Employee Satisfaction Panchasheel

7/28/2019 Employee Satisfaction Panchasheel

1/85

EMPLOYEE SATISFACTION

AT

PANCHASHEEL ENTERPRISES (Ailneni) PVT. LTD.

Dissertation submitted in partial fulfillmentof the requirement for the award of

BACHELOR DEGREE IN BUSINESS MANAGEMENT

SATAVAHANA UNIVERSITY, KARIMNAGAR

By

DUVASI DHANA LAKSHMI

(H.T.NO: 028-11-1803)

Under the guidance of

Mr. K. SATHISH REDDY

Assistant Professor

DEPARTMENT OF COMMERCE AND BUSINESS MANAGEMENT

SREE CHAITANYA DEGREE COLLEGE

(Affiliated To Satavahana University, Karimnagar)

Mankamma Thota, Karimnagar - 505 001 (A. P.)

2010-2013


2/85

ACKNOWLEDGEMENTS

In the process of pursuing this project report, I have been obliged to

many persons. I am extremely thankful to the management of

SREE CHAITANYA DEGREE COLLEGE, KARIMNAGAR. I am very

thankful to Sri. G. MALLA REDDY, Principal for giving the permission to

undertake the project in the BBM programme.

I would like to thanks Mr. Shankar, Sales Manager Panchasheeel

Enterprises (Ailneni) Pvt.Ltd Karimnagar for given me this opportunity to

undergo to a project study programmed in their esteemed organization.

I would like to place on record my special and sincere thanks to

Mr. K. SRINIVAS, Head, Department of Commerce And Business

Management for his help and encouragement and I also thankful to my

project guide Mr. K. SATHISH REDDY for his valuable suggestions

during the preparation of the project work.

I would like to express my gratitude to all the people who have helped

me in doing this project.


(H.T.NO: 028-11-1803)


3/85

3

DECLARATION

I DUVASI DHANA LAKSHMI, hereby declare that the project

report entitled EMPLOYEE SATISFACTION with reference to

PANCHASHEEL ENTERPRISES (Ailneni) PVT. LTD is prepared

and submitted by me under the guidance of Assistant Professor

Mr. K. SATHISH REDDY. The data collections and suggestions are my

own and have not been submitted to any other University or Institution.


(H.T.NO: 028-11-1803)

Place:

Date:


4/85

4

INTRODUCTION

Training

Training is defined as Organized activity aimed at imparting information

and/or instructions to improve the recipient's performance or to help him or her attain

a required level of knowledge or skill. The term training refers to the acquisition of

knowledge, skills, and competencies as a result of the teaching of vocational or

practical skills and knowledge that relate to specific useful competencies. Training

has specific goals of improving one's capability, capacity, and performance.

Training and development

In the field of human resource management, training and development is the

field which is concerned with organizational activity aimed at bettering the

performance of individuals and groups in organizational settings.

It has been known by several names, including human resource

development, and learning and development. Training and development (T&D)

encompasses three main activities: training, education, and development.

Training: This activity is both focused upon, and evaluated against, the jobthat an individual currently holds.

Education: This activity focuses upon the jobs that an individual maypotentially hold in the future, and is evaluated against those jobs .

Development: This activity focuses upon the activities that the organizationemploying the individual, or that the individual is part of, may partake in thefuture, and is almost impossible to evaluate.


5/85

5

Why there is requirement of training and development?

All too often, a decision t train is made before a problem has been fully

explored. The following typical situation occurs: An operating supervisor or a

manager calls the training manager and inform him that he has a training problem and

wants his help. This procedure bypasses a critical step in the process: An analysis of

the situation to determine what the real problem is.

The plain fact of the matter is the training is not always the answer to a

deficiency in performance. Rather, the problem is often poor organization; in educate

supervision, unclear or ambiguous policies, poor communication, improper personnel

selection policies or procedures, faulty job design, deficiencies in equipment or

materials, improper work methods, or inappropriate work standards.

One of the major responsibilities of the trainer is to help operating managers

and supervisors to decide whether the solution to a problem lies in better training or

better management. He can do this by analyzing the problem with the help of the

manager. Together, they must find answers to the following questions: Is the

discrepancy between expected performance and actual performance important? What

brought the problem to light? Why is it critical? Is the performance shortfall skill

deficiency?

Merger has made the point quite clear in the form of a maxim for trainers and

managers: if a man doesnt have a skill, train. If he has the skill but doesnt perform,

manage

NEED FOR THE STUDY

Many companies go beyond training employees for specific job skills by

offering programs of general educational content. The companys rationale for such

programs will benefit the company in intangible ways through a change in employees

attitudes.

Along with the raise in competition in entire global market, it has become

mandatory for the companies and organizations to increase the productivity and the

work efficiency. In a situation like this it is necessary that proper training must be


6/85

6

given to staff people so that both productivity and work efficiency could be improved.

Somewhere along with the way it also helps in cost reduction.

The major need for the study is to evaluate the training and development program by

studying the existing training and development process in Adarsha automotives pvt.

Ltd. and to determine the factor like:

Improved interpersonal skills of the trainees/respondents. Training outcome given to the trainees/respondents. Problems faced by the trainees/respondents during the training period. Respondents satisfaction level before and after training. Ability of the trainees/respondents to acquire knowledge.

SCOPE OF THE STUDY

Training Effectiveness is the process wherein the management finds out how

effective it has been at training and developing the employees in an organization. The

scope of the present study is very limited to Adarsha automotives pvt. Ltd. The

present study is confined to understand the training and development programmes

conducted by Adarsha automotives pvt. Ltd. to its employees. This study gives somesuggestions for making the present training and development system more effective.

OBJECTIVES OF STUDY

Many approaches of training programs are in action and about many of these

approaches we have studied in course of MBA academic work but theoretical

knowledge is not all sufficient to understand all those approaches. Therefore this

study is to understand the utility and importance of all those approaches practically.The specific objectives of the study are:

1. To study the T & D programs in Adarsha automotives pvt. Ltd.2. To analyze the views and opinions of the employees regarding the

programmes provided at Adarsha automotives pvt. Ltd.Karimnagar.

3. To study the effectiveness of training practices on the employees of theAdarsha automotives pvt. Ltd.who undergone training programme.

4. To offer suggestions, if any.


7/85

7

RESEARCH METHODOLOGY

Every project work is based on certain methodology, which is a way to

systematically solve the problem or attain its objectives. It is a very important

guideline and lead to completion of any project work through observation, data

collection and data analysis. Clifford Woody has stated that Research Methodology

comprises of defining & redefining problems, collecting, organizing & evaluating

data, making deductions &researching to conclusions.

Randomly selected few- out of all training and development programs that

were conducted in Adarsha automotives pvt. Ltd. have been taken in the form of

sample program for this very study and various respondents of this program have

been selected as sample respondents programs most commonly are from HR area.

During the study, the questionnaire has been sent to 50 respondents of

different T & D programs conducted by Adarsha automotives pvt. Ltd.at different

periods.

Accordingly, the methodology used in the project is as follows:

Defining the objectives of the study Framing of questionnaire keeping objectives in mind (considering the

objectives)

Selection of respondents Feedback from the respondents Analysis of feedback Conclusion, findings and suggestions.

DATA COLLECTION

To determine the appropriate data for research mainly two kinds of data was

collected namely primary & secondary data as explained below:


8/85

8

Primary data

Primary data are those, which were collected afresh & for the first time and

thus happen to be original in character. However, there are many methods of

collecting the primary data; all have not been used for the purpose of this project. The

ones that have been used are:

Questionnaire Informal Interviews Telephonic interview Observation

Secondary data

Secondary data is collected from previous researches and literature to fill in

the respective project. The secondary data was collected through:

Text Books Websites

RESEARCH INSTRUMENT:

Questionnaire was used as a research instrument. Questionnaire refers to a

device for securing answer to a formally arranged list of questions by using the term,

which the respondent fills in himself.

SAMPLE SIZE

50 respondents have been selected at random from the trainees of organization

and feedback forms and questionnaires have been obtained. The data has been

analyzed in order to arrive at effectiveness of training practices in the organization.

SAMPLING TECHNIQUE

The technique of Random Sampling has been used in the analysis of the

data/Random sampling from a finite population refers to that method of sample

selection, which gives each possible sample combination an equal probability of being

picked up and each item in the entire population to have an equal chance of being


9/85

9

included in the sample. This sampling is without replacement, i.e. once an item is

selected for the sample, it cannot appear in the sample again.

