Contribution of Training and Development Towards Organizational Success

A Project Report
On
Contribution of Training and
Development towards Organizational
Success
in
Maruti Udyog Limited
Submitted By: Guided by:

Sunit Antil Mrs. PROMILA
Roll No. 127
Acknowledgement
We take this opportunity to thank the fore school of Management to

provide us a platform to undertake this project, with a view to widen
our horizons, and develop a better understanding of the subject as a
whole.
We would also like to thank Prof. Binod Kumar, Faculty, training and
Development, at fore who entrusted us with this project in the first
place, and has within a small period of interaction, become a guiding
force with his insights on various aspects of corporate world, apart
from the academic inputs.
We would like to thank Maruti Udyog Limited Employees for giving us

useful information on training and development.
And at last but not the least to every body who took out their
precious time to fill up the questionnaire of our Marketing Research
CONTENTS
OBJECTIVES & METHODOLOGY
INTRODUCTION TO TRAINING AND

DEVELOPMENT
LITERATURE REVIEW
INTRODUCTION TO THE MARUTI UDYOG

LIMITED
DATA ANALYSIS
FINDINGS
RECOMMENDATIONS
REFERENCES
APPENDIX
OBJECTIVE OF THE STUDY
To ascertain the training practices prevailing in MARUTI.
To determine the level of satisfaction and effectiveness of training
among the employees.
To recommend certain improvement measures, if any, for a sound
training and development program.

RESEARCH METHODOLOGY
For the purpose of this study a combination of primary and
secondary data was used. The primary data was obtained by means
of a structured questionnaire. The secondary data was compiled
manuals, annual report and personalized interaction with the training
department.
The questionnaire for the primary data is prepared in such a way that
the training and development practice, techniques and their
effectiveness can be evaluated. The questionnaire contains questions
pertaining to both training effectiveness as well as development
effectiveness. The questionnaire consists of open-ended as well as
close-ended questions. The close-ended questions are mostly based
on the Likerts 5 point rating scale. There are also some dichotomous
questions.
Likerts 5 point rating scale
The scale consists of a 5 point rating scale. At one extreme of the

scale there is strong agreement with the given statement and at the
other strong disagreement and between them lie intermediate points.
This may be illustrated as under:-
Strongly Agree Undecided Disagree Strongly

Agree Disagree
(5) (4) (3) (2) (1)
Each point on the scale carries a score. Response indicating least
favorable degree is given he least score (1) and the most favorable is
given the highest score (5). The some of the products of the number
of responses and corresponding scores divided by the total responses
gives the Likerts point for a particular statement.
For example out of total of 20 respondents if four opt for score (5),
four opt for score (4), and so on, the Likerts point will be calculated
as under:
4 x 5x+x 4 x 4 + 4 x 3 + 4 x 2 + 4 x 1 = 60 = 3
20 20
The highest score achievable would be20 x 5 =5

20
The lowest score achievable would be 20 x 1 =1
20
Therefore 5 points on the Likerts scale would represent most
factorable response and 1 point on Likerts scale would show most
unfavorable response.
Selection of sample size
Simple random sampling method has been applied. From total 100
employees who attend training at MARUTI Training Center at any
given time, 20% employees were selected for sampling, which
amounts to a sample size of 20.

Statistical tools used
The primary data obtained by means of a structured questionnaire
has been diagrammatically, represented in the form of Bar graphs
and pie charts, for better understanding and assimilation.
Scope and limitations of the study
The scope of this report is limited to a study of the existing training
and development practices for employees of MARUTI and to suggest
improvements if any.
INTRODUCTION TO TRAINING AND
DEVELOPMENT
Increasing international competition has led governments and
corporations to focus on ways of improving national and corporate
economic performance. The effective use of human resources is seen
as a prerequisite, and the training and development of employees as
paramount. The growth of training and development as an academic
subject reflects its growth in practice.
A clear understanding of the capability requirements of staff is crucial
to organisational success. Such an understanding helps establish a
basis for effective selection, recruitment and retention, performance
management, and staff development including training needs
analysis, training content definition and training effectiveness
evaluation. Organisation should use a holistic approach to staff
development that takes account of both current and evolving future
requirements - given the need to adapt continually to sustain and
enhance performance.
Training is defined as learning that is provided in order to improve
performance on the present job.
A person's performance is improved by showing her how to master a
new or established technology. The technology may be a piece of
heavy machinery, a computer, a procedure for creating a product, or
a method of providing a service.

Notice that the last part of the definition states that training is
provided for the present job. This includes training new personnel to
perform their job, introducing a new technology, or bringing an
employee up to standards.
Earlier it was stated that there are four inputs to a system: people,
material, technology, and time. Training is mainly concerned with the
meeting of two of these inputs -- people and technology. That is,
having people learn to master a given technology. Basically training
is the acquisition of technology which permits employees to perform
their present job to standards. It improves human performance on
the job the employee is presently doing or is being hired to do. Also,
it is given when new technology in introduced into the workplace.
Development has been defined as an organized learning experience,
conducted in a definite time period, to increase the possibility of
improving job performance and growth.
Organized means that it is conducted in a systematic way. Although
learning can be incidental, training is concerned with the worker
learning clear and concise standards of performance or objectives.
Having an objective is important. Without an objective, you could
end up someplace else...and not even know it. Objectives are the
tools for guiding managers, learners, and trainers. Managers need
objectives so that they know what kind of return they are receiving
from their training investment. Learners need them so that they
know exactly what is expected of them. And trainers need them to

plan and conduct the learning environment so that they may achieve
the desired results.
Development is training people to acquire new horizons,
technologies, or viewpoints. It enables leaders to guide their
organizations onto new expectations by being proactive rather than
reactive. It enables workers to create better products, faster
services, and more competitive organizations. It is learning for
growth of the individual, but not related to a specific present or
future job. Unlike training and education, which can be completely
evaluated, development cannot always be fully evaluated. This does
not mean that we should abandon development programs, as helping
people to grow and develop is what keeps an organization in the
cutting edge of competitive environments. Development can be
considered the forefront of what many now call the Learning
Organization.
Development involves changes in an organism that are systematic,
organized, and successiveand are thought to serve an adaptive
function. Training could be compared this metaphor - if I miss one
meal in a day, then I will not be able to work as effectively due to a
lack of nutrition. While development would be compared to this
metaphor - if I do not eat, then I will starve to death. The survival of
the organization requires development throughout the ranks in order
to survive, while training makes the organization more effective and
efficient in its day-to-day operations.

