SUMMER TRAINING

REPOART

ON

‘TRANING AND DEVELOPMENT’

IN

‘AMTEK AUTO LTD’

SUBMITTED IN PARTIAL FULFILLMENT OF THE

REQUIREMENT FOR THE AWARD OF DEGREE OF

MASTER OF BUSINESS ADMINISTRATION (MBA)

TO

MAHARSHI DAYANAND UNIVERSITY, ROHTAK

SUBMITTED TO: SUBMITTED BY:

Ms ANU SHARMA SATENDER SINGH

ROLL NO. 0905036
MBA IIIrd SAMESTER

GURGAON COLLEGE OF ENGINEERING,

BILASPUR, GURGAON

AUGUST 2010
SESSION 2009-2011
 PREFACE

A WELL-PLANNED, PROPERLY EXECUTED AND EVALUATED

INDUSTRIAL TRAINING HELPS A LOT IN INCULCATING
GOOD WORK CULTURE. IT PROVIDES THE LINKAGE
BETWEEN THE STUDENT AND INDUSTRY IN ORDER TO
DEVELOP THE AWARENESS OF INDUSTRIAL APPROACH TO
PROBLEM SOLVING BASED ON BROAD UNDERSTANDING
OF THE PLANT, MACHINERY PROCESS AND MODE OF
OPERATION OR INDUSTRIAL ORGANIZATION.

MY PROJECT HAS ENABLED ME TO HAVE BROADER

KNOWLEDGE ABOUT THIS SYSTEM AND WHAT ARE THE
METHODS AND TECHNIQUES POLICY ADOPTED FOR
WORKING CAPITAL. THIS TRAINING ALSO PROVIDED AN
OPPORTUNITY TO GAIN PRACTICAL KNOWLEDGE

THROUGH THIS REPORT, I HAVE TRIED TO SUMMARIZED

ALL MY OBSERVATION EXPERIENCE AND KNOWLEDGE
ACQUIRED IN THIS REPORT.

SATENDER SINGH
 ACKNOWLEDGEMENT

This project report is an integral part of my MBA program with

Gurgaon College Of Engineering, Bilaspur Gurgaon, (Hr.) since it
helped me to apply management studies during the first year program
in this project.

At the outset, I take this opportunity to express my immense

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

I would also like to express my gratitude towards all line

workers, supervisors and Executives for their constant help
and support during the entire course of my training.

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

I shall always remain indebted to Amtek Auto Limited for this

highly learning experience.

SATENDER SINGH
 CRTIFICATE OF ORIGINALITY

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

work of SATENDER SINGH submitted in partial fulfillment for the award

of the “MASTER’S DEGREE IN BUSINESS ADMINISTRATION”

of GURGAON COLLEGE OF ENGINEERING . This report has not

been submitted earlier either to this University or to any other

University/Institution for the fulfillment of the requirement of a course of study.

SIGNATURE OF SIGNATURE OF
SUPERVISOR STUDENT
 DECLARATION

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

Gurgaon college of Engineering, Bilaspur Gurgaon hereby declare that
Summer Training Report entitled “AMTEK AUTO LTD’.” is an original
work and the same has not been submitted to any other institute for the
award of other degree
A seminer presentation of the Training. Report was made on date
and the suggestions as approved by the faculty wera duly incorporated.

Presentation In-charge Signature of the Candidate

Signature :
Name of the Faculty :

Countersigned

Director of the Institute

 INSTITUTE OF MANAGEMENT STUDIES AND

RESEARCH

MAHARSHI DAYANAND UNIVERSITY

PERFORMA FOR APPROVAL OF PROJECT PROPOSAL

NAME OF THE STUDENT ……………………………………

CLASS ROLL NO ………………………………………

Institute’s Name ………………………………………….

Title of the project ………………………………………….
Subject Area ………………………………………….
Name and Designation of the supervisor …………………………

Signature of the supervisor Signature of the student

Signature of the principal/director

Date:
 TABLE OF CONTENTS

 Preface
 Acknowledgement
 Certificate

 Declaration

 Executive Summary

 Introduction

• Training and Development

• Review of Literature

 Scope of The Project

• Significance

• Project Objectives

 Company Profile
. Company introduction
. About Amtek Group
. About Amtek history

. Our Culture

. Our Vision & Mission

. Our Value

. Our Commitment to Quality

. Product & Services

. Customers

. Awards
 . About Amtek Auto Ltd., Dharuhera

 Methodology

• Sample

• Data Collection

• Limitation

• Training and Development at Amtek auto Ltd.

 Results

 Analysis and Conclusion

 Recommendations

• Scope of Further Research

 Bibliography
 EXECUTIVE SUMMARY

Never before has the rapid increase in new knowledge and technology
and in the base of change and itself demanded a learning response as
great as what is now required to remain competitive. Today individuals
and organizations must become continuous learners to survive and hence
it is not surprising to find that most successful organizations operate in a
continuous learning mode.

The challenge of globalization, technological innovation increasing

competition and growth through expansion, diversification and
acquisition has had a wide-ranging and far reaching impact on HRD.
There is a need for a continuous process that aims at providing fresh
knowledge and skill inputs to the employees so as to ensure the
development of their competencies, dynamism, motivation and
effectiveness in a systematic and planned way, thereby improving the
productivity and overall organizational effectiveness. As a result,
training and development activities have acquired great significance and
are now firmly centre-stage in most of the organizations. Hence it can be
said that with the advent of free market economy rapid change in the
environment, training and development activities have assumed an
importance never before witnessed in Indian corporate history.

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

and effectiveness at work by improving and updating his professional
knowledge developing his personal skills relevant to his work and
cultivating in him appropriate behavior and attitude towards his work
and people he is working with. Development takes place as a result of
training and essentially implies growth plus change. Thus, training and

1
development go hand in hand. My endeavor has been to gain an in-depth
insight into the process of discovering, harnessing and developing of the
human capital to the benefit of both the individual and the organization
into days highly dynamic and competitive business world through a
comprehensive study and analysis of the latest training and development
techniques used by Amtek auto Limited.

2
 TRAINING AND DEVELOPMENT –
SCALING NEW HEIGHTS

Corporate success depends upon having and retaining talented people.

