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SHRI VAISHNAV INSTITUTE OF MANAGEMENT

INDORE


A Major Research Project
On
A study of Training Programme Effectiveness at Tata Motors
In partial fulfilment of the course-code 406c Sem, IV of Master of Business
Administration (full time) Devi Ahilya university Indore.
(Batch: 2012-2014)

GUIDED BY: SUBMITED BY:
MR. DIGAMBER NEGI ASHISH YADAV
FACULTY GUIDE MBA 4th SEM. (FT)

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ACKNOWLEDGEMENT

I am immensely overjoyed to acknowledge my sincere to my faculty
guide Prof. DIGAMBER NEGI for providing necessary guidance
during the project. I would also like to thank him for his invaluable
advice and inputs throughout the duration of project. He ensured that I
am always at ease with what I am doing and constantly provided me
with the macro perspective to any issue that I faced so that I was able
to move in the right direction.








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DECLARATION

I Ashish Yadav hereby declare that this survey project report entitled A study
of Training Programme Effectiveness at Tata Motors. Has been prepared by
me on the basis of survey done during the course of my 4
th
semester MBA
programmed under the supervision of Prof. Digamber Negi Department of
Master of Business Administration.
This survey project is my original work and has not been submitted in any
University of Institute for the award of any degree or diploma prior to the under
mentioned date. I bear the entire responsibility of submission of this project
report.










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CERTIFICATE

This is to certify that Ashish Yadav Pursuing MBA 4
th
Semester from this
institute, has prepared the research project report entitled A study of of
Training Programme Effectiveness at Tata Motors. in partial fullfillment
of the requirement of the degree of Masters of Business Administration from
Shri Vaishnav Institute of Management Indore During the session
2012-2014.
This report is based on survey project undertaken by (Prof.Digamber Negi)
under my supervision during the course of 4
th
semester and fullfills the
requirements relating to the nature and standard of MBA course of DAVV
University, Indore.
Ashish Yadav Prof. Digamber Negi
MBA 4
th
sem Reader







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CONTENT

Chapter 1.
Introduction..........................................................................................................
1.1 Conceptual Framework
Chapter 2.
Review of Literature
Chapter 3.
Rational of study
Chapter 4.
Research Methodology
Chapter 5.
Conclusions
Chapter 6.
Suggestions & Recommendation
Chapter 7.
Reference
Chapter 8.
Questionnaire

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CHAPTER 1
INTRODUCTION












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1.INTRODUCTION
Project Title: A study of Training Programme Effectiveness at Tata Motors
Training is widely understood as communication directed at a defined population for the
purpose of developing skills, modifying behavior, and increasing competence. Generally,
training focuses exclusively on what needs to be known. Education is a longer-term process
that incorporates the goals of training and explains why certain information must be known.
Education emphasizes the scientific foundation of the material presented. Both training and
education induce learning, a process that modifies knowledge and behaviour through teaching
and experience. The research model described here pertains to both training and education.
Therefore, in this document, training refers to both Processes. In contrast to informal
training (which is embedded in most instances of human exchange), formal training
interventions have stated goals, content, and strategies for instruction. Our intent is to offer a
general approach to intervention effectiveness research that addresses formal training across
settings and topics. The model integrates primary and secondary data collection with
qualitative and quantitative analyses so that the benefits of each research technique can be
applied to the evaluation of straining Effectiveness. Training intervention effectiveness
research is needed to (1) identify major variables that influence the learning process and (2)
optimize resources available for training interventions. Logical and progressive study models
are best suited to identify the critical elements and causal relationships that affect training
effectiveness and efficiency. In training research, it is often difficult to arrive at definitive
answers. Typically, many variables minimize effects and make results difficult to interpret.
Furthermore, the amount of variance attributed to any one variable is usually small.
Therefore, if training is to be an essential component of planned interventions, a uniform
system of research is needed to explain how training is made effective and to indicate how
resources for training should be organized. The model described here recognizes that formal
training interventions are affected by several real-world factors such as uneven resource
availability across training settings and differing levels of experience and expertise among
instructors. Accordingly, training evaluation research should be conducted in the field where
possible in order to incorporate these variables into the study of effectiveness.
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The structure, creditability, and viability of the training unit are determined by the
organizations needs, by managements evaluation of the contribution of training and by the
ability of training function to meet the dual challenges of responsibility and accountability.
The increasing need to train and retrain provides opportunity for trainers to take on
expanded responsibilities in strategic planning and anticipating and meeting Human Resource
Development objectives. In terms of accountability, trainers are increasingly required by
management to correlate their activities, programs and expenditures with the achievements of
specific, measurable and desirable results for individuals and for their organizations.
The explosion in technology that followed World War 2 and increased awareness of
the value of human assets contributed to the establishment of training as a profession and
as a continuing and needed part of the personnel function. For many individuals, an
organizations commitment to training identified that company as an enlightened and
favourable place to work. Training became a condition and benefit of employment. For
example; in some firms policy statement were written mandating that each employee receive
at least 40 hours of training a year.
Through this study and research work we have come to know more about the
importance of training in a business organization.









