Training & Development-Apollo

8/7/2019 Training & Development-Apollo

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EXECUTIVE SUMMARYEXECUTIVE SUMMARY

Never before has the rapid increase in new knowledge and technology

and in the base of change and itself demanded a learning response as

great as what is now required to remain competitive. Today individuals

and organizations must become continuous learners to survive and hence

it is not surprising to find that most successful Organisations operate in a

continuous learning mode.

The challenge of globalization, technological innovation increasing

competi tion and growth through expansion, d iversification and

acquisition has had a wide-ranging and far reaching impact on HRD.

There is a need for a continuous process that aims at providing fresh

knowledge and skill inputs to the employees so as to ensure the

development of their competencies, dynamism, motivation and

effectiveness in a systematic and planned way, thereby improving the

productivity and overall organizational effectiveness. As a result,

training and development activities have acquired great significance and

are now firmly centre-stage in most of the organizations. Hence it can be

said that with the advent of free market economy rapid change in the

environment, training and development activities have assumed an

importance never before witnessed in Indian corporate history.

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

and effectiveness at work by improving and updating his professional

knowledge developing his personal skills relevant to his work and

cultivating in him appropriate behavior and attitude towards his work and

people he is working with. Development takes place as a result of

training and essentially implies growth plus change. Thus, development


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go hand in hand. My endeavor has been to gain an in-depth insight into

the process of discovering, harnessing and developing of the human

capital to the benefit of both the individual and the organization into

days highly dynamic and competi tive business world through a

comprehensive study and analysis of the latest training and development

techniques used by Apollo Tyres Limited.


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skills and develop healthy patterns of behavior and styles. One of the main

mechanisms of achieving this environment is training.

Training is essential because technology is developing continuously and at a fast

rate. Systems and practices get outdated soon due to new discoveries in

technology, including technical, managerial and behavioral aspects.

Organizations, which do not develop mechanisms to catch up with and use the

growing technology, soon become outdated. However, developing individuals in

the organization can contribute to the effectiveness of the organization.

Training and development are important activities in all organizations, large and

small. Every organization, regardless of size, needs to have well-trained

employees in its workforce who are prepared to perform their jobs.

The term 'training' refers to the acquisition of specific skills or knowledge.

Training programs attempt to teach trainees to perform a specific job and a

particular activity.

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

emotional abilities needed to do a better job.


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PRINCIPLES AND EVALUATION OF TRAINING

Training is the process of assisting a person for enhancing his efficiency and

effectiveness at work by improving and updating his professional knowledge, by

developing skills relevant to his work and cultivating appropriate behaviour and

attitude towards work and people. Training could be designed either for improving

present capabilities at work or for preparing a person for assuming higher.

Responsibilities in future which would call for additional knowledge and superior

skills.

Training is different from education particularly formal education. While

education is concerned mainly with enhancement of knowledge, training aims

essentially at increasing knowledge, stimulating aptitude and imparting skills

related to a specific job.

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

development and this is evident form the fact that the community spends roughly

six million dollars annually on training every year. But there are complains about

the ineffectiveness of training and possible waste of resources because of the use

of stereotyped and conventional methods in training which are often not set

completely in tune with job requirements.

It is a continuous process

Training is a continuous and life long process. Right form the time a child is born

he starts receiving training form his mother for a variety of needs, so that he

becomes a social being. His training continues in the school and the college

situations. However training as an organized effort is designed with certain

objectives, for example to help the trainees to be informed of the subject matter

which they have to use in their work situation. Apart from change of attitudes,


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their skills have to be improved and knowledge or information has to be imparted

through effective methods. In other worlds, training provides and synthesizing

with the help of the trainers, the information already available on the subject.

Training is a time-bound programme. Thus there is a separate specialized

discipline of trainers specializing in the field of human activity.

Prevailing concept New concept

1. The acquisition of subject matter

knowledge by a participant leads to

action.

1. Motivation and skills lead to action.

Skills are acquired through practice.

2. The participant learns what the

trainer teaches. Learning is a simple

function of the capacity of the

participant to learn and the ability of

the trainer to teach.

2. Learning is a complex function of

the motivation and capacity of the

individual participant, the norms of

the training groups the training

methods and the behaviour of the

trainers and the general climate of

the institution. The participant's

motivation is influenced by the

climate of his work organization.

3. Individual action leads to

improvement on the job.

3. Improvement on the job is complex

function of individual learning the

norms of the working group and the

general climate of the organization.

Individual learning used leads to

frustration.

4. Training is the responsibility of the

training institution. It begins and

ends with the course.

4. Training is the responsibility of

three partners: the participant

organization the participant, and the


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training institution. It has a

preparatory pertaining and a

subsequent, post-training phase. All

are equally important to the success

of training.

There has been in some quarters criticism of training and it is often argued that

personnel can acquire administrative capabilities and work skills through

apprenticeship capabilities and work skills through apprenticeship rather than

through formal training. While the training cannot by itself guarantee the success

of a development programme, its untrained personnel are unlikely to prove

effective. It is in this context that expert; administrators and planners greatly

appreciate the relevance of training in development process.


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INTERACTION BETWEEN TRAINING & DEVELOPMENT AND

OTHER HUMAN RESOURCE FUNCTIONS

The interaction

between

training and

development

and other

human

resource

functions

Training

and

developm

ent

Training opportunities reduce

the demand for highly qualified

applicants

Staffing

Careful selection may reducethe need for training. But hiring

additional employees adds to

training needs

Training helps employees

perform better

Performance

evaluationPerformance evaluations

provide information that helps

to assess training needs

Training should improve

performance and result in

higher levels of payCompensati

onFinancial incentives can create

greater enthusiasm for training

and increased participation

Skilled employees should perform better, reducing the

probability of grievances and

discipline Employee

relations

Unions may participate in the

design and presentation of the

training

The Training Cycle


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

event being undertaken. Evaluation provides feedback which links back

to the initial stages of training design. Indeed, it is the evaluation/

feedback process which makes this a cyclical event without it training

would be a linear process leading from initiating training through to its

implementation. The steps in the cycle are:-

Stage1: Identification of training needs. Examining what skills and

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

Stage2: Design, preparation and delivery of training.

Stage 3: Discovering the trainees attitude to training (reaction) and

whether the training has been useful from the point of view of training.

Reaction involves the participants feelings towards the training process,

including the training content, the trainer and the training methods used.

Learning is the extent to which the trainee has actually absorbed the

content of the learning event.

Stage 4: Discovering whether the lessons learnt during training have

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

job.


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

is the area on which there is perhaps most confusion, subsequently little

real action to clear it.

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

outcomes are maintained for as long as possible. It is not rare event for

changes in behavior to be temporary, with a gentle s lide back to

previous ways of working. It is important to note the feedback loops.

