ABSTRACT

No industrial organization can long ignore the training and development needs of its employees
without seriously inhibiting its performance. Even the most careful selection does not eliminate
the need for training. Since people are not molded to specifications and rarely meet the
demands of their jobs adequately. Give a man a fish and you have given him meal. Teach man
to fish and you have given him a livelihood. This ancient Chinese proverb seems to describe the
underlying rationale of all training and developed programs.

Four important developments, which seem to have contributed in recent years, to greater
attention being given to training are as follows first, it is now beloved that training cannot be
taught second with the raid change in technology every individual needs to be own narrow
functional area. He must also possess a general understanding of the tasks and culture every
individual to be able to behave effectively, must be trained in interpersonal skills diverse
gaffes, lifestyle and attitudes of people in other countries as well. They need to learn many
things such as how to introduce on self before a foreign client, converse and negotiate, talk on
telethon, and use body language and so on. To avoid the cultural shook, cross cultural
orientation of employees in becoming equally important

Organization and individuals should develop and progress simultaneously for their survival and
attainment of their mutual goals. Modern management has to develop the organization through
human resource development. Employee training is the important, subsystem of human resource
development. Employee training is a specialized and planned function and is one of the
fundamental operative functions of human resource management. A truly successful
organization accomplishes its mission through development of its human resources.
 TABLE OF CONTENTS
CHAPTERS CONTENTS PAGE NO

LIST OF TABLES & CHARTS i

LIST OF FLOWCHARTS & FIGURES ii

CHAPTER -1 INTRODUCTION 1-4

CHAPTER -2 REVIEW OF LITERATURE 5-29

2.1: Introduction to Human Resource Management 5-13

2.2: Introduction to Training and Development 14-29

CHAPTER -3 THE COMPANY 30-38

3.1: Industry profile 30-33

3.2: Company profile 34-36

3.3: Training and development at Venkata Ramana Tata 37-38

Motors

CHAPTER -4 DATA ANALYSIS and INTERPRETATION 39-58

CHAPTER -5 5.1: FINDINGS 59

5.2: CONCLUSIONS 60
5.3: SUGGESTIONS 60

ANNEXURE

BIBLIOGRAPHY
 TABLES AND CHARTS

S.NO TITLE PAGE

NO
4.1 TRAINING 39
4.2 ENHANCING PRODUCTIVITY AND PERFORMANCE 40
4.3 ORGANIZATIONAL HAVE FULL-FLEDGE TRAINING AND 41
DEVELOPMENT DEPARTMENT
4.4 TRAINING FOR PREENT EMPLOYEES OR NEW EMPLOYEES 42
4.5 PARTICIPATING IN TRAINING 43
4.6 TRAINING PROGRAM 44
4.7 RECRUITMENTS IN ORGANIZATION 45
4.8 TRAINING METHODS 46
4.9 METHOD OF TRAINING 47
4.10 TRAINING THEORIES 48
4.11 LEVELS OF ORGANIZATION 49
4.12 TRAINING PROGRAM FOCUSES 50
4.13 SPECIAL CHALLENGES PHASED BY MANAGERS 51
4.14 TRAINING UPGRADES 52
4.15 MOTIVATIONAL LEVELS 53
4.16 COMPANIES BUSINESS STRATEGY 54
4.17 IMPLEMENTING THE LEARNED SKILLS 55
4.18 TRAINER COLLECTS THE FEEDBACK 56
4.19 TRAINING POLICY 57
4.20 SUGGESTIONS FOR THE IMPROVEMENT 58

(i)
 FIGURES

S.NO TITLE PAGE NO

2.1.2.1 Objectives of HRM 7
2.1.3.2 Challenges of HRM 9

FLOW CHARTS

S.NO TITLE PAGE NO

2.1.5.1 Functions of HRM 11

(ii)
CHAPTER-1

INTRODUCTION
1.1 Statement of the problem

1.2 Need and importance of the study

1.3 Objectives of the study

1.4 Plan of the study

1.5 Research methodology

1.6 Period of study

1.7 Scope of study

1.8 Limitations of the study

1.1 STATAMENT OF THE PROBLEM
The present study explores the varied dimensions of TRAINING AND DEVELOPMENT in
Venkata Ramana Tata Motors. It also focuses on purpose, principles, methods, feedback, barriers
and evaluating training programmes the various strategies implemented to improve training and
development.

1.2 NEED AND IMPORTANCE OF THE STUDY

 An organization can survive in today's socioeconomic environment only if it is proactive
to environmental chances. Advances in information technology too areforcing
organizations to change their way of thinking.
 In the organization, I may not be always feasible to allocate task to individuals, atwhich
each one excels, but surely can enhance competence of individuals for specifictask
through well designing training.
 Even well qualified and committed employees could perceive goals at variance to
theorganizational objectives are properly socialized into the existing community and
aremade aware of organizational values, work ethics, customs and traditions.
 Another aspect of human behavior is the employees willingness to work and theydesire
toconstantly improve his performance. It is necessary to create anenvironment in which
all memberscan contribute to the limits of their ability. Due to the above facts an
importance of human resource management and training programme which helps to
increase efficiency and skills for further quality of work.lhave taken up to work on this
topic choosing Venkata Ramana Tata Motors for my study because it will regularly
conduct training development programme to produce Quality service.

1.3 OBJECTIVES OF THE STUDY

 To study the training and development practices in VENKATA RAMANA TATA
MOTORS

To understand the various types of training and steps involved in Employee development
plan at VENKATA RAMANA TATA MOTORS
 To identify the methods, theories used in training and development

1
 
4) To identify the barriers in implementing training and development at VENKATA
RAMANA TATA MOTORS

To suggest some measures if any to improve training and development plan at
VENKATA RAMANA TATA MOTORS

1.4 PLAN OF STUDY

TRAINING AND DEVELOPMENT
1) Introduction
2) Concept and defination of training and development
3) Types of training
4) Methods and theories of training
5) Training v/s development
6) Steps in employee development plan
7) Barriers in training and development
8) Conclusion

1.5 RESEARCH METHODOLOGY

Types of Research
Descriptive &Ana1ytical Research
The methodology adopted is as follows:
 The study on training and development was intimated with the help of one type of
questionnaire schedule.
 The sample size taken is 100 and the sample respondents constitute all technical and
Managerial staff who had undergone job elated training in Venkata Ramana Tata Motors.
 Open ended questions and questions with rating scale are used to frame the questions of
the questionnaire.
Source of data
For the fulfillment of the study the student researcher has relied on two types of Data i.e. primary
data and secondary data.
Primary Data: This study is almost based on primary data which is more acquainted for social
science research. The primary data has been collected by administering Questionnaire to the

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selected respondents. Another source of primary data is overall observations of companies
working, companies’attitude on training and development.
Secondary Data:
The Secondary data has been obtained by studying existing training and developmental program
in Venkata Ramana Tata Motors. Data is also obtained by referring to the earlier studies
conducted in smaller areas and also the annual reports, brochures, and other materials served as
secondary data.
Sampling plan:
The sample of 100 employees were chosen out of 121 New entrant managers which is more than
35% of the universe for the purpose of the study on the basis of using simple random sampling
method. The selection of the sample includes all the departments and designations. Tools and
Techniques of data collection:
A Structured Questionnaire has been designed covering all relevant aspects of Training and
Development programs and administrated to the respondents for the collection of the data.
Whereas the information available from earlier studies, books, brochures, annual reports, files
and several other sources of secondary data. However, the data collection was painstaking effort
and endeavors were made to collect relevant information with missionary Zeal. Data
interpretation:
The data ventured to be collected through Questionnaire method the responses obtained are then
tabulated and analyzed and inferences are drawn. The statistical technique of percentage method
is used for the purpose of data analysis. Based on inferences drawn from the data a suitable
finding is made along with the necessary summary and conclusion.

1.6 PERIOD OF STUDY

The period of study is about 45 days.

1.7 SCOPE OF THE STUDY

The study was intended to obtain information and draw conclusion about:

 The study is about employee’s opinion on training and development administration in

Venkata Ramana Tata Motors, it included various aspects oftraining and development
 This study is made in the organization of Venkata Ramana Tata Motors.

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  The feedback of employees, trainers and trainees.
 The process of training in Venkata Ramana Tata Motors.