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1.1 CONCEPTUAL FRAMEWORK
TRAINING:
Training is the process of increasing the knowledge and skills for doing a particular job. The
purpose of training is to bridge the gap between job requirements and present competence of
an employee.
Training is 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. It forms
the core of apprenticeships and provides the backbone of content at institutes (also known as
technical colleges or polytechnics). In addition to the basic training required for
a trade, occupation or profession, observers of the labour-market recognize as of 2008 the
need to continue training beyond initial qualifications: to maintain, upgrade and update skills
throughout working life. People within many professions and occupations may refer to this
sort of training as professional development.
Training helps to improve the self confidence of an employee. Trained employees can
perform better and there by earn more. Training helps the employees to use safety devices, so
they are less prone to the accidents.Training enables the employees to adapt to changes in
work procedure and methods.Training helps the employees to develop and earn quick
promotions.Training also develops new knowledge and skills among the employees. Too
often managers are sent to training programs without any understanding of why. Some may
think that they are being rewarded for the past performance, while others perceive that they
are being punished for skill deficiencies.
It is the responsibility of the managers managers to ensure that employees know exactly why
they are being asked to attend the program and what they can expect from it Management has
an important role to play before, during and after the training.
Training Programs in a Company:
Most internal programs, whether conducted by the organizations own staff or by external
vendors, consist of some form of feedback through video, written or verbal comments from
peers or surveys among superiors or subordinates. Some programs involve lectures and films,
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while others rely on role playing and group discussion. An effective management training
program will include a number of learning techniques, including case studies, critical
incidents, simulations and management games, films or videos, and group discussions. The
key to a successful is to use techniques which closely approximate on-the-job situations
which the participants can identify in terms of their own organizations climate.
Training Programs in a Company:
Most internal programs, whether conducted by the organizations own staff or by
external vendors, consist of some form of feedback through video, written or verbal
comments from peers or surveys among superiors or subordinates. Some programs involve
lectures and films, while others rely on role playing and group discussion. An effective
management training program will include a number of learning techniques, including case
studies, critical incidents, simulations and management games, films or videos, and group
discussions. The key to a successful is to use techniques which closely approximate on-the-
job situations which the participants can identify in terms of their own organizations climate.
Before designing an in-house training program and developing materials, the objectives of
the course should be defined and approved by management. These objectives should be stated
in clear, understandable terms so that top management and participants understand the
intended outcomes of the program. Objectives should be written for the overall programs as
well as for specific topics or modules which are to be included. There are basically two kinds
of objectives:-behavioral and learning. Learning objectives are stated in terms of what the
participant will know at the end of the programs, while behavioral objectives are stated in
terms of what the participant will be able to do at the conclusion.
In company programs can be custom-designed to meet the real needs of organization.
The topics, exercises, materials and methodologies can be tailored to reflect to reflect the
organizations own missions, goals policies and business environment and to provide
participants with an opportunity to work on real problems and situations facing the
organization.


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Preparing Managers For Training Programs:
Too often managers are sent to training programs without any understanding of why.
Some may think that they are being rewarded for the past performance, while others perceive
that they are being punished for skill deficiencies.
It is the responsibility of the managers managers to ensure that employees know
exactly why they are being asked to attend the program and what they can expect from it
Management has an important role to play before, during and after the training.
Need for Training:
1. Job Requirements: Employees selected for a new job may lack qualification, skills
and experience required to perform that particular job. And in some cases the past
experience and job knowledge of experienced people are not enough to meet the
present competencies. Therefore training is essential to meet the job requirements
and need of the organization.
2. Technological Changes: Technology is changing very fast. Increasing use of fast
changing techniques requires training to adapt themselves with new technological
needs.
3. Organizational Viability: In order to survive and grow, an organization must
adopt itself to the changing business environment. With increasing economic
liberalization and globalization the firms must upgrade their employees and
capabilities to meet the changing demand of business. So training is essential.
4. Internal Mobility: Training becomes necessary when an employee moves from one
job to other due to promotion or transfer. Training is widely used to prepare
employees for higher level of jobs.




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Importance of Training:
1. Higher Productivity: Training helps to improve the level of performance and thereby
increasing the productivity of employees which results in the growth and profitability
of the organization.
2. Better Quality of Work: In training the best methods are standardize and taught. So
there is less likely occurrence of operational mistakes and that is the reason quality of
the product or service increases.
3. Less Learning Period: A systematic training program helps to reduce time and cost
involved in learning. There is less change of wastage of time and efforts.
4. Cost Reduction: Trained employees make more economical use of the materials and
the machinery. Training also reduces the maintenance cost there by reducing the cost
of production and operation which leads organizations profitability.
5. Reduced Supervision: Well trained employees tend to be self radiant and motivate.
They need less guidance and control to perform their duties.
6. Low Accident Rates: Trained personnel adopt the right work methods and make use
of prescribed safety devices. So frequency of accidents decrease.
7. High Morale: Proper training can develop the morale, job satisfaction and positive
attitude towards the job and towards the organization.
8. Personal Growth: Training helps the personnel to grow faster in their career and also
to develop employees for higher post and attaining managerial skills.
9. Organizational Climate: A sound training program helps to improve the climate of
organization.
Benefits of Training:
Training helps to improve the self confidence of an employee.
Trained employees can perform better and there by earn more.
Training helps the employees to use safety devices, so they are less prone to the
accidents.
Training enables the employees to adapt to changes in work procedure and methods.
Training helps the employees to develop and earn quick promotions.
Training also develops new knowledge and skills among the employees.

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Types of Training:
1. Orientation Training: Induction or orientation training seeks to adjust the newly
appointed employee to work environment.it is also known as pre-job training.
2. Job Training: It refers to the training provided with a view that to increase the
knowledge and skills of the employees for improving performance on the job.
3. Safety Training: Training provided to minimize the accidents and damage to
machineries. It creates consciousness and use of safety devices.
4. Refresher Training: Employees are trained to use new methods and techniques to
make them adaptable with changing technological up-gradation.
5. Remedial Training: Such training are arranged to overcome the shortcomings in
behavior and the performance of existing employees.
Identifying Training Needs:
All the training activities must be related to the specific need of the organization and
the individual employees. The training programme should be launched only after the
training needs are assessed clearly. In order to identify training the gap between the
existing and required levels of knowledge, skills and performance and aptitude should be
specified.
1.Organizational Analysis: It involves a study of the entire organization in terms of its
objectives its resources, resource allocation and utilization growth potential and its
environment.
i. Analysis of the objectives: the long term and short term objectives and their
relative priorities are analyzed and then the general objectives are translated into
specific and detailed operational targets.
ii. Resource utilization analysis: The allocation of human and physical resources and
their efficient utilization in meeting the operational targets are analyzed.
iii. Organizational Climate Analysis: The prevailing climate of an organization
reflects the employees and managements attitude towards employee development.
iv. Environmental Scanning: The economic, political, technological and socio-
economical, cultural environmental of the organization is analyzed.
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2.Task or Role analysis: It is a systematic analysis of the jobs to identify job contents,
the job knowledge, skills and aptitudes required and the work behavior.
3. Manpower analysis: The persons to be changed and changes required are analyzed. It
is decided whether the persons performance is substandard and training is needed, it is
determined the employees are capable of getting trained, specific areas are decided
where training is needed and the effectiveness of training is also decided.
I. Training objectives:
1. To impart to new entrants the basic knowledge and skills required for efficient
performance.
2. To assist the employees to function more effectively in their present position by
developing their skills and techniques.
3. To built up a second line of competent authorities and prepare them to occupy more
responsible positions.
4. To broaden he minds of senior managers through interchange of experiences within
and outside.
II. Training Policy:
1. Nature and size of the group to be trained.
2. 3399Role and tasks to be coined out by the group.
3. Relevance applicability and compatibility of training to work situations
4. Identification of behaviour when change is required.
5. Existing and desired behaviour defined in terms of ratio.
6. Operational results to be achieved through training.
Indicators to be used in determining changes from existing to desired level