Feedback on the process of actually delivering the training can come

Identification oftraining needs

DESIGN,

Reaction to andlearning from the

trainin

Transferring trainingtot he work place

Evaluation of the

impact on theorganisation

Measuring perspectiveeffects.


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from the reaction and learning stage, the transfer of the training to the

work place and the evaluation of the impact of the training. The main,

feedback for the identif icat ion of t raining needs comes from an

assessment of the transfer of work to the training and the evaluation of

the impact on the organization.

It is important to note that these feedback loops may consist of two very

different types of information.

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

done by quantitative methods and with hard, numerical data.

Allowing insights into the method of learning, where the experience

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

qualitative information.

Identification of training needs

The procedure of identifying training and development needs is crucial

for the success of the training function and requires to be carried out

systematically on a regular basis, preferably every year.

How are t ra in ing needs ident if ied to match the o rganizational

requirements in terms of technology /task/ people? Has the trainingbought the desired change in the individuals performance and if so, how

is it assessed? These are the focal points, which require attention of the

HR professionals to assess the training needs of the employees working

in the organization.

Many organization have their own system to identifying training needs

every year. However, need identification exercise can do real harm if


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the needs are not met by conducting suitable programs. Managers must

perceive that their recommendations are grown due consideration and

suitable actions are initiated to satisfy the felt needs. Only then, they

will take this exercise seriously. Hence, formulation of suitable and

need based training programs and their timely implementation is very

important for the success of any training program.

Evaluation of Training Programs

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

acquire the knowledge, skills and attitude necessary to perform the task

assigned to them. They are conducted in order to bring about a planned

change which in turn involves substantial investment of money, time and

efforts. Therefore, one has to know whether such an investment in

training yielded the desired results . This desire naturally leads to

evaluation of training.

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

speaking the act of evaluating training is the act of judging whether or

not it was worthwhile in terms of some criterion of value, in the light of

the information available. Evaluation is the tool whereby information

about the result of trainees, interaction with the learning experiences

systematically collected and analyzed. Thus, evaluation can provide

useful data both for improvement of training and enhancement of

learning. In brief it is important in 3 ways.

It indicates whether appropriate monetary investment is made on the

implementation of training programs.


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It determines the degree of effectiveness and success of the training

programs.

It provides a basis for introductory the necessary corrective

measures.

The benefits of constructive, pract ical evaluation of t raining

substantially outweigh the costs six direct benefits of evaluating training

programs are:-

Quality Control: Quality control systems are designed to ensure that

products or services are fit for their intended purpose. Evaluation in

training will assess the extent to which work-related results can be

demonstrated to arise from the training. Successful, positive elements

of training can be maintained and reinforced, whilst negative elements

removed or revised. If results cannot be justified, then it becomes hard

to justify the commitment of any resources to the training activity and

they can be re-allocated to

where they may make a greater impact.

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

training system which matter, such as proper definition of objectives

and setting criteria on now these objectives are to be measured.

Enhanced professional esteem: Training professionals can gain

enhanced stature from having systematic evaluation of data rather than

initutive assessment of their contribution to the business. Being

assessed on their contribution to the bottom-line of the business puts

the HRD function on the same footing as other functions, instead of

claiming that the nature of their work does not allow an application of


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the same criteria. This helps to break down the barriers facing the

integration of HRD professionals within the organization.

Enhanced negotiating power: On much the same tack evaluation makes

it possible for the HR function to demonstrate a successful contribution

to the business over a period of time. When resources are to be allocated

and new investment decisions to be made, them being able to show the

outcomes of training would be invaluable.

Appropriate criteria of assessment: Individuals within an

organization will make judgements about how effective the training

function is, regardless of whether an evaluation system is in place or

not. Given this, it is very important that the HR controls the choices of

appropriate criteria, which it can most safely do on the back of a formal

evaluation process.

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

that training is integrated into the organization. It offers a means by

which the HR function can build on its enhanced esteem and negotiating

power to play a more active role in developing policies.


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SYSTEMS MODEL FOR TRAINING

Assessment Phase

Assess Training

needs and

training

resources

Identify training

objective

Training and development

phase

Develop criteriaPretest

trainees

Select trainingmethods and

learning

principles

Evaluation

phase

Conduct

training

Monitor

training

Compare

training

outcomes

against criteria

Feed back

BENEFITS OF TRAINING:

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

role in determining the effectiveness and efficiency of an organization. A

successful training and development program will achieve the following benefits:

1. Improve the quality and quantity of work done.

2. Reduce the learning time required for employees to

reach acceptable standards of performance.


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3. Create more favourable attitudes, loyalty and

cooperation.

4. Satisfy human resource planning requirements.

5. Reduce the number and cost of accidents.

6. Help employees in their personal development and

advancement.

7. Help organizations to respond to dynamic market

conditions and changing consumer demands.

Different jobs require different capabilities. These capabilities can be considered

under four categories:

1.Technical

2.Managerial

3.Behavioural

4.Conceptual

TECHNICAL CAPABILITIES:

They deal with the technology of the job or the tasks the employee is expected to

perform. They include information, skills and knowledge.

MANAGERIAL CAPABILITIES:

They include the ability to organize, coordinate, plan, monitor, evaluate and

redesign a variety of activities. As managers have the task of getting things done

by others with optimal use of resources for achieving the best possible results,


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they need to possess managerial capabilities. Knowledge of management

techniques like PERT, systems analysis, performance budgeting etc. are evidences

of managerial capabilities. Management skills involve the application of these

techniques for better planning, better coordination, better monitoring, and for

better achievement of results.

BEHAVIOURAL CAPABILITIES:

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

ability to work as a team member, dynamism, initiative etc. Mere knowledge of

behavioral sciences does not ensure that person has behavioral capabilities.

Attitudes and orientations play an important role in determining the effectiveness

of the employees to a great degree.

CONCEPTUAL CAPABILITIES:

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

others, imagination, futuristic thinking, model building capabilities and perception

of various tasks and their interrelationships within the organization and outside it.

TYPES OF TRAINING:

1.Orientation/Induction Training:

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

organization. The purpose of this training is to orient the employee to the

company and its tasks, to help his role in detail and see the link his role has with

other roles in the company, to help him understand the expectations of other

employees from him, and to give him a feel of the organization and feel part of it.


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The induction training normally does not focus on skill development. It focuses

more on perspective development and understanding of the organization. Without

such understanding of the organization, its mission etc., the employee may soon

feel alienated. Induction training is one way in which culture and traditions are

established and maintained through socialization of the new employees into the

culture of that organization.