1.8 LIMITATIONS OF THE STUDY

 Due to time constraints the study was limited only for 45days.
 Random sampling method has been adopted and all limitations applicable to that method
are applicable here also.
 The authenticity of information provided by the New Entrant Manager cannot
be assured.
 Analysis of the data has been done based on the assumptions that the
information provided by the respondents is genuine.
 The sample size is small when compared to total universe, Hence the capability of study
to the whole universe is constraint.

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 CHAPTER-2

LITERATURE REVIEW

2.1 INTRODUCTION TO HUMAN RESOURCE MANAGEMENT

2.1.1 Concept and definition

2.1.2 Objectives

2.1.3 Challenges

2.1.4 Recent trends

2.1.5 Functions

2.1.6 Conclusion

2.2 INTRODUCTION TO TRAINING AND DEVELOPMENT

2.2.1 Introduction

2.2.2 Concept and defination of training and development

2.2.3 Types of Training

2.2.4 Methods and theories of training

2.2.5 Training v/s development

2.2.6 Steps in employee development plan

2.2.7 Barriers in training and development

2.2.8 Conclusion
 2.1 HUMAN RESOURCE MANAGEMENT

INTRODUCTION:

Every organization irrespective of its nature and size has four resources
namely men, material, money and machinery of these men i.e., people are the most
vital resources and they make all the differences in an organization. In this connection
L.F URWICK says that “business houses are made broken in the long-run not by the
markets or capital, patents or equipment, but by men”. Of all the resources manpower
is the only resource which does not depreciate with the passage of time. This resource
is called Human Resource. As the central subsystem controls the functions of each
sub-system and the whole organization. The prosperity and growth of an organization
depends mainly on the policies, programs and practices of HR sub-systems.

According to LEON C.MEGGINSON, the term human resources thought of

as “the knowledge, skills, creative abilities, talents and aptitudes of an organization
workforce, as well as the value, aptitudes and beliefs of the individuals involved”.
Thus human resources represent the quantitative and qualitative measurements of the
workforce requires in organization. Human resource are regarded as human factor,
human asset and human capital.

2.1.1 CONCEPT

● Human Resource management is concerned with human being in an

organization. It reflects a new philosophy, a new outlook, approach and strategy
which views organization manpower as its resources and assets.
● Human Resource management is a managerial function which facilitates the
effective utilization of people in achieving the organization individuals and goals.
● Earlier HRM was called by different names like Personal Management, Personal
Administration, Staff Management, Manpower Management, Industrial
Relations, Employee-Employer Relation, Human Capital Management and
Human Asset Management.
● HRM is a management function that helps to recruit, select, train and develop the
organization members for the purpose achieving the stated organizational goals.

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2.1.2 DEFINITIONS

❖ Human Resources Management is that part of management is concerned with the

people at work and with their relationship with an enterprise. It aims to bring
together and develop into effective organization of men and women to makeup an
enterprise and having for the well-being of the individuals and of working groups,
to enable them to make their best contribution to its success.
-National Institute of Personnel Management (NIPM), India
❖ Human Resources Management may be defined as a set of policies, practice and
programs designed to maximize both personal and organizational goals. It is the
process of binding people or organizations together so that the objectives of each
are achieved.
❖ Human Resource Management may be defined as a series of integrated decision
that forms the employment relationship; their quality contributes to the ability of
the organization and the employees to achieve their objectives.

❖ HRM is, “The planning, organizing, directing, controlling of the procurement,

development, compensation, maintenance of human resource to the end that
individuals, organizational and social objectives are accomplished”.
-Edwin Flippo

2.1.3 FEATURES

● HRM is concerned with employees both as individual and as a group in attaining

goals. It is concerned with behaviour, emotional and social aspects of personnel.
● It is concerned with the development of human resources i.e. knowledge,
capability, skills, potentiality and attaining and achieving employee goals
including job satisfaction.
● HRM is continuous and never ending process.
● It is concerned mostly with managing human resource work.
● It applies to employees in all types of organization in the world.
● It aims in attending the goals of the organization, individuals and society in an
integrated approach.

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 ● Organizational goals may include survival growth development in addition
to profitability, productivity, innovation and excellence etc.

2.1.4 OBJECTIVES

Objectives are predetermined goals to which individual or group activity in an

organization is directed. Objectives of HRM are influenced by social objectives,
organizational, objectives, functional objectives and individual objectives.

● To help the organizations to reach its goals.

● To ensure effective utilization and maximum development of human resources.
● To identify and satisfy the needs of individuals.
● To ensure reconciliation of individuals goals with those of the organization.
● To provide the organization with well trained and well-motivated employees.
● To increase the employees job satisfaction and self-actualization.
● To develop and maintain of wok life.
FIGURE 2.1.4 OBJECTIVES OF HRM

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2.1.5 CHALLENGES
An organizations success increasingly depends on the knowledge, skills and
abilities of employees, particularly as they help to establish a set of core competencies
that distinguish an organization from its competitors when employee`s talents are
valuable, rare, difficult to imitate and organized, an organization can achieve sustain
competitive advantage through people.

CHALLENGES OF GLOBALISATION FOR MANAGERS

Globalization influences a significant portion of the Canadian economy and

affects the free flow of trade among countries. This globalization influences the
number and kinds of jobs that are available and requires that organizations balance a
complicated set of issues related to managing people in the different geographies,
cultures, legal environment and business conditions.

CHALLENGES OF NEW TECHNOLOGY

Advanced technology has tended to reduce the number of jobs that requires
little skills and to increase the number of jobs that requires the considerable skills, a
shift refer to be moving from touch labour knowledge work. This displaces some
employees and requires that other be retrained. In addition IT has influenced HRM
through human resource information system that stream line the processing of data
and employee information more readily available to manager.

CHALLENGES OF TOP MANAGERS

Both proactive and reactive change initiatives require HR manager to work

with managers and executives to create a vision for the future, establish architecture
enables change, and communicate with employees about the process of change.

CHALLENGES OF DEVELOPING HUMAN CAPITAL

In order to complete through people organization have to do a good job of

managing human capital the knowledge, skills and capabilities that have value to
organization. Managers must develop strategies for identifying, recruiting, hiring, the best
talent available, developing these employees in ways that are firm specific, helping

7
them to generate new ideas and generalize them through the company, encouraging
the information sharing, and rewarding collaboration and team work.

MARKET CHALLENGES

In order to respond to customer needs better, faster and more cheaply. Each of
these programs requires the HR be involved in changing work process, training, job
design, and compensation. HR issues also arise when communicating with employees
about the new work systems just as with any change initiative.

DEMOGRAPHIC CHALLENGES

The work place is becoming increasingly diverse and organizations are doing
more to address employees concerns and to maximize the benefit to different kinds of
employees. Demographic changes, social and cultural changes and changing attitudes
towards work can provide a rich source of variety for organization.

FIGURE 2.1.5.1 CHALLENGES OF HRM

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2.1.6 FUNCTIONS

Management of human resources consists of several inter-related functions.

These functions are common to all organizations though every organization may have
its own human resources management program. The function of human resource
management may broadly classify into two categories.

1. Managerial functions
2. Operational functions

MANAGERIAL FUNCTIONS

The managerial functions are performed in general by each and every manager.

PLANNING

It is determination of future course of action to achieve results. It involves

planning of human resources, recruitment, selection and training of the employees.

ORGANIZING

It is concerned with the proper grouping of personnel activities, assigning of

different groups of activities to different individuals and delegation of authority.

DIRECTING

It involves supervising and guiding the personnel. To execute plans, direction

is essential for without direction there is no destination.

CONTROLLING

It implies checking verifying and regulation to ensure that everything occurs in

conformity with the plans adopted and the instructions issued.

9
OPERATIONAL FUNCTIONS

The operative function of HRM is related to specific activities of personnel

management i.e. employment, development, compensation and relations. All the
functions are interrelated with the managerial functions.

PROCUREMENT FUNCTION

It is concerned with securing and employing the right kind and proper number
of people required in accomplishing the organizational objectives. It consists of job
analysis, HR planning, recruitment, selection, placement, induction.

DEVELOPMENT FUNCTION

HRD is the process of improving the knowledge, skills, aptitudes and values
of employees so that they can perform the present and future jobs more effectively.
This function comprises of performance and potential appraisal, training, executive
development, career planning and development.

COMPENSATION FUNCTION

It is the process of provided adequate, equitable and fair remuneration to

employees. It includes job evaluation, wage and salary administration, incentives
bonuses, fringe benefits, social security measures etc.