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III. TRAINING METHODS AND TECHNIQUES:
1. On- the-Job Training(OJT):
In this method the trainee is placed on a regular job and taught the skills necessary to
perform the necessary job. The trainee learns under the guidance of a superior or
instructor by observing and handling the job. So this is called Learning by Doing.
Several methods are used under the On-the-Job Rotation, Committee assignments, etc.
But a popular form of the on the job Training is Job Instruction Training (JIT) or step by
step learning.
Job Instruction Training includes:
Preparing the trainee for instructions.
Presenting the job operations (Instructions) in terms of what the trainee is required to
do.
Applying and trying out the instructing to judge the understanding of the instructions
to the trainee.
Following up training to identify corrective ness of training.
Advantages:
1. The trainee learns by performing with actual machines.
2. This method is economical. No additional expenses are there.
3. Trainees learn and understand the organizational process by observing.
4. Line supervisors take an active role.
5. This is the most suitable method of training.
Disadvantages:
1. It is very difficult for the trainee to concentrate on the actual work atmosphere.
2. This method is unorganized.
3. The trainee may cause damage to equipments.

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2. Vestibule Training:
In this method of training the training centre is called vestibule is setup and actual job
conditions are duplicated or simulated. Expert trainers are employed to provide training
with the help of equipments and machines which are identical with those in use at the
work place.
Advantages:
1. The trainee can concentrate on learning.
2. The interest motivation of trainee is high as they work on real job conditions.
3. Correct methods of operation can be taught.
4. Reduced damage of costly machines.
5. It is very efficient.
Disadvantages:
1. It is very expensive.
2. The training atmosphere is artificial.
3. Separation of the training from the supervisors may create a problem.

3. Apprenticeship Training:
In this method both theoretical instruction and practical learning are provided to the
trainees in the training institutes. In India Government has established Industrial Training
Industrial Training Institutes (ITIs) under the Apprenticeship Act 1962 for the purpose.
Advantages:
1. It combines theory and practice.
2. The trainee acquires skills, which is valuable in job market.
3. Provides skilled workforce to the industries.

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Disadvantages:
1. It is very time consuming and expensive.

4. Class room Training:
Under this method training is provided in company class rooms or educational
institutions, lectures, case studies, group discussions and audio visual aids are used to
explain knowledge and skills.

5. Internship Training:
It is joint program of training in which educational institutes and business firms co-
operates. Selected candidates carry on regular studies for the prescribed period.
Simultaneously they work in some industry or office to gain some practical knowledge
and skills.









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TATA MOTORS AN OVERVIEW


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THE TATAGROUP PROFILE
The TATA Group is one of India's largest and most respected business conglomerates, with
revenues in 2004-05 of $17.8 billion (Rs. 799,118 million), the equivalent of about 2.8 per
cent of the country's GDP.
TATA companies together employ some 215,000 people. The Group's 32 publicly listed
enterprises among them standout names such as TATA Steel, TATA Consultancy
Services, TATA MOTORS and TATA Tea have a combined market capitalization that
is the highest among Indian business houses in the private sector, and a shareholder base of
over 2 million. The TATA Group has operations in more than 40 countries across six
continents, and its companies export products and services to 140 nations.
The TATA family of companies shares a set of five core values: integrity, understanding,
excellence, unity and responsibility. These values, which have been part of the Group's
beliefs and convictions from its earliest days, continue to guide and drive the business
decisions of TATA companies. The Group and its enterprises have been steadfast and
distinctive in their adherence to business ethics and their commitment to corporate social
responsibility. This is a legacy that has earned the Group the trust of many millions of
stakeholders in a measure few business houses anywhere in the world can match.
Tata Motors is India's most reliable, dynamic and futuristic automobile manufacturer.






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Manufacturing
Tata Motors owes its leading position in the Indian automobile industry to its strong focus on
indigenization. This focus has driven the Company to set up world-class manufacturing units
with state-of-the-art technology. Every stage of product evolution-design, development,
manufacturing, assembly and quality control, is carried out meticulously. Our manufacturing
plants are situated at Jamshedpur in the East, Pune in the West and Lucknow in the North.
Jamshedpur:
This was the first unit of the Company established in 1945 and is spread over an area of 822
acres. It consists of 3 divisions - Truck, Engine (including the Gear Box division) and Axle.
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Pune:
The Pune unit is spread over 2 geographical regions- Pimpri and Chinchwad and has a
combined area of around 510 acres. It was established in 1966 and has a Production
Engineering Division.
Lucknow:
Established in 1991 and covering an area of 600 acres, the Lucknow Plant was established to
assemble Medium Commercial Vehicles (MCVs) to meet the demand in the Northern Indian
market. In 1995, the unit started manufacturing bus.