In order to compete successfully in a global market, more firms are
focusing on the role of training and development as critical part of
their core competence and a source of competitive advantage. An
indication of the importance of training and developing staff is the
increasing number of multinationals that establish their own
universities or schools, example Motorola.

LITERATURE REVIEW
Bittel (1981) suggested that Training & Development must be
viewed in the development of soft and hard skills so that employees
form the basis of a. knowledgeable organization. As soft skills
training is seen as vital to impart knowledge to personnel who have
supervisory functions in the provision of leadership. Like wise
Organisations also feel the need of having different types of skill
training and development such as, multi skill training for their
employees, as it allows its staff members to get accustomed to
different types of work operations taking place within the
Organisation and earn different skills of abstract reasoning,
creativity, administration, personnel management etc. When
employees gain this type of training they are promoted to work in
different departments within the Organisation, so that they can
come in contact with other members of staff, that is managerial as
well as non managerial staff and also are compensated with a factor
that they dont face boredom or fatigue in working in the same unit
of the hotel for years.
Robinson (1981) explained that the following two specific types are
important but when put to use both of them have their own
consequences. One is skill training and the other is cross training.
Skill Training - But in contrast to the above view of many
Organisations, there was a recent study done by Gould Williams

suggesting that there are some Organisations that only pay
attention on investing in skill training rather than any other sort of
training, this was seen in Organisations like Honda SIEL and MUL etc.
Storey (1995) stated that Cross Training is used for staff members
who have had an over all low type of performance in the
Organisation. Within the company, this type of training is used very
rarely, as it is sometimes not written in the companys annual
training books. But it helps the Organisations in achieving the goal
through better coordination and high morale, only recently TATA,
MUL has conducted a cross training Programme with the assistance
of a group of Trainers from Discovery Of India. A more extended
version of this type of training is Job Rotation. It is where the
trainee is not looked as one but is assigned the task of the other job
functions.
Thus if cross training is put into practice within the Organisation, it
would directly prove to be beneficiary to the stake holders of the
Organisations, that is the employees, management and the
customers, which would then lead to the fact that employees would
gain additional advantages of career opportunities and future security
due to business success.
Reid et. al. (1993) stated that training is necessary within the
Organisation because it helps in gaining maximum performance from
its employees at all levels. It can also be explained in terms of To
develop human potential to assist Organisations and individuals to
achieve their objectives. For managers to start a training

programme, certain conditions are laid, which is normally seeing the
climate of the work environment, management style, influences of
other Organisations, as well as also looking at how qualified the
manager is in carrying out the training programme.
Learning organizations, constantly upgrades its professional, technical,
and behavioral skills. The training division used to undertakes
adequate measures to identify the training needs of employees within
the specific divisions.
Training programmes are mostly done to keep the positioning of the
organization in the global market, as well as help in reducing
employee turnover. Today most of the Organisations have seriously
taken the need of have training packages for their employees as well
as incorporating the immediate need to have employee development.
This is mostly done to allow the staff members to improvise on their
skills as well as making them effective means of production, also to
recruit the new candidates who are appropriate for their particular
position and providing them with certain company information that
they are unknown about. Training though is very expensive and time
consuming brings about good results for the hotel. These
programmes are mainly done on a yearly basis, just when the
Organisation is looking out for new recruits and better prospects for
any Organisation. The training and development programmes are
done using different methods. Within the Organisation, General
managers of certain units within the hotel take on the task of
designing effective training programmes for individual or for an
entire team as a whole. Sometimes these managers are also given

some sort of training for themselves in turn to train the individuals
who are participating within the package. This is done more so
because all managers are not best trainers and though are over
qualified and experienced dont possess all the traits required when
conducting the programme. As these mangers for example have the
over all responsibility of the operation of the Company, that is taking
care of dcor, expenditure done, house keeping services, establishing
expected standards for guest services etc, which also means that
because they are taking care of all these services they dont have
any time to spare but even then make time from their busy schedule
with due respect with the guide lines given by the management to
take charge of training and development sessions. Which then means
managers need to have certain traits while dealing with the
candidates, which is patience, good presentation skills, excellent
communication as well as having good understanding with them?
Andrews (1999) stated that training is a systematic modification of
behavior through learning, which occurs as a result of education,
instruction, development and planned experience. Training needs
exists when there is a gap between the present performance of
employee or group of employees and the desired performance.
The existence of this gap can be determined on the basis of skill
analysis involving 5 steps: Analysis and determination of the major
requirements of the specific job, identification of the tasks needed to
be accomplished to meet the job requirements, understanding of the
procedures needed to accomplish each of the job requirements,
analysis of the knowledge and skills needed to accomplish the

procedures and identification of any special problems of the job and
analysis of any practical skill needed to meet the problem.
Thus the most talked about issue of the organisation is that, how its
so prominent in maintaining its standards as well as giving side-by-
side significance to manpower planning? Today most of the
organisations have come forth and given a clear indication of using
the practices and policies of the human resource management
efficiently. So now each and every organisation has given way of
including another department so that it looks after the company as a
whole as well as also helps in gaining immense productivity and
performance over the year. This is when the hotel works on a very
effective platform of personnel management; that is, training and
development.
INTRODUCTION TO THE COMPANY
The automobile industry in India was established about 45 years ago.
Till 1981, the automobile scenario in India was characterized by
stagnant technology and outmoded vehicle design. The technology of
the 1950s was being used in India in the 1980s with low volume
and high cost production.
The area of modernization in the automobile industry began with the
Maruti Project. The company specialized in the production of highly
fuel efficient cars. It comes under the category of light Commercial
Vehicles. The company was incorporated in February 1981. The first
sale was made on 14th December, 1983. Since then the company
has grown to become the industry leader in terms of quality and
valued customer satisfaction.