This is true today as it has always been. The shortage of such people is
widely accepted and training, at long last, is beginning to be recognized
as part of the solution and hence the total investment in training is on
the rise. This is true for all organizations. There really is no alternative
than to make sure that human skill so vital to the corporate success are
recognized, harnessed, developed and suitably maintained.

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

investment. Not only is it needed to create the skilled workforce, but
also maintain the high levels of skills demanded by the ever changing,
highly dynamic work place.

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

time variable in achieving the desired change and effectiveness in the
employees. The top management looks at the loss and profit equation
for any activity. It is interested in the benefits to the organization in the
terms of increased productivity, increased profitability, reduction in
wastage etc in return for investment in training. Hence, evaluation of
training programmers and introduction of the necessary corrective
measures also assumes considerable significance.

Training is the most important function that contributes directly to the

development of human resources. If human resources have to be
developed, the organization should create conditions in which people
acquire new knowledge and skills and develop healthy patterns of

3
behavior and styles. One of the main mechanisms of achieving this
environment is training.

Training is essential because technology is developing continuously and

at a fast rate. Systems and practices get outdated soon due to new
discoveries in technology, including technical, managerial and
behavioral aspects. Organizations, which do not develop mechanisms to
catch up with and use the growing technology, soon become outdated.
However, developing individuals in the organization can contribute to
the effectiveness of the organization.

Training and development are important activities in all organizations,

large and small. Every organization, regardless of size, needs to have
well-trained employees in its workforce who are prepared to perform
their jobs.

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

knowledge. Training programs attempt to teach trainees to perform a
specific job and a particular activity.

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

emotional abilities needed to do a better job.

4
PRINCIPLES AND EVALUATION OF TRAINING

Training is the process of assisting a person for enhancing his efficiency and
effectiveness at work by improving and updating his professional knowledge, by
developing skills relevant to his work and cultivating appropriate behaviour and
attitude towards work and people. Training could be designed either for
improving present capabilities at work or for preparing a person for assuming
higher. Responsibilities in future which would call for additional knowledge and
superior skills.

Training is different from education particularly formal education. While

education is concerned mainly with enhancement of knowledge, training aims
essentially at increasing knowledge, stimulating aptitude and imparting skills
related to a specific job.

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

development and this is evident form the fact that the community spends roughly
six million dollars annually on training every year. But there are complains about
the ineffectiveness of training and possible waste of resources because of the use
of stereotyped and conventional methods in training which are often not set
completely in tune with job requirements.

It is a continuous process

Training is a continuous and life long process. Right form the time a
child is born he starts receiving training form his mother for a variety
of needs, so that he becomes a social being. His training continues in
the school and the college situations. However training as an organized
effort, designed with certain objectives, for example to help the trainees
to be informed of the subject matter which they have to use in their
work situation. Apart from change of attitudes, their skills have to be

5
improved and knowledge or information has to be imparted through
effective methods. In other worlds, training provides and synthesizing
with the help of the trainers, the information already available on the
subject. Training is a time-bound programme. Thus there is a separate
specialized discipline of trainers specializing in the field of human
activity.

Prevailing concept New concept

1. The acquisition of subject matter 1. Motivation and skills lead to action.

knowledge by a participant leads to Skills are acquired through practice.
action.

2. The participant learns what the 2. Learning is a complex function of

trainer teaches. Learning is a simple the motivation and capacity of the
function of the capacity of the individual participant, the norms of
participant to learn and the ability of the training groups the training
the trainer to teach. methods and the behaviour of the
trainers and the general climate of
the institution. The participant's
motivation is influenced by the
climate of his work organization.

3. Individual action leads to 3. Improvement on the job is complex

improvement on the job. function of individual learning the
norms of the working group and the
general climate of the organization.
Individual learning used leads to
frustration.

4. Training is the responsibility of the 4. Training is the responsibility of

training institution. It begins and three partners: the participant
ends with the course. organization the participant, and the
training institution. It has a
preparatory pertaining and a

6
 subsequent, post-training phase. All
are equally important to the success
of training.

There has been in some quarter’s criticism of training and it is often argued that
personnel can acquire administrative capabilities and work skills through
apprenticeship capabilities and work skills through apprenticeship rather than
through formal training. While the training cannot by itself guarantee the success
of a development programme, its untrained personnel are unlikely to prove
effective. It is in this context that expert; administrators and planners greatly
appreciate the relevance of training in development process.

7
 INTERACTION BETWEEN TRAINING & DEVELOPMENT AND
OTHER HUMAN RESOURCE FUNCTIONS

Training opportunities reduce the

demand for highly qualified applicants
Staffing

Careful Selection may reduce the need

for training. But hiring additional
employees adds to training needs
Training helps employees perform
better
Performance
Performance evaluations provide evaluation
information that helps to assess training
needs
Training and
development
Training should improve performance
and result in higher levels of pay
Compensation
Financial incentives can create greater
enthusiasm for training and increased
participation

Skilled employees should perform

better, reducing the probability of
grievances and discipline
Employee relations

Unions may participate in the design

and presentation of the training

8
The Training Cycle

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

event being undertaken. Evaluation provides feedback which links back
to the initial stages of training design. Indeed, it is the evaluation/
feedback process which makes this a cyclical event without it training
would be a linear process leading from initiating training through to its
implementation. The steps in the cycle are:-

Stage1: Identification of training needs. Examining what skills and

attributes are necessary for the job to be undertaken, the skills and
attributes of the job holder and the extent of the gap.

Stage2: Design, preparation and delivery of training.

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

whether the training has been useful from the point of view of training.
Reaction involves the participant’s feelings towards the training process,
including the training content, the trainer and the training methods used.
Learning is the extent to which the trainee has actually absorbed the
content of the learning event.

Stage 4: Discovering whether the lessons learnt during training have

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

9
 Identification of
training needs

DESIGN,

PREPARATI
Reaction to and
learning from the
training

Transferring training
tot he work place

Evaluation of the
impact on the
organisation

Measuring perspective
effects.

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

is the area on which there is perhaps most confusion, subsequently little
real action to clear it.

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

outcomes are maintained for as long as possible. It is not rare event for
changes in behavior to be temporary, with a gentle slide back to
previous ways of working. It is important to note the feedback loops.
Feedback on the process of actually delivering the training can come

10
from the reaction and learning stage, the transfer of the training to the
work place and the evaluation of the impact of the training. The main,
feedback for the identification of training needs comes from an
assessment of the transfer of work to the training and the evaluation of
the impact on the organization.