INTEGRATION FUNCTION

It is the process of reconciling the goals of the organization with those of its
members. Integration involves motivating employees, job satisfaction, managing
stress of the employees, collective bargaining, conflict resolution etc.

MAINTENANCEE FUNCTION

It is concerned with protection and promoting the physical and mental health
of employees. For this purpose, several types of fringe benefits such as housing,
medical aid, educational facilities, social security etc.

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11
2.1.7 CONCLUSION
The field of Human Resource Management is changing rapidly evolving as it is facing
a lot of challenges. In such situations, Human Resource Management must be ready to
face these multi-dimensional challenges with adequate foresight. The scope of Human
Resource Management has expanded considerably throughout the world. Over the
year’s new techniques and styles of Human Resource Management has been
developed as the result of researches and experiences one of the prime duties of
managers to take necessary steps to improve performance. Performance Management
includes activities which ensure that goals are consistently being met in an effective
and efficient manner. It can focus on the performance of an organization, department,
employee or even a process to build a product or service, as well as many other areas.

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TRAINING AND DEVELOPMENT

2.2.1 INTRODUCTION

Training can be introduced simply as a process of assisting a person for enhancing his efficiency
and effectiveness to a particular work area by getting more knowledge and practices. Also
training is important to establish specific skills, abilities and knowledge to an employee. For an
organization, training and development are important as well as organizational growth, because
the organizational growth and profit are also dependent on the training. But the training is not a
core of organizational development. It is a function of the organizational development. Training
is different form education; particularly formal education. The education is concerned mainly
with enhancement of knowledge, but the aims of training are increasing knowledge while
changing attitudes and competences in good manner. Basically the education is formulated
within the framework and to syllabus, but the training is not formed in to the frame and as well
as syllabus. It may differ from one employee to another, one group to another, even the group in
the same class. The reason for that can be mentioned as difference of attitudes and skills from
one person to another. Even the situation is that, after good training program, all different type
skilled one group of employees can get in to similar capacity, similar skilled group. Training and
Development is the framework for helping employees to develop their personal and
organizational skills, knowledge, and abilities. The focus of all aspects of Human Resource
Development is on developing the most superior workforce so that the organization and
individual employees can accomplish their work goals in service to customers.

2.2.2 CONCEPT AND DEFINATION OF TRAINING AND

DEVELOPMENT

CONCEPT OF TRAINING

Training is concerned with imparting and developing specific skills for a particular purpose, for
example, flippo has defined training as “the act if increasing the skills of the employees for doing
a particular job”. Dale S. Beach defines training as ‘the organized procedure by which people
learn knowledge and/or skill for a definite purpose’. Training refers to the teaching and learning

15
activities carried on for the primary purpose of helping members of an organization acquire and
apply the knowledge, skills, abilities, and attitudes needed by a particular job and organization.

Training is a process that tries to improve skills or add to the existing level of knowledge so that
the employees is better equipped to do his present job or to mould him to be fit for higher job
involving higher responsibilities. It bridges the gap between what the employees has and what
the job demands.

CONCEPT OF DEVELOPMENT

Compared to the term ‘training’, the term ‘development’ has broader scope and aim to develop
people in all respects. Accordingly, development covers not only activities/skills which improve
job performance, but also those activities which bring about growth of the personality, help
individuals progress toward maturity and actualization of their potential.

Thus, development enables individuals to become not only good employees but better men and
women also. Clearly, development is an ongoing continuous process, while training is a one-shot
deal. In ultimate sense, development refers to behavioural modification of people through
continuous learning practices. Development relates to non-technical organizational functions
such as problem solving, decision-making and relating to people.

2.2.3 TYPES OF TRAINING

1) TECHINICAL TRAINING

Depending on the type of job, technical training will be required. Technical training is a type of
training meant to teach the new employee the technological aspects of the job. In a retail
environment, technical training might include teaching someone how to use the computer system
to ring up customers. In a sales position, it might include showing someone how to use the
customer relationship management (CRM) system to find new prospects. In a consulting
business, technical training might be used so the consultant knows how to use the system to input
the number of hours that should be charged to a client. In a restaurant, the server needs to be
trained on how to use the system to process orders. Let’s assume your company has decided to
switch to the newest version of Microsoft Office. This might require some technical training of

16
the entire company to ensure everyone uses the technology effectively. Technical training is
often performed in-house, but it can also be administred externally.

2) PROBLEM SOLVING TRAINING

We are all faced with problems — solving them effectively is an essential skill. In this problem
solving training course you will learn a systematic process for problem solving; understanding
and resolving them. The program uses an overall ‘plan, do, review’ framework which helps you
to learn quickly a range of simple but effective models. The tools introduced will help you to
problem solve much more effectively.

3) INTER PERSONAL SKILLS TRAINING

Interpersonal Skills training is designed for managers and staff who wish to increase their self-
awareness and improve the way they relate to others in order to work more effectively and to
sustain high quality working relationships.

We like to think we know our own personality, but often this is only achieved through our own
perception. Unless we evaluate ourselves objectively we can have a false impression and our
development can be seriously hampered. This course will help delegates to find out what they are
like as a person, the effect they have on others, and give them an action plan to develop strengths
and areas for development.

4) DIVERSITY OR SENSITIVITY TRAINING

Sensitivity training is sharing your own perceptions of everyone else in the group. This is
supposed to provide information about your characteristics, concerns, emotional issues, and other
things that you may have in common with the group members. Consequently, sensitivity training
has been compared to group psychotherapy because it involves exploration and sharing of
emotions, personality, and relationships.

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2.2.4 METHODS AND THEORIES OF TRAINING

On-the-job methods Off-the-job methods

1) Job rotation Vestibule training

2) Coching Role playing

3) Job instruction Lecture method

4) Step by step Conference

training
discussions
5) Committee Programmed

instruction
assignments

ON THE JOB TRAINING

This training is a technique wherein the workers, i.e., operative staff, is given the direct
instructions to perform their jobs on the actual work floor.The workers can learn the skills that
are required to be performed in the actual work conditions and also gets accustomed to the
working environment. Also, the organizations need not to bear any additional cost of setting up a
classroom or a simulated setup for imparting training to the workers, away from the actual work
floor.

Job Rotation: Under the job rotation, an employee is often shifted to the other related jobs, with
the intention to make him well versed with other job backgrounds. This helps him to escape the
boredom caused by performing the same kind of work again and again and also helps in
developing a rapport with other people in the organization.

18
Coaching: Under this method, the superior or an experienced staff gives instructions to the
workers to perform a job. It is one-to-one training designed for the workers where they can find
answers to their queries through the instructions and demonstrations given by the superior.
Job Instructional Training: Under this training, a trainer designs a step by step training
program, wherein the worker is given the instructions to perform the job as required. Firstly, the
overview of the job along with the desired results is explained to the trainee, and then the skills
required for the job is demonstrated by the trainer. Then a worker is allowed to perform the job
as per his acquired skills or expertise, and then finally the workers are asked to give their
feedback and ask for any query arising out of the training program.

OFF THE JOB METHOD

This training is a method wherein the workers/employees learn their job roles away from the
actual work floor. Simply, off-the-job training comprises of a place specifically allotted for the
training purpose that may be near to the actual workplace, where the workers are required to
learn the skills and get well equipped with the tools and techniques that are to be used at the
actual work floor.

Vestibule Training: This type of training is specifically given to the technical staff, office staff
and the employees who learn the operations of tools and equipment assembled at a place away
from the actual work floor. This type of training is conducted to give the real feel to the trainees,
that they would be experiencing at the actual plant.

Role playing: This type of training is essential in case of customer services. Under this, the
trainees assume roles and enact as per the given situations. It is also called as socio-drama or
psycho-drama, wherein the employees act as if, they are facing the situation and have to solve it
spontaneously without any guidance.

Lecture method: The lecture is a traditional method and direct method of instruction. The
instruction organizes the material it to a group of trainees in the form of a talk. To be effective
the lecture must motivate and create interest among the trainee and advantage of lecture method
it is direct and can be used for large group of trainees. Thus cost and tim involved are reduced.

19
The major limitation of the lecture method is that it does not provide for transfer of training
effectively.

Programmed instruction: In recent years this method has become popular. The subject matter
to be learnt is series of carefully planned sequential units. These units are arranged from simple
to more complex levels of instructions. The trainee goes though these units by answering
questions or filling the blanks. This method is expensive and consuming.