HISTORY OF THE COMPANY
Maruti Udyog Limited was incorporated as a Public sector company
on February 24, 1981 and given a mandate to bring about expansion
ant technological modernization of the automobile industry. The
industry was undergoing technological stagnation and was
characterized by low production volumes, high cost and low
productivity.
One of the foremost tasks before Maruti Udyog Limited was to
determine the most suitable product mix and to selects the most
suitable foreign partner who would be willing to accept MULs
requirements in terms of product mix, technology transfer and equity
participation. After extensive discussions with several major
European and Japanese car manufacturers, MUL chose Suzuki Motor
Company of Japan as its partner.
Suzuki was founded in 1909 as Suzuki Manufacturing Company. It
started manufacturing motorcycles in 1952 and became a world
leader in the manufacture of two wheelers. Suzuki started producing
cars from 1955. One year later the company name was changed to
SUZUKI MOTOR COMPANY LIMITED. Today it is Japans largest
manufacturer of small, fuel efficient cars. At present the companys
name is SUZUKI MOTOR CORPORATION.

TEAM WORK
In an organisation each individual and group has a definite function
to perform. This performance should add to the overall performance
of the company and not detract from it. Team work within a
department of Division is no doubt desirable but if company team will
should to loose. Victory and achievement have to be viewed from
the point of view of the company as a whole and not of any individual
department or employee within the company.
An environment of mutuality and trust can be created only when the
members begin to value teamwork, recognizing the truth held I the
lines of the age-old saying -United we stand Divided we fall. A
team is not merely a group together in interpersonal relationship and
share corporate goals and objectives. It is team work alone that
enables us to discover the joy of achieving the apparently impossible.
MARUTI CULTURE
The area of modernization in the automobile industry began with the
Maruti Project. The Company was incorporated in February, 1981.
The first sale was made on 14th December, 1983. Since then, the
Company has grown to become the Industry leader.
COMPANY VISION
Our vision for the future is to become an internationally competitive
Company in terms of our production volume, quality, cost and
profits. We must not only retain our leadership in India but should
aspire to be amongst the global players. Our culture, our thinking
and our actions have all to be consistent with this vision.
PATH OF SUCCESS
A study of the success stories of our counterparts in the industry
advanced nations reveals that the following have been the major
factors to their success :-
a) Team work and recognition that each employees future growth
and property is totally dependent on the Companys growth &
prosperity.
b) Organisational and individual discipline.
c) Constant increase of productivity of labour and capital.
d) Steady improvement of quality and reduction of costs. All
employees contribute towards this goal.
e) Customer-organisation.
f) Having long term objectives and policies, and confidence in
attaining ones goals.
g) Respect for laws, ethics and human beings.
The philosophy and culture adopted by Maruti is based on the
achievement to these attributes.

TRAINING AND DEVELOPMENT
After the employee has been recruited, & selected, Maruti develops
the personnel to better fit the job and the organization. No person
recruited in Maruti is perfect fit at the time of hiring. Marutis
development programs are very well planned and have helped in
return values to the organization in terms of increased productivity,
heightened morale, reduced costs, and greater organizational
stability & flexibility to adapt to changing external requirement.
Programs conducted in their search for work assignments that adds
up to life-long career.
TRAINING:
Employers today are taking advantage of the fact that training can
strengthen employee commitment. The expansion of training role
reflects that the game of economic competition has new rules. It is
no longer enough to be efficient.
MARUTIS STRONG FOCUS ON TRAINING
INITIATIVES
Builds a learning organisation.
Continuous Value addition to professional skills.
Customized Training.
Training to the personnel of Business partners.

ORGANISATION DEVELOPMENT DEPARTMENT
Role of Training Department is to :
(a) Orient New employees into our Organization & its Work
Culture.
(b) Equip employee with the requisite knowledge and skills that
would help him improve his productivity through Company &
Level-wise Training programs.
To achieve this objective, it has an ANNUAL TRAINING PLAN
(ATP) : The ATP is meant to cater to the training needs of
employees through in-house training programmes.
ORIENTATION PROGRAMME: For new employees and for those
employees whose responsibilities have changed.
GET TRAINING PLAN : All aspects of the Graduate Engineer
Trainee, Training are taken care of by Training department with the
objective to training gets to become well rounded Executives of the
company.
APPRENTICESHIP TRAINING: Training department coordinates
one year training of apprentices every year as required under the
Apprentices Act, 1961.
WORKMAN TRAINING : Training Department is responsible for the
Establishment function of Worker Trainees.

FOREIGN TRAINING: Training Department coordinates the activity
of selecting & processing employees for training abroad - particularly
in Japan.
SHORT TERM TRAINEES: This department is responsible for the
training of vocational trainees (ICWA / CA/ MBA & engineering
trainees).
EXTERNAL TRAINING : Training Department arranges to depute
employees for Management Development Programmes to institutes
of repute within India according to their training needs, identified by
the respective Departmental Managers.
TRAINING IN MARUTI
Maruti takes training very seriously; a proper training need
analysis is done to identify the training needs of individuals. There
are list of core competencies.
Tactical, technical & technological proficiency
Cognitive Skills & abilities such as oral communication and
problem solving.
Internal personal skills & abilities, Such as Skill in Human
Relations and team work ability.
Personal characteristics such as decisiveness and tenacity.