2.On-The-Job Coaching:

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

given to employees who are new to a given job (not necessarily to the

organization). The purpose of this kind of training is to equip the employee with

the capabilities required to perform various tasks of his job. This may involve skill

training by the supervisor of the employee, either on a day-to-day basis or

periodically. On-the-job training techniques also include job instruction training,

job rotations, internships, coaching and counseling. On-the-job training should be

particularly stressed upon during the early stages of their careers.

3.Apprentice Training:

Apprentice training is given to those who have just completed their studies and are

about to enter the organizational world. The apprenticeship involves practical

training under the guidance of one or more instructors designated by the

organization to train the trainees.

IN-HOUSE TRAINING:

In-house training programs are programs offered exclusively for the employees of

an organization by the organization. The Training Department assesses the

training needs of various categories of employees periodically, invite suggestions


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from the senior executives of that company on the training needs as perceived by

them, keep in touch with the new developments taking place in the outside world

that have relevance to their own organizational activities and periodically invite

outside trainers to train their employees.

In the in-house training programmes, the training department may use its own

senior employees as trainers or may depend exclusively on outsiders or may use

both sets of resources.


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DISTANCE TRAINING:

Distance training is the training conducted without the trainer being physically

present near the trainee. The most well known forms of distance training are

correspondence courses, auto-teaching machines, programmed instruction

materials, video and audio cassette programs, alumni bulletins etc. This form of

training is useful mainly to keep the trainee informed about various developments

in his field or to acquaint him with new technology, processes etc.

CAREER DEVELOPMENT PROGRAMS

Career Development programs help people grow and continue after they begin

their employment. Career Development refers to helping individuals plan their

future careers within the organization. The objectives of career development are to

help individuals achieve maximum self-development and also to help the

organization achieve its objectives.

INDIVIDUAL BENEFITS:

For the individual, the most immediate benefits of career development include a

better job, more money, increased responsibility, greater mobility, and the

acquisition of skills that improve productivity. Career Development also provides

less tangible benefits for individuals, such as increased job satisfaction, the

development of a career orientation rather than a job orientation, increased

involvement at work, greater exposure, a better understanding of what is expected

and broader knowledge of additional areas of career interest.

ORGANIZATIONAL BENEFITS:

Through the development of competent employees, organizations are able to

identify future managers and prepare them to achieve organizational goals. By


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developing competent replacement managers, an organization is able to practice

promotion from within, which increases the level of motivation for aspiring

managers.

Employees who remain in the same position for an extended period typically

become obsolete, either because of a lack of training or a lack of motivation.

Career planning helps to prevent the problems of obsolescence by providing

employee training by moving employees into different jobs, and by motivating

employees to make valuable contributions to the organization. An organizationthat tries to help employees plan their careers can benefit directly through lower

turnover and personal costs.

DEVELOPMENTAL PROGRAMS:

1. Mentoring:

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

employees. A mentor is a trusted counselor, coach or advisor who provides advice

and assistance. Effective mentors teach these new employees a number of things,

which include:

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

job performance.

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

understanding the unwritten rules of the organization.

3. Answer questions and provide useful insights.

4. Offer emotional support and encouragement.

5. Serve as a role model.


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

confidence.

2.Career Counseling:

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

during employment interviews when employees are first hired, during employees'

annual performance evaluation interviews, and as part of the special career

counseling that is provided for high-potential employees. Career counseling

typically occurs as part of the day-to-day relationship between a supervisor and a

subordinate. Moreover, some organizations provide special career counseling by

conducting psychological assessments of employees and helping them interpret

their individual results.

3.Career Pathing:

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

individual can expect to progress towards high levels of management. Some

organizations provide job progression plans for all new employees, while others

do it only for exceptionally bright and promising candidates. Career path

information must be provided to the employees before a possible career path can

be charted out for them.

4.Career Development Programs:

Career development includes any and all activities that prepare a person for

progression along a designated career path. Career development usually involves

both formal and informal means. These programs maybe conducted in-house or by

external sources, such as professional organizations or colleges and universities

and are organized by the T&D department of an organization.


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6. It is to impress upon others that opportunities are open to them also in the

organization, if they perform well.

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

it viable.

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

employees and coordinate all information promo -table posts available, posts

vacant, number of employees on transfer, permanent and temporary posts.

When making internal mobility decisions, organizations tend to place emphasis on

their objectives, filling job vacancies, eliminating employee surpluses, correcting

behavioral problems, etc. Promotion maintains organizational effectiveness

through maintenance of employee moral and favorable attitudes towards the

organization. Demotions frequently used as from of disciplinary action since it

represents loss of status and earning.

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

rotations and filling in absenteeism, separations and termination, such as discharge

and dismissal, from a part of the outward mobility of an organization.


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REVIEW OF LITERATUREREVIEW OF LITERATURE

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

available. Some of them deal with the general framework while others

are specific company based studies.

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

detailed study of jobs and skill analysis is absolutely necessary. The

training, thus, imparted would help the employee to adjust to their job

requirements. As far as the supervisory category is concerned. Sundaram

(19709) points out that the training needs for supervisors can be

identified through careful observation of their work which is indicative

of poor performance, low production, high cost, poor product quality,

high scrap, spoilage, wastage, accidents, absenteeism, and turnover. The

day-to-day complaints and grievances also form a useful sources for

identifying their training needs. Given that supervisors are the first

contact point for the workers. Ghosh (1984) stresses the need for

behavioral inputs in any training programme organized for managers.

Srinivasan (1977) recommends that their training programmes should

focus on corporate planning, organizational development, and personnel

management.

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

objective of training. He identifies three areas of training- technical

skills and knowledge, knowledge of organization and external systems,

and conceptual and interpersonal skills. He suggests that the emphasis

on these three must vary according to the level of the employee. The

workers training should focus on technical skills and knowledge followed

by conceptual and interpersonal skills, and knowledge of orgnaisation


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and external systems. In the case of supervisors, conceptual and

interpersonal skills should be emphasized followed by technical skills

and knowledge, and knowledge of organisa tion and external

environment. As far as managers are concerned, the sequence is the same

as that for supervisors except that the order of knowledge of organization

and external environment and technical skills and knowledge is

interchanged.

Seth (1984) administered a 720item questionnaire on 119 personnelmanagers. The cluster analysis revealed personnel managers to be more

employee oriented; able to recognize the utility of group processes, and

having fait in workers ability to take initiative and handle responsibility.

On the basis of results . Seth suggested that training for personnel

managers should be directed towards attitudes and beliefs underlying

managerial philosophy and their inter relatedness.

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

Laboratories considers the following factors.