Feedback: Training evaluation information should be provided to the trainers and instructors,
trainees ans all other parties concerned for control, corrections and improvements of trainees
activities. Further the training evaluator should follow it up to ensure implementation of the
evaluation report at every state. Feedback into maroon can be collected on the basis of
questionnaire or through interview.

2.2.4.1 THEORIES OF TRAINING

GOAL SETTING THEORY:

In 1960’s, Edwin Locke put forward the Goal-setting theory of motivation. This theory states
that goal setting is essentially linked to task performance. It states that specific and challenging
goals along with appropriate feedback contribute to higher and better task performance. In
simple words, goals indicate and give direction to an employee about what needs to be done and
how much efforts are required to be put in.

Goal setting theory has certain eventualities such as:

Self-efficiency- Self-efficiency is the individual’s self-confidence and faith that he has potential
of performing the task. Higher the level of self-efficiency, greater will be the efforts put in by
the individual when they face challenging tasks. While, lower the level of self-efficiency, less
will be the efforts put in by the individual or he might even quit while meeting challenges.

Goal commitment- Goal setting theory assumes that the individual is committed to the goal

20
 and will not leave the goal. The goal commitment is dependent on the following factors:

i. Goals are made open, known and broadcasted.

ii. Goals should be set-self by individual rather than designated.
iii. Individual’s set goals should be consistent with the organizational goals a vision.

NEED THEORY:

The American psychologist David McClelland studied the way in which people satisfy their
needs. What motivates people and what motivators are learned? According to this theory people
have motivating drivers that are directly linked to need regardless of age, gender, culture or race.
As a result of the McClelland Motivation Theory,

Need for achievement

Generally speaking, people want to accomplish something in life. This could mean starting a
large family for some and a well-paid job and an illustrious career for others. studied what drives
people to achieve something.

What motivates them and how can they make a contribution to society? Upon completing his
study, he distinguished four characteristics that are consistent with the need for achievement:
striving for an average task complexity, responsibility for own performance, the need for
feedback and the use of innovation/creativity.

Need for power

People with a need for power, attach great value to status, reputation and recognition. They have
a need to be perceived as important and they have a need to direct and influence others, this type
of person enjoys competition and winning. When this need is great, they will not be open to
feedback. This need may consist of personal power and of institutional power. Those who focus
on personal power have the desire to have control over others. Those who are focused on
institutional power, like to organize the efforts of more people to further the company’s goals.

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Need for affiliation

People are a gregarious bunch and they want to belong to the group. When the need for
affiliation is high, they want to be liked and they will conform to the group’s behaviour and
wishes. In this case, they will favor cooperation over competition. Therefore, the need for
affiliation does not go well with the need for power.

Need for avoidance

When people do not wish to perform at the forefront and prefer to avoid unpleasant situations,
this need will surface. People have fear of failure, fear of rejection and even fear of success. By
avoiding situations that may trigger these fears, they think to have found a safe solution.

McClelland Iceberg model

David McClelland developed the iceberg model using the McClelland Motivation Theory.

The Iceberg model of looks at a person’s visible behavior, knowledge and skills and the
underlying unexpressed and unconscious deeper layers.

In general, a person’s knowledge, skills and behavior can be found above the waterline of the
iceberg. The central element is what they do. Below the waterline we find think and want, which
focus on abstract terms such as standards, values and beliefs, self-esteem, characteristics,
personality and motives. These four invisible layers could reinforce one another as motives.

SOCIAL LEARNING THEORY:

The social learning theory of Albert Bandura emphasizes the importance of observing and
modeling the behaviors, attitudes, and emotional reactions of others. Bandura (1977) states:
“Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely
on the effects of their own actions to inform them what to do. Fortunately, most human behavior
is learned observationally through modeling: from observing others one forms an idea of how
new behaviors are performed, and on later occasions this coded information serves as a guide for

22
action”. Social learning theory explains human behavior in terms of continuous reciprocal
interaction between cognitive, behavioral, an environmental influences. The component
processes underlying observational learning are:

(1) Attention, including modeled events (distinctiveness, affective valence, complexity,

prevalence, functional value) and observer characteristics (sensory capacities, arousal level,
perceptual set, past reinforcement),

(2) Retention, including symbolic coding, cognitive organization, symbolic rehearsal,

motor rehearsal),

(3) Motor Reproduction, including physical capabilities, self-observation of reproduction,

accuracy of feedback,

(4) Motivation, including external, vicarious and self reinforcement.

VROOMS EXPECTANCY THEORY:

The behavior results from conscious choices among alternatives whose purpose it is to
maximize pleasure and minimize pain. Together with Edward Lawler and Lyman Porter, Victor
Vroom suggested that the relationship between people's behavior at work and their goals was not
as simple as was first imagined by other scientists. Vroom realized that an employee's
performance is based on individual factors such as personality, skills, knowledge, experience
and abilities.

The theory suggests that although individuals may have different sets of goals, they can
be motivated if they believe that:

 There is a positive correlation between efforts and performance,

 Favorable performance will result in a desirable reward,

23
 The reward will satisfy an important need,
 The desire to satisfy the need is strong enough to make the effort worthwhile.

The theory is based upon the following beliefs:

Valence
Valence refers to the emotional orientations people hold with respect to outcomes [rewards]. The
depth of the want of an employee for extrinsic [money, promotion, time-off, benefits] or intrinsic
[satisfaction] rewards). Management must discover what employees value.

Expectancy
Employees have different expectations and levels of confidence about what they are capable
of doing. Management must discover what resources, training, or supervision employees need.

Instrumentality
The perception of employees as to whether they will actually get what they desire even if it has
been promised by a manager. Management must ensure that promises of rewards are fulfilled
and that employees are aware of that.
Vroom suggests that an employee's beliefs about Expectancy, Instrumentality, and Valence
interact psychologically to create a motivational force such that the employee acts in ways that
bring pleasure and avoid pain.

2.2.5 TRAINING V/S DEVELOPMENT

Training compared to Development

Comparison Chart of Training & Development

COMPARISON TRAINING DEVELOPMENT

The action of providing the opportunity for an

The action of teaching a person a
Meaning individu improve their general knowledge and abilities
particular skill or type of behavior
for their growth.

24
COMPARISON TRAINING DEVELOPMENT
Term Short Term Long Term

Focus on Present/ immediate need Future role

Concentrated Job & ability Career & possibility

towards
Who leads? Trainer/ Line manager Self

Purpose To improve the work performance To prepare individuals for future challenges.

or capabilities of an employee.
Number of people One or many Only one

Aim Specific job or role related Conceptual and general knowledge

These are the four differences that will help you to distinguish between these two concepts and
which you must always take into account when talking about training or development:

1. Short term vs. Long term

Some human resource experts explain the differences between training and development very
simply: the first thinks about the present and the second about the future.

In general, training faces an immediate challenge and teaches the knowledge or skills needed by
company employees in a short period of time (one day, one week, several months). It is all about
“here and now”. It could be a course to improve the communication skills of employees, a
conference to explain the protocol for returning a product or a class to use the Excel program.

On the other hand, development focuses on the long term. Human resource managers propose a
strategy to put in place over several months or years, comprising a set of initiatives that are
expected to bear fruit over a long period of time. It is a continuous process in which you are
trying to develop professionals in their next step or their next position of responsibility.

25
2. Job position vs. Professional career

Due to its precision and commitment to the short term, training is designed for a specific job
position. It seeks to provide professionals with tools and skills, taking into account the work that
they will be doing at the company.

However, development focuses on the person: its objective is to get the best out of each
professional in the company, identifying their interests and the fields in which they can more
easily progress. If training focuses on a job position, development puts the emphasis on building
a successful professional career.

3. Specific objectives vs. Open objectives

In training, the objectives are specific and well defined: learning how to use a program,
obtaining a certain personal skill or teaching the new protocols put in place by the company.

When we talk about development however, the objectives are always much broader and can
cover all types of knowledge and skills. Compared to training, development is less tangible and
often focuses on philosophical issues, changing habits and improving skills. Not only that, but
objectives can be changed over time and completed according to the new demands of the market
or the company.

4. Group vs. Individual

Training tends to be an initiative designed by a company and taught by a tutor or expert . The
company pays for the expenses and organizes the courses, decides what sort of tools its
employees should use, and sets the guidelines to follow in all the training activities. These
initiatives are often taught in a group.