It is important to note that these feedback loops may consist of two very
different types of information.

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

done by quantitative methods and with hard, numerical data.

• Allowing insights into the method of learning, where the experience

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

Identification of training needs

The procedure of identifying training and development needs is crucial

for the success of the training function and requires to be carried out
systematically on a regular basis, preferably every year.

How are training needs identified to match the organizational

requirements in terms of technology /task/ people? Has the training
bought the desired change in the individuals’ performance and if so,
how is it assessed? These are the focal points, which require attention
of the HR professionals to assess the training needs of the employees
working in the organization.

Many organizations have their own system to identifying training needs

every year. However, need identification exercise can do real harm if
the needs are not met by conducting suitable programs. Managers must

11
perceive that their recommendations are grown due consideration and
suitable actions are initiated to satisfy the felt needs. Only then, they
will take this exercise seriously. Hence, formulation of suitable and
need based training programs and their timely implementation is very
important for the success of any training program.

Evaluation of Training Programs

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

acquire the knowledge, skills and attitude necessary to perform the task
assigned to them. They are conducted in order to bring about a planned
change which in turn involves substantial investment of money, time and
efforts. Therefore, one has to know whether such an investment in
training yielded the desired results. This desire naturally leads to
evaluation of training.

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

speaking the act of evaluating training is the act of judging whether or
not it was worthwhile in terms of some criterion of value, in the light of
the information available. Evaluation is the tool whereby information
about the result of trainees, interaction with the learning experiences
systematically collected and analyzed. Thus, evaluation can provide
useful data both for improvement of training and enhancement of
learning. In brief it is important in 3 ways.

• It indicates whether appropriate monetary investment is made on the

implementation of training programs.

• It determines the degree of effectiveness and success of the training

programs.

12
• It provides a basis for introductory the necessary corrective
measures.

The benefits of constructive, practical evaluation of training

substantially outweigh the costs six direct benefits of evaluating training
programs are:-

Quality Control: Quality control systems are designed to ensure that

products or services are fit for their intended purpose. Evaluation in
training will assess the extent to which work-related results can be
demonstrated to arise from the training. Successful, positive elements of
training can be maintained and reinforced, whilst negative elements
removed or revised. If results cannot be justified, then it becomes hard
to justify the commitment of any resources to the training activity and
they can be re-allocated to

Where they may make a greater impact.

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

training system which matter, such as proper definition of objectives
and setting criteria on now these objectives are to be measured.

Enhanced professional esteem: Training professionals can gain

enhanced stature from having systematic evaluation of data rather than
intuitive assessment of their contribution to the business. Being assessed
on their contribution to the ‘bottom-line’ of the business puts the HRD
function on the same footing as other functions, instead of claiming
that the nature of their work does not allow an application of the same
criteria. This helps to break down the barriers facing the integration of
HRD professionals within the organization.

13
Enhanced negotiating power: On much the same tack evaluation makes
it possible for the HR function to demonstrate a successful contribution
to the business over a period of time. When resources are to be allocated
and new investment decisions to be made, them being able to show the
outcomes of training would be invaluable.

Appropriate criteria of assessment: Individuals within an

organization will make judgments about how effective the training
function is, regardless of whether an evaluation system is in place or
not. Given this, it is very important that the HR controls the choices of
appropriate criteria, which it can most safely do on the back of a formal
evaluation process.

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

that training is integrated into the organization. It offers a means by
which the HR function can build on its enhanced esteem and negotiating
power to play a more active role in developing policies.

14
 SYSTEMS MODEL FOR TRAINING

Assessment Phase
Assess Training
needs and
training
resources

Identify training
objective
Training and development
phase
Select training
Pretest methods and
Develop criteria
trainees learning
principles
Evaluation
phase
Compare
Conduct Monitor training
training training outcomes
against criteria

Feed back

15
BENEFITS OF TRAINING:

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

role in determining the effectiveness and efficiency of an organization. A
successful training and development program will achieve the following benefits:

1. Improve the quality and quantity of work done.

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

standards of performance.

3. Create more favourable attitudes, loyalty and cooperation.

4. Satisfy human resource planning requirements.

5. Reduce the number and cost of accidents.

6. Help employees in their personal development and advancement.

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

consumer demands.

Different jobs require different capabilities. These capabilities can be considered

under four categories:

1. Technical

2. Managerial

3. Behavioural

4. Conceptual

16
TECHNICAL CAPABILITIES:

They deal with the technology of the job or the tasks the employee is expected to
perform. They include information, skills and knowledge.

MANAGERIAL CAPABILITIES:

They include the ability to organize, coordinate, plan, monitor, evaluate and
redesign a variety of activities. As managers have the task of getting things done
by others with optimal use of resources for achieving the best possible results,
they need to possess managerial capabilities. Knowledge of management
techniques like PERT, systems analysis, performance budgeting etc. are evidences
of managerial capabilities. Management skills involve the application of these
techniques for better planning, better coordination, better monitoring, and for
better achievement of results.

BEHAVIOURAL CAPABILITIES:

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

ability to work as a team member, dynamism, initiative etc. Mere knowledge of
behavioral sciences does not ensure that person has behavioral capabilities.
Attitudes and orientations play an important role in determining the effectiveness
of the employees to a great degree.

17
CONCEPTUAL CAPABILITIES:

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

others, imagination, futuristic thinking, model building capabilities and perception
of various tasks and their interrelationships within the organization and outside it.

TYPES OF TRAINING:

1. Orientation/Induction Training:

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

organization. The purpose of this training is to orient the employee to the
company and its tasks, to help his role in detail and see the link his role has with
other roles in the company, to help him understand the expectations of other
employees from him, and to give him a feel of the organization and feel part of it.

The induction training normally does not focus on skill development. It focuses
more on perspective development and understanding of the organization. Without
such understanding of the organization, its mission etc., the employee may soon
feel alienated. Induction training is one way in which culture and traditions are
established and maintained through socialization of the new employees into the
culture of that organization.