TATA MOTORS, Jamshedpur 8
Corporate Head
Quarters
Manufacturing
Plants
Jamshedpur
Pune
Lucknow
LOCATIONS OF TATA MOTORS
JAMSHEDPUR
LUCKNOW
PUNE
MUMBAI
DHARWAD
DHARWAD

TATA MOTORS CARES
Green Matters
TATA Motors, a Company that cares about the future. TATA Motors believes in
technology for tomorrow. Our products stand testimony to this. Our annual expenditure on
R&D is approximately 1.3% of our annual turnover. We have also set up two in-house
Engineering Research Centres that house India's only Certified Crash Test Facility. We
ensure that our products are environmentally sound in a variety of ways. These include
reducing hazardous materials in vehicle components, developing extended life lubricants,
fluids and using ozone-friendly refrigerants. TATA Motors has been making conscious effort
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in the implementation of several environmentally sensitive technologies in manufacturing
processes. The Company uses some of the world's most advanced equipment for emission
check and control. TATA Motors concern is manifested by a dual approach
1) Reduction of environmental pollution and regular pollution control drives.
2) Restoration of ecological balance.
Our endeavors towards environment protection are soil and water conservation
programmes and extensive tree plantation drives. TATA Motors is committed to restoring
and preserving environmental balance by reducing waste and pollutants, conserving resources
and recycling materials.
Reducing Pollution:
TATA Motors has been at the forefront of the Indian automobile industry's anti-pollution
efforts by introducing cleaner engines. It is the first Indian Company to introduce vehicles
with Euro I and Euro II norms well ahead of the mandated dates. TATA Motors' joint venture
with Cummins Engine Company, USA, in 1992, was a pioneering effort to introduce
emission control technology for India. Over the years, TATA Motors has also made
investments in setting up of an advanced emission-testing laboratory.
With the intention of protecting the environment, TATA Motors has upgraded the
performance of its entire range of four and six cylinder engines to meet international emission
standards. This has been accomplished with the help of world-renowned engine consultants
like Ricardo and AVL. These engines are used in TATA Motors vehicles in the Indian
market, as well as
In over 70 export markets, TATA Motors is constantly working towards developing
alternative fuel engine technologies. It has manufactured CNG version of buses and followed
it up with a CNG version of its passenger car, the Indica.
Community Development
The Company's Community Service Division works through various societies to improve the
conditions of neighbouring villages - encouraging economic independence through self-
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initiated cottage industries and contributing to community and social forestry, road
construction, rural health, education, water supply and family planning.
TATA Motors has been making numerous well-planned efforts in the area of rural
development.
Gram Vikas Kendra
Agriculture development through provision of check dams, irrigation wells and lifts
irrigation projects.
Provision of safe drinking water and sanitation in 245 villages under WATSAN
project in collaboration with UNICEF and SIDA and Govt. of Jharkhand.
450 Tube wells.
More than 2000 low cost toilets.
887 Households in a cluster of 6 villages have been 100% sanitized.
Net working with more than 500 NGOs for promotion of environment awareness
under Ministry of Environments NEAC Projects.
More than Ten Million Trees have been planted under Social Forestry Projects.

Parivar Kalyan Sansthan
Child Survival Project in collaboration with CARE India in 100 villages of Potka
Block.
Regular AIDS Awareness programmes for the target group of youth, Dhaba dwellers
and Convoy drivers.
Integrated programme for visually impaired children.
FAMILY WELFARE
Every year the following services are extended to the Rural Population: -
Complete Immunization to more than 5000 children.
Subsidized Medical facilities to about 30,000 rural peoples
200 Cataract operations, partially with the help of Rotary Club of Jsr East.
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Polio Vaccine to more than 20,000 children.
3, 000 sterilization operations.

HEALTH & SANITATION
Mobile health service staff provides preventive and curative health services under the
"Health for All" programme. They train village health workers in conducting the same. Safe
drinking water facilities are provided to ensure health of the villagers.
EMPLOYMENT GENERATION
TATA Motors encourages self-sufficiency with the aim to improving the confidence,
morale and lives of its employees and their dependents. The Company has worked on some
novel ideas around its townships. Employees relatives at Pune have been encouraged to form
various industrial co-operatives engaged in activities such as re-cycling of scrap wood into
crates and furniture, welding, steel scrap baling, battery cable assembly etc. The TATA
Motors Grihini Social Welfare Society caters to employees women dependents. The women
folk make a variety of products, ranging from pickles and uniforms to electrical cable
harnesses etc.
Catering to approx. 9000 employees.
Works Area: 822 Acres, Town-ship area: 1250 acres, housing 40000 people, 30 miles
of roads.
Stadium, Parks, Clubs, SportsCenters, YogaCenter, Hobby Centers etc.

QUALITY ASSURANCE:
Quality products have always been the hallmark of Telco. The QA Division operates
not only in-plant to cover primary inspection, metallurgy, metrology, line inspection and
statistical quality control, but also involves itself in improving the quality and reliability of
ancillary suppliers at their own factory sites. The test for quality finally ends at the test track.
Jamshedpur zest for quality has led it to gain the status of being the first automobile
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unit in the country to achieve ISO 9000 certification, a zest that it has communicated to its
ancillaries by helping a number of them to also obtain not only the coveted ISO 9000 but also
the QS 9000.
R & D WING:
While the main Engineering Research Centre is located at Tata Motor Pune plant, the
Jamshedpur unit has its own research wing, which regularly upgrades components and
aggregates. A torture track enables rigorous and exhaustive testing of modifications before
they become regular fitments.
HRD & C:
Human Resource Development is a major priority at TATA Motors whether it is at the
worker or engineer levels. Over the years, young men have been trained for skilled jobs to
meet the growing demands of advancing technology. The training activity includes preparing
fresh recruits to meet job challenges as also retraining of all levels of employees to further
meet new requirements.
On-the-job training is also provided to graduates in engineering before absorption so
that they are adequately groomed for later managerial responsibilities.