The competency level required should correlate with the levels of
position held. For example:
Executives at first level typically need to communicate instruction,
descriptions and ideas to others.
Executive working at middle and upper levels needs higher - order
oral and written communication skills, including skills in drawing
inferences, forming hypothesis, developing logical arguments and
expressing such information so that others are convinced or
persuaded.
ANNUAL TRAINING PROGRAMME:
Annual Training Programmes are conducted for each employee for 80
hours per year wherein topics like organization knowledge, quality,
marketing, finance, behavioral aspects are covered. (For details of
the training schedule for the year see annexure 4).
CUSTOMISED TRAINING
Training Customized to meet organizational objectives
- ISO 14000 training are conducted
- Training on Business Strategy - Maruti conducts this
training so that it helps in achieving the organizational
objectives.
- Technical training are given on Latest technology.

OVERSEAS TRAINING
Trainings are held in-ordination with SMC - Suzuki Motor
Corporation; Japan and AOTS (Association for Overseas Technical
Scholarship). More than 2000 employed have been covered under
the various schemes.
SMC Training for technicians for 6 months in Japan. Two batches
are sending per year consisting of 50 employees each.
Javada Training for 9 months. Press, Tools and Die Specialists
are trained on designing and maintenance of Tools.
AOTS Technical Training - is conducted for a duration of 3.5 to
6 months for supervisor and above to impart the knowledge of
technical know how.
R & D Training - Research on new Technologies is conducted,
the duration for this training is two years.
AOTS Managerial Training - It is conducted to impact
Managerial Best Practices to Managers & above. The duration for
this tearing varies from 4 - 10 weeks. The Topics covered under
these are:
LEADERSHIP DEVELOPMENT PROGRAMS
Maruti has recently thought of developing their employee who is
consistently high- performers. These kind of performers will be put
under fast track & will be evaluated on various competencies.
The competencies listed by MUL for the purpose of leadership
programmes are:-
- Achievement Orientation
- Communication Skills
- Strategic thinking and looking at the bigger Picture.
- Ability to deal with ambiguity and conflicting situation.
- Creative Thinker (Situation, Individual, Group)
- Resilience and ability to bounce back.
- Breadth of general awareness & Knowledge.
- Organizational Awareness.
- Team player.
- Organizational Commitment
- Adaptability
- Sensitivity to the needs of others.
- Cultural Awareness
- Accountability
- Emotional Intelligence
- Coaching and Mentioning
Each competence defined is followed by six behavioral pattern
graded from A0 to A5 is the behavioral pattern exhibited by a person
who completely lacks the competence where as A5 denotes the
behavioral pattern that typifies the competence. The grader grades
the rates potential leader on the basis of behaviors that best
describes him or her. Potential leader who lacks any of these
competencies undergoes development programmes so as to become
a future leader of MUL.
The content of these development programmes is still in the pipeline.
Till now MUL has just identified various competencies their leader
should possess so as lead their huge organization.