1. Level and rapidity of technological and administrative changes

2. Level of individual and group performance.

3. Changing organizational structure

4. Perceived organisational imbalances.

At the individual level, the person himself identifies the need for

training and records it or the appraisee discusses the individuals training

needs in view of this deficiencies on the job. Since Glaxo uses the MbO

system, this process helps a great deal in making training useful to both

the employees and the organisation (lawande, 1980)


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Studies on the identification of training needs thus emphasise not only

the organisational analysis but job and individual role analysis as well. It

is also useful to note that many studies emphasise the need for training in

human resources management.

Johnson (1967) suggests that clues for training needs can also come from

a number of written sources. He lists 17 sources for identifying training

needs. Some of them are highlighted below.

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

individual companys experiences with personnel utilisations and the

ways organisations improve productivity. Such individual

experiences could be a good source of learning from the experiences

of others.

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

faster speed today than before. Many books are published every year

on training and they provide useful sources in learning newer

techniques developed in identifying training needs.

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

people often show gaps in understanding. These can become useful

themes for training.

4. Companies: All organisations in organizations provide useful data

for preparing people to not only face such situations but learn to

avoid them in future.

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

preparing people to not only face such situations but learn to avoid

them in future.


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6. Factual data: Factual information such aspects as absenteeism,

wastage, turnover, machine breakdown, sales, and the like also open

avenues to identify what can possibly be done to improve upon

them.

7. Grievances: Formal grievances are important sources to identify

training needs.

8. Reports: Often reports submitted by many departments provide

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

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

back on the total activity of an organisation and may often identify

gaps in various areas of orgnaisational functioning.

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

suggestions and take them very seriously. Since suggestions have a

base in experience they provide useful clues for training needs.

A more direct approach for identifying training needs was used by

Kanitkar et. al.(1994). Instead of going to HRM department, they

approached section heads and senior managers of 73 milk unions

associated with National Dairy Development Board. Their study revealed

five contents of training that were identified by a very large majority of

respondents. These were cost consciousness, loss control, marketing,

sanitation and hygiene, and operations and maintenance of utilities.

Who needs what kind of training was the focus of a study by Singh et.al.

(1998). In a study of 92 Anganwadi workers, they found that the need for

training correlated inversely with age and in service training. In other

words those who were older did not feel ten need for training and if


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offered in service they did not want to go through it. However the need

for training correlated significantly and positively with education, years

of experience, communication skill, job satisfaction, knowledge level and

attitude towards integrated Child Development Service. Scheme.

Mayo and DuBois (1987) cite eight criteria for including a task in a

training course. Think about how you would apply these criteria to a task

area that you teach (e.g., performance appraisals,. World processing,

project management, etc.)

Criteria for selecting a Training task

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

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

task.

3. How critical the task is.

4. The amoung of delay that can be tolerated between the time when the

need for performance of the task becomes evident and the time when

actual performance must begin.

5. The frequency with which the task is performed.

6. The difficulty or complexity of the task.

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

job incumbents.

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

job that involves it.


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SIGNIFICANCESIGNIFICANCE

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

researchers, has increased due to rapidly changing technology and work

culture in industrial environment due to an increasingly skilled

workforce and very competitive global marketing.

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

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

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

reveals and identifies the lacunas in the training policy and the areas

where the organization can improve for the betterment of the

organization as well as the industry.


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PROJECT OBJECTIVESPROJECT OBJECTIVES

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

process being followed by Apollo Tyres Ltd by-

Honing up identified functional skill areas of personnel, for more

effective contribution to the organization.

Providing platforms for professional growth and exploration

leading to overall improved organizational health and quality of life.

Developing human resources in consonance with broader corporate

horizon and long range vision of the organization.

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

of the questionnaire-

1. Purpose of training- What is the purpose of training at Apollo

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

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

4. Effectiveness-How effective is the system

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

have gone through this process. The outcome will depict whether

difference in perception exists between two levels of employees or not.


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COMPANY PROFILECOMPANY PROFILE

Apollo Tyres Limited was incorporated in the year 1972, in

technical coll abora tion wi th Genera l Tyre Internationa l

Corporation, USA (now owned by Continental AG, Germany, the

fourth largest tyre company in the world). Apollo tyres limited is

one of the fastest growing companies in the world

The first manufacturing unit located in Perambra near Cochin in

the state of Kerala began its commercial production in the year

1977.

The Limda plant came into operation from the year 1991 and in the

year 1995, the company took over Premier Tyre Limited at Cochin

and Apollo brand products are being made there.

In the year 1997, Apollo started a new tube plant at Ranjangaon at

Pune.

The corporate office of the company is located at Apollo House, 7

institutional area, sector 32, Gurgaon and the Registered office is at

Cochin.

Apollos workforce constitutes of 6,500 employees countrywide

and 140 employees in the corporate office.

A latest state of the Art passenger Car Radial Plant has been set up

at Limda in 1999.

Apollo tyres have been rated as the 6 th fastest growing tyre company

in the world by European Rubber Journal.

Apollo is the market leader in the replacement segment. In truck

tyres, their brand like Hercules, Load Star Super, Amar, Xt-7, Xt-9is very well accepted. In radials they have the Amazer XL and the


35/78


36/78

management team under the leadership of Vice Chairman and

Managing Director, Mr. Onkar S Kanwar, took over the helm of the

company. Objectives were redefined with growth through quality

p roducts and services coup led with an aggressive market

penetration strategy. With expense containments made the company

bear fruits in 1984. A modest profit of Rs. 57 lacs was made on a

turnover of Rs. 58 crores after wiping out the accumulated losses of

Rs. 27.8 crores till then.

Apollo tyres has now reorganized itself using the profit center

concept for all its location and divisions. This has been done to

enhance effectiveness and eff iciency at all units across the

locations.

Today Apollo tyres limited is the best professional Tyre Company

in India. It has today more than 500 qualified professional working

for them, making them the employer of the highest number of

management graduates in the industry. The average employee age of

the company is only 35 years.


37/78

The driving Force of Apollo Success is its People

Apollos Vision, Goals and Values

Vision

A LEADER IN THE INDIAN TYRE INDUSTRY

AND A SIGNIFICANT GLOBAL PLAYER,

PROVIDING CUSTOMR DELIGHT

AND ENHANCING SHAREHOLDER VALUE.

GOAL

5YHK

Achieve by 2005

A Gross Profit of Rs. 500 crores

And a turnover of Rs. 5,000 crores

At 1999 prices.

CORE VALUES

C- CARE FOR CUSTOMERS

R- RESPECT FOR ASSOCIATES

E- EXCELLENCE THROUGH TEAMWORK

A-ALWAYS LEARNING

T-TRUST MUTUALLY

E-ETHICAL PRACTICES


38/78

QUALITY PLEDGE

We, the people of

Apollo Tyres Ltd.

Will create an enterprise

Committed to quality

It is our policy to design,

Manufacture and service our

Products to provide the level of

Quality and value that meets

Every Customer need.