18
2. On-The-Job Coaching:

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

given to employees who are new to a given job (not necessarily to the
organization). The purpose of this kind of training is to equip the employee with
the capabilities required to perform various tasks of his job. This may involve
skill training by the supervisor of the employee, either on a day-to-day basis or
periodically. On-the-job training techniques also include job instruction training,
job rotations, internships, coaching and counseling. On-the-job training should be
particularly stressed upon during the early stages of their careers.

3. Apprentice Training:

Apprentice training is given to those who have just completed their studies and
are about to enter the organizational world. The apprenticeship involves practical
training under the guidance of one or more instructors designated by the
organization to train the trainees.

IN-HOUSE TRAINING:

In-house training programs are programs offered exclusively for the employees of
an organization by the organization. The Training Department assesses the
training needs of various categories of employees periodically, invite suggestions
from the senior executives of that company on the training needs as perceived by
them, keep in touch with the new developments taking place in the outside world
that have relevance to their own organizational activities and periodically invite
outside trainers to train their employees.

In the in-house training programmes, the training department may use its own
senior employees as trainers or may depend exclusively on outsiders or may use
both sets of resources.

19
SPONSORED TRAINING:

As most organizations do not have sizeable units of training, it is easier for them
to sponsor a few employees for training by outside agencies.

DISTANCE TRAINING:

Distance training is the training conducted without the trainer being physically
present near the trainee. The most well known forms of distance training are
correspondence courses, auto-teaching machines, programmed instruction
materials, video and audio cassette programs, alumni bulletins etc. This form of
training is useful mainly to keep the trainee informed about various developments
in his field or to acquaint him with new technology, processes etc.

CAREER DEVELOPMENT PROGRAMS

Career Development programs help people grow and continue after they begin
their employment. Career Development refers to helping individuals plan their
future careers within the organization. The objectives of career development are
to help individuals achieve maximum self-development and also to help the
organization achieve its objectives.

INDIVIDUAL BENEFITS:

For the individual, the most immediate benefits of career development include a
better job, more money, increased responsibility, greater mobility, and the
acquisition of skills that improve productivity. Career Development also provides
less tangible benefits for individuals, such as increased job satisfaction, the
development of a career orientation rather than a job orientation, increased
involvement at work, greater exposure, a better understanding of what is expected
and broader knowledge of additional areas of career interest.

20
ORGANIZATIONAL BENEFITS:

Through the development of competent employees, organizations are able to

identify future managers and prepare them to achieve organizational goals. By
developing competent replacement managers, an organization is able to practice
promotion from within, which increases the level of motivation for aspiring
managers.

Employees who remain in the same position for an extended period typically
become obsolete, either because of a lack of training or a lack of motivation.
Career planning helps to prevent the problems of obsolescence by providing
employee training by moving employees into different jobs, and by motivating
employees to make valuable contributions to the organization. An organization
that tries to help employees’ plan their careers can benefit directly through lower
turnover and personal costs.

DEVELOPMENTAL PROGRAMS:

1. Mentoring:

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

employees. A mentor is a trusted counselor, coach or advisor who provides advice
and assistance. Effective mentors teach these new employees a number of things,
which include:

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

job performance.

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

understanding the unwritten rules of the organization.

3. Answer questions and provide useful insights.

21
 4. Offer emotional support and encouragement.

5. Serve as a role model.

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

confidence.

2. Career Counseling:

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

during employment interviews when employees are first hired, during employees'
annual performance evaluation interviews, and as part of the special career
counseling that is provided for high-potential employees. Career counseling
typically occurs as part of the day-to-day relationship between a supervisor and a
subordinate. Moreover, some organizations provide special career counseling by
conducting psychological assessments of employees and helping them interpret
their individual results.

3. Career Pathing:

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

individual can expect to progress towards high levels of management. Some
organizations provide job progression plans for all new employees, while others
do it only for exceptionally bright and promising candidates. Career path
information must be provided to the employees before a possible career path can
be charted out for them.

4. Career Development Programs:

Career development includes any and all activities that prepare a person for
progression along a designated career path. Career development usually involves
both formal and informal means. These programs maybe conducted in-house or

22
by external sources, such as professional organizations or colleges and
universities and are organized by the T&D department of an organization.

Internal Mobility

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

change his role or position, from one job to another – laterally or vertically in the
organization structure. This kind of employees’ movement within an
organization is known as internal mobility. Internal mobility includes a cluster
comprising, may take place between jobs in section, sections, departments,
division or even between plants in multi - plant operations.

Promotion

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

hierarchy, accompanied by increased responsibilities, enhanced status, and
usually with increased income, though not always so. On being promoted, the
promoter’s duties and responsibilities increase, and the higher one goes in an
organization the greater the implications of the individual’s decisions on the
viability of the enterprise. After promotion, an individual’s duties and
responsibilities usually becomes qualitatively different from those of this earlier
job.

The following are the objectives of promotion:

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

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

3. It is to increase individual and organizational effectiveness.

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

23
5. It is to build loyalty, morale and a sense of belongingness in the employee.

6. It is to impress upon others that opportunities are open to them also in the
organization, if they perform well.

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

it viable.

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

employees and coordinate all information – promo -table posts available, posts
vacant, number of employees on transfer, permanent and temporary posts.

When making internal mobility decisions, organizations tend to place emphasis

on their objectives, filling job vacancies, eliminating employee surpluses,
correcting behavioral problems, etc. Promotion maintains organizational
effectiveness through maintenance of employee moral and favorable attitudes
towards the organization. Demotions frequently used as from of disciplinary
action since it represents loss of status and earning.

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

rotations and filling in absenteeism, separations and termination, such as
discharge and dismissal, from a part of the outward mobility of an organization.

24
 REVIEW OF LITERATURE

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

available. Some of them deal with the general framework while others
are specific company based studies.

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

detailed study of jobs and skill analysis is absolutely necessary. The
training, thus, imparted would help the employee to adjust to their job
requirements. As far as the supervisory category is concerned. Sundaram
(19709) points out that the training needs for supervisors can be
identified through careful observation of their work which is indicative
of poor performance, low production, high cost, poor product quality,
high scrap, spoilage, wastage, accidents, absenteeism, and turnover. The
day-to-day complaints and grievances also form useful sources for
identifying their training needs. Given that supervisors are the first
contact point for the workers. Ghosh (1984) stresses the need for
behavioral inputs in any training programme organized for managers.
Srinivasan (1977) recommends that their training programmes should
focus on corporate planning, organizational development, and personnel
management.