27










CHAPTER 2
LITERATURE REVIEW






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LITERATURE REVIEW
Stefanie et al., (2012) examined the relationship between goal setting and transfer of training
as measured on a 360-degree survey collected 3 months after a 5-day leadership development
program. Leaders set personal goals for behavior change during the program. For two of the
three competencies measured (developing others, building and maintaining relationships),
leaders who set a goal for change on a competency were perceived as having improved more
on that competency than those who did not. Those who set more than one goal were
perceived as having improved more across competencies than those who set only one goal.
Karina Nielsen (2012) examined when implementing teams, first-line leaders are often
responsible for such implementation and their leadership role changes. This change may
result in a perceived mismatch between the demands of the function and the leaders
resources. In a multi-method, controlled intervention study, we examined whether training
leaders in team management changes their appraisals of the job and preserves their well-
being. Data were collected with the Experience Sampling Method from 29 team leaders and
survey data were collected from their followers (N = 233). Multi-level analyses revealed that
training increased trained leaders challenge experiences and well-being states only where
team members reported openness to change. In situations when both trained and non-trained
leaders found themselves challenged above their average levels of challenge, they reported
better well-being.
Konings et al., (2010) used longitudinal data on Belgian firms and examined that the
productivity effect of training in the aggregate equation (controlling for the endogeneity of
training and inputs) was around 0.24%, while the wage effect was around 0.17%.When there
product function was estimated by industry the unweighted average for the training
coefficient was around 0.18 in the productivity equation and around 0.12 in the wage
equation (indicating that a one percentage point increase in training raises productivity by
approximately 0.18% and wages by 0.12%).
Karina et al., (2010) examined whether the impact of the intervention may be enhanced by
providing managers with training during the change process. To test this possibility they
carried out a longitudinal intervention study (with a no training comparison group) in a part
of the Danish elderly care sector that was implementing teamwork. Kirkpatricks (1998)
training evaluation model was used to examine the effects of training team managers in issues
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such as teamwork, transformational leadership and change management on the outcomes of
team implementation. They used a combination of quantitative and qualitative research
methods to isolate the impact of manager training on the success of the teamwork
intervention. The results identified some significant, but modest, incremental positive effects
that could be attributed to the manager training. The results also showed that significant
organizational changes during the intervention had an impact on both the team intervention
and the transfer of manager training.
Brian et al., (2010) examined Although transfer of learning was among the very first issues
addressed by early psychologists, the extant literature remains characterized by inconsistent
measurement of transfer and significant variability in findings. This article presents a meta-
analysis of 89 empirical studies that explore the impact of predictive factors (e.g., trainee
characteristics, work environment, training interventions) on the transfer of training to
different tasks and contexts. We also examined moderator effects of the relationships
between these predictors and transfer. Results confirmed positive relationships between
transfer and predictors such as cognitive ability, conscientiousness, motivation, and a
supportive work environment. Several moderators had significant effects on transfer
relationships, including the nature of the training objectives. Specifically, most predictor
variables examined (e.g., motivation, work environment) had stronger relationships to
transfer when the focus of training was on open (e.g., leadership development) as opposed to
closed (e.g., computer software) skills. Other moderators related to the measurement of
transfer also influenced transfer relationships, including situations in which transfer outcomes
were obtained by the same source in the same measurement context which consistently
inflated transfer relationships. Findings were discussed in terms of their relevance for future
research and training practice.
Lisa et al., (2009) examined Decades have been spent studying training transfer in
organizational environments in recognition of a transfer problem in organizations.
Theoretical models of various antecedents, empirical studies of transfer interventions, and
studies of best practices have all been advanced to address this continued problem. Yet a
solution may not be so elusive. This paper spotlights the crucial role of accountability in
solving the transfer problem by applying the theoretical lens of Schemers pyramid of
accountability. A conceptual framework was advanced and implications for future research
and practice were discussed. Recommendations for practice included conducting a training
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transfer accountability audit to determine where and for whom accountability lapses exist in
an organization, developing and clearly communicating prescriptions and expectations for
training transfer for each stakeholder group, and evaluating training transfer outcomes across
training programs.
Colombo et al., (2008) used a panel of Italian firms and found that a one percentage point
increase in training intensity boosts firms productivity by about 0.07 per cent. They also
found that not controlling for unobserved firm characteristics lead to over-estimate the effect
of training on productivity, while ignoring endogeneity lead to an underestimate of the effect
(the coefficient on training varies from 0.045 in the OLS regression to 0.028 in the fixed
effects specification to 0.074 in the system GMM specification4). Moreover, the effect was
even larger when they control for training duration (available only in a subsample of cases).
Training also had a positive effect on wages in the firms undertaking the training, but this
was found to be significantly smaller than the effect on productivity (coefficient around 0.02
and 0.044 in the fixed effect and system GMM specification respectively). The impact of
training by occupational groups was varied, with high returns found for blue-collar workers
(0.13%) and negligible returns for executives and clerks.
Casse et al., (2007), examined the different approaches to training and development need to
be explored. It had come to their attention by their own preferred model and through
experience with large Organisations. The current traditional training continuously facing the
challenges in the selection of the employees, in maintaining the uncertainty related to the
purpose and in introducing new tactics for the environment of work and by recognizing this,
they advised on all the problems, which reiterated the requirement for flexible approach.
Jackson (2006) examined with regard to scheduling staff development, suggested that the
timing of staff development had affected the success of the development program, itself.
Consequently she recommended that the timing of training schedule be developed with
consideration of staff needs and wants. In terms of strategies for effective implementation as
for the ideal format of staff development, recommends that training focus on the main
points and took into account diverse learning modalities, by including hands on activities
as well as time for discussion and question.
Haskel et al., (2005), found that higher level qualifications had a positive effect on firms
productivity, with the results varying by sector and being robust only for full-time male
31

workers. On the other hand, low-level qualifications had a negligible effect on productivity.
The authors also estimated the impact of qualifications on wages and compared with the
effect on productivity. They found that, for higher level qualifications, the effect was higher
for services and lower, but not statistically significant, for manufacturing. Three studies had
investigated the impact of training on both wages and productivity. They used variety of
methods which were are based on different countries but all showed an impact on
productivity which was greater than that on wages - with the productivity effect being of the
order of double the wage effect.
Dearden et al. ;( 2005) Combined individual-level data on training from the Labour Force
Survey with industry level data from the Annual Census of Production. Their findings
suggested that the overall effect of training on productivity at industry level was positive and
robust, around twice as high as the wage effect and consistent across different specification.
In fact, the coefficient associated to training varies from around 0.7 in the random effect and
fixed effect specifications to 0.6 in the system GMM specification (which accounts for
endogeneity). For wages, the coefficient was around 0.35, roughly similar across different
specification. Based on these results, the authors report that an increase in training by one
percentage point at industry level was associated with an increase in productivity (value
added) of about 0.6%, and in wages of about 0.3%.
Arthur et al.; (2003) the authors used meta-analytic procedures to examine the relationship
between specified training design and evaluation features and the effectiveness of training in
organizations. Results suggested a medium to large effect size for organizational training. In
addition, the training method used, the skill or task characteristic trained, and the choice of
evaluation criteria were related to the effectiveness of training programs. Limitations of the
study along with suggestions for future research were discussed.
Michel Armstrong; (2001) examined that Training is systematic development of the
knowledge, skills and attitudes required by an individual to perform adequately a given task
or job.
Kane (1986); examined if the training and development function has to be effective in the
future, it needed to move beyond its concern with techniques and traditional roles. He
described the strategic approaches that the organization can take to training and development,
and suggested that the choice of approach should be based on an analysis of the
32

organizations needs, management and staff attitudes and beliefs, and the level of resources
that can be committed. This more strategic view-point should be of used in assessing current
efforts as well as when planning for the future.



