2.2.6. STEPS IN EMPLOYEE DEVELOPMENT PLAN

Employee Development refers to steps taken by an organization to enhance the skills of an

employee and motivate him/her to acquire new knowledge and leanings. Employee development
activities upgrade an individual’s existing knowledge, sharpen his/her skills and also prepare

26
him/her to take up new opportunities in the future.As a result of trainings and employee
development activities, employees face adverse conditions, unforeseen situations and challenges
with a smile.

Four steps employee development Plan

First Step - Prepare an Employee

No amount of trainings would help unless and until an employee realizes the value. An
individual must understand as to why trainings are being organized? Remember, no organization
would like to spend its money on non productive activities or something which would neither
help the employees nor the employer. Your manager would not know what all new skills you
need to learn ? The success of employee development plan to a large extent depends on the
employee itself.

Organizations must encourage their employees to think about their growth chart in the
organization and how would they achieve the same ? Each employee should be aware of his/her
roles and responsibilities and how can he/she contribute more effectively towards the
organization. It is always better if employees come up with their own development plans and
what all news they would wish to learn for them to become versatile.

Human resource professionals can prepare various questionnaires which can be circulated among
employees to know their opinion. Let your employees suggest you activities which will help
them develop further.

The questionnaire can have basic questions like:

Key responsibility areas of an individual

Skills needed to perform his/her duties

Major achievements

Where does one see himself/herself five years down the line?

New initiatives one would like to handleNew skills one would like to learn

27
Such questions help the management know the current position of an employee and what all
areas he needs to be groomed and trained ?

Second Step - Plan Development Activities

Once you have a rough-cut idea of what your employees expect out of you, start preparing
development plans. A common development plan would not work out for all employees’. Every
employee is different.

Organize various internal as well as external trainings keeping in mind the employee’s
requirements and how the training program would benefit him/her. Design the training programs
in line with the organization’s needs and demands. Encourage employees to sit with an open
mind and interact with the trainer as much as they can. Mere one way communication makes the
training boring and nothing productive can be derived out of it.

Encourage employees to work in teams. Individuals do train their counterparts on jobs. Ask
individuals to train their fellow workers. This would not only train other employees but also
make the trainer proficient. Motivate employees to learn from each other. Allow employees to
discuss their work on an open forum once in a week. Such activities help in information and
knowledge sharing.

Employers must sit with their employees to understand how certain jobs can be redesigned for an
increased output. Let employees come out with innovative ideas. Acknowledge and appreciate
their new concepts and suggestions.

Give additional responsibilities to employees. Ask them to represent their teams, prepare reports,
track their team’s performances and so on. Make them accountable for their team’s performance
or new processes. Let them take charge.

Let employees assist their managers in day to day work. Team leaders can take their team
members for business meetings or crucial deals once in a while. Taking them out for meetings
and providing them the chance of interacting with clients will give them the necessary exposure.

28
Third Step - Performance Monitoring

You need to keep a track of what your employees are up to? Proper feedbacks are essential. Sit
with your employees after each quarter and review their performances. Give them necessary
suggestions as to how they can improve their performance. If they have not performed well once,
do not shout on them or de motivate them.

Fourth Step - Create Confidence

Trust your employees. Make them feel that you are there with them. Don’t always count their
mistakes; rather appreciate them whenever they do something extraordinary. Support your
employees to expect loyalty in return.

2.2.7. BARRIERS OF TRAINING AND DEVELOPMENT

 High income must be spent.

 Time consuming.

 If employees are not interested them this may be the disaster.

 It requires more effort to train employee.

2.2.8. CONCLUSION

At VENKATA RAMANA TATA MOTORS Company there is a well-established training

department. The management shows great interest in the training programs so that they can
improve skills and efficiency of employees through them. They appoint experts from various
organizations to provide sufficient input to their executives and workers and also depute them to
various other training programs so that they imbibe the latest development and keep themselves
well informed.

29
 CHAPTER-3

3.1 INDUSTRY PROFILE

3.2 COMPANY PROFILE

3.3 TRAINING AND DEVELOPMENT IN VENKATA RAMANA

TATA MOTORS
 3.1. Industry profile

Automobile industry in India

The automobile industry in India is the ninth largest in the world with an annual
production of over 2.3 million units in 2008 in 2009; India emerged as Asia's fourth
largest exporter of automobiles, behind Japan, South Korea and Thailand.

Following economic liberalization in India in 1991, the Indian automotive industry has
demonstrated sustained growth as a result of increased competitiveness and relaxed
restrictions. Several Indian automobile manufacturers such as Tata Motors, Maruti Suzuki
and Mahindra and Mahindra, expanded their domestic and international operations.
India's robust economic growth led to the further expansion of its domestic automobile
market which attracted significant India- specific investment by multinational automobile
manufacturers. In February 2009, monthly sales of passenger cars in India exceeded
100,000 units.
Bryonic automotive industry emerged in India in the 1940s. Following the independence,
in 1947, the Government of India and the private sector launched efforts to create an
automotive component manufacturing industry to supply to the automobile industry.
However, the growth was relatively slow in the 1950s and 1960s due to nationalization
and the license raj which hampered the Indian private sector. After 1970, the automotive
industry started to grow, but the growth was mainly driven by tractors, commercial
vehicles and scooters. Cars were still a major luxury. Japanese manufacturers entered the
Indian market ultimately leading to the establishment of Maruti Udyog. A number of
foreign firms initiated joint ventures with Indian companies.
In the 1980s, a number of Japanese manufacturers launched joint-ventures for building
motorcycles and light commercial-vehicles. It was at this time that the Indian government
chose Suzuki for its joint-venture to manufacture small cars. Following the economic
liberalization in 1991 and the gradual weakening of the license raj, a number of Indian and

30
multi-national car companies launched operations. Since then, automotive component and
automobile manufacturing growth has accelerated to meet domestic and export demands.

Exports
India has emerged as one of the world's largest manufacturers of small cars. According to
New York Times, India's Strong engineering base and expertise in the manufacturing of
low-cost, fuel- efficient cars has resulted in the expansion of manufacturing facilities of
several automobile companies like Hero Honda Motors, Nissan, Toyota, Volkswagen and
Suzuki.
In 2008, Hero Honda Motors alone exported 240,000 cars made in India. Nissan Motors
plans to export 250,000 vehicles manufactured in its India plant by 2011. Similarly,
General Motors announced its plans to export about 50,000 cars manufactured in India by
2011.
In September 2009, Ford Motors announced its plans to setup a plant in India with an
annual capacity of 250,000 Cars for USS500 million. The cars will be manufactured both
for the Indian market and for export. The company said that the plant was a part of its
plan to make India the hub for its global production business. Fiat Motors also announced
that it would source more than US$I billion worth auto components from India.
According to Bloomberg L.P., in 2009 India surpassed China as Asia's fourth largest
exporter of cars.

Indian automobile companies

Notable Indian automobile manufacturers
 Ashok Leyland
 Chinkara Motors: Beachster, Hammer, and Roadster I .8S, Rockster, Jeepster,
and Sailster.
 Force Motors
 Hindustan Motors: Ambassador.
 Mahindra: Major, Xylo, Scorpio.

31
  Maruti Suzuki: 800, Alto, WagonR, Estilo, AStar, Ritz„ Swift, Swift DZire,
SX4, Omni, Versa, Gypsy
 Premier: Sigma, Roadster, Rio.
 San Motors: Storm
 Tata Motors: Nano, Indica, Indigo, Sumo, Safari, TL.Aria

Electric car companies in India

 Ajanta Group
 Mahindra
 Hero Electric REVA
 Tara International
 Tata Motors

Notable Multi-national automobile manufacturers

Locally manufactured Automobiles of Multi-national
Companies Audi: A4, A6.
BMW: 3 series, 5 Series.
Chevrolet: Spark, Beat, Aveo U-VA, Avec, Optra, Cruze, Tavera.
Fiat: Palio, Grande Punto, Linea.
Ford: Ikon, Fiesta, Fusion, Endeavour, Figo
Honda: Jazz, City, Civic, Accord.
Hero Honda: Santro, i 10, Getz, i20, Accent, Verna, Hero Honda, Sonata.
Mercedes-Benz: C-Class, E-Class
Mitsubishi: Lancer, Lancer Cedia.
Nissan: Micra
Renault: Logan
Skoda: Fabia, Octavia, Laura.
Toyota: Corolla, Innova, Fortuner
Volkswagen: Jetta, Passat, Polo.