STATISTICAL TOOLS

The collected data were classified and tabulated and analyzed with some of the

statistical tools. They are

Percentage analysis Bar graph was used to explain the tabulation clearly

LIMITATIONS OF THE STUDY

The following are the limitations of the study:

The sample size was small and hence the results can have a degree ofvariation.

The research is limited only to the some respondents of the company. Training needs assessment is unavailable as the organization receives

readymade training needs information from the participants side.

An extensive research could not be undertaken because of time constraints. The fear of expressing the true facts among the respondents could be a

limitation.

The data collection method is through interview method respondents oftenwere hesitant to provide information. Even though the respondents were

available they were not willing to give their valuable responses because they

were busy with their usual work.

Financial problem was also there in completing this project report in a properway.


10/85

10

INTRODUCTION TO AUTOMOBILE INDUSTRY

The Indian automotive industry consists of five segments commercial

vehicles; multi-utility vehicles & passenger cars; two-wheelers; three-wheelers; and

tractors. With 5,822,963 units sold in the domestic market and 453,591 units exported

during the first nine months of FY2005 (9MFY2005), the industry (excluding

tractors) marked a growth of 17% over the corresponding previous. The two-wheeler

sales have witnessed a spectacular growth trend since the mid nineties.

Two-wheelers Market Size & Growth

In terms of volume, 4,613,436 units of two-wheelers were sold in the country

in 9MFY2005 with 256,765 units exported. The total two-wheeler sales of the Indianindustry accounted for around 77.5% of the total vehicles sold in the period

mentioned

Figure 1Segmental Growth of the Indian Two Wheeler Industry

(FY1995-2004)

After facing its worst recession during the early 1990s, the industry bounced

back with a 25% increase in volume sales in FY1995. However, the momentum could

not be sustained and sales growth dipped to 20% in FY1996 and further down to 12%

in FY1997. The economic slowdown in FY1998 took a heavy toll of two-wheeler

sales, with the year-on-year sales (volume) growth rate declining to 3% that year.


11/85

11

However, sales picked up thereafter mainly on the strength of an increase in

the disposable income of middle-income salaried people (following the

implementation of the Fifth Pay Commission's recommendations), higher access to

relatively inexpensive financing, and increasing availability of fuel efficient two-

wheeler models. Nevertheless, this phenomenon proved short-lived and the two-

wheeler sales declined marginally in FY2001. This was followed by a revival in sales

growth for the industry in FY2002. Although, the overall two-wheeler sales increased

in FY2002, the scooter and moped segments faced de-growth. FY2003 also witnessed

a healthy growth in overall two-wheeler sales led by higher growth in motorcycles

even as the sales of scooters and mopeds continued to decline. Healthy growth in two-

wheeler sales during FY2004 was led by growth in motorcycles even as the scooters

segment posted healthy growth while the mopeds continued to decline. Figure 1

presents the variations across various product sub-segments of the two-wheeler

industry between FY1995 and FY2004.

Demand Drivers

The demand for two-wheelers has been influenced by a number of factors over

the past five years. The key demand drivers for the growth of the two-wheeler

industry are as follows

Inadequate public transportation system, especially in the semi-urban and ruralareas;

Increased availability of cheap consumer financing in the past 3-4 years;

Increasing availability of fuel-efficient and low-maintenance models;

Increasing urbanisation, which creates a need for personal transportation;

Changes in the demographic profile;

Difference between two-wheeler and passenger car prices, which makes two-wheelers the entry level vehicle;

Steady increase in per capita income over the past five years; and

Increasing number of models with different features to satisfy diverse consumerneeds.


12/85

12

MARKET CHARACTERISTICS

Demand

Segmental Classification and Characteristics

The three main product segments in the two-wheeler category are scooters,

motorcycles and mopeds. However, in response to evolving demographics and

various other factors, other sub segments emerged, viz. scooterettes, gearless scooters,

and 4-stroke scooters. While the first two emerged as a response to demographic

changes, the introduction of 4-stroke scooters has followed the imposition of stringent

pollution control norms in the early 2000. Besides, these prominent sub-segments,

product groups within these sub-segments have gained importance in the recent years.

Examples include 125cc motorcycles, 100-125 cc gearless scooters, etc. The

characteristics of each of the three broad segments are discussed in Table 1.

Table 1

Two-Wheelers Comparative Characteristics

Scooter Motorcycle Moped

Price*(Rs. as inJanuary 2005)

> 22,000 > 30,000 > 12,000

Stroke 2-stroke, 4-stroke

Mainly 4-stroke

2-stroke

Engine Capacity(cc)

90-150 100, 125, > 125 50, 60

Ignition Kick/Electronic Kick/Electronic Kick/Electronic

Engine Power(bhp)

6.5-9 7-8 and above 2-3

Weight (kg) 90-100 > 100 60-70

Fuel Efficiency(kms per litre)

50-75 50-80+ 70-80

Load Carrying High Highest Low


13/85

13

Segmental Market Share

The Indian two-wheeler industry has undergone a significant change over the

past 10 years with the preference changing from scooters and mopeds to motorcycles.

The scooters segment was the largest till FY1998, accounting for around 42% of the

two-wheeler sales (motorcycles and mopeds accounted for 37% and 21 % of the

market respectively, that year). However, the motorcycles segment that had witnessed

high growth (since FY1994) became larger than the scooter segment in terms of

market share for the first time in FY1999. Between FY1996 and 9MFY2005, the

motorcycles segment more than doubled its share of the two-wheeler industry to 79%

even as the market shares of scooters and mopeds stood lower at 16% and 5%,

respectively.

Figure 2 Trends in Segmental Share in Industry Sales (FY1996-9MFY2005)

While scooter sales declined sharply by 28% in FY2001, motorcycle sales

reported a healthy growth of 20%, indicating a clear shift in consumer preference.

This shift, which continues, has been prompted by two major factors change in the

country's demographic profile, and technological advancements.

Over the past 10-15 years the demographic profile of the typical two-wheeler

customer has changed. The customer is likely to be salaried and in the first job. With a

younger audience, the attributes that are sought of a two-wheeler have also changed.

Following the opening up of the economy and the increasing exposure levels of this

new target audience, power and styling are now as important as comfort and utility.


14/85

14

The marketing pitch of scooters has typically emphasised reliability, price,

comfort and utility across various applications. Motorcycles, on the other hand, have

been traditionally positioned as vehicles of power and style, which are rugged and

more durable. These features have now been complemented by the availability of new

designs and technological innovations. Moreover, higher mileage offered by the

executive and entry-level models has also attracted interest of two-wheeler customer.

Given this market positioning of scooters and motorcycles, it is not surprising that the

new set of customers has preferred motorcycles to scooters. With better ground

clearance, larger wheels and better suspension offered by motorcycles, they are well

positioned to capture the rising demand in rural areas where these characteristics

matter most.

Scooters are perceived to be family vehicles, which offer more functional

value such as broader seat, bigger storage space and easier ride. However, with the

second-hand car market developing, a preference for used cars to new two-wheelers

among vehicle buyers cannot be ruled out. Nevertheless, the past few years have

witnessed a shift in preference towards gearless scooters (that are popular among

women) within the scooters segment. Motorcycles, offer higher fuel efficiency,

greater acceleration and more environment-friendliness. Given the decliningdifference in prices of scooters and motorcycles in the past few years, the preference

has shifted towards motorcycles. Besides a change in demographic profile, technology

and reduction in the price difference between motorcycles and scooters, another factor

that has weighed in favour of motorcycles is the high re-sale value they offer. Thus,

the customer is willing to pay an up-front premium while purchasing a motorcycle in

exchange for lower maintenance and a relatively higher resale value.

India is an emerging country with huge potential. The domestic economy is

now growing at around 9-10%per annum and Indias importance in global terms is

being reinforced by rapidly rising exports and domestic consumption. At a time when

numbers of a slowdown and overheating in the Indian economy have started gaining

momentum, the Indian rupee sprang a surprise by pushing the GDP figure past the

trillion-dollar (42,00,000 crore) mark.


15/85

15

The automotive industry is at the center of Indias new global dynamic. The

domestic market expanding rapidly as incomes rise and consumer credit becomes

more widely available. Manufacturers product lines are being continually expanded,

as is the local automotive manufacturing base. Expectation are high that India can

develop as a global hub for vehicle manufacturers and as an outsourcing center that

offers the global automotive industry solution high up the automotive value chain.