We will aim to generate

Customer enthusiasm through

Continuous improvements in

Our products and services.

We are committed to

Excellence in the way we

Work together within the

Organization as well as outside,

Aimed at total customer

satisfaction


39/78

BRIEF PROFILE

Perambra Baroda Kalamasse

ry

Ranjangao

n

Conversion

unit and

other sources

Land Area

(m2)

3,44,000 5,26,000 2,84,000 1,30,000 TCIL, S

Kumars and

other flap

manufacturerBuilding

Area (m2)

36,000 63,600 32,600 13,000

Installed

Capacity(MT/Day)

118 192 55 30

TOTAL INSTALLED CAPACITY: 455 MT/Day

OUR PRODUCTION GROWTHS

Year

Mt/Day

Peram

bra

Baroda Premie

r

Pune TCIL Other

conver

sion

units

Total

1975-

89

75 - - - - 10 85

1990 106 - - - - 10 116

1991 106 65 - - - 15 186

1992 106 75 - - - 20 201

1993 106 85 - - - 25 216

1994 106 100 - - - 30 236

1995 112 130 40 - 45 30 357

1996 112 150 45 - 45 35 387

1997 112 165 55 25 45 15 417

1998 118 180 55 25 45 15 438

1999 118 180 55 30 45 15 443

2000 132 190 55 30 45 15 469


40/78

WORLD TYRE INDUSTRY

World

Rank

Company Trunover

(US $

million)

Rank is

India if

Indian

Company

Country

1 Michelin 12916.3 France

2 Bridgestone 12634.8 Japan

3 Goodyear 11311 USA

4 Continental 4334 Germany

5 Sumitomo 3750 Japan

6 Pirelli 3005.8 Italy

7 Yokohama 2193.5 Japan

8 Cooper 1447.4 USA

9 Toyo 1120.2 Japan

10 Kumho 965.5 Korea

11 Hankook 905 Korea

12 Ohtsu 616.1 Japan

13 MRF 537.7 1 India14 Cheng Shin 497.5 Taiwan

15 Shanghai 461.7 China

16 JK Industries 357.7 2 India

17 Apollo 346.3 3 India

18 Shangdong

Triangle

330.9 China

19 Liantes 328 Mexico

20 Shangdong

Chengshan

326.2 China

21 China Tyre 314.8 Hongkong

22 Nizhnekamskshina 300 Russia

23 Ceat 295 4 India

24 BRISA

(Bridgestone)

273.3 Turkey

25 Titan 265 USA

26 Modi Rubber 22.8 5 India

27 Birla Tyre 142.8 6 India

28 Total Industry 660834.4

PRODUCT RANGE


41/78

Category Size PLY

Rate

Brand Name Type

HCV 10.00-20 16 XT-7 LUG

HCV 9.00-20 16 XT-7 LUG

HCV 10.00-20 16 XT-9 LUG

HCV 9.00-20 16 XT-9 LUG

HCV 10.00-20 18 LOADSTAR LUG

HCV 10.00-20 16 HAULUG LUG

HCV 10.00-20 16 AMAR RIB

HCV 9.00-20 16 AMAR DELUXE RIB

HCV 10.00-20 16 AMAR DELUXE RIB

HCV 9.00-20 14&16 AMAR

EXPRESS

RIB

HCV 9.00-20 16 ST-5 SEMILUG

HCV 10.00-20 16 ST-5 SEMILUG

HCV 9.00-20 16 ANCHOR SEMILUG

HCV 9.00-20 16 DUAL TREADPLUS SEMILUG

LCV 7.50-16 16 MILESTAR LUG

LCV 7.50-16 16 AMAR RIB

LCV 7.50-16 16 ANCHOR SEMILUG

LCV 7.50-R-16 16 RANCER RADIAL

LCV 9.00-16 16 DHRUV TRACTOR TRAILER

FARM 12.4-28 8 KRISHAK

SUPER

TRACTOR REAR


SUPER

TRACTOR REAR


SUPER

TRACTOR REAR


SUPER

TRACTOR REAR


SUPER

TRACTOR REAR

FARM 12.4-28 8 POWER FUL TRACTOR REAR


42/78





FARM 5.50-16 8 SARPANCH TRACTOR FRONT

FARM 6.00-16 8 SARPANCH TRACTOR FRONT

FARM 5.00-19 6 BHIM ADV




CAR&JEEP 145/70-R-12 AMAZON XL PASSENGER RADIAL






CAR&JEEP 195/80-R-

15LT

AMAZON XL PASSENGER RADIAL

CAR&JEEP 145/80-R-12 AMAZON PASSENGER RADIAL




CAR&JEEP 1+65/80-R-

15T

AMAZON PASSENGER RADIAL

CAR&JEEP 195/80-R-15T STORM 4-MD RADIAL

CAR&JEEP 4.50-12 6&8 ARMOUR PASSENGER BIAS

CAR&JEEP 5.65-12 6 ARMOUR PASSENGER BIAS




CAR&JEEP 6.00-16 8 TROOPER JEEP BIAS

CAR&JEEP 6.00-16 6&8 GRIPPER JEEP BIAS


43/78

CAR&JEEP F78-15 6 GRIPPER JEEP BIAS

CAR&JEEP 6.00-16 8 HUNTER JEEP BIAS

CAR&JEEP 3.50-8 4 BLACKCAT

ULTRA

SCOOTER

CAR&JEEP 3.50-10 4 BLACKCAT

ULTRA

SCOOTER

CAR&JEEP 4.00-8 6 VIJAYTA 3 WHEELER

CAR&JEEP 4.50-10 8 VIJAYTA 3WHEELER


44/78

COMPANY SCENARIO OVER THE LASTCOMPANY SCENARIO OVER THE LAST

DECADEDECADE

HISTORY

The company commenced production at its first manufacturing facility

located at Perambra near Cochin in Kerala in the year 1977. From the

first year of operation, the company started incurring heavy losses. By

31 st October, 1989, the total accumulated loss suffered by the company

amounted to Rs. 27.80 crores. The accumulated loss was more than 3

times the equity share capital of the company which stood at Rs. 7.75

crores at that time.

TURNAROUND

During the year 1982 and 1983 the company put a lot of emphasis on

revamping the managemen t se t up through human resources

development. As a result, a new vibrant team was developed with well-

defined objectives in different areas of management. The new team

slowly but effectively brought about a transformation in the operation

of the company since 1984 the track record has been exceptional which

is evident from the turnover record.


45/78

BRIEF HISTORICAL HIGHLIGHTSBRIEF HISTORICAL HIGHLIGHTS

1974-1982, first phase- turbulent period.

Problem with product, marketing and management

Government takes over

1981, new CEO decides that unless productivity improves there is no

future.

