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CHAPTER 1.

INTRODUCTION

TRADITIONAL AND MODERN APPROACH OF TRAINING AND


DEVLOPMENT
Traditional Approach Most of the organizations before never used to believe in training.
They were holding the traditional view that managers are born and not made. There were also
some views that training is a very costly affair and not worth. Organizations used to believe
more in executive pinching. But now the scenario seems to
bechanging.
The modern approach of training and development is that Indian Organizations have
realized the importance of corporate training. Training is now considered as more of retention
tool than a cost. The training system in Indian Industry has been changed to create a smarter
workforce and yield the best results.

IMPORTANCE OF TRAINING AND DEVELOPMENT


Optimum Utilization of Human Resources Training and Development helps in
optimizing the utilization of human resource that further helps the employee to achieve the
organizational goals as well as their individual goals.

Development of Human Resources Training and Development helps to provide an


opportunity and broad structure for the development of human resources technical and
behavioral skills in an organization. It also helps the employees in attaining personal growth.
Development of skills of employees Training and Development helps in increasing the
job knowledge and skills of employees at each level. It helps to expand the horizons of
human intellect and an overall personality of the employees Productivity Training and
Development helps in increasing the productivity of the employees that helps the
organization further to achieve its long-term goal.
Team spirit Training and Development helps in inculcating the sense of team work, team
spirit, and inter-team collaborations. It helps in inculcating the zeal to learn within the
employees.
Organization Culture Training and Development helps to develop and improve the
organizational health culture and effectiveness. It helps in creating the learning culture within
the organization.

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Organization Climate Training and Development helps building the positive perception
and feeling about the organization. The employees get these feelings from leaders,
subordinates, and peers.
Quality Training and Development helps in improving upon the quality of work and
work-life.
Healthy work-environment Training and Development helps in creating the healthy
working environment. It helps to build good employee, relationship so that individual goals
aligns with organizational goal.
Health and Safety Training and Development helps in improving the health and safety of
the organization thus preventing obsolescence.
Morale Training and Development helps in improving the morale of the work force.
Image Training and Development helps in creating a better corporate image.
Profitability Training and Development leads to improved profitability and more positive
attitudes towards profit orientation.
Training and Development aids in organizational development i.e. Organization gets more
effective decision making and problem solving. It helps in understanding and carrying out
organizational policies.
Training and Development helps in developing leadership skills, motivation, loyalty, better
attitudes, and other aspects that successful workers and managers usually display.

TRAINING AND DEVELOPMENT OBJECTIVES


The principal objective of training and development division is to make sure the availability
of a skilled and willing workforce to an organization. In addition to that, there are four other
objectives:
Individual,
Organizational,
Functional,
and
Societal.
Individual Objectives help employees in achieving their personal goals, which in turn,
enhances the individual contribution to an organization.
Organizational Objectives assist the organization with its primary objective by bringing
individual effectiveness.
Functional Objectives maintain the departments contribution at a level suitable to the
organizations needs.
Societal Objectives ensure that an organization is ethically and socially responsible to the
needs and challenges of the society.
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IMPORTANCE OF TRAINING OBJECTIVES


Training objective is one of the most important parts of training program. While some people
think of training objective as a waste of valuable time. The counterargument here is that
resources are always limited and the training objectives actually lead the design of training. It
provides the clear guidelines and develops the training program in less time because
objectives focus specifically on needs. It helps in adhering to a plan. Training objectives tell
the trainee that what is expected out of him at the end of the training program. Training
objectives are of great significance from a number of stakeholder perspectives.
1. Trainer
2. Trainee
3. Designer
4. Evaluator

Trainer The training objective is also beneficial to trainer because it helps the trainer to
measure the progress of trainees and make the required adjustments. Also, trainer comes in a
position to establish a relationship between objectives and particular segments of training.
Beneficiaries of Training Objectives:

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Trainee The training objective is beneficial to the trainee because it helps in reducing the
anxiety of the trainee up to some extent. Not knowing anything or going to a place which is
unknown creates anxiety that can negatively affect learning. Therefore, it is important to keep
the participants aware of the happenings, rather than keeping it surprise.
Secondly, it helps in increase in concentration, which is the crucial factor to make the training
successful. The objectives create an image of the training program in trainees mind that
actually helps in gaining attention. Thirdly, if the goal is set to be challenging and motivating,
then the likelihood of achieving those goals is much higher than the situation in which no
goal is Set. Therefore, training objectives helps in increasing the probability that the
participants will be successful in training.
Designer The training objective is beneficial to the training designer because if the designer
is aware what is to be achieved in the end then hell buy the training package according to
that only. The training designer would then look for the training methods, training
equipments, and training content accordingly to achieve those objectives. Furthermore,
planning always helps in dealing effectively in an unexpected situation. Consider an example;
the objective of one training program is to deal effectively with customers to increase the
sales. Since the objective is known, the designer will design a training program that will
include ways to improve the interpersonal skills, such as verbal and non verbal language,
dealing in unexpected situation i.e. when there is a defect in a product or when a customer is
angry. Therefore, without any guidance, the training may not be designed appropriately.
Evaluator It becomes easy for the training evaluator to measure the progress of the trainees
because the objectives define the expected performance of trainees. Training objective is an
important to tool to judge the performance of participants.
Training and Human Resource Management
The HR functioning is changing with time and with this change, the relationship between the
training function and other management activity is also changing. The training and
development activities are now equally important with that of other HR functions. Gone are
the days, when training was considered to be futile, waste of time, resources, and money.
Now-a-days, training is an investment because the departments such as, marketing & sales,
HR, production, finance, etc depends on training for its survival. If training is not considered
as a priority or not seen as a vital part in the organization, then it is difficult to accept that
such a company has effectively carried out HRM. Training actually provides the opportunity
to raise the profile development activities in the organization. To increase the commitment
level of employees and growth in quality movement (concepts of HRM), senior management
team is now increasing the role of training. Such concepts of HRM require careful planning
as well as greater emphasis on employee development and long term education.
Training is now the important tool of Human Resource Management to control the attrition
rate because it helps in motivating employees, achieving their professional and personal
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goals, increasing the level of job satisfaction, etc. As a result training is given on a variety of
skill development and covers a multitude of courses.