India eyes 25 million automotive jobs. India's GDP is set to double over the next decade In percentage terms, the automotive industry's contribution should also double. In dollar terms, the sector's contribution is set to quadruple to some $145bn

The automobile industry in India accounts for a business volume of $45 billion

and has the potential to grow much faster both through Indian as well as international

manufacturers who have established huge facilities in the country

With the worlds second largest and fastest-growing population, there is no

denying Indias potential in both economic and population terms and the effect it will

have on the auto industry in the years to come. The country is already off to a good

start, with a well-developed components industry and a production level of 1 million

four-wheeled vehicles a year, plus a further 5 million two- and three-wheelers.

The implications, market drivers and scope of a future massive Indian vehicle

market are covered in the India Strategic Market Profile, a brand-new forecast of

Indian automotive and related activity to 2020. Based on Max Pemberton's unique

relational long-term forecasting model, it forecasts car and CV sales, demographics,

materials usage, auto industry employment, and explains their inter- year of healthy

growth in auto industry.


16/85

16

INDUSTRY GROWTH

Future of the Automobilein the Economy


17/85

17

US based consultancy, keystone predicts that India will become worlds third

largest automobile market by 2030. Overall size expected to exceed 20 million with

compounded annual growth rate of over 12%.

India Then & Now

1983

Number of brands 2

Number of models 2

2008

Number of brands 30

Number of models 70

Some of the Car companiesin India

Maruti Suzuki Hero motocorp ltd. Fiat General motors (Opel, Chevrolet) Ford Hindustan motors, Mitsubishi Honda Hyundai Baja tempo Marinara Maine elect. Mercedes Benz Nissan San engineering Soda

Toyota


18/85

18

Top three manufacturers

Maruti Suzuki Tate motors Hyundai

Car segmentation This is done on the basis of size and price of the car

A segment maruti800, omni

B segment Zen, wagon-r, alto, Santo, polio, indicia

C segment esteem, accent, indigo, icon, Honda city, civic

D-segment opera, Octavia, sonata, monde, accord, corolla, Camry, Mercedes


19/85

19

COMPANY PROFILE

Maruti Suzuki is one of India's leading automobile manufacturers and the market

leader in the car segment, both in terms of volume of vehicles sold and revenue

earned. Until recently, 18.28% of the company was owned by the Indian government,

and 54.2% by Suzuki of Japan. The Indian government held an initial public offering

of 25% of the company in June 2003. As of May 10, 2007, Govt. of India sold its

complete share to Indian financial institutions. With this, Govt. of India no longer has

stake in Maruti Udyog.

Maruti Udyog Limited (MUL) was established in February 1981, though the actual

production commenced in 1983 with the Maruti 800, based on the Suzuki Alto kei carwhich at the time was the only modern car available in India, its' only competitors-

the Hindustan Ambassador and Premier Padmini were both around 25 years out of

date at that point. Through 2004, Maruti has produced over 5 Million vehicles.

Maruti are sold in India and various several other countries, depending upon export

orders. Cars similar to Maruti (but not manufactured by Maruti Udyog) are sold by

Suzuki and manufactured in Pakistan and other South Asian countries.

The company annually exports more than 50,000 cars and has an extremely large

domestic market in India selling over 730,000 cars annually. Maruti 800, till 2004,

was the India's largest selling compact car ever since it was launched in 1983. More

than a million units of this car have been sold worldwide so far. Currently, Maruti

Alto tops the sales charts and Maruti Swift is the largest selling in A2 segment.

Due to the large number of Maruti 800s sold in the Indian market, the term "Maruti"

is commonly used to refer to this compact car model. Till recently the term "Maruti",

in popular Indian culture, was associated to the Maruti 800 model.

Maruti Suzuki India Limited, a subsidiary of Suzuki Motor Corporation of Japan, has

been the leader of the Indian car market for over two decades.

Its manufacturing facilities are located at two facilities Gurgaon and Manesar south

of New Delhi. Marutis Gurgaon facility has an installed capacity of 350,000 units per

annum. The Manesar facilities, launched in February 2007 comprise a vehicle

assembly plant with a capacity of 100,000 units per year and a Diesel Engine plant


20/85

20

with an annual capacity of 100,000 engines and transmissions. Manesar and Gurgaon

facilities have a combined capability to produce over 700,000 units annually.

More than half the cars sold in India are Maruti cars. The company is a subsidiary of

Suzuki Motor Corporation, Japan, which owns 54.2 per cent of Maruti. The rest is

owned by the public and financial institutions. It is listed on the Bombay Stock

Exchange and National Stock Exchange in India.

During 2007-08, Maruti Suzuki sold 764,842 cars, of which 53,024 were exported. In

all, over six million Maruti cars are on Indian roads since the first car was rolled out

on December 14, 1983.

Maruti Suzuki offers 12 models, Maruti 800, Omni, Alto, Versa, Gypsy, A Star,

Wagon R, Zen Estilo, Swift, Swift Dzire, SX4, Grand Vitara. Swift, Swift dzire, A

star and SX4 are maufactured in Manesar, Grand Vitara is imported from Japan as a

completely built unit (CBU), remaining all models are manufactured in Maruti

Suzuki's Gurgaon Plant.

Suzuki Motor Corporation, the parent company, is a global leader in mini and

compact cars for three decades. Suzukis technical superiority lies in its ability to pack

power and performance into a compact, lightweight engine that is clean and fuel

efficient.

Maruti is clearly an employer of choice for automotive engineers and young

managers from across the country. Nearly 75,000 people are employed directly by

Maruti and its partners.

The company vouches for customer satisfaction. For its sincere efforts it has been

rated (by customers)first in customer satisfaction among all car makers in India for

nine years in a row in annual survey by J D Power Asia Pacific.

Maruti Suzuki was born as a government company, with Suzuki as a minor partner to

make a people's car for middle class India. Over the years, the product range has

widened, ownership has changed hands and the customer has evolved. What remains

unchanged, then and now, is Marutis mission to motorize India.


21/85

21

BACKGROUND OF THE INDIAN AUTO INDUSTRY

Although the Indian car industry was established in the late forties, there was little

growth or technical progress, as passenger cars were given very low priority in the

scheme of Centralized Economic Planning. In the 1980s, the car industry was

undergoing technological stagnation and was characterized by low production

volumes, high cost and low productivity. The consumer had very little choice and the

market was selling just around 30,000 cars per year.

There was a clear need to provide a cost effective, reliable and quality car to the

customers. Maruti Suzuki India Limited was incorporated in such a scenario as a fully

owned Government Company on February 24, 1981 with a resolve to bring about

expansion and technological modernization, of the automobile sector. Thus MSIL,

when started was entrusted with the task of achieving the following policy objectives

Modernization of Indian Automobile Industry. Production of Vehicles in large volumes, which was necessary for economicgrowth.

Production of Fuel-efficient vehicles to conserve scarce resources.Choice of product and collaborator

To achieve the above objectives, one of the foremost tasks before. MarutiSuzuki India Limited was to determine the most suitable product mix and to

select the most suitable foreign partner who would be willing to accept MSIL

s requirements in terms of product mix, technology transfer, and equality

participation and had the required technological expertise and experience in

producing high quality, reliable and fuel efficient vehicles.

After extensive discussion with several major European and Japanese car

manufacturers, MUL chose Suzuki Motor Corporation (SMC) further increased its

equity holding to 50% in the year 1992, converting . Maruti Suzuki India Limited,

into a Non-Government Company with a total Equity base of Rs. 1322.92 million.


22/85

22

BACKGROUND OF SMC

SUZUKI was founded in 1909 as Suzuki Loom Manufacturing Company. It started

manufacturing motorcycles in 1952 and has become a world leader in the manufacture

of two-wheelers .SUZUKI started producing cars from 1955.Today it is Japans

largest manufacturers of small , fuel-efficient cars. At present the companys name is

SUZUKI MOTOR CORPORATION.

SUZUKI AND MARUTIS WORLD-CLASS MANUFACTURING

FACILITIES AT MANESAR

On February 06,2007 Mr. Bhupendera Singh Hooda , Chief Minister of Haryana

inaugurated three world-class manufacturing facilities set up by SMC and Maruti

Suzuki India Limited.

The facilities inaugurated were as follows

MSILs fourth car Assembly plant. A diesel engine and transmission plant, set up under a joint venture of SMC

and MSILcalled Suzuki Power train India Limited (SPIL)

SMCs two-wheeler plant in Gurgaon, Suzuki Motorcycle India PrivateLimited (SMIPL).

INTRODUCTION TO MARUTI SUZUKI INDIA LIMITED

A License and a Joint Venture Agreement was signed with Suzuki MotorCompany of Japan, in OCT. 1982

Market leader with over 54% Share in Domestic Car Market Exporting cars to over 70 countries around the world including most advance

Western European Markets.

Maruti has revolutionized the Indian Automobile and Component Industryand has set standards in quality of products and service.