32
 Cars sold in India as CBU (Completely Built Units)
 Audi: A8, TT, R8, Q5, Q7.
 Bentley: Arnagg, Azure, spur,
 Chevrolet: Captiva
 Honda: Civic Hybrid, CR-V.
 Hero Honda: Santa Be.
 Jaguar: XP, XJ, XK.
 Lamborghini: Gallardo, Murciélago.
 Land Rover: Range Rover, Range Rover Sport, Discovery 4, 2.
 Maybach: 57 and 62.
 Mercedes-Benz: CL-Class, CIS-Class, SL—C1ass, SIK-Class, M-Class, Viano.
 Mitsubishi: Pajero, Montero, Outlander.
 Nissan: Teana,X -Trail, 307Z
 Porsche: 91 1 ,Boxter, Panamera, Cayman, Cayenne.
 Rolls Royce: Ghost, Phantom, Phantom Ccupé, Phantom [hophead Coupé.
 Skoda: Superb.
 Suzuki: Grand Vitara.
 Toyota: Camry, Land Cruiser, Land Cruiser Prado, Prius.
 Volkswagen: Beetle, Touareg.
 Volvo: SO, XC90.

33
3.2 COMPANY PROFILE

HISTORY

Tata group entered the commercial vehicle sector in 1954 after forming a joint venture
with Daimler-Benz of Germany. After years of dominating the commercial vehicle
market in India, Tata Motors entered the passenger vehicle market in 1991 by launching
the Tata Sierra, a sport utility vehicle based on the Tata Mobile platform. Tata
subsequently launched the Tata Estate (1992; a station wagon design based on the earlier
Tata Mobile), the Tata Sumo (1994, a 5-door SUV) and the Tata Safari (1998).

Tata launched the Indica in 1998, the first fully indigenous Indian passenger car.
Although initially criticized by auto analysts, its excellent fuel economy, powerful
engine, and an aggressive marketing strategy made it one of the best-selling cars in the
history of the Indian automobile industries. A newer version of the car, named Indica V2,
was a major improvement over the previous version and quickly became a mass
favourite. Tata Motors also successfully exported large numbers of the car to South
Africa. The success of the Indica played a key role in the growth of Tata Motors.

In 2004, Tata Motors acquired Daewoo's South Korea-based truck manufacturing unit,
Daewoo Commercial Vehicles Company, later renamed Tata Daewoo.

On 27 September 2004, Tata Motors rang the opening bell at the New York Stock
Exchange to mark the listing of Tata Motors.

In 2005, Tata Motors acquired a 21% controlling stake in the Spanish bus and coach
manufacturer Hispano Carrocera. Tata Motors continued its market area expansion
through the introduction of new products such as buses (Starbus and Globus, jointly
developed with subsidiary Hispano Carrocera) and trucks (Novus, jointly developed with
subsidiary Tata Daewoo).

In 2006, Tata formed a joint venture with the Brazil-based Marcopolo, Tata Marcopolo
Bus, to manufacture fully built buses and coaches.

34
In 2008, Tata Motors acquired the English car maker Jaguar Land Rover, manufacturer of
the Jaguar and Land Rover from Ford Motor Company.

In May 2009, Tata unveiled the Tata World Truck range jointly developed with Tata
Daewoo the range went on sale in South Korea, South Africa, the SAARC countries, and
the Middle East at the end of 2009.

Tata acquired full ownership of Hispano Carrocera in 2009.

In 2009, its Lucknow plant was awarded the "Best of All" Rajiv Gandhi National Quality
Award.

In 2010, Tata Motors acquired an 80% stake in the Italian design and engineering
company Trilix for €1.85 million. The acquisition formed part of the company's plan to
enhance its styling and design capabilities.

In 2012, Tata Motors announced it would invest around ₹6 billion in the development of
Futuristic Infantry Combat Vehicles in collaboration with DRDO.

In 2013, Tata Motors announced it will sell in India, the first vehicle in the world to run on
compressed air (engines designed by the French company MDI) and dubbed "Mini CAT".

In 2014, Tata Motors introduced first Truck Racing championship in India "T1 Prima
Truck Racing Championship".

On 26 January 2014, the Managing Director Karl Slym was found dead. He fell from the
22nd floor to the fourth floor of the Shangri-La Hotel in Bangkok, where he was to attend
a meeting of Tata Motors Thailand.

On 2 November 2015, Tata Motors announced Lionel Messi as global brand ambassador
at New Delhi, to promote and endorse passenger vehicles globally.

On 27 December 2016, Tata Motors announced the Bollywood actor Akshay Kumar as
brand ambassador for its commercial vehicles range.

On 8 March 2017, Tata Motors announced that it has signed a memorandum of

understanding with Volkswagen to develop vehicles for India's domestic market.

35
On 3 May 2018, Tata Motors announced that it sold its aerospace and defense business to
another Tata Group Entity, Tata Advanced Systems, to unlock their full potential.

VISION

As a high performance organisation, we are, by FY 2019: The preferred choice for

customers in delivering excellence, efficiency and value in design and engineering
solutions

MISSION

Consistent with the vision and values of the founder Jamsetji Tata, TataSteel strives to
strengthen India's industrial base through effective utilization of staff and materials.

AWARDS

The awards received for the Best Learning Organization of Asia (2011-12). Several
reputed organizations across various sectors were evaluated through a rigorous, multi-
stage, independent assessment process. This evaluation process comprised of five
different tests on having a defined learning agenda, managing discordant information,
avoiding the repetition of mistakes, avoiding the loss of critical data with people exits,
and acting on what the organization knows.

36
TRAINING AREA:

3.3 TRAINING AND DEVELOPMENT AT

VENKATA RAMANA TATA MOTORS

In the fast-changing environment both globally as well as in the domestic sector,

organization have to continuously learn and adopt the technologies and management
practices. Training and development programmes are playing an important role in
contribution of outstanding performance of the organization. The organization is mainly
depending on their Technical executives, as the organization is Technical base, they are
the backbone of the organization, but simultaneously it gives the equal importance to
Non-Technical Executives for the smooth functioning of the organization. The Venkata
ramana Tata motors conducts training program to its employees on a regular basis.
There are two major in-house and out-house Training centers in Venkata ramana Tata
motors which are giving training to its employees in a continuous batch working
effectively and efficiently in- house and pout-house training programs.
TOOLS FOR IDENTIFICATION OF TRAINING PROGRAMME
They are various tools for identification of the need of the employees of Venkata
ramana Tata motors
 Annual Appraisal Report (AAR).
 Recommendation of the controlling officer for training to the individuals.
 Implementing new methods and machineries.
INFRASTUCTURE AND ENVIRONMENT
A learning community requires ambience with an impressive infrastructure

The infrastructure available in the training area is fully satisfied

AUDIO/VISUAL AIDS: The training area, VTPS is equipped with modernized and
good infrastructure with latest equipment if model design and the lecture rooms
conference hall equipped with large number of states of art teaching aids.

37
ENVIRONMENT: The training institute is located in a greenery premises and the
surroundings alike fruity and floery gardens.
TRAINING CENTRES: The computer Training Centre is well equipped with
modern infrastructure, the art & visual teaching aids and latest systems with a good
setting arrangement to meet the computer training needs comfortably at the Corporate
Office with 1:1 system.
MANAGEMENT/STAFF
The staff of the Training Institute is well experienced and dedicated towards their and
having a Rich experience. It us headed by Chief Engineer and duly assisted by the
Superintending Engineers/Divisional Engineers and other staff members for the smooth
functioning of the Training Institute.
COURSE MATERIAL
Handout on the various topics covered during the training programmes is prepared by the
respective Training faculty except computer training and distributed to the participants of
each training programme. In additional to the handouts copies of important circular,
guidelines, reference material will be given by the respective computer who are hired to
conduct the training programs.
EVALUATION AND FEEDBACK
Evaluation and Feedback of the training programme is one important areas of operation
at both IT&TC. The timetable of the training program is given to the participants on the
first day itself which also contains topics covered and concerned faculty. After
completion of the training programme, a consolidated feedback is also taken on overall
programme. Based on the feedback given by participants, various steps would be taken
for improvement of the training programme and faculty.
REWARDS
Rewards will be given to the out bounding trainees/trainer whose performance plays well
in the training and they will be rewarded with the cash awards, mementos etc.

38
 CHAPTER-4

DATA ANALYSIS

AND

INTERPRETATIONS
1. What do you understand by training?

Table: 4.1 Training

Option No of respondents % of respondents

Learning 25 50%

Enhancement 5 10%

Sharing information 0 0%

All the above 20 40%

Total 50 100%

40% Learning
50% enhancement
sharing information
10% all the above

0%

CHART -4.1.1

SOURCE: Questionnaire given to the employees.