Role of HRD Professionals in Training


This is the era of cut-throat competition and with this changing scenario of business; the role
of HR professionals in training has been widened. HR role now is:
1. Active involvement in employee education
2. Rewards for improvement in performance
3. Rewards to be associated with self esteem and self worth
4. Providing pre-employment market oriented skill development education and post
employment support for advanced education and training Flexible access i.e. anytime,
anywhere training.
BEST TIME TO IMPART TRAINING TO EMPLOYEE
1. NEW RECRUITS TO THE COMPANY
These have a requirement for induction into the company as a whole in terms of its business
activities and personnel policies and provisions, the terms, conditions and benefits
appropriate to the particular employee, and the career and advancement opportunities
available.
2. TRANSFEREES WITHIN THE COMPANY
These are people who are moved from one job to another, either within the same work area,
i.e. the same department or function, or to dissimilar work under a different management.
Under this heading we are excluding promotions, which take people into entirely new levels
of responsibility.
3. PROMOTIONS
Although similar to the transferee in that there is a new job to be learned in new
surroundings, he is dissimilar in that the promotion has brought him to a new level of
supervisory or management responsibility. The change is usually too important and difficult
to make successfully to permit one to assume that the promotes will pick it up as he goes
along and attention has to be paid to training in the tasks and the responsibilities and
personal skills necessary for effective performance.
4. NEW PLANT OR EQUIPMENT
Even the most experienced operator has everything to learn when a computer and electronic
controls replace the previous manual and electro-mechanical system on the process plant on
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which he works. There is no less a training requirement for the supervisors and process
management, as well as for technical service production control and others.
5. NEW PROCEDURES
Mainly for those who work in offices in commercial and administrative functions but also for
those who we workplace is on the shop floor or on process plant on any occasion on which
there is a modification to existing paperwork or procedure for, say the withdrawal of
materials from stores, the control of customer credit the approval of expense claims, there
needs to be instruction on the change in the way of working in many instances, a note
bringing the attention of all concerned the change is assume to be sufficient, but there are
cases, such as when total new systems in corporating IT up dates are installed, when more
thorough training is needed.
6. NEW STANDARDS, RULES AND PRACTICES
Changes in any one these are likely to be conveyed by printed note or by word of mouth by
the manager to his subordinates, and this can be the most satisfaction way of dealing with the
change from the point of view of getting those affected to understand their new responsibility.
However not all changes under this heading can be left to this sort of handling. Even the
simplest looking instruction may be regarded as undesirable or impracticable by whoever has
to perform it he may not understand the purpose behind the change and lose confidence in a
management which he now believes to be messing about, or he may understand the purpose
and have a better alternative to offer if it is not too late.
7. NEW RELATIONSHIP AND AUTHORITIES
These can arise, as a result of management decisions, in a number of ways. In examples, the
recognition of the accounts department can result in a realization of responsibilities between
the section leaders of credit control, invoicing and customer records, although there is no
movement of staff between the sections (i.e. no transfers). Although the change in work
content for each clerk and supervisor is defined clearly for each person in the new
procedures, there is nevertheless a need for each person to know where he stands in the new
set up, which is responsible for what, and where to direct problems and enquiries as they arise
in the future.
8. MAINTENANCE OF STANDARDS
We are here concerned with maintenance of standards through training, for it must be
remembered that supervision and inspection and qualify control are continuously responsible
for standards and exercise their own authorities to this end. Although it is generally agreed
that some retraining from time to time, taking varied forms even for the on group of
employees, does act as both a reminder and a stimulus, there is not much agreement on the
next frequency and form that such retraining should take, of there is as yet little scientific
knowledge on this subject which is of much use in industrial situations.
9. THE MAINTENANCE OF ADAPTABILITY

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Again, whilst there is little scientific study of the loss of ability to learn new skills in those
cases where people spend a long time without change, and without the need to learn, there is
increasing evidence in current experience to suggest that this is the case in industrial
employment. Add, of course, there is the inference arising from the laboratory experiments of
psychologists.
10. THE MAINTENANCE OF MANAGEMENT SKILLS & STANDARDS
Skills in supervising, employee appraisal, communications, leadership etc are important in all
companies. Some of these skills are seen to be critical to major developments in company
organisation, culture, employee empowerment and so on. Initial training in these skills is not
uncommon in the largest companies on appointment into management and supervision. But
continuous training and performance monitoring is rare, despite the common knowledge that
standards are as varied as human nature.
11. RETIREMENT AND REDUNDANCY
Employees of any position in the company work opportunities money management.

METHODS OF TRAINING
There are various methods of training, which can be divided in to cognitive and behavioral
methods. Trainers need to understand the pros and cons of each method, also its impact on
trainees keeping their background and skills in mind before giving training. Cognitive
methods are more of giving theoretical training to the trainees. The various methods under
Cognitive approach provide the rules for how to do something, written or verbal information,
demonstrate relationships among concepts, etc. These methods are associated with changes in
knowledge and attitude by stimulating learning.
The various methods that come under Cognitive approach are:
1. LECTURES
It is one of the oldest methods of training. This method is used to create understanding of a
topic or to influence behavior, attitudes through lecture. A lecture can be in printed or oral
form. Lecture is telling someone about something. Lecture is given to enhance the knowledge
of listener or to give him the theoretical aspect of a topic. Training is basically incomplete
without lecture. When the trainer begins the training session by telling the aim, goal, agenda,
processes, or methods that will be used in training that means the trainer is using the lecture
method. It is difficult to imagine training without lecture format. There are some variations in
Lecture method. The variation here means that some forms of lectures are interactive while
some are not.

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Straight Lecture: Straight lecture method consists of presenting information, which the
trainee attempts to absorb. In this method, the trainer speaks to a group about a topic.
However, it does not involve any kind of interaction between the trainer and the trainees. A
lecture may also take the form of printed text, such as books, notes, etc. The difference
between the straight lecture and the printed material is the trainers intonation, control of
speed, body language, and visual image of the trainer. The trainer in case of straight lecture
can decide to vary from the training script, based on the signals from the trainees, whereas
same material in print is restricted to what is printed.