23/85

23

MARUTI INSTALLED CAPACITY

PLANT 1 200,000 units PLANT 2 150,000 units PALNT 3 150,000 units PLANT 4 100,000 units

COMPANY MISSION

A leader in the Indian Automobile Industry. Creating Customer Delight and Shareholders wealth. A pride of India!

LEADERSHIP

By Market share and brand equity By operational practices By people strategy

CUSTOMER DELIGHT

Values for money Quality Service

SHARE HOLDERS WEALTH

High Profitability & ImageA PRIDE OF INDIA

As a corporate citizen Products People Practices Customers


24/85

24

VALUES

Customer Obsession Fast, Flexible, First Mover Innovation and creativity Networking and partnership Openness and learning

QUALITY POLICY

To increase consumer satisfaction through continuous improvement of products

and services, this is achieved by following PDCA functions and levels of Maruti

Organizations.

QUALITY TOOLS

5 S 4 M 3 M 3 G 3 K

What is 5S?

SEIRIPROPER SELECTION

SEITION ARRANGEMENT

SEISOCLEANING

SEIKETSO CLEANLINESS

SHITSUKE DISCIPLINE

What is 4M?

The factory is essentially a mix of man, materials, machines and methods. These

should move continuously and effectively to produce a quality product at low cost.The most essential work in quality control is to thoroughly investigate regarding the


25/85

25

problems concerning quality, decide suitable counter measures and carry out

improvements accordingly.

MAN MACHINE MATERIAL METHODS

What is 3M?

In Japanese Language 3M is

MURIINCONVENIENCE

MUDA WASTAGE

MURA INCONSISTENCY

What is 3G?

In Japanese Language 3G is

GENCHI GO TO ACTUAL PLACE

GENBUTSU SEE THE ACTUAL THING

GENJITSU TAKE APPROPRIATE ACTION

INTRODUCTION TO VARIOUS MODELS

PRODUCT RANGE

MODELS SPECIFICATIONSYEAR OF

LAUNCH

MARUTI 800 (FIRST

MODEL)

796CC, HATCHBACK DECEMBER 1983


26/85

26

OMNI 796CC, MUV NOVEMBER 1984

GYPSY 992CC, 4WD DECEMBER 1985

MARUTI 800

(MODIFIED)796CC, HATCHBACK APRIL 1986

MARUTI 1000 996CC, SEDAN OCTOBER 1990

ZEN 996CC, HATCHBACK OCTOBER 1993

ESTEEM 1.3L LX 1296CC, SEDAN NOVEMBER 994

ESTEEM 1.3L VX 1296CC, SEDAN NOVEMBER1995

ESTEEM 1.3L AX 1296CC, SEDAN JUNE 1996

ZEN AX (AUTOMATIC) 996CC, HATCHBACK OCTOBER 1996

GYPSY KING 1296CC, 4WD NOVEMBER1996

OMNI (E) 796CC, MUV DECEMBER 1996

GYPSY (E) 1296CC, 4WD DECEMBER 1996

MARUTI 800 (NEW

MODEL)796CC, HATCHBACK SEPTEMBER 997

ESTEEM 98 1296CC, SEDAN OCTOBER 1997

NEW OMNI & OMNI-E 796CC, MUV FEBRUARY 1998

ZEN VX & ZEN VX

AUTOMATIC996CC, HATCHBACK

JULY 1998

ZEN D 1200CC, HATCHBACK AUGUST 1998

MARUTI 800 EX 796CC, HATCHBACK JANUARY 1999

ZEN LX 996CC, HATCHBACK JANUARY 1999


27/85

27

ZEN CLASSIC 996CC, HATCHBACK AUGUST 1999

ZEN VXI 996CC, HATCHBACK OCTOBER 1999

OMNI XL 796CC, MUV OCTOBER 1999

BALENO 1586CC, SEDAN DECEMBER 1999

WAGON R 1096CC, HATCHBACK JANUARY 2000

ALTURA1586CC, HATCHBACK

(BALENO)MARCH 2000

ALTO LX, LXI 796CC, HATCHBACK SEPTEMBER 000

VERSA 1296CC, MUV DECEMBER 2001

SWIFT 1296CC, HATCHBACK MAY 2005

ZEN ESTILO 1096CC, HATCHBACK DECEMBER 2006

SWIFT DIESEL 1296CC, HATCHBACK FEBRUARY 2007

SWIFT DIESEL FEBRUARY 2007

GRAND VITARA MARCH 2007

SX4 1.600CC MAY 2007

SWIFT DZIRE MARCH 2008

A- STAR NOVEMBER 2008

RITZ MAY 2009


28/85

28

ORGANIZATIONAL STRUCTURE

Maruti has believed, since the very beginning that it is its employees who could make

it into an organization with a difference .Accordingly, as against the traditional

hierarchical

System of management, which causes unnecessary delays in decision-making, we

have built up a flat organization with a family type of atmosphere at our place of

work.

The company is divided into different divisions according to the various functional

areas. A Divisional Manager heads each Division. Divisions are further divided into

Departments that are headed by Department Managers who report to the respective

Divisional Managers. Designations in the company are based on the functional

responsibility and not levels as in terms of the companys philosophy designations

and functional responsibility are de-linked from the salary levels.

The total operations of the Company are divided into Divisions like Marketing &

Sales, Spares, Engineering, Q.A. & Services, Production, Production Engineering,

Materials, Information Services, Finance, Personnel & Administration, etc. Each

division is furthering divided into Departments and headed by Departmental

Managers who is assisted by Supervisory Executives.

DIVISIONS AND DEPARTMENTS

Corporate Services Division

Legal & Secretarial Department Corporate Communication Cell Protocol Strategic Initiative Group Recruitment & Management Compensation

Human Resource Division

Employee Relations Department Establishment & Time Office


29/85

29

Factory Administration Department Organizational Development Department

Production Division

Plant- 1 Plant- 2 Plant- 3 Plant- 6 at Manesar

Production Engineering

Production Engineering Division Production Service Division

Engineering Directorate

QAIN Division Service Division Service- 1-5 MSS(D) Parts Inspection Division Engineering Division

Supply Chain division

Supply Chain- 1,2,3 Division Shipping & transport Department Imports Department Consumables Department

Information Technology Division

Application Group1 (AG1) Application Group2 (AG2) Application Group3 (AG3) Information Technology Strategies(ITS)


30/85

30

IT Operation and Services(ITOS)Marketing & Sales Secretariat

Marketing Strategy & Development Marketing Sales Exports Web-IT, E-Commerce

Spare Parts Division

Spare Parts Procurement Warehousing & Dispatch Spare Parts Sales Accessories

Vigilance Division

Security Wing Vigilance Wing

Finance Division

Budget, Cost & Accounts Department Income AccountingThe total project costs, priority, completion time and personnels required were

estimated. Initial plans were drawn up as to how the project would proceed to its final

implementation, while running the existing system so that companys informationneeds were not affected.


31/85

31

PROFILE OF ADARSHA AUTOMOTIVES PVT LTD

ADARSHA AUTOMOTIVES PVT.LTD in Karimnagar has been established

on may 2005 physically it is located at Bypass x road. The proprietor of ADARSHA

AUTOMOTIVES PVT.LTD is Mr. Satyanarayana mainly the show room has been

established for the sale of Maruti vehicles in Karimnagar. ADARSH

AUTOMOTIVES PVT.LTD has been providing better services to the consumers

from the three years. The authorized share capital of ADARSH AUTOMOTIVES

PVT.LTD is 10 Crores.

ADARSH AUTOMOTIVES PVT.LTD has got a good reputation in Karimnagar

town and it is convenient to all the consumers.

MARUTI SUZUKI INDIA LIMITED

Maruti Suzuki India Limited is a publicly listed automaker in India. It is a

leading four-wheeler automobile manufacturer in South Asia. Suzuki Motor

Corporation of Japan holds a majority stake in the company. It was the first company

in India to mass-produce and sell more than a million cars. It is largely credited for

having brought in an automobile revolution to India. It is the market leader in India.

On 17 September 2007, Maruti Udyog was renamed to Maruti Suzuki India Limited.

The company's headquarters remain in Gurgaon, near Delhi.

Maruti Suzuki is one of India's leading automobile manufacturers and the

market leader in the car segment/ both in terms of volume of vehicles sold and

revenue earned. Until recently, 18.28% of the company was owned by the Indian

government, and 54.2% by Suzuki of Japan. The Indian government held an initial

public offering of 25% of the company in June 2003. As of May 10, 2007, Govt, of

India sold its complete share to Indian financial institutions. With this, Govt, of India

no longer has stake in Maruti Udyog.