THE TRAINING ACTIVITIES AS A WHOLE
Title / Outline Subjects Qualifications

Training (Preferable
Center Age)
SHOP Participants study the Personnel 1) Middle
Training human aspects of Management, mangers & senior
Course on organizational Human Aspect of staff members of
Solving Human problems in view of Organisation an organisation.
& the importance of the Problem Solving, 2) More than 5
Organisational human factor among Features of years business
Problems. business functions in Japanese Industrial experience.
an organizations Relations,
management. Special Leadership (between 27 and
emphasis is placed on Development, And 45)
exercises and class In-house Training &
room discussions in Education.
the areas of
Leadership &
Motivation.
PQM Participants study the Concept of Quality 1) Senior
Program for basic concept of Management, Managers &
Quality quality control and its Industrial Relations, middle managers
Management application in industry Quality Assurance, responsible for
through lectures class Fundamental QC productivity and
room discussions and Techniques, Quality quality
plant visits. They also Management, Case improvement of
study how to Study, QC Circle an organisation.
implement company- Activity, TQC and 2) More than 5
wide quality Management, years managerial
improvement Human Aspect of experience
activities. QC, etc (between 30 and
50)
QCTC Participants study Concept of QC, 1) Managers and
Quality Control fundamental Fundamental QC senior engineers
Training statistical QC Techniques, Quality of staff members
Course techniques through Assurance, Process engaged in
lectures, classroom Control & production or
discussions and in- Improvement, QC quality control at
plant exercises. They Circle Activities, In manufacturing
study how to apply Company plants.
QC techniques at Standardization, 2) More than 5
actual production Human Aspect of years business
sites to eliminate QC, etc. experience.
faults in the process (between 27 and
and manufacture 45)
better quality
products.
CWPS Participants learn General Approach to ) Senior
Program on management thinking Problem managers and
Company-Wide and techniques to Identification and middle managers
Problem identify various Definition, Effective in the
Solving. problems related to Methods of Analysis manufacturing
quality control or such as Profitability sector.
production Analysis and H.R. 2) More than 5
management in an Management, years business
overall flow of job Problem, Problem experience.
execution and to Solving in the (between 27 and
solve the problems at Context of Business 50)
the root causes. They Strategy.
acquire basic
understanding for
application according
to problem
consciousness or
objective of each
enterprise as well as
proper management
approach and
methods for problem
solution through
classroom sessions
and case studies.
PIOM Participants study JIT, Cost 1) Senior
Program for Japanese techniques Management, manager and
innovative for controlling factory Industrial engineers of
Operations activities so that Engineering, TQC manufacturing
Management. participants play an Concept, Quality plants or
innovative role in Assurance, consultants.
improving their Corporate Strategy, 2) more than 5
operations and be Case Study, In-plant years business
able to work in a training, etc. experience.
competitive market.
(between 30 and
50)
EPCM Participants review Human Resource 2) Directors and
Executive the basic functions in Development, senior executives
Program on corporate Strategic who supervise
Corporate management such as Management more than two
Management production, marketing Perspective, functional areas
financing, personnel Management of an
management, etc. Strategy, Marketing organisation.
through exposure to Strategy, TQC and 2) More than 3
Japanese Management, Group years experience
experiences. They Discussion, Case at an executive
also study the human Study, etc. level.
aspects of corporate (between 35 and
management such as 50)
motivation, leadership
etc.
PIEN Lectures and Outline of 1) Managers
Program on discussion on the environment engaged in
Industry and performance of protection in Japan, manufacturing
Environmental Japanese companies Environmental industries, and
Protection as well as visits to protection in specific personnel
successful model measures, Group responsible for
companies to broaden presentation, etc. environmental
the outlook and protection at
deepen the public
understanding of the organizations.
participants and assist 2) More than 3
them in improve their years business
environmental experience.
protection systems. (between 30 and
50)
GLEM It is a 2 weeks course The candidate
Global Level which aims at should be from
Enterprise upgrading overall the Top
Management management Management of a
Course capabilities required Japanese
for the indl. Mgmt. Of Company or an
an international level. associate
Through this course company of a
one can acquire the Japanese
knowledge about the Company located
various management in an under
functions across a developed
wide scope of indl. (developing)
Activities such as Country and
manufacturing should be a
marketing, person
development, finance responsible for
etc & at the same the Management
time the course of all Divisions of
intends to deepen the the Organisation.
candidates knowledge Candidate must
about personnel have at least 3
management in a years of
cross-cultural experience as the
functioning & about top management.
negotiations /
discussions etc with (between 30 to
external agencies 50)
PIPE Participants study Concepts of TQC, 1) Middle
Practical such techniques as % TPM, 5S, Just in managers and
Improvement S, production line Time, Line Balance, senior engineers
Program for improvement IE, QC Techniques, responsible for
Factories methods, IE and QC In-Plant Training, productivity
practically through Report Presentation, improvement.
case studies and in- etc. 2) More than 5
company training so years business
that they obtain experience.
efficient and effective (between 27 and
ideas to solve various 45)
problems in a factory.
PCCM Participants from Quality of 1) Middle
Program for various countries with Organizations, managers and
Cross-Cultural different cultural Solving Problems in senior staff
Management backgrounds compare Cross Cultural members
the Japanese Management, engaged in cross-
management system Internationalization cultural business
with their own to of Japanese and management.
develop new Management, 2) More than 5
management style. Behaviour Modeling years business
Program includes for Productivity, experience.
lectures, case studies, Management by (between 30 and
exercises, and Objectives, Career 45)
discussions with Development, etc.
faculty members and
co-participants.
PSME Participants upgrade Role of Supervisor: 1) Shop
Program for their supervisory role How to Instruct Your supervisor or
supervisory by obtaining Subordinates More equivalent whose
Methods knowledge and skills Effectively, Kaizen promotion to
and of leadership, with job middle
Effectivenes education and simplification, management is
s training, problem- Improvement of expected in the
solving and kaizen Inter-personal future.
promotion through Relationship, and 2) More than 5
classroom sessions, others. years business
plant visits as well as experience.
discussion sessions.
(between 25 and
40)
SHOP Participants study the Personnel 1) Middle
Training human aspects of Management, managers &
Course on organizational Human Aspect of senior staff
Solving Human problems in view of Organize Problem members of an
& the importance of the Solving, Features of organisation.
Organizational human factor among Japanese Industrial 2) More than 5
Problems. business functions in Relations, years business
an organizations Leadership experience.
management. Special Development, In (between 27 and
emphasis is placed on house Training & 45)
exercises and class Education.
room discussions in
the areas of
Leadership &
Motivation.
CHMP Participants study the Corporate 1) Directors and
Corporate basic concept of Management, senior executives
Management corporate Industrial Structure responsible for
Program for management such as in Japan, Structure corporate
China corporate strategy, of Distribution mangement of an
revitalization of an Industries, organization.
organization and Characteristics of 2) More than 3
introduction of foreign Consumption years experience
capital through Market, Trading at an executive
lectures, discussions System, New level.
and plant visits. Products (between 35 and
Finally they study the Development and 50)
role of top executives Sales Strategy, etc.
in an organisation.
PQM Participants study the Concept of Quality 1) Senior
Program for basic concept of Management, Managers &
Quality quality control and its Industrial Relations. middle managers
Management application in industry Quality Assurance, responsible for
through lectures, Fundamental QC productivity and
class room Techniques, Quality quality
discussions and plant Management, improvement of
visits. They study how Human Aspect of an organisation.
to implement QC, etc. 2) More than 5
company-wide quality years managerial
improvement experience.
activities. (between 30 and
50)
PMTC Participants review Corporate Activities 1) Mangers and
Production the whole process of & Function, System senior engineers/
Management production form Function Flow staff who are
Training planning to delivery, Diagrams, Factory engaged in
Course through lectures, Management, factory
production simulation Production Planning operations.
exercise and plant & Control, Just in 2) More than 5
visits. They study how Time, etc. years business
to increase total experience.
production efficiency. (between 27 and
45)
SPQP Acquire the applicable Managers.
methods of various
techniques, thinking,
and way of
proceeding with
solving problems for
Kaizen activities
pertaining to non
production divisions.
1. QC of non
production divisions,
Service industry.
2. The thinking and
way of progressing
with the solving of
problems and the
techniques for doing
so.
MARUTI UDYOG LIMITED
ANNUAL TRAINING PLAN FOR 2004-2005
TOPIC GROUP
ORGANISATION KNOWLEDGE
Orientation New Joiners
Organisation Knowledge All Levels
Product Orientation All Levels
QUALITY
Quality and Cost Management All Levels
Benchmarking L-II & above
QS 9000- Awareness Program All Levels
ISO 9000-(revised 2000 version) ASUP, SUP & Above
ISO 14000 Environmental Systems All Levels
Total Productive Maintenance All Levels
MARKETING
Marketing & Customer Orientation All Levels
FINANCE
Basic Financial Management ASUP, SUP, & Above
Activity based Costing & Budgeting DPMs & Above
HEALTH & SAFETY
Health All Levels
Stress Management All Levels
COMPUTER KNOWLEDGE
MS-Office, Advanced Excel, Advanced All Levels
Access
ecommerce & Internet Applications L-II & above
Enterprise Resource Planning L-II & Above
BEHAVIORAL
Leadership, Teambuilding & Conflict ASUP, SUP & Above
Mgmt.
Empowerment Workshops L-II & Above
Counseling Skills ASUP, SUP & Above
Personal Growth Workshops LWO - L9
Management of self LWO - L9
Negotiation Skills L-II & Above
Creativity Workshops ASUP, SUP & Above
Supervisory Development Programme New ASUPs
Communication Skills ASUP, SUP & Above
Activities based Leadership L-II & Above
GENERAL MANAGEMENT
Business Policy & Strategy DPMs & Above
Labour Laws ASUP & Above
Time Management ASUP & Above
AOTS Transfer of Learning L-II & Above
Training for Training Internal Faculty
Competency Mapping Workshop I/c DPM & Above
Office Management & Communication Office Staff > ASUP
Supply Chain Management L-II & Above
Logistics and Materials Management ASUP, SUP & Above
PREPARED BY: ORGANISATION DEVELOPMENT DEPARTMENT