A good lecture consists of introduction of the topic, purpose of the lecture, and priorities and
preferences of the order in which the topic will be covered.
2. DEMONSTRATION TRAINING METHOD
This method is a visual display of how something works or how to do something. As an
example, trainer shows the trainees how to perform or how to do the tasks of the job. In order
to be more effective, demonstration method should be should be accompanied by the
discussion or lecture method. To carry out an effective demonstration, a trainer first prepares
the lesson plan by breaking the task to be performed into smaller modules, easily learned
parts. Then, the trainer sequentially organizes those modules and prepares an explanation for
why that part is required. While performing the demonstration, trainer:

Demonstrates the task by describing how to do, while doing

Helps the focusing their attention on critical aspects of the task

Tells the trainees what you will be doing so they understand what you will be
showing them

Explains why it should be carried out in that way

The difference between the lecture method and the demonstration method is the level of
involvement of the trainee. In the lecture method, the more the trainee is involved.
The financial costs that occur in the demonstration method are as follows:

Cost of training facility for the program

Cost of materials that facilitate training

Food, travel, lodging for the trainees and the trainers

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Compensation of time spent in training to trainers and trainees

Cost related to creating content, material

Cost related to the organization of the training

After completing the demonstration the trainer provide feedback, both positive and or
negative, give the trainee the opportunity to do the task and describe what he is doing and
why.
3. DISCUSSION TRAINING METHOD
This method uses a lecturer to provide the learners with context that is supported, elaborated,
explains, or expanded on through interactions both among the trainees and between the
trainer and the trainees. The interaction and the communication between these two make it
much more effective and powerful than the lecture method. If the Discussion method is used
with proper sequence i.e. lectures, followed by discussion and questioning, can achieve
higher level knowledge objectives, such as problem solving and principle learning.
The Discussion method consists a two-way flow of communication i.e. knowledge in the
form of lecture is communicated to trainees, and then understanding is conveyed back by
trainees to trainer.
Understanding is conveyed in the form of verbal and non-verbal feedback that enables the
trainer to determine whether the material is understood. If yes, then definitely it would help
out the trainees to implement it at their workplaces and if not, the trainer may need to spend
more time on that particular area by presenting the information again in a different manner.
Questioning can be done by both ways i.e. the trainees and the trainer. When the trainees ask
questions, they explain their thinking about the content of the lecture. A trainer who asks
questions stimulates thinking about the content of the lecture. Asking and responding
questions are beneficial to trainees because it enhance understanding and keep the trainees
focused on the content. Besides that, discussions, and interactions allow the trainee to be
actively engaged in the material of the trainer. This activity helps in improving recall.
4. COMPUTER-BASED TRAINING (CBT)
With the world-wide expansion of companies and changing technologies, the demands for
knowledge and skilled employees have increased more than ever, which in turn, is putting
pressure on HR department to provide training at lower costs. Many organizations are now
implementing CBT as an alternative to classroom based training to accomplish those goals.
According to a recent survey, about 75% of the organizations are providing training to
employees through Intranet or Internet. Internet is not the method of training, but has become
the technique of delivering training. The growth of electronic technology has created
alternative training delivery systems. CBT does not require face-to-face interaction with a
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human trainer. This method is so varied in its applications that it is difficult to describe in
concise terms.
5. COACHING
Coaching is one of the training methods, which is considered as a corrective method for
inadequate performance. According to a survey conducted by International Coach Federation
(ICF), more than 4,000 companies are using coach for their executives. These coaches are
experts most of the time outside consultants.
This method best suits for the people at the top because if we see on emotional front, when a
person reaches the top, he gets lonely and it becomes difficult to find someone to talk to. It
helps in finding out the executives specific developmental needs. The needs can be identified
through 60 degree performance review.

6. MENTORING
Mentoring is an ongoing relationship that is developed between a senior and junior employee.
Mentoring provides guidance and clear understanding of how the organization goes to
achieve its vision and mission to the junior employee. The meetings are not as structured and
regular than in coaching. Executive mentoring is generally done by someone inside the
company. The executive can learn a lot from mentoring. By dealing with diverse mentees,
the executive is given the chance to grow professionally by developing management skills
and learning how to work with people with diverse background, culture, and language and
personality types Executives also have mentors. In cases where the executive is new to the
organization, a senior executive could be assigned as a mentor to assist the new executive
settled into his role. Mentoring is one of the important methods for preparing them to be
future executives. This method allows the mentor to determine what is required to improve
mentees performance. Once the mentor identifies the problem, weakness, and the area that
needs to be worked upon, the mentor can advise relevant training. The mentor can also
provide opportunities to work on special processes and projects that require use of
proficiency.

7. JOB ROTATION
For the executive, job rotation takes on different perspectives. The executive is usually not
simply going to another department. In some vertically integrated organizations, for example,
where the supplier is actually part of same organization or subsidiary, job rotation might be to
the supplier to see how the business operates from the supplier point of view. Learning how
the organization is perceived from the outside broadens the executives outlook on the
process of the organization. Or the rotation might be to a foreign office to provide a global

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perspective. For managers being developed for executive roles, rotation to different functions
in the company is regular carried out.
This approach allows the manger to operate in diverse roles and understand the different
issues that crop up. If someone is to be a corporate leader, they must have this type of
training. A recent study indicated that the single most significant factor that leads to leaders
achievement was the variety of experiences in different departments, business units, cities,
and countries.
An organized and helpful way to develop talent for the management or executive level of the
organization is job rotation. It is the process of preparing employees at a lower level to
replace someone at the next higher level. It is generally done for the designations that are
crucial for the effective and efficient functioning of the organization.

OFF THE JOB TRAINING


There are many management development techniques that an employee can take in off the
job. The few popular methods are:

Sensitivity Training

Transactional Analysis

Straight lectures/ lectures

Simulation Exercises

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CHAPTER 2- HONDA INTRODUCTION & COMPANY PROFILE

Honda Motor Co., Ltd is a Japanese public multinational corporation primarily known as a
manufacturer of automobiles, motorcycles and power equipment.
Honda has been the world's largest motorcycle manufacturer since 1959, as well as the
world's largest manufacturer of internal combustion engines measured by volume, producing
more than 14 million internal combustion engines each year. Honda became the secondlargest Japanese automobile manufacturer in 2001. Honda was the eighth largest automobile
manufacturer in the world behind General Motors, Volkswagen Group, Toyota, Hyundai
Motor Group, Ford, Nissan, and PSA in 2011.
Honda was the first Japanese automobile manufacturer to release a dedicated luxury
brand, Acura, in 1986. Aside from their core automobile and motorcycle businesses, Honda
also manufactures garden equipment, marine engines, personal watercraft and power
generators, amongst others. Since 1986, Honda has been involved with artificial
intelligence/robotics research and released their ASIMO robot in 2000. They have also
ventured into aerospace with the establishment of GE Honda Aero Engines in 2004 and
the Honda HA-420 HondaJet, which began production in 2012. Honda has three jointventures in China (Honda China, Dongfeng Honda, and Guangqi Honda).
In 2013, Honda invested about 5.7% (US$6.8 billion) of its revenues in research and
development. Also in 2013, Honda became the first Japanese automaker to be a net exporter
from the United States, exporting 108,705 Honda and Acura models while importing only
88,357.
Throughout his life, Honda's founder, Soichiro Honda had an interest in automobiles. He
worked as a mechanic at the Art Shokai garage, where he tuned cars and entered them in
races. In 1937, with financing from his acquaintance Kato Shichir, Honda
founded Tkai Seiki (Eastern Sea Precision Machine Company) to make piston rings working
out of the Art Shokai garage. After initial failures, Tkai Seiki won a contract to supply
piston rings to Toyota, but lost the contract due to the poor quality of their products. After
attending engineering school without graduating, and visiting factories around Japan to better
understand Toyota's quality control processes, by 1941 Honda was able to mass-produce
piston rings acceptable to Toyota, using an automated process that could employ even
unskilled wartime laborers.
Tkai Seiki was placed under control of the Ministry of Commerce and Industry (called the
Ministry of Munitions after 1943) at the start of World War II, and Soichiro Honda was
demoted from president to senior managing director after Toyota took a 40% stake in the
company. Honda also aided the war effort by assisting other companies in automating the
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production of military aircraft propellers. The relationships Honda cultivated with personnel
at Toyota, Nakajima Aircraft Company and the Imperial Japanese Navy would be
instrumental in the postwar period. A US B-29 bomber attack destroyed Tkai Seiki's
Yamashita plant in 1944, and the Itawa plant collapsed in the 1945 Mikawa earthquake, and
Soichiro Honda sold the salvageable remains of the company to Toyota after the war for
450,000, and used the proceeds to found the Honda Technical Research Institute in October
1946. With a staff of 12 men working in a 16 m2 (170 sq ft) shack, they built and sold
improvised motorized bicycles, using a supply of 500two-stroke 50 cc Tohatsu war
surplus radio generator engines. When the engines ran out, Honda began building their own
copy of the Tohatsu engine, and supplying these to customers to attach their bicycles. This
was the Honda Model A, nicknamed the Bata Bata for the sound the engine made. In 1949,
the Honda Technical Research Institute was liquidated for 1,000,000, or about US$5,000
today; these funds were used to incorporate Honda Motor Co., Ltd. At about the same time
Honda hired engineer Kihachiro Kawashima, and Takeo Fujisawa who provided
indispensable business and marketing expertise to complement Soichiro Honda's technical
bent. The close partnership between Soichiro Honda and Fujisawa lasted until they stepped
down together in October 1973.
The first complete motorcycle, with both the frame and engine made by Honda, was the
1949 Model D, the first Honda to go by the name Dream. Honda Motor Company grew in a
short time to become the world's largest manufacturer of motorcycles by 1964.
The first production automobile from Honda was the T360 mini pick-up truck, which went on
sale in August 1963. Powered by a small 356-cc straight-4 gasoline engine, it was classified
under the cheaper Kei car tax bracket. The first production car from Honda was
the S500 sports car, which followed the T360 into production in October 1963. Its chaindriven rear wheels pointed to Honda's motorcycle origins.[19]
Over the next few decades, Honda worked to expand its product line and expanded
operations and exports to numerous countries around the world. In 1986, Honda introduced
the successful Acura brand to the American market in an attempt to gain ground in the luxury
vehicle market. The year 1991 saw the introduction of the Honda NSX supercar, the first allaluminum monocoque vehicle that incorporated a mid-engine V6 with variable-valve timing.
CEO Tadashi Kume was succeeded by Nobuhiko Kawamoto in 1990. Kawamoto was
selected over Shoichiro Irimajiri, who oversaw the successful establishment of Honda of
America Manufacturing, Inc. in Marysville, Ohio. Both Kawamoto and Irimajiri shared a
friendly rivalry within Honda, and Irimajiri would resign in 1992 due to health issues.
Following the death of Soichiro Honda and the departure of Irimajiri, Honda found itself
quickly being outpaced in product development by other Japanese automakers and was
caught off-guard by the truck and sport utility vehicle boom of the 1990s, all which took a
toll on the profitability of the company. Japanese media reported in 1992 and 1993 that
Honda was at serious risk of an unwanted and hostile takeover by Mitsubishi Motors, who at
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the time was a larger automaker by volume and flush with profits from their
successful Pajero and Diamante.

CHAPTER 4. HONDA TRAINING


Honda's approach to personnel education is based on on-the-job training: building specialized
skills and professional capabilities through direct experience. Honda has established on-thejob training programs for every job description, setting qualitative and quantitative targets for
the knowledge and skills to be acquired. These programs provide an opportunity for
associates to acquire specialized skills and managerial capabilities, while helping supervisors
assess and foster the aptitude of the associates they manage. To supplement these on-the-job
training programs, Honda also offers off-the-job training designed to provide associates an
opportunity to enhance their careers by developing new specialized skills or management
capabilities. To support associates who wish to take the initiative to learn new skills, acquire
knowledge, and cultivate themselves in order to fully realize their own potential, Honda
offers opportunities for language learning, distance education, and inter-industry exchanges.

Principal off-the-job training programs


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At Honda, we match a combination of on-the-job and off-the-job training to our associates'


aptitudes and aspirations in an effort to help them improve their abilities. Our off-the-job
training program is divided into three main areas, with separate training programs for each
level:
1. Self-improvement training (career development)
2. Work performance training (skill development)
3. Management leadership training (management training)
In particular, a new leadership training program was launched in 2012 as part of efforts to
strengthen development of global leaders who will drive Honda's global operations. From
2013, associates from around the world were chosen to take part in the training alongside
participants from Japan.

Respecting associates' opinions and independence


Honda fosters each associate's drive and independence, and has put in place a number of
systems designed to harness and direct those attributes towards the ongoing reorganization
and growth of the company.