33







CHAPTER 3
RATIONAL OF STUDY









34

Rational of study
RATIONALE OF STUDY
Understanding the total training process which is provided to the employees
and evaluating the effectiveness of the training program

OBJECTIVES OF THE STUDY
I. To know whether existing employees in the organization require refresher training so
as to keep abreast of the latest development in job operations.
II. Importance of the concept of training in present business organization

SURVEY ANALYSIS AND INTERPRETATION
Some of the Training programs at Tata motors:
Finance for non-finance managers
Communication skills
Presentation skills
ISO/TS: 16949
TBEM
Project management
Managerial effectiveness
Production management
Strategic management
Conflict management & decision making
Emotional intelligence for managers
Personal growth &effectiveness lab.
Supply chain management (SCM)
Stress management
Total productive maintenance
Six sigma refresher
Global production system
35







CHAPTER 4
REASEARCH METHODOLOGY







36

Research Methodology
TRAINING APPROACH USED BY TATA MOTORS:
CIRO MODEL


CONTEXT
Job Search
Developmental Plans of Individuals
Company Level Targets
Projects like Six-Sigma, Kaizen, Bench Marking
Certification requirements like ISO 9000, TS 16949

INPUT
Program design based on required Competency
Test Design to Assess Competency
Pre-test to Know the existing levels as also differences amongst
individuals

REACTIONS
Participant feedback on course Design, Delivery, Content,
Faculty, Reading etc
Post-test to Assess acquired levels on the Competency
requirements

OUTPUT
Participant feedback after 3 months to see the applications on
job
To measure the gains of Training
Superiors Rating on the Participants Performance on-the-job
Testing/Interview after 3 months
37


Training Effectiveness Review


PARTICIPANTS NAME: _________________________________________________
PROGRAMME NAME: __________________________________________________
DURATION: _________________________ DATE(S): _______________________
As a part of feedback we would like to have your assessment of the above programme that
you have attended. This will help us to improve our programme.
Please take a few minutes to think about the entire program & rate the following criteria on a
5- point scale in the white cells provided below (by entering only the number).










Questionnaire for the Participant
38


5 - Strongly Agree, 4 - Agree, 3 - No Strong Opinion, 2 - Disagree, 1
Strongly Disagree

SR.
NO.
Criterion 5 4 3 2 1
A The Training program I attended was relevant to my job.
B The concepts & techniques I learnt during the training
could be put into practice in my job.

C The Training program was complete /sufficient with
regards to its objectives.

D The topics covered were relevant /adequate for my job.
E I have been able to implement the concept/techniques
(learnt during the training) on the job.

F To implement what I have learnt during the training, I
get co-operation from my superiors and subordinates.

G As a result of this training program, I have been able to
contribute to the divisional productivity/quality.

H As a result of this training program, there has been an
improvement in my knowledge and skills

State your contributions as a result of this Training Program.


Date: Signature




39


Training Effectiveness Review

PARTICIPANTS NAME: _________________________________________________
PROGRAMME NAME: __________________________________________________
DURATION: _________________________ DATE(S): _______________________
As a part of feedback we would like to have your assessment of the above programme that
your subordinate had attended. This will help us to improve our programme.
Please take a few minutes to think about the entire program & rate the following criteria on a
5- point scale in the white cells provided below (by entering only the number).
5 - Strongly Agree, 4 - Agree, 3 - No strong Opinion, 2 -
Disagree, 1 Strongly Disagree

SR.
NO.
Criterion 5 4 3 2 1
A The Training was relevant to my subordinates
job.

B He/She has been able to apply (on the job) the
concepts learnt during the training program.

C There has been an improvement in the
Efficiency/Productivity of my subordinate.

d As a result of my subordinates training ,there
have been Visible changes in the work culture
in terms of using. These
tools/techniques/concepts.

E After the training there has been a significant
change in my subordinates attitude towards the
job and people at work.

Please briefly mention change/ improvement in Productivity/
Questionnaire for Superior of the Participant
40

Quality/ Attitude/ Culture perceived by you.


# Any suggestions for improvements in the Training Programme.


Date: Signature:
Name:
41

Training Effectiveness analysis on the basis of CIRO MODEL
QUESTIONAIRE FOR THE PARTICIPANT WHO HAVE ATTENDED THE
TRAINING PROGRAM
Q: 1. The Training Program I attended was relevant to my job:
Number of Respondent Percentage
Strongly Disagree 00 0.00
Disagree 05 6.25
No Strong Opinion 09 11.25
Agree 52 65.00
Strongly Agree 14 17.50
Total 80 100

65% employees agree that training program they have attended was relevant to their
job.17.50% of them were strongly agree with it. Whereas, 6.25% of them disagrees and
11.25% of them were having no strong opinion.

0
10
20
30
40
50
60
70
srongly
disagree
disagree no strong
opinion
agree strongly agree
no. of participants %
42

Q. 2. The Concepts and Techniques I learnt during the training could be put into
practice in my job:
Number of Respondent Percentage
Strongly Disagree 00 0.00
Disagree 02 2.50
No Strong Opinion 15 18.75
Agree 59 73.75
Strongly Agree 04 5.00
Total 80 100

73.75% employees agree that training program they have attended was relevant to their job.
5% of them were strongly agreed with it. Whereas, 2.50% of them disagrees and 18.75% of
them were having no strong opinion.



0
10
20
30
40
50
60
70
80
srongly
disagree
disagree no strong
opinion
agree strongly agree
no. of participants %
43

Q: 3. The Training program was complete/sufficient with regards to its objectives:
Number of Respondent Percentage
Strongly Disagree 00 0.00
Disagree 10 12.50
No Strong Opinion 14 17.50
Agree 47 58.75
Strongly Agree 09 11.25
Total 80 100

58.75% employees agree that training program they have attended was relevant to their job.
11.25% of them were strongly agreed with it. Whereas, 12.50% of them disagreed and
17.50% of them were having no strong opinion.