1981 lot of in discipline

Lock out declared

Norms agreed upon to build 40 tyres.

1982 onwards total thrust on productivity.

CEO was tough

Productivity orientation came.

1980-93, welfare period by a CEO who joined from a public sector.

Introduced welfare measure.

Discipline was causality

IR became bad.

About 52 people were found not to do any work and just roam

around.


46/78

1994-new CEO-open and understanding and a team player .

Tried to buy peace many times

Cost has become a major factor

Quality became important due to liberalization and globalization

1998, short spell of lock out

things became clear

Workers understood the importance of discipline and productivity

to some extent.

1999, Negotiations for long term settlement.

Baroda lock out as the management was about to achieve a break

through in negotiations.

Management advised to go slow.

What seemed a break through was diluted.


47/78

MARKET POSITIONMARKET POSITION

Over the last decade, Apollo has been in transition. It has moved from

being One of the players to A dominant player. Now it aspires to be

internationally known. It presently occupies the number 2 position in

the Indian tyre industry. It aspires for the number 1 rank, which is

presently occupied by MRF tyres.

The company has a large and wide domestic marketing network

consisting of 97 offices, 2000 exclusive dealers and 1000 multi brand

dealers. In 1998, Apollo tyres launched its Kaizen range mainly to

develop the multi brand dealer network offering them world class

products.

The need for transition at Apollo arose primarily to the hindsight of the

CEO which in turn was in response to the changing external situation.

The organization realized that the weak players will be forced to close

down. Seeing the domestic and foreign competition, the company

realized it is time to consolidate and move forward. Apollo is not just

vying for numbers but considers being a significant global player as a

challenge.


48/78

MARKET SHARE (DOMESTIC) 1999-2000

Turnover

As can be seen from the table, the turnover for the last financial year1999-2000 was 1348.75. Over the last 13 years the company has

increased i ts turnover from 146.19 to 348.75 crores, a n ine fold

increase. In the next five years the company aspires to reach the 5000

mark.

The companys goal states:-

5YHK

Achieve by 2005

A gross profit of Rs. 500 crores

And a turnover of Rs. 5000 crores

At 1999 prices

Modi

12% TCIL

1%

ATL

18%

Premier

2%Birla

9%Ceat

13%

GY

6%

JK

14%

VTL

6%

MRF

19%


49/78

TURNOVER

Year Turnover (Rs.Crores)

Gross Profit(Rs. Crores)

Net Profit (Rs.Crores)

1986-87 146.19 18.38 14.36

1987-88 152.03 16.42 14.79

1988-89 178.2 18.24 15.34

1989-91 (17

months)

274.77 25.78 20.36

1991-92 360.85 4154 33.01

1992-93 500.66 38.07 20.80

1993-94 685.59 33.74 15.63

1994-95 747.85 30.88 25.02

1995-96 1,237.69 49.64 35.3

1996-97 1,413.7 56.25 36.32

1997-98 1,365.19 62.77 40.68

1998-99 1,151.56 63.48 40.02

1999-2000 1,348.75 102.66 76.06


50/78

RESEARCH METHODOLOGY

The research process or methodology is the approach to the entire study- it is the

master plan. It is the blue print for achieving the objectives. The diagram shows

the systematic nature of the research process.

IDENTIFY TERMS OF REFERENCE

SURVEY PAST WORK

PLAN YOUR APPROACH

COLLECT THE DATA

ANALYSE THE DATA

DISCUSS YOUR FINDINGS

PRESENT THE FINDINGS


51/78

Data is effectively another word for information that can be found through

secondary or primary data collection.

Sampling Technique

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

were senior managers and above and 20 employees who were of the level

senior officers to assistant managers

Primary

Questionnaire - A questionnaire was designed and administered to the

training incharge professionals, and employees drawn from various levels

and various departments in the organization.

Internal Information regarding the training policies and procedures was also

obtained through personal discussions with trainers, senior managers and assistant

managers.

Secondary

This involved extensive research on apollos databases.

Training / HRD manuals, Company reports, house journals records

etc.

Latest books and magazines on HRD

The Questionnaire

The questionnaire consisted of 9 questions which were a combination of

multiple and open ended questions.


52/78

LIMITATIONLIMITATION

The topic was such that it required vast and thorough study necessitating complete

enumeration of the organization and analysis of several issues that considerable

time which was a major limiting factor. Collecting information from people

during the working hours was also critical. Besides this, the issue of

confidentiality was a tough obstacle to conquer. But finally persuasion won and

the study was completed with a degree of comprehensiveness.

Due to the busy schedule of the officers, they were not able to give more

time and attention.

Biases in the responses cannot be ruled out as the HR Employees of the

company already filled the questionnaire.

Sudden changes in the programmed of some of the HR Managers at the

time of the Interview led to the problem in getting the data.

Certain important information were kept secret.


53/78

TRAINING & DEVELOPMENT ATTRAINING & DEVELOPMENT AT

APOLLO TYRESAPOLLO TYRES

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

of employees: New Recruits and Others. Currently, the T&D process is

evolving and undergoing many changes. This document provides the

current process as it exists as well as the new process as it is envisaged

by the Corporate T&D group.

P rocess As It E xi st s

Today

Future Requirement

if Different

System should

provide

ATL to Give

I. New Recruits:

New recruits go through

an Induction programme

-same- Linkage from Recr.

Module

Introduction routing

to be provided by

the system

Recording of Indusction

p rogrammes and

attendees Recording

of Training Details

for each attendee

Sample

Programme

schedule

Position chart

Recording

FormatRecording

Format

Classroom Training exists

for groups joining

simultaneously (e.g. In

Mkt. Currently)

-same- Drawing up

Int roduct ion l is t

f rom rec ru itment

module Recording

of Introduction andattendees Recording

of Training Details

for each attendee

Recording

Format

Recording

Format


54/78

II. Other Employees:

Training Needs Analysis

There are two kinds of

t ra in ing needs tha t get

generated for all

employees

Those that arise from the

Ap pr ais al (Ap pr ai sal

Trng needs ) (De ta il ed

after next bullet)

Those tha t a ri se f rom

Business Needs (Business

T rng. Needs ) Onl y in

Marke ting at p re sent .

Needs analysed jointly by

Corp. Trng. Group and

Marketing

Appraisal Training Needs

Analysis

The appraiser at the end

of the appraisal session,

completes the

Identification of

Training Needs form. The appraiser should

complete

System to provide

data from previous

cycle training need

identified and

training

programmes

attended,

Sample

Training

Needs

Sample

Training

Needs

Appraisal

Format ISO

Formats

HoD collects and sends

these forms to Corp. HR

Corp. HR cop ie s each

form onto an ISO format

and sends i t back to the

appraiser for signatures

Appraiser sends it back to

Corp. HR duly signed

Corp. HR col lat es and

sorts the training needs.

the ISO form, which

could replace the

Identification of

Training Needs Form

-same-

-same-

Action plan

generated,

completed and rated

Automatic collation

needs and planning

out of training

batches for e ach

subjects

Format for

collation

Format for

deciding on

batches (e.g.