Associate development and evaluation through two-way communication


Honda places emphasis on two-way communication with supervisors in associate
development and evaluation, and all associates have at least three interviews with their
supervisors each year. During the first interview in April, associates describe their future in
their own words (including aspirations, personal objectives, etc.) and come out with a clear
vision for the future and their direction going forward through their supervisor's advice. They
then work out their individual role based on the organization's business goals for the fiscal
year
in
question.
During interviews in June and December, supervisors evaluate associate performance during
the preceding six months, explain the reasoning behind their judgments, and share an
assessment of each associate's strengths and weaknesses. By facilitating a discussion of
subjects such as future objectives and career directions, the interviews pave the way for
associates' skill development.

NH Circle

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In NH Circle activities, associates take the initiative to get together and discuss ways to
improve their work, their workplace and their company. The abbreviation "NH" stands for
"Now, Next and New Honda." The phrase embodies the concept of taking new steps now
toward
creating
the
next
great
Honda
improvement.
The activity, rooted in the Fundamental briefs of respect for the individual and valuing
independence, fairness and trust, seeks to: create dynamic, forward-looking workplaces
where individuality is respected; utilize the potential of each and every associate by
encouraging them to make the most of their abilities; and contribute to the overall health of
the company and its continued development. Together with Regional Contests that are held in
six regions worldwide, a World Convention featuring circles selected from each of the
Regional Contests provides a venue for participants to showcase the results of their activities,
raise mutual awareness, and exchange views and ideas. The scope of the program's activities
has expanded each year since its launch in 1973. During FY2014, a total of 168,140
associates and employees participated in 22,980 circles in 32 countries worldwide, including
at
suppliers,
affiliates,
and
dealers.
Associates presented the results of their activities in 2013 at a Japan Regional Contest held
from October 18 to October 20 at the Kumamoto Factory. A total of 288 associates
representing 48 circles that had won their district contests gathered to participate in the event.

Improvement suggestion system

Honda has a system in place to encourage all associates to propose ways in which the
company's operations could be improved, whether in large ways or small. Launched in 1953,
this initiative is one way Honda seeks to encourage a spirit of independence and innovation,
fostering the development and refinement of skills and capabilities. Each year, large number
of
suggestions
are
received
and
implemented.
During FY2014, more than 160,000 improvement suggestions were received from Honda
worksites. Of these, 8 proposals chosen to receive the President's Award, 16 proposals
similarly chosen to receive the Excellence Award and 8 proposals similarly chosen to receive
the Excellence Award for safety were announced and recognized at the Improvement
Suggestion No. 1 Convention, which was held at the Hamamatsu Factory.

Keeping customers coming back for more is a mark of any successful business. In the
automotive industry, where brand devotion can be erratic, customer loyalty is especially

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important. Today's car manufacturers are driven more than ever to retain customers, and the
smartest industry players know that customer satisfaction does not equal customer loyalty.
Satisfaction is about meeting expectations; loyalty is about relationships. This fundamental
principle led the parts and service group within American Honda Motor Company to radically
shift the way it trains service and parts managers, service advisers, and parts counter
employees. These employeesthe people who greet customers at the parts counter and in the
service drive with, "What can we do for you today?"are the face of Honda, interacting
directly with customers during the time they own their vehicles. Their ability to build positive
relationships with customers is key to short-term customer satisfaction and to the greater goal
of lifetime customer loyalty.
Honda knew it could boost customer loyalty by making revolutionary changes to its training
program. Rick Kramer, national manager of dealer development at Honda, and Marian
Proffer, assistant manager of fixed operations training, assembled a team to make the vision a
reality. The team included Terry Coates, president of 10/10ths Development Corporation, a
training and development company specializing in behavioral assessments; Matt Bown,
Honda's instructional designer; and automtik, an instructional design firm. Together they
developed a new program that is being rolled out to more than 1,000 U.S. Honda dealerships.
Honda's previous training program, a three-day class in interpersonal skills, was built on a
traditional classroom model: lecture, paper, pen, and workbook. "It was pretty conventional,"
says Kramer. "An instructor-led workshop with limited interaction [and] a book you might
never open againif you could find it."
Understandably, employees were calling for a better learning experience. "Surveyed
participants said they wanted much more interaction and better resources to use outside of
training," says Proffer. "The only thing they wanted us to retain was the DiSC profile." The
old curriculum had used a paper version of the DiSC behavioral style assessment, and while
participants valued the tool, the team knew it had to become more interactive.
With these insights and challenges top of mind, the team created a more dynamic and
participatory training plan, one that uses new technology and makes the behavioral style
assessment a vibrant core component by using the latest third-generation Everything DiSC
Workplace Profile. The new four-part training series was called "Building Lifetime Customer
Loyalty," or BLCL.
BLCL was both bold and necessary. "The automotive industry's been chasing 'satisfaction' for
years, but 'satisfaction' doesn't get you what you wantpeople coming back," explains
Coates. "That takes a serious focus on human communication and relationships. The people
at Honda stuck their necks out to make such a radical change to what had been done in the
past. It's nice when that risk pays off." And pay off it has.

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"People love it. We're getting glowing comments not only from the dealer network but from
our district parts and service managers, and zone management teams as well," says Proffer.
"They believe what they're learning is going to really help them be much more effective in
relating to their staff and their staff relating to one another. We've even had dealers that want
to deploy it organizationally."
Honda launched the first BLCL class, "Establishing the Relationship," in April 2012 at the
start of the company's fiscal year. In the first quarter of the program, a team of facilitators
conducted 151 workshops with an average of 22 participants in more than 50 U.S. cities. The
momentum continues as subsequent classes in the BLCL series"Branding the
Relationship," "Growing the Relationship," and "Cementing the Relationship"are rolled
out quarterly.
Honda created a customized, Flash-based curriculum. A voice-over with on-screen graphics is
used to review key information, providing an alternative to traditional facilitator lecture. In
addition, the behavioral style assessment creates a rich, personalized experience for each
participant.
The curriculum uses the profile to help individuals understand their personal behavioral style,
which is a combination of four tendencies: dominance (D), influence (i), steadiness (S), and
conscientiousness (C). Far from simply labeling an individual's style and placing him in a
box, Everything DiSC Workplace demonstrates that the various styles have much to learn
from one another and serves as a reminder that everyone exhibits "shades" of all four styles.