APPROVED BY: JAGDISH KHATTAR
DATE: 17/03/2002
MANAGING DIRECTOR
DATA ANALYSIS
Q.1 Are you aware of the training policy of MARUTI?
Alternatives No. of respondents Percentage

Yes 18 90
No 2 10
Total 20 100
NO. OF RESPONDENT
10%
90%
Yes No
90% of the respondents are aware of Marutis training policy.
10% of the respondents are not aware of Marutis training policy.
Q. 2 In your opinion are employees nominated for training programs on the basis of carefully
identified training needs?

Yes 18 90
No 2 10
Total 20 100
NO. OF RESPONDENT
10%
90%
Yes No
90% of the respondents agree that employees are nominated for
training programs based on carefully identified training needs.
10% of the respondents do not agree that nomination are based
on carefully identified training needs.

Q.3 Are you satisfied with the nomination procedure for the course?

Yes 19 95
No 1 5
Total 20 100
Favorable opinion = 95%
Unfavorable opinion = 5%
NO. OF RESPONDENT
5%
95%
Yes No
95% of the respondents expressed satisfaction with the
nomination procedure.
5% of the respondents are not satisfied with the nomination
procedure.
Q.4 How well the program objectives was explained at the beginning of the
program?

Clearly 5 12 60
4 5 25
3 3 15
2 - -
Poorly 1 - -
Total 20 100
Likerts scale points = 4.45
Favorable opinion = 89%
NO. OF RESPONDENT
11%
89%
Unfavourable Favourable
Satisfaction level among respondents on the explanation of
objective is 89%.
Q.5 To what extent do you feel the objective of the program have
been achieved?

To a great 5 extent 8 40
4 11 55
3 1 5
2 0 0
Very low 1 extent 0 0
Total 20 100
Favourable opinion = 84%
NO. OF RESPONDENT
16%
84%
Respondents feel the objectives of the program have been
achieved upto 84%.

Q.6 Rate the relevance of the training program to your work?

Very 5 relevant 5 25
4 12 60
3 3 15
2 0 0
Not 1 relevant 0 0
Total 20 100
NO. OF RESPONDENT
18%
82%
82% respondents feel the training program is relevant to their
work.
Q.7 Upto what extent with the training program help you do a better job?

To a 5 great extent 10 50
4 8 40
3 1 5
2 1 5
Little 1 extent 0 0
Total 20 100
NO. OF RESPONDENT
13%
87%
87% of respondents think the training program will help them do
a better job.
Q.8 Has the training program helped in improving your professional knowledge and skills?

To a 5 great extent 9 45
4 10 50
3 1 5
2 0 0
Little 1 extent 0 0
Total 20 100
NO. OF RESPONDENT
12%
88%
88% of respondents feel the training program helped in improving
their professional knowledge and skills.

Q.9 How well is the program designed?

Excellent 5 11 55
4 9 45
3 0 0
2 0 0
Poor 1 0 0
Total 20 100
NO. OF RESPONDENT
9%
91%
Respondents have given a 91% Favourable opinion on the
program design.
Q.10 How well the program is organized?

Very well 5 12 60
4 8 40-
3 0 0
2 0 0
Poor 1 0 0
Total 20 100
NO. OF RESPONDENT
8%
92%
Respondents have given a favorable opinion of 92% on the
organization of the program.

Q.11 How interesting was the program?

Very interesting 5 15 75
4 3 15
3 2 10
2 0 0
Poor 1 0 0
Total 20 100
Favourable opinion = 935
NO. OF RESPONDENT
7%
93%
93% respondents feel the program was interesting.

Q.12 How do you rate the program in terms of coverage?

Excellent 5 10 50
4 7 35
3 3 15
2 0 0
Poor 1 0 0
Total 20 100
NO. OF RESPONDENT
13%
87%
Opinion of the respondents is 87% favorable about the coverage
of the program.
Q.13 How was your training experience?

Excellent 5 7 35
4 12 60
3 1 5
2 0 0
Poor 1 0 0
Total 20 100
NO. OF RESPONDENT
14%
86%
The respondents give a favorable opinion of 86% on the training
experience.
Q.14 How would you rate the faculty of this program?

Excellent 5 15 75
4 4 20
3 1 5
2 0 0
Poor 1 0 0
Total 20 100
Unfavourable opinion = 6%
NO. OF RESPONDENT
6%
94%
Respondents give a rating of 94% to the faculty

Q.15 How many training sessions did you attend in the past one year?