32/85

32

Awards

2006

Jd power csi 1st rank, 7 years in a row 2000 -2006 Jd power ssi 1st rank, 3 years in a row 2004 -2006 Tops tns TCS survey in key segments, 5 years in a row 2002 2006 Among top 5 car companies in the Forbes list of the worlds most reputed

companies - nov 06

Features in business today's annual list of "20 companies to look for in 2007" -nov 06

The only automobile manufacturer to feature in business today's list of"Indias best 10 marketers -nov 06

Ranks 1st for corporate social responsibility by tons automotive2005

Ranks 1st among automobile companies in the corporate image monitor (cim)study 2005 conducted by ac Nielsen org-marg receives a commendation from

ministry of economy, trade and industry (miti) of Japan -sept 05

Number one in jd power ssi for the second consecutive year Number one in jd power csi for the sixth time in a row - the only car to win it

so many times

M800, WagonR and swift topped their segments in the tns total Customer satisfaction study Leadership in the JD power initial quality study -alto number one in its

segment for the 2nd time in a row, esteem number one in its segment for the

3rd year in a row. Swift number one in the premium compact segment

WagonR and esteem top their segments in the jd Power appeal study Ranks 1st in auto sector for corporate reputation Strength (csr) study - Feb. 05 Tns ranks Maruti 4th in the corporate reputation strength (csr) study. Maruti bagged the "manufacturer of the year" award from Autocar-

CNBC ( 2nd time in a row)-Feb. 05


33/85

33

First Indian car manufacturer to reach 5 million vehicles sales business worldranks Maruti among top five most respected companies in India-oct 04.

Maruti ranked among top ten (rank7) greenest companies in India by businesstoday - sep '04

2004

Maruti 5uzuki was no. 1 in customer satisfaction, No. 1 in sales satisfaction No.l in product quality (Esteem and alto) and no. 1 in product appeal (esteem and wagon r) No. 1 in total customer satisfaction (Maruti 800, Zen and alto) Business world ranked us among the country's five most respected companies Business world ranked us the country's most respected automobile

company

Voted manufacturer of the year by CNBC Voted one ofIndias greenest companies by business today-ac Nielsen org-

marg

2003

Maruti 800, Maruti Zen and Maruti esteem make it to the top 10 automotivebrands in "most trusted brand survey 2003"

J d power ranked 3 models of Maruti on top; WagonR, Zen and esteem Maruti 800 and WagonR top in total customer satisfaction study 2003.

2002

Mul tops in j d power csi (2001) for 4th time in a row another internationalfest

2001

Maruti bags jd power csi 1st rank; unique achievement by market leaderanywhere in the world

2000

Msm launched as model workshop in India; achieves highest csi rating. Central board of excise & customs awards Maruti with sampan Petra, for


34/85

34

contribution to exchequer and being an ideal tax assesses.

1998

Ciis business excellence award1996

Maruti wins insane award for excellence in suggestion scheme Awarded the star trading house status by ministry of commerce

1994-95

Engineering exports promotion council's award for export performance1994

Best canteen award among Haryana industries as part of employee welfare.1992-93

Engineering exports promotion councils award for export performance1991-92

Engineering exports promotion councils award for export performance.Milestones

2005

The fiftieth lakh car rolls out in April, 2005 Growth in overall sales by 15.8%

2004

New (non a/c) variant of alto

Alto becomes Indias new bestselling car Lpg variant of 'omnicargo' Versa 5-seater, anew variant Baleno lxi, a new variant Maruti closed the financial year 2003-04 with an annual sale of 472122 units,

the highest ever since the company began operations 20 years ago


35/85

35

2003

New Suzuki grand vitara xl-7 redesigned and all-new Zen New upgraded wagon r Enters into partnership with state bank of India Production of 4 millionth vehicles. Listed on BSE and NSE after a public issue

oversubscribed 10 times

2002

WagonR pride esteem diesel All other variants upgraded Maruti insurance. Two new subsidiaries started Maruti insurance distributor

services and Maruti insurance brokers limited

Alto spin lxi, with electronic power steering Special edition of Maruti 800, India's first color-coordinated car Maruti true value in Mumbai Maruti finance in Mumbai with 10 finance companies Suzuki motor corporation (SMC) increases its stake in Maruti to 54.2 percent

2001

Zen lxi Maruti true value launched in Bangalore and Delhi Maruti versa, India's first luxury mpv Alto spin lxi, with electronic power steering Alto vxi customer information centers launched in Hyderabad, Bangalore and

Chennai

Launch of versa


36/85

36

2000

First car company in India to launch a call center New alto altura, a luxury estate car IDTR (institute of driving training and research) launched jointly with the

Delhi government to promote safe driving habits

1999

Maruti 800 ex ( 796cc, hatchback car) Zen lx (993cc, hatchback car) Zen vxi (993cc, hatchback car with power steering) Omni xl (796cc, muv, high roof) Baleno (l600cc/3 box car) Wagon r Launch of Maruti -Suzuki innovative traffic beat in Delhi and Chennai as

social initiative

1998

Maruti launches website as part of crm initiatives Zen d (1527 cc diesel, hatchback car) Zen vx & Zen vx automatic


37/85

37

ADARSHA Employee Structure

Chairman

(B. Ramaswamy Goud)

Managing director

B. Satyanarayana Goud

Managing Managing Managing Managing C.E.O

Partner partner partner Partner

G. Satyanarayana G. Gyaneshwar J. Amarachary B.Srinivas K.V.Santhosh

Goud Reddy Kumar

Adarsha group

Adarsha group was established in the year of 1992 as a Adarsha finance byMr. B. Ramaswamy Goud, B. Laxmi Narayana Goud and B. Satyanarayana Goud and

along with the friend G. Satyanarayana Goud were with finance business along with

chit fund business and subsequently in the month of June 1992 started TVS dealership

at Manchiryal then in the year 1995 dealership with Swaraj Tractors (Punjab tractors

pvt ltd). Then in the year of 1998 Adarsha terminated dealership of Swaraj and they

took the dealership of Manchiryal.


38/85

38

In the year of 1999 established dealership in karimnagar. In 2001 established

raja TVS at Warangal. In 2000-2002 established shisheel TVS at Hyderabad. In 2002

established dealership TVS at janagam. Adarsha got the dealership at karimnagar in

the year 2006 then they got the dealership of Maruthi in 2006 and in 2009 the

dealership of Maruthi in Warangal district.

Growth

The Adarsha motors has a tie-up with Maruti Udyog limited (m.u.l) 30% salesof Adarsha is contributed by Maruti Udyog limited cars .Adarsha Maruti is an

iso95 certified company.

Adarsha motors also dealers for Mahindra & Mahindra tractors. In adilabaddistrict Adarsha have 45% market share and in Warangal it has 43% market

share in tractor sales.

Adarsha motors is very famous for TVS two wheeler dealers in karimnagar,adilabad, and Warangal districts, the penetration level of TVS is 40% in this

region, the Adarsha group is largest automotive dealer in Telangana region.

In Adarsha group there are 2000 employees and Adarsha is top 4 th automotivedealers in India.


39/85

39

TRAINING AND DEVELOPMENT

Training and Development nowadays constitute an ongoing process in any

organization. Training is a tool for increasing individual performance and overall

organizational growth. The objective of the training is to enable the employees to

grow acquire knowledge of thought and action.

What is Training?

Training refers to importing of specific skills, abilities and knowledge to an

employee or it is any attempt to improve present or future, employee performance by

increasing an employee ability to perform, through learning, usually by changing the

attitude or increasing his/her skills and knowledge.

Training is needed not only for technicians who work in the shop floor but

also for supervisors, managers and executives. After training, candidates will be

placed on the jobs to perform the tasks given to them effectively.

Development refers to those learning opportunities designed to help

employees grow. Development is, less skill oriented and stresses on knowledge.

Knowledge about business environment, management, principles and techniques,

human relations, specific industry analysis and like.

Any training & development programme must contain inputs, which enable

the participants to gain skills, learn theoretical concepts and help acquire vision to

look in to the distant future. Training is an investment in HR with a promise of better

returns in future.

IMPORTANCE OF TRAINING AND DEVELOPMENT

Training is the corner stone of sound management, for it makes employees

more effective and productive. It is actively and intimately connected with all the

personnel or managerial activities. It is an integral part of the whole management

programme, with all its many activities functionally related.