CHAPTER 4. TOYOTA INTRODUCTION & COMPANY PROFILE

Toyota Motor Corporation is a Japanese automotive manufacturer headquartered in Toyota,


Aichi, Japan. In March 2014 the multinational corporation consisted of 338,875 employees
worldwide and, as of November 2014, is the twelfth-largest company in the world by
revenue. Toyota was the largest automobile manufacturer in 2012 (by production) ahead of
the Volkswagen Group and General Motors. In July of that year, the company reported the
production of its 200-millionth vehicle. Toyota is the world's first automobile manufacturer to
produce more than 10 million vehicles per year. It did so in 2012 according to OICA, and in
2013 according to company data. As of July 2014, Toyota was the largest listed company in
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Japan by market capitalization (worth more than twice as much as #2-ranked SoftBank) and
by revenue.
The company was founded by Kiichiro Toyoda in 1937 as a spinoff from his
father's company Toyota Industries to create automobiles. Three years earlier, in 1934, while
still a department of Toyota Industries, it created its first product, the Type A engine, and, in
1936, its first passenger car, the Toyota AA. Toyota Motor Corporation produces vehicles
under 5 brands, including the Toyota brand, Hino, Lexus, Ranz, and Scion. It also holds a
51.2% stake in Daihatsu, a 16.66% stake in Fuji Heavy Industries, a 5.9% stake in Isuzu, and
a 0.27% stake in Tesla, as well as joint-ventures with two in China (GAC Toyota and Sichuan
FAW Toyota Motor), one in India (Toyota Kirloskar), one in the Czech Republic (TPCA),
along with several "nonautomotive" companies. TMC is part of the Toyota Group, one of the
largest conglomerates in the world.
Toyota is headquartered in Toyota City, Aichi. The main headquarters of Toyota is located in
a four-story building in Toyota. As of 2006 the head office has the "Toyopet" Toyota logo and
the words "Toyota Motor". The Toyota Technical Center, a 14-story building, and the Honsha
plant, Toyota's second plant engaging in mass production and formerly named the Koromo
plant, are adjacent to one another in a location near the headquarters. Vinod Jacob from The
Hindu described the main headquarters building as "modest". In 2013 company head Akio
Toyoda reported that it had difficulties retaining foreign employees at the headquarters due to
the lack of amenities in the city.
Its Tokyo office is located in Bunkyo, Tokyo. Its Nagoya office is located in Nakamuraku, Nagoya. In addition to manufacturing automobiles, Toyota provides financial
services through its Toyota Financial Services division, and also builds robots.

On June 14, 2013, Toyota Motor Corp. announced the appointment of outside board
members; the appointment was a first for the corporation and occurred following approval
from general shareholders at a meeting on the same day. Additionally, Vice Chairman Takeshi
Uchiyamada replaced Fujio Cho as chairman, as the latter became an honorary chairman,
while Toyoda remains in the post of President.
Toyota is publicly traded on the Tokyo, Osaka, Nagoya, Fukuoka, and Sapporo exchanges
under company code TYO: 7203. In addition, Toyota is foreign-listed on the New York Stock
Exchange under NYSE: TM and on the London Stock Exchange underLSE: TYT. Toyota has
been publicly traded in Japan since 1949 and internationally since 1999.
In 2005, Toyota, combined with its half-owned subsidiary Daihatsu Motor Company,
produced 8.54 million vehicles, about 500,000 fewer than the number produced by GM that
year. Toyota has a large market share in the United States, but a small market share in Europe.
Its also sells vehicles in Africa and is a market leader in Australia. Due to
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itsDaihatsu subsidiary it has significant market shares in several fast-growing Southeast


Asian countries.
According to the 2008 Fortune Global 500, Toyota is the fifth largest company in the world.
Since the recession of 2001, it has gained market share in the United States. Toyota's market
share struggles in Europe where its Lexus brand has three tenths of one percent market share,
compared to nearly two percent market share as the US luxury segment leader.

CHAPTER 5 TRAINING AT TOYOTA


From the founding of Toyoda Loom Works in the 1920s to the creation of Toyota Motor Co.
in the 1940s, its leaders believed that the key to success was investment in its people. The
Toyota culture has evolved since the company's founding and is the core competence of the
company. It is the reason why operations are lean, cars hit the market on time and on budget,
chief engineers developing cars deeply understand the customer, company executives
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anticipate long-term trends and have clear strategies, and every employee (called a team
member) is vigorously working on achieving the annual plan of the company.

CULTURE AFFECTING TRAINING METHODS


The Toyota Way is first and foremost about culture -- the way people think and behave is
deeply rooted in the company philosophy and its principles. At the core it is about respect for
people and continuous improvement and this has not changed since the company's founding.
Organizations of many kinds throughout the world have been borrowing specific methods
from Toyota that have been turned into programs like lean manufacturing, lean enterprise,
and lean six sigma.
A common expression heard around Toyota is We do not just build cars, we build people.
Every new product development program, every prototype, every quality defect in the
factory, and every kaizen activity is an opportunity to develop people. When former Toyota
Motor Manufacturing North American President Atushi (Art) Niimi was asked about his
greatest challenge when trying to teach the Toyota Way to his American managers he
responded: They want to be managers not teachers. He explained that every manager at
Toyota is a teacher. Developing exceptional people is their number one priority. This has
become ingrained in the Toyota Way as a cultural value throughout the company. It is
frequently talked about in other companies, but rarely practiced.
When we think of organizations that do a great job of developing exceptional people, outside
of Toyota and a select group of top Japanese companies, few large corporations come to
mind. It is not that Toyota has cornered the market on developing exceptional people. Think
of how many countries are able to develop world-class athletes and musicians and master
chefs and artists and surgeons. There are many professions where top quality skill is a
prerequisite for success. The professional skill is the commodity to be traded in the market so
people make enormous investments in time and energy to develop exceptional talent. For
hospitals, having consistent top talent can mean the difference between thriving and fighting
lengthy legal battles. In the typical workplace of the modern corporation it is not so obvious
that exceptional talent is worth investing in. The talented engineer or quality inspector or
machine operator or supervisor is not out in front and center for all to see. They are somewhat
hidden and large companies seem to believe they can get by without developing world-class
talent.
But it is never satisfactory within Toyota to just get by. Toyota got to where they are from a
small rural-based company through the exceptional talent of its leaders and engineers, team
associates and supplier partners. Toyota leaders truly believe that their only source of
competitive differentiation is the exceptional people they develop and that is always their top

