES:

Made by Henrich George, Germany / Fimy Italy / Daeyhum Korea, it is also an

BELL ANNEALING FURNACES:

ELECTRO DISCHARGE TEXTURING MACHINE:

From World Rich Siegen –Germany it has been brought about.

HIERARCHY IN TATA STEEL BSL LIMITED

Chief Financial Officer

Executive Plant Head

Senior Vice President

Assistant Vice President

Senior General Manager

Deputy General Manager

Assistant General Manager