1 10 50
2 5 25
3 2 10
More than 3 3 15
Total 20 100
RESPONDENTS
60
50
50
40
30 25
20 15
10
10
0
Attended 1 Attended 2 Attended 3 More than 3
50% of respondent have attended one training session.
25% of respondent have attended two training sessions.
10% of respondent have attended three training sessions.
15% of respondents have attended more than three training
sessions in the past one-year.

Q.16 Are you happy with the frequency of the training courses allotted?

Yes 8 40
Should be more 11 55
Should be less 1 5
Total 20 100
No. of respondents happy with frequency of courses =
40%
RESPONDENTS
60 55
No. of respondents who want more courses = 55%
50
No. of respondents who
40 want less courses = 5%
40
30
20
10 5
0
Yes More Less
Q.17 Your opinion of the courses duration?

Too long 0 0
Too short 8 40
Just right 12 60
Total 20 100
Respondents who feel courses are too long = 0%
Respondents who feel courses are too

0% short = 40%
Respondents who feel courses are of right duration =
60% 40%
60%
Too short Just right Too long

Q.18 Your opinion on the facilities provided?

Adequate 13 65
Can be improved 7 35
Total 20 100
Respondents who are happy with the standard of facilities
provided = 65%
NO. OF RESPONDENT
Respondents who feel that the standard of facilities can be
35%
improved = 35%
65%
Adequate Can be improved

Q.19 Has the program helped in incorporating new values/attitude in you?

Yes 17 85
No 3 15
Total 20 100
NO. OF RESPONDENT
15%
85%
Yes No
Respondents who attained new values/attitudes =
85%
Respondents who did not attain new values/attitudes =
15%
Q.20 Would you recommend this programs for your peers?

Yes 18 90
No 2 10
Total 20 100
NO. OF RESPONDENT
10%
90%
Yes No
Respondents who recommend the program for their peers
=90%
Respondents who do not recommend the program for their peers
=10%
Q.21 Do you think the information provided in the program was:-

Theoretical 0 0
Realistic 5 25
Experience based 3 15
Function based 2 10
All of the above 10 50
Total 20 100
RESPONDENTS
60
50
50
40
30 25
20 15
10
10
0
0
Theoretical Realistic Experience Function All of the
based based above
25% respondents think the information provided was realistic.
15% think the information was experience based.
10% think the information was function based.
50% think the information was realistic, theoretical, experience
based and function based.

Q.22 How successful was the program in filling the gaps in your knowledge?

To a great extent 5 10 50
4 8 40
3 2 10
2 0 0
Very low extent 1 0 0
Total 20 100
Points on Likerts scale = 4.4
NO. OF RESPONDENT
12%
88%
Favourable Unfavourable
Respondents have a favorable opinion of 88% on the success of
the program in filling the gaps in their knowledge.

Q.23 How would you rate your confidence level to effectively conduct this module/use the skills for
enhanced personal effectiveness?

High 5 5 25
4 13 65
3 2 10
2 0 0
Low 1 0 0
Total 20 100
Points on Likerts scale = 4.15
NO. OF RESPONDENT
17%
83%
Respondent have a favorable opinion of 83% on their confidence
level to effectively conduct the module/use the skills for personal
effectiveness.
Q.24 Give you overall satisfaction level with this training programs?

High 5 10 50
4 10 50
3 0 0
2 0 0
Low 1 0 0
Total 20 100
Points an Likerts scale = 4.5
NO. OF RESPONDENT
10%
90%
Respondents give a favorable opinion of 90% on their overall
satisfaction level with the training.

Q.25 Any suggestions for improvement?
The following suggestions were put forward by respondents:-
Project work to be included in courses.
Level of complexity in technical courses should be increased.
Adequate reference material should be provided.
Presentation slides can be more informative.

FINDINGS
MARUTI has a well-formulated training policy for the training and
development of its employees. The following findings have emerged
from analysis of the questionnaire.
Majority of the employees is aware of Marutis training policy.
However about 10% of the employees are not aware of it. (Refer
question no. 1)
Majority of the employees feels that nomination of employees for
training programs is on the basis of carefully identified training
needs. However 10% of the employees think otherwise. (Refer
question no.2)
Majority of the employees is satisfied with the nomination
procedure for training programs. (refer question no.3)
Majority of employees agrees that the program objectives were
clearly explained at the beginning of the training program. (refer
question no.4)
The objectives of the training program were achieved to a great
extent during training. (Refer question no.5)
The training programs conducted are mostly relevant to the
employees work. (refer question no.6)

Most employees feel that the training program will help them do
their job better (refer question no.7)
The training program is helpful in improving in professional
knowledge and skills of the employees. (refer question no.8)
The training programs are generally well designed, well organized
and interesting. (refer question numbers 9,10 and 11)
The employees have given a good rating to the course coverage
and to the faculty. (refer question numbers 12 & 14)
The training experience of the employees in general was good.
(refer question no. 13)
50% of the employees have attended only one training session
during the past one year. (refer question no. 15)
55% of the employees want an increase in the frequency of
allotment of courses. (refer question no. 16)
40% of the employees would like the course duration to be
increased. (refer question no. 17)
35% of the employees feel there is requirement to improve the
facilities provided such as:-
Audio/Visual aids
Library
Transport
Food
(Refer question no. 18)
85% of the employees feel the program has helped in
incorporating new values/attitudes in them, such as confidence,
pride in the organization and satisfaction of gaining new skills and
knowledge (refer question no. 19)
90% of the employees would recommend to training program to
their peers. (refer question no. 20)
majority of the employees feel the information provided in the
courses was realistic, function based on experience, (refer
question no. 21)
Majority of the employees feels the training has helped fill the
gaps in their knowledge and they are confident of effectively
conducting the module/use the skills for enhanced personal
effectiveness. (refer question numbers 22 and 23)
Majority of employees has expressed an overall high level of
satisfaction with the training program. (refer question no. 24)
The following suggestions were put forward for improvement in
the training program:-
Project work to be included in courses.
Level of complexity in technical courses should be increased.