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priority. And this starts on the shop floor where the value is being added when building cars
each and every day.
Some might debate whether people are born with talent, or whether it is developed. Toyotas
stand is cleargive us the seeds of talent and we will plant them, tend the soil, water and
nurture the seedlings, and eventually harvest the fruits of our labor. This analogy of planting
seeds and growing people is a common one within Toyota, possibly tracing back to the
company being founded in a farming community. Of course the wise farmer selects only the
best seeds, but even with careful selection there is no guarantee that the seeds will grow, or
that the fruits they yield will be sweet, and yet the effort must be made because it provides the
best chance of developing a strong crop.
We consider peoples native-born gifts to be only about 10% of the total talent picture (or
less). In other words, natural talent gifts account for only 10% of the full capability of an
individual. Fully 90% or more of what we consider talent in the life of company employees is
actually learned through effort and repeated practice. This is the essence of Toyotas success.
Begin with a good foundation a person who has the capacity and desire to learn and then
develop specific talents through repeated effort and practice.
Perhaps this idea is not glamorous or a good story for the makings of legends the idea that
with basic capability any person can become if not the greatest, at least great. We are all in
awe of the greats Babe Ruth, Michael Jordan, Tiger Woods the few who are also blessed
with pure talent and ability. It is not so exciting to go out and watch the middle of the pack
players; the athletes who just work hard and perform well, but never have the buzz of
greatness.
SECRET OF A GOOD WORK-FORCE
What Toyota has been able to do is gather competent and trainable people around the world,
and with considerable time and effort develop high levels of talent in the masses. It is not a
few star performers who make up a strong team. It is a collection of many players, each with
good capability working in unison that makes an exceptional team. Toyota does not hope for
the lucky draw of finding the natural talent a rare find they work on the known entity
the latent talent in each person who has the desire for personal growth.
It requires dedicated long-term commitment and effort. It will be hard work. It is important to
see this process as much more than mere training. Training for job skills is a starting point,
but the development of true talent extends well beyond this level. Understand that the
foundational tool used for teaching job skills may also be applied for all other aspects of
developing talent. It is the core concept for teaching and learning and thus can be applied to
any situation.

TOYOTA-WAY BOOK
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In The Toyota Way Field-book the company attempted to demonstrate the consistent
applicability of the core concepts and philosophies of the Toyota production system (building
on the 14 immutable guiding principles detailed in The Toyota Way) regardless of the work
place in which they are applied. This same idea holds true for the core concepts of teaching
and developing people. In Good to Great, Jim Collins describes this phenomenon as being
similar to the laws of physics relative to scientific application of the physical laws. Collins
points out that the general laws dont really change much, but our understanding of how they
operate and how to apply them has. This is a fundamental element of Toyotas success
dont mess with the basic principle, rather, deeply understand how to apply it in any situation.
We will do our best to present the core concepts and demonstrate them in some common
applications, but with some practice you will be able to apply them to any situation where
there is teaching and learning.
6 Principles followed by Toyota in Training Employees
Principle 1. Base management decisions on a long-term philosophy even at the expense of
short-term financial goalsPerhaps the most important long-term investment Toyota makes
is in its people and the passion to keep team associates employed for their careers reflects that
value.
Principle 2. Standardized processes are the foundation for continuous improvementAs we
will see standardized work and job instruction training go hand in hand and long-term team
associates need to learn to see waste and make improvements.
Principle 3. Grow leaders who thoroughly understand the work, live the philosophy and
teach it to othersTeaching is the most highly valued skill of leaders and leaders have to
deeply understand the work to teach and coach.
Principle 4. Develop exceptional people and teams who follow your companys philosophy
Teams depend on well-trained people and part of individual development is learning to
work in teams.
Principle 5. Respect your suppliers by challenging them and helping them improve
Suppliers need to have the same talent level as Toyota team associates and are developed in
similar ways.
Principle 6. Become a learning organization through relentless reflection and continuous
improvementThis was intentionally at the top of the hierarchy of the Toyota Way pyramid
as becoming a learning organization is the highest level of organizational effectiveness.
When growing flowers the gardener works simply for the beauty of the flower. There is no
other gain for the gardener except to enjoy its beauty. Such is the case with the development
of talent. Expect to work simply for the sake of the flower, and be happy with the beauty it
will bestow upon you.
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In Toyota all managers are expected to be teachers, developing talent in others. There is not a
direct monetary benefit for working to develop people or a formal line on a performance
appraisal, but the evidence of this effort is reflected in nearly all aspects of the performance
of the managers group. If the manager does not foster a teaching environment the groups
performance will surely suffer. Toyota has worked to create a culture where teaching others is
highly valued and viewed as the key. In fact, as we will see, if people are not adequately
developed the entire system will grind to a halt.

Training Techniques used at Toyota

1.
On
the
job
training
(OJT)
In this method a trainee is placed on the job and then taught the necessary skills to
perform his job. Thus in this method the trainee learns by observing and handling the job
under the guidance and supervision of instructor or a supervisor. Thus it is also called the
learning by doing method. Techniques like coaching, committee assignments and job
rotation fall under this method. Job instruction training, (JIT) is also a popular form of the
job training. JIT is used for imparting or improving motor skills with routine and
repetitive operations. While on the job training allows a trainee to learn in the real
environment and handled real machines. It is also cost effective as no extra space
equipment personnel or other training facilities are required for imparting this training.
The employees also learn the procedures and rule and regulations in this training. There
are some limitations also in this method. The noise at the real work places makes it
difficult for the new employee to concentrate and there is danger that the employee under
training might cause damage to equipment or other material.

2. Vestibule
training
In this method a training centre which is known as vestibule is set up where real job
conditions are created and expert trainers train the new employees with equipment
and machines that a identical with the ones that employees will be using at their work
place. This allows the trainees to concentrate on their training because there is no
noise of the real work place. As the same time the interest of the employee remains
quite high as real work place conditions are simulated in this training. It also saves
new employees from a possible injury or any damage to the machines at the real work
place. Vestibule training is beneficial for training a large number of employees in a
similar type of job. But vestibule training involves the lot of expenditure as experts
trainers along with the class room and equipment are required to simulate the real
work place environment which is very difficult to create.