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

objective of training. He identifies three areas of training- technical
skills and knowledge, knowledge of organization and external systems,
and conceptual and interpersonal skills. He suggests that the emphasis on
these three must vary according to the level of the employee. The
workers training should focus on technical skills and knowledge
followed by conceptual and interpersonal skills, and knowledge of

25
organization and external systems. In the case of supervisors, conceptual
and interpersonal skills should be emphasized followed by technical
skills and knowledge, and knowledge of organisation and external
environment. As far as managers are concerned, the sequence is the same
as that for supervisors except that the order of knowledge of organization
and external environment and technical skills and knowledge is
interchanged.

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

managers. The cluster analysis revealed personnel managers to be more
employee oriented; able to recognize the utility of group processes, and
having fait in workers ability to take initiative and handle responsibility.
On the basis of results. Seth suggested that training for personnel
managers should be directed towards attitudes and beliefs underlying
managerial philosophy and their inter relatedness.

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

Laboratories considers the following factors.

1. Level and rapidity of technological and administrative changes

2. Level of individual and group performance.

3. Changing organizational structure

4. Perceived organizational imbalances.

At the individual level, the person himself identifies the need for training
and records it or the appraise discusses the individuals training needs in
view of this deficiencies on the job. Since Glaxo uses the MBO system,
this process helps a great deal in making training useful to both the
employees and the organisation (lawande, 1980)

26
Studies on the identification of training needs thus emphasise not only
the organisational analysis but job and individual role analysis as well. It
is also useful to note that many studies emphasise the need for training in
human resources management.

Johnson (1967) suggests that clues for training needs can also come from
a number of written sources. He lists 17 sources for identifying training
needs. Some of them are highlighted below.

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

individual company’s experiences with personnel utilizations and the
ways organizations improve productivity. Such individual
experiences could be a good source of learning from the experiences
of others.

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

faster speed today than before. Many books are published every year
on training and they provide useful sources in learning newer
techniques developed in identifying training needs.

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

people often show gaps in understanding. These can become useful
themes for training.

4. Companies: All organizations in organizations provide useful data

for preparing people to not only face such situations but learn to
avoid them in future.

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

preparing people to not only face such situations but learn to avoid
them in future.

27
6. Factual data: Factual information such aspects as absenteeism,
wastage, turnover, machine breakdown, sales, and the like also open
avenues to identify what can possibly be done to improve upon them.

7. Grievances: Formal grievances are important sources to identify

training needs.

8. Reports: Often reports submitted by many departments provide

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

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

back on the total activity of an organisation and may often identify
gaps in various areas of organizational functioning.

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

suggestions and take them very seriously. Since suggestions have a
base in experience they provide useful clues for training needs.

A more direct approach for identifying training needs was used by

Kanitkar etc. al.(1994). Instead of going to HRM department, they
approached section heads and senior managers of 73 milk unions
associated with National Dairy Development Board. Their study revealed
five contents of training that were identified by a very large majority of
respondents. These were cost consciousness, loss control, marketing,
sanitation and hygiene, and operations and maintenance of utilities.

Who needs what kind of training was the focus of a study by Singh et.al.
(1998). In a study of 92 Anganwadi workers, they found that the need for
training correlated inversely with age and in service training. In other
words those who were older did not feel ten needs for training and if
offered in service they did not want to go through it. However the need
for training correlated significantly and positively with education, years

28
of experience, communication skill, job satisfaction, knowledge level
and attitude towards integrated Child Development Service. Scheme.

Mayo and DuBois (1987) cite eight criteria for including a task in a
training course. Think about how you would apply these criteria to a task
area that you teach (e.g., performance appraisals,. World processing,
project management, etc.)

Criteria for selecting a Training task

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

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

3. How critical the task is.

4. The among of delay that can be tolerated between the time when the
need for performance of the task becomes evident and the time when
actual performance must begin.

5. The frequency with which the task is performed.

6. The difficulty or complexity of the task.

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

incumbents.

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

job that involves it.

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

standing of adult learning needs.

29
 SIGNIFICANCE

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

researchers has increased due to rapidly changing technology and work
culture in industrial environment due to an increasingly skilled
workforce and very competitive global marketing.

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

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

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

reveals and identifies the lacunas in the training policy and the areas
where the organization can improve for the betterment of the
organization as well as the industry.

30
 PROJECT OBJECTIVES

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

process being followed by Amtek auto Ltd by-

• Honing up identified functional skill areas of personnel, for more

effective contribution to the organization.

• Providing platforms for professional growth and exploration

leading to overall improved organizational health and quality of life.

• Developing human resources in consonance with broader

corporate horizon and long range vision of the organization.

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

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

Ltd.

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

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

4. Effectiveness-How effective is the system

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

have gone through this process. The outcome will depict whether
difference in perception exists between two levels of employees or not.

31
COMPANY
PROFILE

32
 COMPANY PROFILE

Amtek Group

Amtek Group is a leading international manufacturer of automotive

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

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

• $ 1billion global automotive components manufacturer

• 34 manufacturing facilities across North America, Europe & Asia

• Global auto components supplier with proven capabilities in

Forging
Iron Casting & Ductile
Aluminum Casting and Gravity Die Casting
Machini

• Extensive product portfolio with a range of highly engineered

components

• Preferred OEM supplier for

Motorcycles
Passenger cars
Light Commercial Vehicles
Heavy Commercial Vehicles
Agricultural Equipment
Heavy Earth Moving Equipment

33
Management at Amtek

The senior management at Amtek has a long and distinguished experience in

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

Arvind Dham , Chairman

Group Chairman & Managing Director, Mr. Dham is a professionally qualified,

self-made industrialist. A recipient of "Udyog Patra" award from the Government
of India in the year 1992, he has distinguished experience in setting up and
managing large-scale automotive manufacturing operations.

Avijit Banerjee - Director

Mr. Avijit Banerjee is a graduate in Mechanical Engineering with over 35 years of

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

Gautam Malhotra, JMD

Mr. Gautam Malhotra is an MBA from Manchester Business School currently

responsible for setting up a Greenfield foundry in Rajasthan, India. He is also a
core member of the M&A and Integration, IT Systems and Lean Six Sigma
initiatives within the Group.