Not more than

x number

from a


55/78

location,

grouped by

grades/locations etc.)

Calendar

format

Normination

HR decides on

nomination of employees

across the company for

Tra in ing Programmes,

based on training needs

generated in the

appraisal.

HR sends the nominees

names to respective

HoDs and letters to

nominees

To be done by HoD,

b ased o n tr ai ni ng

calendar and l is t of

persons with similar

needs, both to be

provided by HR

HR to send the

nominat ion let te rs ,

addressed to the

employee, to be

handed ove r by the

HoD.

Nomination list to

b e gener ated b y

system highlighting

training completed

against budget, past

year training data.

System to generate

letter

Nomination

format

Sample Letter

Training Session

Training programme Held

Feedback from Trainee

obtained

Action plan follow

through after 3 months

Following records

updated:

Training Record

Training Card

-same-

-same-

-same-

-same-

-same-

-same-

-same-

Com pl icati on o f

feedback

Average feedback

scores of facul ty ,

faculty record

u pdat ion sy st em

trigger and mails to

be sent out

Snapshot history to

be stored??

Feedback

format Action

p lant format

Action plan

follow through

format

Training

record format

Training Card

format

Generation of Training

Reports Does not exist at

present

Number of t ra in ing

days attended by

given employee

against given budget:

Of 2 days per

employee in plants

7 days per employee

in Mkt.

2 days per employee

in Corp.

System to generate

all reports

Report format

to be provided


56/78


days completed by

giveunit/location/departm

en t/ gro up ag ain st

budget.


days completed by

company as a whole

against budget.

P ar all el P rocesses 1 .

Vendor Selection

-same-

The vendor for training

programes can be either a

co mp any or a f acul ty

member.

-same-

In case of a company, the -same- System to

crosscheck

Profile format

Concerned faculty

members profile is

sought

Profile against

template??

In all cases faculty is first

given a pilot programme

-same-

If average rating in

feedback sheet is 4.2 or

avove for normal

programmes (or3.5 for

confrontational, lab type

programmes), faculty is

finalised.

Faculty card and

faculty record to be

c reated , s imilar to

T rain ing car d an d

training record.

Initiate and

maintain company

and faculty record

2 Formats

Parallel Process

2. Internal Faculty

(Trainer) Selection

-sane-

There is a Train the

Trainer programme

which results in a

cert ification process at

theend, for a ll interna l

faculty

-same- Maintain records of

internal trainers and

prompt/suggest

names while

compiling

programme batches

Certification

format


57/78

GOALS OF HRD SYSTEM AT APOLLOGOALS OF HRD SYSTEM AT APOLLO

To create on enabling climate that continuously identity, nurtures

and utilize the capabilities of employees.

To develop the capacity of each employee as an individual

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

job/role.

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

future job/role

To develop a mutually support ing relat ionship between each

employee and his/her supervision.

To develop team spiri t and effective functioning of every

subsystem of the organization.

To develop overall health and self reasoning capabilities in the

organization.

The goals of HRD system at ATL are realized through various sub

systems practiced on the company. They are as follows:

Performance appraisal

Suggestion scheme

Training

Awards


58/78

Grievance procedure for the employees

Incentive and reward scheme

Employee participation

Communication policies

Socio cultural activities

Employee welfare and quality of work life

Training and Development

Keeping in view the principle of Right person for the management

position, ATL take adequate care while selecting the employee. Merit

is always recognized and given weightage.

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

training activities.

Training Objectives

High premium is placed on training and development activities in the

organization keeping in view the following objectives-

To achieve systematic integration of training in the organizations

mission.

To upgrade skills, abilities and capabilities of the employees.

To establish a distinctive work culture in the organization.


59/78

To meet the organizations need for success, better performance and

growth .

To prepare employees the job meant for them while on f irst

application, on transfer or on promotion and impact to them ,the

required skills and knowledge.

To assist the employees to function more effectively in their

present positions by exposing them to the latest concepts,

information, techniques and developing the skills that would be

required in the particular fields.

ATL is relentlessly trying to materialize these objectives to the fullest

extent

TRAINING SET UP

Main thrust areas of training

Management training in house

External programs

Overseas programs

Training of trainees

Pre employee training scheme

Apprentrenship training

Vocation training coming from other institutions

Other training programs


60/78

Training policy

Formulation of training policy

Training and development function

Responsibility of Training and development


61/78

RESRESEARCH FINDINGSEARCH FINDINGS

Q.1 < 5years 5-7 years >7 years and above

11 11 18

Q.2 Senior officer to Assistant

manager

Senior manager and above

26 14

Q.3 Engg/PG Mgt Grad CA/ICWA Others

11 10 9 10

Q.4 < 25 years 26-34 years 35-45 yrs >45yrs

16 16 8

Q.5

Senior Mgr to

Ass. Mgr.

Senior Mgr and

above

Upgradation 1-26 16 10

2-9 7 2

3-5 0 5

Promotion 1-6 4 2

2-6 5 1

3-10 4 6

Future

assignment

1-6 6 0

2-9 5 4

3-7 3 4

Training in

allied fields

1-5 3 2

2-9 9 0


62/78

3-19 10 9

Preparing fortransfer

1-5 2 3

2-6 5 1

3-5 3 2

Develop

specific abilities

competencies

1-8 5 3

2-16 10 6

3-11 9 2

Q.6

Performance

appraisal

Discussion with

superiors

Training dept Job

rotatio

n

Others

Senior

off toAss.Mg

r

Senior

Mgr.&above

Senior

off toAss.

Mgr.

Senior

Mgr. &above

Senior

off toAss.

Mgr.

Senior

Mgr. &above

Senior

off toAss.

Mgr.

Senior

Mgr. &above

14 5 7 4 4 6 0 0

19 11 10 0

Q.7 Senior manager and above

Outbound (Mr. Santosh Babu) -Ranibhet

1. Team building = 10

2. Internal audit = 3

3. Dr. Atrayas (W/SH = 5

4. Proj. Mgt. (IIMA) = 3


63/78

5. LMI Trg. = 3

6. None = 3

7. Vision goals and values = 3

8. Train the trainers = 3

9. IT networking related = 3

Senior officer to assistant managers

1. Adventure in attitudes =3

2. Factory orients =4

3. None = 8

4. Tech. Trg. =3

5. Compt. Trg. = 5

6. Comm. Skills = 3

7. SCM Trg and IIMB =3

8. MDP Dr. Srivastava =4

9. Proj. Mgt. IIMA =3

10. Team Building =3

11. Plant orient =3

12. Best prac. Benchmarking =3

13. Inv. Mgt. =3


64/78

14. Fin. For non fin. =3

15. HRIS = 3

Q.8

Man days trainings Senior and above Senior to assistant

1-5 days 10 4

5-10 6 4

10 days or more 5 3

None 2 6

Q9.