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4. Internship
It involves training the colleges or universities pass outs about the practical
aspects of their study. This method of training provides a chance to the students to
implement the theoretical concepts that they have learnt during their study. Thus it
balances the theoretical and practical aspects of the study. Professional likes
chartered accountants, MBAs, company secretaries and doctors are given training
through this method.
5. Quizzes. For long, complicated training, stop periodically to administer brief quizzes
on information presented to that point. Toyota also begins sessions with a prequiz and
let participants know there will also be a follow-up quiz. Trainees will stay engaged in
order to improve their prequiz scores on the final quiz. Further motivate participants
by offering awards to the highest scorers or the most improved scores.
6. Small group discussions. Breaking the participants down into small groups and give
them case studies or work situations to discuss or solve. This is a good way for
knowledgeable veteran employees to pass on their experience to newer employees.
7. Case studies. Adults tend to bring a problem-oriented way of thinking to workplace
training. Case studies are an excellent way to capitalize on this type of adult learning.
By analyzing real job-related situations, employees can learn how to handle similar
situations. They can also see how various elements of a job work together to create
problems as well as solutions.
8. Active summaries. Creating small groups and have them choose a leader. Asking
them to summarize the lectures major points and have each team leader present the
summaries to the class. Read aloud a prewritten summary and compare this with
participants impressions.
9. Q & A sessions. Informal question-and-answer sessions are most effective at Toyota
with small groups and for updating skills rather than teaching new skills. For
example, some changes in departmental procedure might easily be handled by a short
explanation by the supervisor, followed by a question-and-answer period.
10. Web-based training. This method puts computer-based training modules onto the
Web, which companies can then make available to their employees either on the
companys intranet or on a section of the vendors website that is set up for your
company. There are many courses available on the Internet in many different topic
areas. These courses provide a hands-on, interactive way for employees to work
through training presentations that are similar to CD-ROM or PowerPoint, on their
own. Training materials are standardized because all trainees will use the same
program. Materials are also easy to update, so your training is always in step with
your industry. Web-based training programs are also often linked with software (a

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learning management system, or LMS) that makes trainees progress trackable, which
makes recordkeeping very easy for the training administrator.

Problems Faced By Toyota in their Training Programs

The Unfortunate Reality


For the past few decades it has become a general management trend to talk about the
importance of developing people within organizations. People are our most valuable
resource has become part of the mission statementa guiding principle. Human Resources
Management has gained prominence and has become an important entity within the
company. Yet when we visit companies and talk to employees we find a different reality. We
find people ill equipped to perform their jobs and we can see people struggling to perform
even basic tasks. We try to work with supervisors to lead lean transformations and find they
were promoted due to hard work and company loyalty, but lack basic skills in daily
management of their work teams. We find managers and leaders who dont have development
plans, or the ability to create them, let alone have specific methods for developing people.
And we are constantly frustrated by companies that see lean as a tool kit and do not
understand that the main value of lean projects is in developing people who can solve
problems and make daily improvements.
Something that is clearly lacking in many companies is an effective method for training
people. We work with numerous companies and with people at all levels within these
organizations. Every large company has some type of training program in a large variety of
areas from technical topics to human resource topics and many these days have lean and
six sigma programs. Often the training is well delivered by competent professionals who
have good materials and know what they are doing. Yet, go to where the actual work is being
done and ask people how they learned their jobs and you get a different picture. People have
learned their jobs over time in a relatively unorganized way and the training courses are
interesting but often do not have a direct bearing on the day-to-day job.
A common lament we hear is, We dont do a very good job of training here in the real skills
people need to do their jobs. We have heard this comment from managers who should be
responsible for assessing the needs, ensuring that appropriate people are developed,
evaluating the results and making adjustments to meet the needs. We have heard this
comment from supervisors who have direct responsibility for developing their subordinates
(and suffer as a consequence of poorly trained employees), and from line and staff workers.
One manager explained how he had to learn the ropes the hard way, and he felt that
everyone else should have to as well. Instead of his bad experience becoming a motivation to
improve, it became a model for future behavior. Not until he looked at the results of his
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thinking and behaviorhigh turnover, mistakes leading to customer complaints, daily firefighting, and a general sense of apathy (indicated by high absenteeism)did he have an
epiphany. By working with each individual to ensure their success, providing them with the
skills needed for the job, and increasing their ability he found the path to greater success for
himself. Every great leader knows that she is successful only through the success of those she
leads.
Everyone it seems understands the need and can see the deficiency, but so few are willing to
step up to the situation and do something about it. Why is this? Why is it so easy to recognize
the importance of a well-trained workforce, but so difficult to act? Perhaps there was no
effective tool (the Job Instruction method outlined in this book is that tool), or perhaps there
are no trainer types in the group (unlikely). What is more likely, and is highly probable is
that doing a more effective job of training and development really is not critical to survival in
the short term, and thus is not emphasized. The current process, as limited and ineffective as
it might be; works. People are able to get by. The work happens, jobs get done, and shortterm goals are met.
Unfortunately, for most companies, managing their human assets has for years been
secondary to the primary interest of the companymanufacturing, healthcare, baking,
banking, construction, or transportation. Certainly people were a necessary part of the
company, but in many cases were viewed as simply a means to achieve an end. Henry Ford is
reported to have said: Why is it that when I want to hire a pair of hands, a brain comes
attached to them? People were necessary for what they could do, not for what they could
contribute beyond that. Thinking, creating, improving, and developing were activities
relegated to the select few with a specific job titleengineer, manager, or vice-president in
charge of strategic initiatives for example. Interestingly those engineers and managers were
assumed to get most of their knowledge and skills from engineering schools or MBA
programs and rigorous on-the-job training was lightweight at best.

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CHAPTER 6 CONCLUSION

Honda & Toyota are 2 massive Japanese companies ruling the automobile industry since
many years. A lot of the credit for this goes to its workers and employees as they are the
people who have applied themselves to take the company to greater heights. The Japanese are
known for their training techniques as they are very practical and beneficial.

Various kinds of training facilities are provided by the two companies in order to get the best
out of their employees. Honda and Toyota both are famous for its training in the automobile
industry because of the productivity of its workers. Both the companies invest considerable
amounts on the training and development of their employees.

They believe deeply in their training programs as they have constantly been the difference
between them and other companies. Both these companies have taken long strides in the field
of automobiles and have earned enormous status in the industry.

The programs initiated by both the firms are more or less very similar to each other. As the
business is the same, the way of working is similar and so are the end products thereby
having no difference between the two.

Over the years, Honda and Toyota have come a long way in their own way as motor car
giants. Much of this is also credited to their training programs which help the employees to
be clear in their heads and performance and give their best to the organisation.

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BIBLIOGRAPGHY

www.ukessays.com

www.toyota.org

www.hondajapan.com

www.whatishrm.com

Report on Training & Development by Madhur Sinha

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