0
10
20
30
40
50
60
70
srongly
disagree
disagree no strong
opinion
agree strongly agree
no. of participants %
44


Q: 4. The topics covered were relevant/adequate for my job:
Number of Respondent Percentage
Strongly Disagree 00 0.00
Disagree 03 3.75
No Strong Opinion 24 30.00
Agree 37 46.25
Strongly Agree 16 20.00
Total 80 100

46.25% of employees agree that training program they have attended was relevant to their
job.20% of them were strongly agree with it. Whereas, 3.75%of them disagrees and 30%of
them were having no strong opinion.



0
5
10
15
20
25
30
35
40
45
50
srongly
disagree
disagree no strong
opinion
agree strongly agree
no. of participants %
45

Q: 5. I have been able to implement the concept/techniques (learnt during the training)
on-the-job:
Number of Respondent Percentage
Strongly Disagree 00 0.00
Disagree 05 12.50
No Strong Opinion 15 17.50
Agree 54 58.75
Strongly Agree 06 11.25
Total 80 100

58.75%of employees agree that training program they have attended was relevant to their job.
11.25%of them were strongly agreed with it. Whereas, 12.50%of them disagrees and
17.50%of them were having no strong opinion.


0
10
20
30
40
50
60
70
srongly
disagree
disagree no strong
opinion
agree strongly
agree
no. of participants %
46

Q: 6. To implement what I have learnt during the training, I get co-operation from my
superiors and subordinates.
Number of Respondent Percentage
Strongly Disagree 00 0.00
Disagree 00 0.00
No Strong Opinion 07 8.75
Agree 62 77.50
Strongly Agree 11 13.75
Total 80 100

77.50%of employees agree that training program they have attended was relevant to their
job.13.75%of them were strongly agree with it. Whereas, 8.75%of them were having no
strong opinion.



0
10
20
30
40
50
60
70
80
90
srongly
disagree
disagree no strong
opinion
agree strongly agree
no. of participants %
47

Q: 7. As a result of this training program, I have been able to contribute to the
divisional productivity/Quality:
Number of Respondent Percentage
Strongly Disagree 00 0.00
Disagree 07 8.75
No Strong Opinion 18 22.50
Agree 47 58.75
Strongly Agree 08 10.00
Total 80 100

58.75%of employees agree that training program they have attended was relevant to their
job.10%of them were strongly agree with it. Whereas, 8.75%of them disagrees and 22.50%of
them were having no strong opinion.



0
10
20
30
40
50
60
70
srongly
disagree
disagree no strong
opinion
agree strongly agree
no. of participants %
48

Q: 8. As a result of this training program, there has been an improvement in my knowledge and
skills:
Number of Respondent Percentage
Strongly Disagree 01 1.25
Disagree 04 5.00
No Strong Opinion 23 28.75
Agree 20 25.00
Strongly Agree 32 40.00
Total 80 100

25%of employees agree that training program they have attended was relevant to their job.
40%of them were strongly agreed with it. Whereas, 5%of them disagrees and 23.75%of them
were having no strong opinion. Only 1.25% of employees were strongly disagree.



0
5
10
15
20
25
30
35
40
45
srongly
disagree
disagree no strong
opinion
agree strongly agree
no. of participants %
49




Q: 1. The Training was relevant to my Subordinates Job:
Number of Respondent Percentage
Strongly Disagree 00 0.00
Disagree 00 0.00
No Strong Opinion 04 5.00
Agree 17 21.25
Strongly Agree 59 73.75
Total 80 100

21.25%of employees agree that training program they have attended was relevant to their
job.73.75% of them were strongly agree with it. Whereas,5%of them were having no strong
opinion.

0
10
20
30
40
50
60
70
80
srongly
disagree
disagree no strong
opinion
agree strongly agree
no. of participants %
Questionnaire for Superior of the Participant
50

Q: 2. she/he has been able to apply (on the job) the concepts learnt during
The Training Program:
Number of Respondent Percentage
Strongly Disagree 00 0.00
Disagree 11 13.75
No Strong Opinion 09 11.25
Agree 26 32.50
Strongly Agree 34 42.50
Total 80 100

32.50%of employees agree that training program they have attended was relevant to their
job.42.50%of them were strongly agree with it.Whereas,13.75%of them disagrees and
11.25%of them were having no strong opinion.



0
5
10
15
20
25
30
35
40
45
srongly
disagree
disagree no strong
opinion
agree strongly agree
no. of participants %
51

Q: 3. There has been an improvement in the Efficiency/Productivity of my subordinate:
Number of Respondent Percentage
Strongly Disagree 00 0.00
Disagree 06 7.50
No Strong Opinion 11 13.75
Agree 44 55.00
Strongly Agree 19 23.75
Total 80 100

55%of employees agree that training program they have attended was relevant to their
job.23.75%of them were strongly agree with it. Whereas, 7.50%of them disagrees and
13.75%of them were having no strong opinion.




0
10
20
30
40
50
60
srongly
disagree
disagree no strong
opinion
agree strongly agree
no. of participants %
52

Q: 4. As a result of my subordinates training; there have been visible changes in the
work culture in terms of using these tools/techniques/concepts:
Number of Respondent Percentage
Strongly Disagree 00 0.00
Disagree 03 3.75
No Strong Opinion 29 36.25
Agree 37 46.25
Strongly Agree 11 13.75
Total 80 100

46.25%of employees agree that training program they have attended was relevant to their
job.13.75%of them were strongly agree with it. Whereas, 3.75%of them disagrees and
36.25%of them were having no strong opinion.



0
5
10
15
20
25
30
35
40
45
50
srongly
disagree
disagree no strong
opinion
agree strongly agree
no. of participants %
53

Q: 5. After the training there has been a significant change in my subordinates attitude
towards the job and people at work.
Number of Respondent Percentage
Strongly Disagree 00 0.00
Disagree 13 16.25
No Strong Opinion 25 31.25
Agree 27 33.75
Strongly Agree 15 12.00
Total 80 100

33.75%of employees agree that training program they have attended was relevant to their
job.12%of them were strongly agree with it. Whereas, 16.25%of them disagrees and
31.25%of them were having no strong opinion.