Training is a practical and vital necessity because, apart from the other

advantages mentioned above, it enables employees to develop and rise within the


40/85

40

organization, and increase their market value, earning power and job security. It

moulds the employees attitudes and helps them to achieve a better cooperation with

the company and a great loyalty to it. Training, moreover, heightens the morale of the

employees, for it helps in reducing dissatisfaction, complaints, grievances and

absenteeism, reduces the rate of turnover. Further, trained employees make a better

and economical use of materials and equipped; therefore, wastage and spoilage are

lessened, and the needs for supervision is reduced.

Recognition of the importance of training in recent years has been heavily

influenced by the intensification of the overseas competition and the relative success

of economies like Japan, Germany etc. technological development and organization

change have gradually led some employers to the realization that success relies on the

skills and abilities of their employees and this means considerable and continuous

improvement in Training and Development.

This has also been underscored by the rise in HRM with its emphasis on the

importance of people and the skills they possess in enhancing organization efficiency.

Such commitment to the company and the growth in the quality movement has led

senior management teams to realize the increasing importance of training,

development and education. There has also been more recognition of the need to

complement the qualities of employees with the needs of the organization. Such

concepts require not only careful planning but also a greater emphasis on employee

development.

SUBJECT BACKGROUND OF THE REASERCH TOPIC

EDUCATION:

Education is the understanding and interpretation of knowledge- Education

is concerned with increasing the general knowledge and understanding of the

employees.

TRAINING:

Training is a short term process utilizing a systematic and organized

procedure by which non-managerial personnel learn technical knowledge and skill.


41/85

41

Training refers only to instruction in technical and mechanical operations.

Training courses are typically designed for a short term, stated set of purposes.

DEVELOPMENT:

Development is an inclusive process with which both managers and

individual employees involved. It offers opportunity to learn skills, but also provide

an environment designed to discovering and cultivating basic attitudes and

capabilities and facilitating continuing personal growth.

NEED FOR TRAINING

1.

Training program helps in increasing the quality and quantity of output.

2. It helps each individual employee to utilize or develop his/her full potential.3. Employees feel that they are being taken care of by the management and these

results in increasing their morale.

4. By training, the worker is enabled to make the more economical and best useof equipment. This results in the reduction of cost of production.

5. Trained employee needs less supervision because of this supervisor canincrease his span of management, resulting in reduced cost of supervision.

6. The availability of trained personnel ensures long term stability and flexibilityin the organization.

7. The workers are exposed to the latest concepts, information and techniques,they become well qualified by this and the increase their market value andearning power.

8. To help a company fulfill its future personnel needs9. To improve organization culture.10.To improve health and safety


42/85

42

PRINCIPLES OF TRAINING

1. Training and Development is continuous & its scope exists throughout thecareer.

2. The objective & scope of a training plan should be defined before itsdevelopment is begun in order to provide a basis for common agreement &

cooperative action.

3. Training and Development must meet the organization objectives, so theobjectives of the employee Training and Development must be set in clear

terms.

4. There exists a gape b/w best performance and present performance andTraining and Development can bring out the hidden talents to fill the gaps.

5. Growth is a challenge, which involves stress and strains. Training helps anindividual to cope up with these and helps in concentrated effort.

6. Active participation of the learner, the feedback of the learners performanceaccelerates growth and improves the effectiveness of Training andDevelopment.

7. Training should be conducted in the actual job environment to the maximumpossible extent.

STEPS OT BE TAKEN IN TRAINING PROCESS

1. Assessment of training needs2. Training methods3. Picking an effective method4. Evaluation of training


43/85

43

A.ASSESSMENT OF TRAINING NEEDSMerger has made the point quite clear in the form of a maxim for trainers and

managers: if a man doesnt have a skill, train. If he has the skill but doesnt perform,

manage

Tools to identify training needs

In the first instance, certain technical or supervisory skills are required or

forecast, and personnel with theses skills are not available in the present work force or

in the source of potential employees. Therefore, a program to train personnel in these

skills of operative, supervisory, or managerial personnel are brought to light by any

one of several means.

1. Comparing job descriptions and applicant specifications with skills ofemployees.

2. Analyzing performance ratings.3. Analyzing personnel records.4. Analyzing other types of enterprise records.5. Analyzing operating problems.6. Analyzing long-range plans and forecasts.What is required, then, is a comprehensive survey of the training and development

needs of the enterprise in light of enterprise forecasts.

B.TRAINING METHODS:As a result of research in the field of training, a number of programs are

available. Some of these are new methods, while others are improvements over the

traditional methods. The training programs commonly used to train operative and

supervisory personnel are discussed below. These programs are classified into on-the

job and off-the-job training programs as shown in the figure below:

On-the-job Methods Off-the-job Methods

Job Rotation Vestibule training

Coaching Role-plays


44/85

44

Job instruction Lecture methods

Committee assignments Discussion

Programmed instruction

On-The-Job-Training Methods:

The most important type of training is on the job training. The workers in this

method learn to master the operations involved on the actual job under the supervision

of\his immediate boss. On the job training has the advantage of giving hand

knowledge and experience under the actual working conditions. On the job training

can be offered in several ways.

Job Rotation:

This type of training involves the movement of the trainee from on job to

another. The trainee receives job knowledge and gains experience from his

supervision or trainer in each of the different job assignments. This method gives an

opportunity to the trainee to understand the problems of employees on other jobs and

respect them.

Coaching:

The trainee is placed under a particular supervision function as a coach in training the

individual. The supervisor provides feed back to the trainee on his performance and

offers him some suggestions for improvement.

Job Instruction:

This method is also known as training through step b step. Under this method, trainer

explains the trainee the way of doing the jobs, knowledge and skills and allows \ him

to do the job. The trainee apprises the performance of the trainee, provides feedback

information and corrects the trainee.


45/85

45

Committee Assignments:

Under the committee assignment, group of trainees are given and asked to solve an

actually organizational problem. The raise solves the problem jointly. It develops

teamwork.

Off The Job Methods:

In this method a trainee has to leave his place of working and devote his entire time

for trading purpose. Trainee is speared from the job situation and his attention Is

focused upon learning the material related to his future job performance. Off the job

training methods are as follows.

Vestibule Training:

In this method, actual work conditions are simulated in a classroom, material,

files and equipment those are used in actual job performance are also used in training,

and this type of training is commonly used for training persons for clerical and semi-

skilled jobs.

Role Playing:

It is defined as a method of human interactive that involves realistic behavior

in imaginary situations. This method of training involves action, doing and reactive.

The participants play the role of retrain characters, such as the productive manager,

mechanical engineer, superintendents, maintenance engineer, quality control

inspectors, foreman, workers and the like. This method is mostly used for developing

interpersonal interactions.

Conference or Discussion:

It is a method in training the clerical, professional and supervisory personnel.

This method involves a group of people who pose ideas, examine and share facts,

ideas and data, lets assumptions and draw conclusions, all of which contribute to

suitable for a group consisting of 12 to 25 members who are required to discuss and

share a problem common to the. Although it provides little information, it may

encourage analytical thinking; the conferee provides a pooling of ideas to solve


46/85

46

problems. The conference letter should encourage discussion stimulate completion,

enhance ego and reflect the feelings of participants.

Case Study:

This method has been developed by HARVARD Business school of U.S.A.

Case studies provides facts regarding a business situation summarizing experience

and razing problems. They teach trainees to handle similar situations arising in future.

This method enables the trainees to diagnose business problem and analyze critical

factors, conceptualize the dynamic nature of business and attain confidence to look

for alternative measures for solving the problem and taking decisions with full

understanding of their outcome in the totality.

Management Games:

The game is built around the model of a business situation and trainees are

divided in to reams representing the management. They stimulate the real life process

of taking orating decisions.

In-Basket Exercise:

This is simulation training technique designed around the "Incoming mail" of

an executive. A variety of situations presented which would usually be dealt which by

an executive in his working day. His reaction and responses are taken sown in writing

and then analyzed. Feedback on his decisions forces him to reconsider not only his

administrative actions but also his behavioral style.

Programmed Instruction:

In recent years this method has become popular. Programmed instruction

involves a sequence of step which is often wet through the central panel and guides in

the performance of a desired operations or series of operations. The subject matter to

be learned will be presented in a series of carefully planned. Sequential units are

arranged from simple to more complex levels of instruction. The trainee goes through

the see units by answering question or filling the blends. It incorporates a pre

arranged, proposed or desired course of proceedings pertaining to the learning or


47/85

47

acquisition of some specific skills or general knowledge. This method is expensive

and time consuming and suitable for large organizations.

Lecture Method:

The lecture is traditional and direct method of instruction. It is regarded as one

of the simplest ways of imparting knowledge to the trainees especially when facts,

concepts or principle, attitude theories and problem solving abilities are to be taught.