ANALYSIS : 50% of employee understand learning, 10% said enhancement, 40%

said all the above.

INTERPRETATION: Most of the employees say that they understood training

by learning.

39
2. Do you feel training is must for enhancing productivity and performance?

TABLE: 4.2 Enhancing productivity and performance

Option No of respondents % of respondents

Completely agree 41 82%
Partially agree 8 16%
Disagree 1 2%
Other 0 0%
Total 50 100%

2% 0%

16%
completely agree
partially agree
disagree
other
82%

CHART – 4.1.2

SOURCE: Questionnaire given to the employees.

ANALYSIS: 82% of employee completely agree that they feel training is must for
enhancing productivity and performance, 16% said partially agree, 2% were disagreed.

INTERPRETATION: Majority of employees completely agree that training is must

for enhancing productivity and performance.

40
3. Does your organization have full-fledged training and development
department maintained with competent professionals?

TABLE: 4.3 Organization have full-fledged training and development

department

Option No of respondents % of respondents

Completely agree 35 70%
Partially agree 7 14%
Disagree 0 0%
Other 8 16%
Total 50 100%

0% 16%
completely agree
14% partially agree

70% disagree
other

CHART -4.1.3

SOURCE: Questionnaire given to the employees.

ANALYSIS: 35% of employee says organization have full-fledged training and

development department maintained with competent professionals, 14% said partially
agree, 16% said other.

INTERPRETATION: The above analysis says company have full-fledged training and
development department maintained with competent professionals.

41
4. Does your organization provide training for present employees or new employees?

TABLE: 4.4 Training for present employees or new employees

Option No of respondents % of respondents

Present employees 0 0%
New employee 10 20%
Both 40 80%
Total 50 100%

0%

20%

present employees
new employees
both

80%

CHART -4.1.4

SOURCE: Questionnaire given to the employees.

ANALYSIS: 20% of employee said organization provide training for new employees,
80% said both present employees and new employees.

INTERPRETATION: The above analysis says that organization provide training for
present employees and new employees

42
5. Are you participating in training actively?

TABLE: 4.5 Participating in training.

Option No of respondents % of respondents

Yes 48 96%
NO 2 4%
Total 50 100%

4%
yes

96% no

CHART- 4.1.5

SOURCE: Questionnaire given to the employees.

ANALYSIS: 96% of employees are participating in training actively, 4% said no.

INTERPRETATION: The above analysis says that the employees are participating in
training actively.

43
6. How often the training program conducted in your organization?

TABLE: 4.6 Training program

Option No of respondents % of respondents

Every month 2 4%
Every quarter 38 76%
Half yearly 7 14%
Once in year 3 6%
Total 50 100%

6% 4%

14%
every month
half yearly
every quarter
once in a year

76%

CHART- 4.1.6

SOURCE: Questionnaire given to the employees.

ANALYSIS: 4% of employees said that every month training program was conducted in
the organization, 76% said half yearly, 14% said every quarter, 6% said once in a year.

INTERPRETATION: From the above analysis majority of the employees says

the training program conducted every quarter.

44
7. What type of training is being imparted for new recruitments in your

organization? TABLE: 4.7 Recruitments in organization

Option No of respondents % of respondents

Technical training 8 16%
Management training 17 34%
Technical skill 13 26%
Presentation skill 12 24%
Total 50 100%

16%
24%
technical training
management training
technical skill
34% presentation skill
26%

CHART- 4.1.7

SOURCE: Questionnaire given to the employees.

ANALYSIS : 16% of employee said technical training is being imparted for new
recruitments in organization, 34% said management training, 26% said technical skill,
24% said presentation skill.

INTERPRETATION: From the above analysis majority of the employees says that
management training is being imparted for new recruitments in organization.

45
8. What kind of training methods does the organization provide to train the

employees? TABLE: 4.8 Training methods

Option No of respondents % of respondents

On the job training methods 3 6%
Off the job training methods 0 0%
Lectures 0 0%
Audio visuals 5 10%
all 42 84%
Total 50 100%

0% 0%
6%
10% on the job

off the job

lectures
audio visuals
all
84%

CHART- 4.1.8

SOURCE: Questionnaire given to the employees.

ANALYSIS :6% of employee said organization provide on the job training methods
to train the them, 10% said audio visuals, 84% said all the methods.

INTERPRETATION: From the above analysis it can be concluded that

organization provide all types of training methods to train their employees.

46
9. Which method of training do you feel would be most effective?

TABLE: 4.9 METHOD OF TRAINING

Option No of respondents % of respondents

Class room 0 0%
Video 7 14%
Two way 38 76%
None 5 10%
Total 50 100%

0%
7%
class room
36% video
two way
57%
none

CHART- 4.1.9

SOURCE: Questionnaire given to the employees.

ANALYSIS: 14% of employee feel that video training is most effective, 76% said two
way, 10% said none.

INTERPRETATION: From the above analysis it can be concluded that majority of

the employee will be most effective by two way training.

47
10. Does all the training theories i.e. goal-setting theory and social learning theory, need
theory are really helpful for training employee at VENKATARAMANA TATA
MOTORS?

Table: 4.10 Training theories

Option No of respondents % of respondents

Completely agree 43 86%
Partially agree 6 12%
Disagree 0 0%
other 1 2%
Total 50 100%

29% completely agree

partially agree
67% 4% disagree
other
0%

CHART -4.1.10

SOURCE: Questionnaire given to the employees.

ANALYSIS: 86% of employee completely agree by all the training theories, 12%
said partially agree, 2% were belongs to other.

INTERPRETATION: From the above analysis employee are completely agree by all
the training theories.

48
11. Training is done at all levels of organization on a continuous basis?

TABLE: 4.11 Levels of organization

Option No of respondents % of respondents

Completely agree 41 82%
Partially agree 4 8%
Disagree 0 0%
other 5 10%
Total 50 100%

0%
10%
8%
completely agree
partially agree
disagree
other
82%

CHART- 4.1.11

SOURCE: Questionnaire given to the employees.

ANALYSIS: 82% of employee are completely agree that training is done at all levels of
organization on a continuous basis, 8% said partially, 10% were belongs to other.

INTERPRETATION: From the above analysis employee are completely agree that
training is done at all levels of organization on a continuous basis

49
12. Does training program focuses on developing team work on Leadership skills?

TABLE: 4.12 Training program focuses

Option No of respondents % of respondents

Yes 48 96%
No 2 4%
Total 50 100%

4%

yes
no

96%

CHART- 4.1.12

SOURCE: Questionnaire given to the employees.

ANALYSIS: 96% of employee said that training program focuses on developing

team work on Leadership skills, 4% said no.

INTERPRETATION: Most of the employee says that training program focuses on

developing team work on Leadership skills.

50
 13. Does training include the special challenges faced by managers or officers?

TABLE: 4.13 Special challenges faced by managers

Option No of respondents % of respondents

Yes 46 92%
No 4 8%
Total 50 100%

8%

Yes

No
92%

CHART – 4.1.13

SOURCE: Questionnaire given to the employees.

ANALYSIS: 92% of employees said training include the special challenges faced
by managers or officers, 8% said no.

INTERPRETATION: From the above analysis employee says that training include the
special challenges faced by managers or officers.

51
14. Does the training help you to upgrade soft skill like communication skills,
leadership, team building etc.?

TABLE: 4.14 Training upgrades

Options No of respondents % of respondents

To a great extent 6 12%
Very little extent 42 84%
To some extent 2 4%
Not at all 0 0%
Total 50 100%

4% 1%

12%

To a great extent
Very little extent
83% To some extent
Not at all

CHART – 4.1.14

SOURCE: Questionnaire given to the employees.

ANALYSIS: 12% of employees said strongly agree to a great extent, 84% said very little
extent, 4% said to some extent.

INTERPRETATION: From the above analysis says that the training in the company
helps to upgrade soft skills like communication skills, leadership, and team building of
the employees.

52
15. Does training helps to increase the motivational levels?

TABLE: 4.15 Motivational levels

Option No of respondents % of respondents

Completely agree 35 70%
Partially agree 10 20%
Disagree 0 0%
Other 5 10%
Total 50 100%

0%
10%

20%
Completely agree
70% Partially agree
Disagree
Other

CHART – 4.1.15

SOURCE: Questionnaire given to the employees.