DS Malik- Managing Director

Mr. D.S. Malik is a Mechanical Engineer, from Pilani and a Business

management graduate. He has over 30 years of experience in Projects and
Operations with companies like DCM, Piaggio, Eicher, Escorts and now Amtek.
He started his career as a management consultant and then got into the Auto
Industry. He has a rich experience in setting up and operations of farm tractor
manufacturing plants, engines and scooter/ motorcycle manufacturing facilities,
auto ancillary business like shock absorbers, engine and transmission

34
components manufacturing, setting up and operating several plants for domestic
and overseas customers.

Derek Benton, Group Finance Director - Overseas Operations

Derek Benton is a qualified accountant and has extensive experience as a Finance

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

John Flintham, CEO - Overseas Operations

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

Phil Smith, MD & CEO - Group Ring Gear Manufacturing

Phil Smith is a Mechanical Engineer by education and prior to joining Amtek he

has had a distinguished career in the leading automotive components
manufacturing companies in the UK

35
 Amtek History

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

Set up a new machining facility at Dharuhera (India)

MPT Magna India Ltd (India) (JV with Magna Powertrain for manufacturing Fractured Connecting Rod Modules)
Large scale Aluminum High Pressure Die Casting facility at Ranjangaon, Pune (India)

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

Took over Zelter GmbH (Germany), one of the largest manufacturers of Turbo Charger Housing
in the world
Amtek Tekfor Automotive Ltd (India) (JV with Neumayer Tekfor for manufacturing one and two

piece flex plates)

36
Acquired UK based Sigmacast Iron Ltd

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

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

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

Acquired Midwest Mfg, a US based ring gears manufacturer

Ahmednagar Forgings (India) was taken over

Established an Iron Casting facility at Bhiwadi (India)

37
Acquisition of auto component manufacturing firm, Wesman Halverscheidt Forgings (India)
Indsil Auto components Coimbatore (India), a fully automated foundry with machining facilities, was taken over

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

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

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

38
Established a Machining unit at Gurgaon (India)

Initiation of forging operations at Gurgaon, India

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

OUR CULTUR

39
. We aspire to share collaborative & trustworthy relationship with our
employees, customers and stakeholders .

Our continuous aim is to focus on caring and retaining our people by

developing values and potential through continuous learning and
organization development activities.

Amtek is a Cohesive & Dynamic Organization, where people enjoy

functional autonomy resulting in consistent growth of the organization

OUR HR MISSION

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

40
Our Vision & Mission

Vision

We aspire to be the most preferred and reliable provider of

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

Mission

Amtek Group seeks to create value for all its stakeholders by

providing high value environmental friendly products and services

constantly innovating and ensuring timely supply of quality products at

competitive prices

setting standards of excellence through global benchmarking

maintaining ethical standards

OUR VALUE PROPOSITION

41
OUR VALUES

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

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

42
 Our Commitment to Quality :

Drive continual improvement of products and services by building quality

into all processes throughout the organisation

Achieve enhanced customer satisfaction and world-class quality through

stringent quality systems that comply with quality standards like TS 16949
and ISO14001
Exceed global manufacturing benchmarks through systematic
deployment of Lean and Six Sigma strategy

Promote quality across functions and businesses via Amtek Business

Excellence Programme (ABEP)

Encourage quality down the line through development of a Supply Chain

network using a Supplier Technical Assistance (STA) group

Our Quality Conviction:

43
Product & Services
Amtek product portfolio consists of an extensive range of components for 2-3
wheelers, Cars,Tractors, LCV, HCV and Stationary engines. The major
categories of components manufactured are Connecting Rod Assemblies,
Flywheel Ring Gears and Assembly, Steering Knuckles, Suspension and
Steering Arms, CV joints, Crankshaft Assemblies, Torque Links.
Group’s wide range of product portfolio is backed by in-house Design & Development
facilities. Highest level of quality is ensured for all its products and services through
processes governed by Lean and Six Sigma methodology.

Product Portfolio

Amtek Group Major Business area

Complex Connecting
Crankshaft Machining Rod Assy.

SG and Gray Gear Shift

Steel Forgings Iron Castings Forks

44
Product Portfolio

o Cylinder Block & Head o Connecting rods & Caps

o Transmission Housings o Crankshafts & Camshafts
o Brake Carriers & Caliper o Steering Levers
o Trumpet casings o Gear shifter forks
o Crankshafts o Sector gears & shafts
o Intake and Exhaust o Front Impact Beams Drive Shafts
Manifolds o Spindlers
o Flywheels & Flywheel o Hubs & Flanges
Housings o Transmission Components
o Turbo Charger o Steering Parts
o Bell Housings o Pistons
o Linkshafts o Propeller Fork Shafts
o Stub – Axle
o Front Axle Beam
o Front & Rear Axle Shaft

45
OUR COUSTMER

46
AWARDS
Amtek Auto Limited recently won the best investor of the year award 2008 -
UK Trade & Investment.

Adjudged ‘Best Performing Vendor’

• Technology group Machine Parts Maruti Suzuki (1994-95)

Won ‘Supplier of the Year’ Award

• TVS Motors Ltd to Amtek Bhopal(2002-03)

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

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

Declared ‘ET- Best Emerging Company of the Year’

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

47
AMTEK RING GEAR DIVISION -
DHARUHERA - VISION – INDIA

This modern manufacturing facility is engaged in the machining of a variety

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

TS-16949
ISO-14001

Ring Gear
Flywheel Ring Gears Assembly & Auto Components
Box type casting components

48
 METHODOLOGY

Sampling Technique

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

were senior managers and above and 20 employees who were of the level
senior officers to assistant managers

Primary

Questionnaire - A questionnaire was designed and administered to the

training incharge professionals, and employees drawn from various
levels and various departments in the organization.

Internal – Information regarding the training policies and procedures was also
obtained through personal discussions with trainers, senior managers and assistant
managers.

Secondary

This involved extensive research on Krishna’s databases.

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

• Latest books and magazines on HRD

The Questionnaire

The questionnaire consisted of 9 questions which were a combination of

multiple and open ended questions.