The instructor organizes the material and gives it to group of trainees in the form of a

talk. The lecture method can be used for every large group, which are to be trained

within a short period of time.

Video tapes:

The use of video tapes can be effective or ineffective depending on how they

are used. It has been pointed out that the presentation of information is not enough to

guarantee learning. if trainees are allowed to watch videos in a passive manner, the

learning will be ineffective. To be effective, the video should be stopped a certain

points so the trainer can ask questions of the audience. This leads to active

participation and feedback.

It should be noted that video does not hold attention as well as lecturing in

person. To overcome this, video must rely on its strong points: colour, motion, drama

and the incorporation of graphic.

Video ranks high in the number of senses involved. In fact, it ranks second

only to simulation. When used properly it can also rank relatively high in the activity

of and feedback to, the trainee. Couple these with peoples predisposition to watching

television and you can see why video is a popular and effective training methods.

Its main disadvantages may be complexity and cost. Producing an in house

training video or having an outside consultant do it can be an expensive process.


48/85

48

Slides:

Slides are more of a training aid than a training method. They are usually used

in conjunction with the lecture. Their purpose is to use graphics to help simplify the

presentation and capture the attention of the audience.

Since more senses are involved and audience attention is enhanced, the

training is likely to be more effective. The use of slides in a lecture has the same faults

as the lecture itself. Trainee participation and feedback are extremely low. Again,

combining the lecture with slides and group discussions is much more effective.

Computer Based Training (CBT):

Computer-based training can be divided into two groups: computer-assisted

instruction and computer-managed instruction. In computer assisted instruction, the

computer acts as a tutor. Training takes place during a dialogue between the trainee

and the computer. Information is presented via the monitor and the trainee respondts

to questions asked by typing on the keyboard. Under this system, one terminal is

needed for each trainee.

Computer managed instruction differs in that most training takes place off-

line. The computer assigns each trainee individualized instruction modules that are

completed away from the terminal. After completion, the computer evaluates the

trainees learning, diagnoses areas fo weakness, and prescribes additional work as

needed.

The benefit of managed instruction is that less time is spent online so a single

terminal may be used by many trainees. This can significantly reduce the cost of the

training programme.

The advantage of both types of computer based training is that the proramme

can esily be tailored to the needs of the individual trainees. Those who need additional

instruction can get it without slowing down the training process for others. The

biggest disadvantage is cost. Both the hardwre and the software needed to support the

system can be expensive. The time and money needed to develop the computerized

instructional material can be substantial. For these reasons, computer-based training is

best suited for training courses with a large enrolment and stable content.


49/85

49

Audio tapes:

The use of audiotapes as a stand-alone training method has some severe

limitations. The activity level of the trainee is low, feedback is low, and only one

sense is involved. Audio-tapes are frequently used to present the same information

that could appear on a printed page. The problem is that tables and diagrams that

could help explain the material cannot be included. In addition, it usually takes longer

to listen to the information than it would to read it. Thus training time is increased.

For these reasons, audiotapes are better used in conjunction with some visual

aid such as printed material or slides. Combining these two can be an effective way to

develop an individualized training programme. The benefit is that audiotapes are

relatively inexpensive and easy to use when compared to other individualized

methods.

C.PICKING AN EFFECTIVE METHODNo single training method is superior to all others. The nature of the material

to be presented, the number of persons to be trained, the background and ability of the

trainees, the king and amount of equipment available, the time that can be devoted to

training, and the results to be achieved, must all be considered when determining the

best method for a particular training programme.

When possible, it is best to pick a method that encourages active participation

by the trainee and provides adequate feedback. This increased the likelihood that what

is taught in training will be retained and later applied. Of the training methods

discussed, one-on-one instruction, role plays, games/simulation, case studies, and

computer-based training all rank high in both trainee activity level and feedback. Theother methods are inherently passive but can be made active with addisiional effort on

the part of the trainer.

The use of an effective training method does not guarantee that the training

process will be effective. The selection of an appropriate method is just one small step

in designing an effective training programme. Before a method can be slected the

needs of the organization must be analysed and understood. Then the goals and


50/85

50

objectives of the training programme need to be established. It is from these goals that

the appropriate course content and presentation method come.

The final phase of the training process, and probably the most important in

terms of increasing effeactiveness, is evaluation. The oldadage holds:that which get

measures gets done.

D.TRAINING EVALUATION:Evaluate what and why?

Evaluate? Eva,uate what? Training? What do we mean by training? Whats to

be evaluated? A particular training course? The trainees? The trainers? The training

department? A certain set of training materials? Training in general?

More to the point, why evaluate it? Do we wish to gauge its effectiveness, that

is, to see if it workds? If so, what is it supposed to do? Change behavior? Shape

attitudes? Improve job performance? Reduce defects? Increase sales? Enhance

quality?

What about efficiency? How much time does the training consume? Can it be

shortened? Can we make do with on-the-job training or can we completely eliminate

training by substituting job aids instead?

What does it cost? Whatever it costs, is it worth it? Who says? On what basis?

What are we trying to find out? For whom?

The preceding questions illustrate the complexity of any effort to evaluate

training and emphasize the importance of being clear about the purposes of and the

audiences for any such evaluation.

It is the central thesis of this article that the evaluation of training poses a

problem for many trainers, managers, executives, and toher professionals with an

interest in training. Further, it is my firm conviction that these problems are most

productively addressed by examining their underlying structure. As Dewy (1910)

wrote, A difficulty clearly apprehended is likely to suggest its own solution (p. 94).

This article, then, will examine various elements in the structure of the problem of

evaluating training.


51/85

51

Evaluation of training is the most critical phase is not only assessing the

quality of training imparted but also to see what future changes in training plan should

be made to make it more effective, It consist of evaluation of all aspects of training

and judging utility of training in terms of objectives and plans the main dimensions of

training evaluation include contextual factors, training outcomes. In evaluation of

outcomes 4 categories of outcomes can be measured.

- Reaction: Evaluation of trainees reactions of the programs- Learning: Evaluation of what trainee has learnt.- Behavior: Evaluation of change in behavior.- Result: Evaluation of final result achieved due to training in various areas such

as production, human resources utilization, performance tests etc.

Evaluation of Training Program:

The specification of the values forms a basis for evaluation. The basis of

evaluation and mode of collection of information necessary for evaluation should be

determined at the planning stage. The process of training evaluation has been defined

as " an attempt to obtain information on the effects of training performance, and toassess the value of training in the light of that information". Evaluation is crucial in

ascertaining whether or not the training program is proving to be effective and its

objectives are being achieved. It is most critical phase that assesses not only the

quality of training imparted but also the training plan in order to see whether future

changes can make it more effective. It must be both scientific and objective.

NEED FOR EVALUATION OF TRAINING

1. To check the effectiveness of Training and Development in improvingperformance of the employee.

2. To assess how far training is useful for improving career prospects of everyindividuals.

3. To identify he deficiencies of Training and Development for incorporatingadditions to the program.


52/85

52

4. To improve the cost effectiveness of Training and Development programme.PRINCIPLES OF EVALUATION

1.

Evaluation must be continuous.

2. Evaluation must be specific.3. Evaluation must be based on objective methods and standards.4. Evaluation must provide means for trainees to self appraise.5. The goals & purpose of evaluation must be clear.6. It is essential to lay down the criteria of evaluation & it must be realistic.


53/85

53

1. (i). Have you attended any training program in the last 01 year?TABLE NO -1.(i)

Attended training programs in the last 1 year

OPINIONNO. OF

RESPONDENTS

PERCENTAGE OF

RESPONDENTS

Yes 50 100%No 0 0%

TOTAL 50 100%

Graph No-1.(i)

From the above analysis, it is clear that

100% of the respondents attended the training program in the last 1year.

100%

0%0%

20%

40%

60%

80%

100%

120%

Yes No

PERCENTAGE

OF

RESPONDENTS

OPINION

ATTENDED TRAINING PROGRAM


54/85

54

2. Your organization considers training as a part of organizationalstrategy.

TABLE NO -2

Training as a part of organizational strategy

Graph No-2

From the above analysis, it is interpreted that

80% of the respondents agree that their organization considers training as apart of organizational strategy.

4% of the respondents partly agreed with it. 4% of the respondents disagreed with the statement that their organizationconsiders training as a part of organizational strategy.