0
5
10
15
20
25
30
35
40
srongly
disagree
disagree no strong
opinion
agree strongly agree
no. of participants %
54






CHAPTER 5
CONCLUSION








55

CONCLUSION
It is concluded from the survey on training effectiveness that training program conducted in
TATA Motors is very effective in adding on to the skill and knowledge of the employee to
meet the present and future requirement of the organization. We used questionnaires to find
out the effectiveness of training programmes in Tata motors.It helps us derive conclusions on
the cost to be incurred for the various training programs and terminate those programs which
are proving to be white elephants to the organization, also helps us devise new programs for
the companys substantial growth and existence in the current as well as future scenario. It is
found that employees were very satisfied by the training provided to them and strongly
agreed that there has been an increase in their confidence level. After training their skills and
knowledge have also been enhanced and hence, this led to a remarkable improvement in their
performance.
After surveying the officers we have concluded that the training program has improved the
work standard and increased the efficiency of the employees in order to help the organization
to achieve the stated goals. It is concluded that training is a major tool for employee growth
and development.
LIMITATIONS:
Time constraints of employees and supervisors.
Lack of enthusiasm among employees in filling the questionnaires.
Filling of incorrect information in questionnaires.





56





CHAPTER 6
SUGGESTION & RECOMMENDATION









57

Suggestions and Recommendations

I used a questionnaire method as a tool for collecting data and information pertaining to the
project. The questions used were open ended as well as close ended. While conducting the
survey I personally observed that:
The delay in the survey resulted in vague memories of the program. The participants
took time in recollecting some data that they were required to fill in the questionnaire
hence I suggest, that the feedback should be taken a bit earlier like the ideal time
would be just after four weeks from the date of the inception of the training
program.
Depending on the program some programs do provide study material but there are
some programs (Intelligent Marking Solutions etc.) which have no reference material.
The participants do attend the program but later on while implementing they have no
material to follow up. Thus some handouts or some input should be provided for
later reference and implementation.
The survey helped me derive that their were some participants who were registered
for the program and were interested in participating, but have not been able to attend
due to some specific and genuine reasons. Such participants should be provided
with some training program material or course process which would be
beneficial and helpful to them. This will help them update their skills and
knowledge in parallax with colleagues who attended the program.
Return on investment tells us the percentage return we have made over a specified
period as a result of investing in a training program. On the assumption that benefits
will continue to accrue some time after the training, then the period that we specify is
critical to the ROI figure we will obtain. We may like to specify a period that fits in
well with the organizations planning cycle perhaps a year or two years it is
relatively simple to calculate return on investment:
I would like to suggest that the company should calculate its ROI on training program:
% ROI = (Benefits / Costs) x 100
58


Forecasting and measuring costs
Administration costs
Faculty costs
Facilities
Participants costs
Evaluation costs
Forecasting and measuring benefits
Labor savings
Productivity increases
Other cost savings












59







CHAPTER 7
REFERENCES








60


References
Stefanie K.J.et al, (2012) go for the Goal: Relationship between Goal Setting and Transfer of
Training Following Leadership Development Academy of Management Learning &
Education.11: 555-569
Karina Nielsen (2012) Enhancing team leaders' well-being states and challenge experiences
during organizational change: A randomized, controlled study Human Relations. 65: 1207-
1231
Konings, J. & Vanormelingen, S., (2010). The Impact of Training on Productivity and
Wages: Firm Level Evidence, IZA Discussion Papers 4731, Institute for the Study of Labor
(IZA).
Brian D.B. at al., (2010) Transfer of Training: A Meta-Analytic Review Journal of
Management.36: 1065-1105
Karina N.et al, (2010) does training managers enhance the effects of implementing team-
working? A longitudinal, mixed methods field study Human Relations. 63: 1719-1741
Lisa A.B. et al., (2009) Accountability in Training Transfer: Adapting Schlenker's Model
of Responsibility to a Persistent but Solvable Problem Human Resource Development.
8: 382-402
Colombo, E, & Stanca, L. (2008). The Impact of Training on Productivity: Evidence from a
Large Panel of Firms, Working Papers 134, University of Milano-Bicocca, Department of
Economics.
Galindo-Rueda, F. & Haskel, J. (2005). 'Skills, Workforce Characteristics and Firm-Level
Productivity: Evidence from the Matched ABI/Employer Skills Survey', SSRN eLibrary.
Dearden, L., Reed, H. & Reenen, J.V. (2005). 'The Impact of Training on Productivity and
Wages: Evidence from British Panel Data', IFS Working Papers W05/16,
61

Arthur Jr. Et al., (2003) Effectiveness of training in organizations: A meta-analysis of design
and evaluation features. Journal of Applied Psychology,
Michel Armstrong;(2001) A Handbook of Human Resource Management Practice, Kogan
Page, 8th Ed.


















62











CHAPTER 8
QUESTIONNAIRE





63


Questionnaire
Q: 1. The Training Program I attended was relevant to my job:
Q. 2. The Concepts and Techniques I learnt during the training could be
put into practice in my job:
Q: 3. The Training program was complete/sufficient with regards to its objectives:
Q: 4. The topics covered were relevant/adequate for my job:
Q: 5. I have been able to implement the concept/techniques (learnt during
the training) on-the-job:
Q: 6. To implement what I have learnt during the training, I get co-
operation from my superiors and subordinates.
Q: 7. As a result of this training program, I have been able to contribute to
the divisional productivity/Quality:
Q: 8. As a result of this training program, there has been an improvement in my
knowledge and skills:




64



Questionnaire for Superior of the Participant

Q:1. The Training was relevant to my Subordinates Job:
Q: 2. He/She has been able to apply (on the job) the concepts learnt during
the Training Program:
Q: 3. There has been an improvement in the Efficiency/Productivity of my
subordinate:
Q: 4. As a result of my subordinates training; there have been visible
changes in the work culture in terms of using these
tools/techniques/concepts:
Q: 5. After the training there has been a significant change in my
subordinates attitude towards the job and people at work.