49
 LIMITATION

The topic was such that it required vast and thorough study necessitating complete
enumeration of the organization and analysis of several issues that considerable
time which was a major limiting factor. Collecting information from people
during the working hours was also critical. Besides this, the issue of
confidentiality was a tough obstacle to conquer. But finally persuasion won and
the study was completed with a degree of comprehensiveness.

50
 TRAINING & DEVELOPMENT AT AMTEK
AUTO LTD.

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

categories of employees: New Recruits and Others. Currently, the T&D
process is evolving and undergoing many changes. This document
provides the current process as it exists as well as the new process as it
is envisaged by the Corporate T&D group.

Process As It Exists Future Requirement System should ATL to Give

Today if Different provide
I. New Recruits:
New recruits go through -same- Linkage from Recr. Sample
an Induction programme Module Programme
Introduction routing schedule
to be provided by Position chart
the system Recording
Recording of Format
Indusction Recording
programmes and Format
attendees Recording
of Training Details
for each attendee
Classroom Training exists -same- Drawing up
for groups joining Introduction list Recording
simultaneously (e.g. In from recruitment Format
Mkt. Currently) module Recording Recording
of Introduction and Format
attendees Recording
of Training Details
for each attendee

51
II. Other Employees:
Training Needs Analysis
– There are two kinds of System to provide
training needs that get data from previous Sample
generated for all The appraiser should cycle training need Training
employees – complete identified and Needs
Those that arise from the training Sample
Appraisal (Appraisal programmes Training
Trng needs) (Detailed attended, Needs
after next bullet)
Those that arise from
Business Needs (Business
Trng. Needs) Only in
Marketing at present. Appraisal
Needs analysed jointly by Format ISO
Corp. Trng. Group and Formats
Marketing

Appraisal Training Needs

Analysis
The appraiser at the end
of the appraisal session,
completes the
‘Identification of
Training Needs’ form.
HoD collects and sends the ISO form, which Action plan Format for
these forms to Corp. HR could replace the generated, collation
Corp. HR copies each Identification of completed and rated Format for
form onto an ISO format Training Needs Form deciding on
and sends it back to the batches (e.g.
appraiser for signatures Automatic collation Not more than
Appraiser sends it back to needs and planning ‘x’ number
Corp. HR duly signed -same- out of training from a
Corp. HR collates and batches for each location,
sorts the training needs. -same- subjects grouped by
grades/locatio
ns etc.)
Calendar
format

Normination To be done by HOD, Nomination list to Nomination

HR decides on based on training be generated by format
nomination of employees calendar and list of system highlighting
across the company for persons with similar training completed

52
Training Programmes, needs, both to be against budget, past
based on training needs provided by HR year training data.
generated in the
appraisal. HR to send the System to generate
nomination letters, letter
HR sends the nominees’ addressed to the Sample Letter
names to respective employee, to be
HOD’s and letters to handed over by the
nominees HOD.

Training Session -same-

Training programme Held Complication of Feedback
Feedback from Trainee -same- feedback format Action
obtained -same- Average feedback plant format
Action plan follow scores of faculty, Action plan
through after 3 months -same- faculty record follow through
Following records -same- updation system format
updated: trigger and mails to
Training Record -same- be sent out
Training Card Snapshot history to Training
-same- be stored?? record format
Training Card
format
Generation of Training Number of training System to generate Report format
Reports Does not exist at days attended by all reports to be provided
present given employee
against given budget:
Of 2 days per
employee in plants
7 days per employee
in Mkt.
2 days per employee
in Corp.
Number of training
days completed by
give
unit/location/departm
ent/group against
budget.
Number of training
days completed by
company as a whole
against budget.

Parallel Processes 1. -same-

53
Vendor Selection
The vendor for training -same-
programes can be either a
company or a faculty
member.
In case of a company, the -same- System to Profile format
crosscheck
Concerned faculty Profile against
member’s profile is template??
sought
In all cases faculty is first -same-
given a pilot programme
If average rating in Faculty card and Initiate and 2 Formats
feedback sheet is 4.2 or faculty record to be maintain company
avove for normal created, similar to and faculty record
programmes (or 3.5 for Training card and
confrontational, lab type training record.
programmes), faculty is
finalized.

Parallel Process -sane-

2. Internal Faculty
(Trainer) Selection
There is a ‘Train the -same- Maintain records of Certification
Trainer’ programme internal trainers and format
which results in a prompt/suggest
certification process at names while
theend, for all internal compiling
faculty programme batches

54
 GOALS OF HRD SYSTEM AT AMTEK
AUTO LTD.

• To create on enabling climate that continuously identity, nurtures

and utilize the capabilities of employees.

• To develop the capacity of each employee as an individual

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

present job/role.

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

future job/role

• To develop a mutually supporting relationship between each

employee and his/her supervision.

• To develop team spirit and effective functioning of every subsystem

of the organization.

• To develop overall health and self reasoning capabilities in the

organization.

The goals of HRD system at ATL are realized through various sub
systems practiced on the company. They are as follows:

• Performance appraisal

• Suggestion scheme

• Training

55
• Awards

• Grievance procedure for the employees

• Incentive and reward scheme

• Employee participation

• Communication policies

• Socio cultural activities

• Employee welfare and quality of work life

Training and Development

Keeping in view the principle of Right person for the management

position, ATL take adequate care while selecting the employee. Merit is
always recognized and given weight age.

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

training activities.

Training Objectives

High premium is placed on training and development activities in the

organization keeping in view the following objectives-

• To achieve systematic integration of training in the organizations

mission.

• To upgrade skills, abilities and capabilities of the employees.

• To establish a distinctive work culture in the organization.

56
• To meet the organizations need for success, better performance and
growth.

• To prepare employees the job meant for them while on first

application, on transfer or on promotion and impact to them, the
required skills and knowledge.

• To assist the employees to function more effectively in their

present positions by exposing them to the latest concepts,
information, techniques and developing the skills that would be
required in the particular fields.

ATL is relentlessly trying to materialize these objectives to the fullest

extent

TRAINING SET UP

Main thrust areas of training

• Management training in house

• External programs

• Overseas programs

• Training of trainees

• Pre employee training scheme

• Apprentrenship training

• Vocation training coming from other institutions

• Other training programs

57
Training policy

Formulation of training policy

Training and development function

Responsibility of Training and development

58
 RESULTS

GENERAL

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

company?