80%

4% 4%

12%

0%

20%

40%

60%

80%

100%

Agree Partly agree Disagree Cant sayPerce

ntageofrespondents

Opinion

TRAINING AS A PART OF

ORGANIZATIONAL STRATEGY

OPINIONNO. OF

RESPONDENTS

PERCENTAGE OF

RESPONDENTS

Agree 40 80%

Partly agree 2 4%

Disagree 2 4%

Cant say 6 12%

TOTAL 50 100%


55/85

55

12% of the respondents are unable to say about the topic.

3. Training is must for enhancing productivity and performance.TABLE NO -3

Training enhance productivity and performance

GRAPH NO-3

From the above table and graph, it is clear that

72% of the respondents completely agreed that training is must for enhancingproductivity and performance.

12% of the respondents partly agreed it. 10% of the respondents disagreed that training is must for enhancing

productivity and performance. 6% of the respondents are not sure about the effectiveness of training.

72%

12% 10%6%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Completely Agree Partially agree Disagree unsurePERC

ENTAGEOFRESPONDENTS

OPINION

TRAINING ENHANCE PRODUCTIVITY

AND PERFORMANCE

OPINIONNO. OF

RESPONDENTS

PERCENTAGE OF

RESPONDENTS

Completely Agree 36 72%

Partially agree 6 12%

Disagree 5 10%

unsure 3 6%

TOTAL 50 100%


56/85

56

4. (i) After the training, have you given feedback of it?TABLE NO-4.(i)

Feedback given after training

OPINION NO. OF

RESPONDENTS

PERCENTAGE OF

RESPONDENTS

Yes 45 90%No 5 10%

TOTAL 50 100%

GRAPH NO-4.(i)

From the above analysis, it is said that

90% of the respondents had given feedback of the training. 10% of the respondents had not given any feedback of the training.

90%

10%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

YES NOPERCENTAGE

OFRESPONDENTS

OPINION

FEEDBACK GIVEN AFTER TRAINING


57/85

57

(ii) If yes, through which method?

TABLE NO-4.(ii)

Method of feedback

OPINIONNO. OF

RESPONDENTS

PERCENTAGE OF

RESPONDENTS

Questionnaire 45 100%Interview 0 0%

Other 0 0%TOTAL 45 100%

GRAPH NO-4.(ii)

From the above analysis, it is said that

100% of the respondents given feedback through questionnaire while. 0% of the respondents given feedback through interview. 0% of the respondents given feedback through other sources.

100%

0% 0%0%

20%

40%

60%

80%

100%

120%

Questionnaire Interview OtherPERCENTAGEOFRESPO

NDENTS

OPINION

METHOD OF FEEDBACK


58/85

58

(iii) Do you think that the feedback can evaluate the training effectiveness?

TABLE NO-4.(iii)

Evaluation of training effectiveness

OPINION NO. OF

RESPONDENTS

PERCENTAGE OF

RESPONDENTS

Yes 34 68%No 16 32%

TOTAL 50 100%

GRAPH NO-4.(iii)

From the above table, it can be inferred that

68% of the respondents agreed that feedback can evaluate the trainingeffectiveness.

32% of the respondents disagreed it.

68%

32%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Yes No

PERCENTAGEOFRESPONDENTS

OPINION

EVAULATION OF TRAINING

EFFECTIVENESS


59/85

59

(iv) If yes, how can the post training feedbacks can help the participants?

TABLE NO-4.(iv)

Post training feedback can help the participants

OPINIONNO. OF

RESPONDENTS

PERCENTAGE OF

RESPONDENTS

Improve job

performance

11 22%

An aid to futureplanning

16 32%

Motivate to do better 12 24%All of the above 21 42%

None 0 0%

TOTAL 50 100%

GRAPH NO-4.(iv)

From the above table, it can be concluded that

22% of the respondents agreed that post training feedbacks can help theparticipants to improve job performance.

32% of the respondents agreed that post training feedback can be an aid tofuture planning.

24% of the respondents agreed that it motivates to do better.

22%

32%

24%

42%

0%0%

10%

20%

30%

40%

50%

Improve jobperformance

An aid tofuture

planning

Motivate todo better

All of theabove

None

PERCENTA

GEOFRESPONDENTS

OPINION

POST TRAINING FEEDBACK CAN HELP

THE PARTICIPANTS


60/85

60

42% of the respondents agreed that they can get all the above benefits frompost training feedbacks.

0% of the respondents agreed that post training feedback does nothing tothem.

5. What should be the approach of post training evaluation?TABLE NO -5

Post training evaluation approach

OPINION NO. OF

RESPONDENTS

PERCENTAGE OF

RESPONDENTS

Trainer centred 9 18%Trainee centred 4 8%Subject centred 20 40%All of the above 17 34%

TOTAL 50 100%

GRAPH NO -5

From the above table, it is clear that

18% of the respondents opined that the approach of post training evaluationshould be trainer centred.

8% of the respondents opined that the approach of post training evaluationshould be trainee centred.

18%

8%

40%

34%

0%

10%

20%

30%

40%

50%

Trainer centred Trainee centred Subject centred All of the above

PERCENTAGEOFRESPONDENTS

OPINION

POST TRAINING EVALUATION

APPROACH


61/85

61

40% of the respondents agreed that the post training evaluation approachshould be subject centred.

34% of the respondents agreed that all of the above approaches are useful forthe post training evaluation.

6. What should be the ideal time to evaluate the training?TABLE NO-6

Ideal time to evaluate training

OPINIONNO. OF

RESPONDENTS

PERCENTAGE OF

RESPONDENTSImmediate aftertraining

39 78%

After 15 days 6 12%

After 1 month 2 4%

Cant say 3 6%

TOTAL 50 100%

GRAPH NO-6


78% of the respondents agreed that it is the ideal time to evaluate the trainingimmediately after training.

12% of the respondents felt that it would be better to evaluate the training after15 days.

78%

12%4% 6%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Immediate after

training

After 15 days After 1 month Cant sayPERCE

NTAGEOFRESPONDENTS

OPINION

IDEAL TIME TO EVALUATE TRAINING


62/85

62

4% of the respondents felt that it would be better to evaluate the training after1 month.

6% of the respondents couldnt say about the ideal time to evaluate thetraining.

7. Enough practice is given for us during training session at Adarshaautomotives pvt. ltd.

TABLE NO-7

Given enough practice

OPINIONNO. OF

RESPONDENTS

PERCENTAGE OF

RESPONDENTS

StronglyAgree

36 72%

Agree 4 8%Somewhatagree

8 16%

Disagree 2 4%

TOTAL 50 100%

GRAPH NO-7


72%

8%

16%

4%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Strongly Agree Agree Somewhat agree DisagreePERCENTAGEOFRE

SPONDENTS

OPINION

GIVEN ENOUGH PRACTICE


63/85

63

72% of the respondents strongly agreed that enough practice is given for themduring training session at Adarsha.

8% of the respondents agreed that they get enough practice during trainingsession at Adarsha.

16% of the respondents somewhat agreed that they get enough practice duringtraining session at Adarsha.

4% of the respondents felt that they didnt get enough practice during trainingsession.

8. What are the skills that the trainer should possess to make the trainingeffective?

TABLE NO-8

Skills the trainer should posses

OPINIONNO. OF

RESPONDENTS

PERCENTAGE OF

RESPONDENTS

Technical skills 20 40%People skills or Soft skills 18 36%Personnel managers thanSpecialist

7 14%

Fond of talking to people 5 10%

TOTAL 50 100%

GRAPH NO-8

From the above analysis, it can be interpreted that

40%36%

14% 10%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

Technical skills People skills or

Soft skills

Personnel

managers than

Specialist

Fond of talking to

peoplePERCENTAGEOFRESPONDENTS

OPINION

SKILLS THE TRAINER SHOULD POSSES


64/85

64

40% of the respondents agreed that the trainer should possess technical skillsto make the training effective.

36% of the respondents agreed that the trainer should have people skills or softskills to make the training effective.

14% of the respondents agreed that Personnel managers than Specialist. 10% of the respondents agreed that the trainer should be fond of talking to

people.

9. What are the general complaints about the training session?TABLE NO-9

General complaints

OPINIONNO. OF

RESPONDENTS

PERCENTAGE OF

RESPONDENTS

Take awayprecious time ofemployees

4 8%

Too many gapsbetween thesessions

0 0%

Training sessionsare unplanned

0 0%

Boring and notuseful

0 0%

None of the above 46 92%

TOTAL 50 100%

GRAPH NO-9


65/85

65

From the above table and graph, it can be said that

8% of the respondents felt that training takes away precious time ofemployees.

0% of the respondents agreed that there are too many gaps between thesessions.

0% of the respondents

Employee Satisfaction Panchasheel

Documents

Transcript of Employee Satisfaction Panchasheel