Senior Officer to

Assistant Manager

Senior Manager

and above

Improving work

performance

14 8

Future growth 5 3

Not at all 7 3

Total 26 14

ANALYSIS AND CONCLUSIONANALYSIS AND CONCLUSION

Q.1. WORK EXPERIENCE AT APOLLO TYRES

0

2

4

6

8

10

12

Less than 5 years 6-7 Years More than 7 years

Senior officer to Assistant Manager Senior Manager and above


65/78

Q.2DESIGNATION

Q.3. EDUCATION QUALIFICATION

0

5

10

15

20

25

30

No.ofemploye

es

Senior managerand

above

Senior officer to

assistant manager

Designation

0

1

2

3

4

5

6

7

8

Engg./PG Mgt. Grad CA/ICWA Others



66/78

Q.4. AGE GROUP

0

2

4

6

8

10

12

14

Less than 25

years

26-34 Years 35-45 Years Morethan 45

Years



67/78

Q.5 Purpose of Training

Rank

Senior officer to

assistant manager

Senior manager

and above

Upgradation of abilities 1 1

Preparing for promotions - -

Preparing for future

assignments in same position

3 3

Training in allied fields 2 -

Preparing for transfers - 2

Develop speci fic abi li ties /

competence

- -

It is seen from the analysis that both the levels of employees think that

upgradation of t raining and training for all ied f ields is the least

important.

While senior officers to assistant managers feel that preparing for

transfers is the second most important purpose of training senior

managers and above feel that developing specific abilities/

competencies is the second most important purpose of training so a

difference in perception exists here.

Q.6 IDENTIFICATION OF TRAINING NEEDS

PERFORMANCE APPRAISAL

Senior

officer to

Asstt. Mgr.

74.5%

Senior Mgr.

and above

25.5%


68/78

DISCUSSION WITH SUPERIORS

Senior Mgr.

and above

35.3%

Senior

officer to

Asstt. Mgr.

64.7%


69/78

TRAINING DEPARTMENT

73.68% of senior officers to assistant managers felt that training needsare identified through performance appraisal whereas only 2.6.31% of

senior managers and above felt the same.

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

superiors is a method of identifying training needs whereas 36.36% of

senior managers and above felt the same.

40% of senior officer to assistant managers felt that training needs are

identified by the training department and 60% of senior managers and

above felt the same.

Hence a significant difference in perception exists between the two

levels when it comes to identifying training needs.

Senior Mgr.

and above

60%

Senior

officer to

Asstt. Mgr.

40%


70/78

The analysis also shows that none of the employees at both the such

felt that after job rotation was a means of identifying training needs.

Q.7 Training programmes attended

The employees were asked to list any 3 training programme they had

attended in the last two years.

Most of the senior managers and above remembered attending the

Team Building Exercise by Mr. Santosh Babu at Ranibhaet and Dr.

Atrayas Workshop.

A majority of the senior officers to assistant managers had not attended

a single training progrmame.

The few that had attended, had undergone a Computer Training

Programme.

As compared to this, there were only a handful of senior managers and

above who had not attended a single training progrmme. Some of the

other training programmes attended by them were Train the Trainees

and Pro ject Management a t I IM Ahmedabad A few t ra in ing

programmes attended by Senior Officers to Assistant Managers were

Project Management at IIM Ahmedabad and MDP by Dr. Srivastava.


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Q.8 Man Days of Training

35% of the employees had attended upto 5 man days of training. Out of

this 71.5% were senior managers and above and 28.5% were senior

offices to assistant managers.

25% of the employees had attended 5-10 man days of training. Out of

this 60% were senior managers and above and 40% were senior officers

to assistant managers 20% of the of the employees had attended more

than 10 man days of training. Out of this 62.5% were senior managers

and above and 37.5% were senior officers to assistant managers.

20% of the employees had not attended a single man-day of training.

Out of this 75% were senior officers to assistant managers and 25%

were senior managers and above.

Q.9 How has the training provided helped you?

53.8% of senior officer to assistant managers felt that the training they

received helped them to improve their work performance and 57.1% of

senior managers and above flet the same.

19.2% of senior officers to assistant managers felt that the training they

received helped them for future growth and 21.4% of senior managers

and above felt the same.

26.9% of senior officer to assistant managers felt that the training did

not help them at all and 21.4% of senior managers and above felt the

same.


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From this analysis, it can be seen that both the levels felt that the

training provided to them has helped them mainly in improving their

work performance.


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RECOMMENDATIONSRECOMMENDATIONS

1 . Training shou ld be g iven according to the job p rof ile of the

employees.

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

workshops since they are required to work in teams. Whereas an

officer level employee needs to enhance his computer skills. Hence

training programmes have to be designed accordingly.

2. Since a few employees felt that the training they had undergone in

the last two years didnt help them at all, a feedback session should

be made mandatory after every training session, in order to

ascertain whether the above idea behind the training programme had

been accomplished or not.

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

their own training needs which would enhance employee morale and

also shift the burden from the superior to the employee him self.

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

Apollo Tyres Ltd. should also concentrate on regular training

evaluation.


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SCOPE OF FURTHER RESEARCHSCOPE OF FURTHER RESEARCH

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

Apollo Tyres ltd. Efforts at all levels of the organisation are made to

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

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

perfo rmance and improve work eff ic iency. The t ra in ing and

development department takes into consideration the annual appraisal

report of the employees for analysing the training needs.

The training programmes usually provided valuable inputs to the

trainees for performing present as well as future roles effectively.

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

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

trainees performance during the training period. The timely feedback of

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

future training programmes.

This analysis has depicted what common training and development

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

training and development system followed by Apollo Tyres Ltd.

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

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

the company can make inroads into the international markets and

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

end as it is an endless journey.


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BIBLIOGRAPHYBIBLIOGRAPHY

Books:

Mirza S. Saiyadain - Human Resource Management 2nd Edition

Publishers Tata McGraw-Hill.

V.K. Dubey Management of Training and Development and Motivation

Skills.

Organisational Behaviour Stephen P. Robbins

Journals:

Indian Journal of Training and Development (IJTD).

Business Review, Human Development.

Website:

HR.COM

APPOLLO TYRES.COM


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ANNEXURES

Documents

Training & Development-Apollo