Ans. Yes 16 No 24

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

Ans. 0-2 Years 5 3-5 Years 12

6-10 Years 18 above 10 Years 5

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

Ans. Yes 37 No 3

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

Ans. Yes 37 No 3

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

Ans. Yes 40 No 0

JOB ANALYSIS

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

Ans. Yes 2 No 38

59
Q. No 7. Describe the type of equipment you are required to use (for example,
keyboard machinery, tools of trade, etc.)

Ans. Machine 07 Automatic 14

Computer 15 Others 4
Q. No 8. Do you require a high degree of technical knowledge for your job?

Ans. Yes 27 No 13

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

Ans. Alone 8 Part of a team 32

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

work to members of your team?

Ans. Generally 7 Occasionally 22

Sometime 7 Rarely 4

Q. No 11. To what extent does you job require you to work closely with other
people, such a customer, clients or people in you own organization? Please tick

Ans. Very little 5 Moderately 29 A lot 6

TRAINING NEEDS

Q. No 12. To perform you job: - what training do you still need (either on the job
or a formal course) to perform your current job competently.

Ans. Engineer Computer

21
7 93
Behavior Others

60
Q. No 13. To perform other jobs in the organization: - What training or
experience would be required.

Ans. Machine operation 21 Negotiation skill 3

Occupational Health 7 Others 9

RECOGNITION OF PRIOR LEARNING

Q. No. 14 How many training have your attended with in the last three year?
(This will help identify if any training sessions have been missed or if any
refresher training is required.)

Ans. 0-2 Years 4 3-5 Years 4

5-7 Years 25 above 7 years

7

Q. No 15. What training or skill have you acquired outside your current job that
may be relevant to the wider organization?

Ans. …………………………………………………………………………..…

………………………………………………………………………………………

………………………………………………………………………………………

61
 ANALYSIS AND CONCLUSION

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

THE COMPANY

25

20

15

10

0
YES NO
Series1 16 24

62
Q. NO 02. EXPERIENCE OF THE CONDIDATE IN THE
COMPANY. THE EXPERIENCE AND THE TRAINING
QUANTITY BOTH ARE RELATED.

18

16

14

12 18

10

8 12 Series1
6

4
5
2 5

0
0-2 Years .03-05 .6-10 Years ABOVE 10
Years Years

63
Q. NO 03. Job Responsibility is there or not. If it is then they are
bounded by some guidelines.

40

30
No's of
Person 20

10

0
YES NO
No's 37 3

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

the clearity of the job responsblity.

40

30
No's of
Person 20

10

0
YES NO
No's 37 3

64
Q. No 05. This gives the information about something not required /
not important in job responsinbilities.

40

30
No's of
Person 20

10

0
YES NO
No's 40 0

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

judge. Training need for the job can be judge.

No's

YES

NO

65
Q. No 7. TYPE OF SKILLS USED IS IDENTIFIED HERE. SOME
NEED TECHNICAL SKILL AND SOME BEHAVIROUR.

Others, 4
Machine, 07

Computer, 15

Automatic, 14

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

identification for technical skills.

NO 13

No's of persons

YES 27

66
73.68% of senior officers to assistant managers felt that training needs
are identified through performance appraisal whereas only 2.6.31% of
senior managers and above felt the same.

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

superiors is a method of identifying training needs whereas 36.36% of
senior managers and above felt the same.

40% of senior officer to assistant managers felt that training needs are
identified by the training department and 60% of senior managers and
above felt the same.

Hence a significant difference in perception exists between the two

levels when it comes to identifying training needs.

The analysis also shows that none of the employees at both the felt that
after job rotation was a means of identifying training needs.

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

67
Pa rt a Team 32

No's of persons

Alone 8

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

Rarely 4

Sometime 7

No's of persons

Occasionally 22

Generally 7

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

A lot , 6 Very Little , 5

Moderately , 29

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

identified. Somebody need technical but some need the behavior

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 training.

25
21
20

No of 15
Persons

10 9
7

5 3

0
Engineer Computer Behaviour Others

No of Persons

70
Q. No 13. Along with the technical training, the behavioral need
also identified.

25
21
20

15
9
No of 10 7
Persons 3
5

0
er
h
on

ill

lt

th
Sk
ti

ea

O
ra

H
on
pe

al
ti
O

on
ia
ne

ot

i
at
hi

eg

up
ac

cc
M

No of Persons

Q. No 14. Training programmes attended are directly proportional

to the experience.

71
 25

20

25
15

10 Series1

5
7
4 4
0
0-2 Years .03-05 Years .5-7 Years Above 7
Years

Q.No.15

As the response for this question following responses are obtained.

 Some need computer training along with their work.

 Some need behavior trainings.

 Some demand for the training of the discipline.

 Some demanded for the negotiation skills.

 Some require the mechanical skills training.

 Some require the training related to the quality.

Some ask for the training to increasing the productivity.

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 RECOMMENDATIONS

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

employees.

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

workshops since they are required to work in teams. Whereas an
officer level employee needs to enhance his computer skills. Hence
training programmes have to be designed accordingly.

2. Since a few employees felt that the training they had undergone in
the last two years didn’t help them at all, a feedback session should
be made mandatory after every training session, in order to
ascertain whether the above idea behind the training programme had
been accomplished or not.

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

their own training needs which would enhance employee morale and
also shift the burden from the superior to the employee him self.

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

Amtek auto Ltd.. should also concentrate on regular training
evaluation.

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 SCOPE OF FURTHER RESEARCH

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

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

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

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

performance and improve work efficiency. The training and

development department takes into consideration the annual appraisal

report of the employees for analysing the training needs.

The training programmes usually provided valuable inputs to the

trainees for performing present as well as future roles effectively.

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

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

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

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

future training programmes.

This analysis has depicted what common training and development

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

training and development system followed by Amtek auto Ltd..

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

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

the company can make inroads into the international markets and build

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

as it is an endless journey.

74
 BIBLIOGRAPHY

• www.krishnagroup.com

• Amtek auto Ltd. Induction Book

• HR.com

• Mirza S. Saiyadain - Human Resource Management 2nd Edition

Publishers – Tata McGraw-Hill.

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

Motivation Skills.

75