ANALYSIS: 70% of employee completely agree that training helps to increase

the motivational levels, 20% are partially agree, and 10% are other.

INTERPRETATION: From the above analysis employee says that employee

completely agree that training helps to increase the motivational levels.

53
16. My organization links training and development with our company business strategy?

TABLE: 4.16 Companies business strategy

Option No of respondents % of respondents

Completely agree 44 88%
Partially agree 6 12%
Disagree 0 0%
Other 0 0%
Total 50 100%

0% 0%

12%

Completely agree
Partially agree
Disagree
88% Other

CHART – 4.1.16

SOURCE: Questionnaire given to the employees.

ANALYSIS: 88% of employee completely agree that organization links training

and development with company business strategy, 12% are partially agree.

INTERPRETATION: From the above analysis employee says that employee completely
agree that organization links training and development with company business strategy.

54
17. Are you able implementing the learned skills in the day-day job after coming back
from the training program?

TABLE: 4.17 Implementing the learned skills

Option No of respondents % of respondents

Completely agree 39 78%
Partially agree 11 22%
Disagree 0 0%
Other 0 0%
Total 50 100%

0% 0%

22%

Completely
agree
78% Partially
agree
Disagree

CHART – 4.1.17

SOURCE: Questionnaire given to the employees.

ANALYSIS: 78 % of employee are able to implement the learned skills in the day-day
job after coming back from the training program, 22% were partially agreed.

INTERPRETATION: Majority of employee are completely agree by implementing

the learned skills in the day-day job after coming back from the training program.

55
18. Does the trainer collect the feedback from trainees after the program is completed?

TABLE: 4.18 Trainer collects the feedback

Options No of respondents % of respondents

Yes 36 72%

No 14 28%

Total 50 100%

28%

Yes

72% No

CHART – 4.1.18

SOURCE: Questionnaire given to the employees.

ANALYSIS: 72% of employee said yes that the company trainer collect the feedback
from trainees after the program is completed, 28% said no.

INTERPRETATION: Majority of employees said that the company trainer collect

the feedback from trainees after the program is completed.

56
19. Did the training policy of your organization helped in your career development?

TABLE: 4.19 TRAINING POLICY

Option No of respondents % of respondents

Completely agree 37 74%

Partially agree 8 16%

Disagree 0 0%

other 5 10%

Total 50 100%

0%
10%
16% completely agree
partially agree
disagree
74% other

CHART- 4.1.19

SOURCE: Questionnaire given to the employees.

ANALYSIS : 74% of the employees are completely agreeing that training policy of
organization helped in their career development, 16% said partially agreed,10% were
belongs to other.

INTERPRETATION: Majority of employees completely agree that training policy of

organization helped in their career development.

57
20. Are there any suggestions for the improvement of the training program?

TABLE: 4.20 Suggestions for the improvement.

Option No of respondents % of respondents

Yes 8 16%

No 42 84%

Total 50 100%

16%

yes
no

84%

CHART – 4.1.20

SOURCE: Questionnaire given to the employees.

ANALYSIS: 16% of the employee said that there are suggestions for the training
program, 84% of the employees said no.

INTERPRETATION: From the above analysis employees are satisfied with

present training program.

58
 CHAPTER-5

5.1 FINDINGS

5.2 CONCLUSIONS

5.3 SUGGESTIONS
5.1 FINDINGS

The report in training and development in Venkata Ramana Tata Motors has brought into
light the total picture of the employee’s attitude towards training and development.

 50% of the respondents had expressed that they have understood training
by learning.
 76% of the employee said that the training program was conducted every quarter.
 80% of the employees agree that the organization will provide training for
both present and new employees.
 96% of the employees says that training program is focused on developing
team work on Leadership skills.
 92% of employees agree that training include the special challenges faced
by managers or officers.
 70% of employees were completely agreed that training helps to increase the
motivational levels.
 88% of employees were completely agreed that organization links training
and development with companies business strategy.
 72% of employees agree that the company trainer collect the feedback from
trainees after the program is completed.
 82% of employees in the organization are well participated in the training program.
 14% of employees agreed that video training was most effective.
5.2 CONCLUSION

 Employees were completely agreed by implementing the learned skills in the

day-day job after coming back from the training program.
 The training in the company helps to upgrade soft skills like communication
skills, leadership, and team building of the employees.
 Employee completely agree that training helps to increase the motivational levels.
 Employee completely agree that organization links training and development
with companies business strategy.
 Majority of employees are satisfied with present training program.
 Most of employees have understood training by learning.
 Majority of employees are participating in training actively.
 Majority of the employees says that management training is being imparted for
new recruitments in organization.
 Majority of the employees will be most effective by two way training.
 Majority of employees were completely agreed by all the training theories.

5.3 SUGGESTION

Some of the suggestions made by the employees are:

 The training should be result oriented and people oriented.

 Pre-schedule training program to be planned at all levels.
 It should be beneficial for both employee and for organization.
 Learned/ expert personalities from outside should be called in relevant subject
areas and should give important demonstration.
BIBLIOGRAPHY
 BIBLIOGRAPHY

BOOKS

 Subharao.P (2004) “Essentials of Human Resource Management and industrial

nd
Relations” (2 Revised edition), Himalaya Publishing House, Mumbai.
 Prasad L.M (2003) “Principles and practices of management” th
(13 edition),
Sultan Chand and Sons, New Delhi.
 R.K Bhatiya, Human Resource Management edition (2003)
 Gupta C.B, (2008) “Human Resource Management” th
(11 edition), Sultan Chand

 Gary Dessler, Human Resource Management, 9/c, Prentice Hall India (2005)

JOURNALS
 Brian D Blume & J Kevin Ford, (2010) “Training and Development; Journal of
management”, October 2010.
 Andreas Gegenfurtner & Koen Vermans (2009) “Motivation to transfer Training”,
July 2009.
 Russell F Korte (2007) General of aeauropean Industrial Training, October 2007.
 Bosnia and Herzegovina “Impact of Training and Development on Employees
Performance”.

WEBSITES

 www.google.com
 www.hr.com
 www.hrsangam.com
 www.hrworld.com
QUESTIONNAIRE
NAME:

AGE:

GENDER:

DESIGNATION:

1. What do you understand by training?

a) Learning c) Sharing information
b) Enhancement d) All the above
2. Do you feel training is must for enhancing productivity and performance?

a) Completely agree c) Disagree

b) Partially agree d) Other

3. Does your organization have full-fledged training and development department

maintained with competent professionals?
a) Completely agree c) Disagree
b) Partially agree d) Other

4. Does your organization provide training for present employees or new employees?
a) Present employees c)Both
b) New employees

5. Are you participating in training actively?

a) Yes b) No

6. How often the training program conducted in your organization?

a) Every Month c) Half Yearly b) Every Quarter d) Once in a year
 7. What type of training is being imparted for new recruitments in your organization?
a) Technical Training c) Technical Skill
b) Management Training d) Presentation Skill
8. What kind of training methods does the organization provide to train the employees?

a) On the job training methods c) Lectures e) All

b) Off the job training methods d) Audio visuals
9. Which method of training do you feel would be most effective?

a) Class room c) Two way

b) Video d) None

10. Does all the training theories i.e. goal-setting theory and social learning theory, need
theory are really helpful for training employee at VENKATARAMANA TATA
MOTORS?
a) Completely agree c) Disagree
b) Partially agree d) Other
11. Training is done at all levels of organization on a continuous basis?

a) Completely agree c) Disagree

b) Partially agree d) Other
12. Does training program focuses on developing team work on Leadership skills?

a) Yes b) No
13. Does training include the special challenges faced by managers or officers?

a) Yes b) No

14. Does the training help you to upgrade soft skill like communication skills, leadership,
team building etc.?
a) To a great extent c) Very little extent
b) To some extent d) Not at all
15. Does training helps to increase the motivational levels?
a) Completely agree c) Disagree
b) Partially agree d) Other
16. My organization links training and development with our company business strategy?

a) Completely agree c) Disagree

b) Partially agree d) Other

17. Are you able implementing the learned skills in the day-day job after coming back from
the training program?
a) Completely agree c) Disagree
b) Partially agree d) Other
18. Does the trainer collect the feedback from trainees after the program is completed?

a) Yes b) No
19. Did the training policy of your organization helped in your career development?

a) Completely agree c) Disagree

b) Partially agree d) Other
c)
20. Are there any suggestions for the improvement of the training program?
a) Yes b) No