Adequate reference material should be provided.
Presentation slides can be more informative.
(Refer question no. 25)

RECOMMENDATIONS
The following suggestions are recommended for implementation:-
Training policy should be made known to 100% of the employees
through policy, manuals, notices and holding of seminars by
departmental heads.
Training need identification methods employed should be
systematic and transparent, e.g. OOM analysis methods.
Frequency of training courses for all employees should be
increased to prevent technical obsolescence.
The course duration of technical courses should be increased to a
minimum of at least 2 weeks duration and should include project
work.
Level of complexity of technical courses should be in keeping with
the latest requirements of the automobile industry.
Adequate updated reference material should be made available to
the employees.
The training program should be regularly reviewed and revised to
cater for latest development in technology, so as to increase the
effectiveness of training.
The evaluation of training should be carried out regularly by the
training department in liaison with the concerned department to

assess the effectiveness of training being imparted to employees
and to make necessary change in the training program, if
required.
Bibliography
1. Personnel Manual, MUL
2. The Motoring, Business Standard, January 2007
3. HRD in new millennium by Pareek Sisodiar
4. www.entrepreneur.com/article/0,4621,321261,00.html
5. www.bitpipe.com
6. www.questia.com
7. www.findarticles .com
8.
www.mapnp.org/library/trng_dev/basics/reasons.htm#anchor1
287840
9. Bittel, Lester R. "Organizing: Dividing Up the Work in a

Structured Framework." In The McGraw-Hill 36-Hour
Management Course. New York, NY: McGraw-Hill Publishing
Company, 1989. Location: Methodology Project Information
Resources Folders.
10. Reid, M.A., Barrington, H. and Kenney, M. 1992.

Training Interventions, third edition, IPM, London
.
11. Robinson, H (1999), Are you Experienced? Some British
Evidence on age earnings profiles, Departmental Working Paper
12. Storey, J. 1995, Human Resource Management: A Critical

Text, Rout ledge, London
.
13. Sudhir Andrews, 1999. House Keeping Training Manual,
Tata Mc Grew Hill 19th edn.
Appendix
QUESTIONNAIRE
(Please Note: This questionnaire is meant for academic purpose only and is not to be used for any other
purpose).
Are you aware of the training policy of Yes/No
MARUTI. Yes/No
In your opinion are employees
nominated for training programs of the
basis of carefully identified training Yes/No
needs.
Are you satisfied with the nomination _________________________
procedure for the course. _________________________
If no, suggest improvements. ______________
clearly
How well were the programs objectives poorly
explained at the beginning of the 5 4 3 2
program 1
To what extent, do you feel, the To a great
objectives of the program have been very low
achieved. Extent
extent
Rate the relevance of the training 5 4 3 2
program to your work. 1
To what extent will the training program very relevant not
help you do a better job. relevant
5 4 3 2
Has the training program helped in 1
improving your professional knowledge to a great
and skills. little extent
extent
How well is the program designed. 5 4 3
2 1
How well is the program organized. to a great
little extent
How interesting was the program. extent
5 4 3
How do you rate the program in terms of 2 1
coverage excellent
poor
How was your training experience. 5 4 3
2 1
How would you rate the faculty of this very well
Your opinion on the facility provided. Adequate Can be
Conference hall improved
Hand outs (1) (2)
Audio/visual aids
Accommodation
Library
Transport
Food
Has the program helped in incorporating
new values/attitude in you. Yes/No
If yes, please specify
Would you recommend this program for _________________________
your peers. _______
Do you think the information provided in yes/No ( )
the program was (tick one) theoretical ( )
realistic ( )
experience based ( )
function based ( )
How successful was the program in filling all of the above ( )
the gaps in your knowledge. to a great extent very
How would you rate your confidence low extent
level to effectively conduct this 5 4 3
module/use the skills for enhanced 2 1
personal effectiveness. high
Give your overall satisfaction level with low
this training program. 5 4 3
Any suggestions for improvement. 2 1
high
low
5 4 3
2 1
_________________________
_________________________
_________________________
_________________________
_________________________
___

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A Project Report

Submitted By: Guided by:

We take this opportunity to thank the fore school of Management to

We would like to thank Maruti Udyog Limited Employees for giving us

OBJECTIVES & METHODOLOGY

INTRODUCTION TO TRAINING AND

INTRODUCTION TO THE MARUTI UDYOG

To ascertain the training practices prevailing in MARUTI.

To determine the level of satisfaction and effectiveness of training

among the employees.

To recommend certain improvement measures, if any, for a sound

training and development program.

For the purpose of this study a combination of primary and

of a structured questionnaire. The secondary data was compiled

manuals, annual report and personalized interaction with the training

the training and development practice, techniques and their

effectiveness can be evaluated. The questionnaire contains questions

pertaining to both training effectiveness as well as development

effectiveness. The questionnaire consists of open-ended as well as

close-ended questions. The close-ended questions are mostly based

Likerts 5 point rating scale

The scale consists of a 5 point rating scale. At one extreme of the

Strongly Agree Undecided Disagree Strongly

of responses and corresponding scores divided by the total responses

gives the Likerts point for a particular statement.

The highest score achievable would be20 x 5 =5

factorable response and 1 point on Likerts scale would show most

Selection of sample size

employees who attend training at MARUTI Training Center at any

given time, 20% employees were selected for sampling, which

amounts to a sample size of 20.

The primary data obtained by means of a structured questionnaire

has been diagrammatically, represented in the form of Bar graphs

and pie charts, for better understanding and assimilation.

Scope and limitations of the study

The scope of this report is limited to a study of the existing training

and development practices for employees of MARUTI and to suggest

Increasing international competition has led governments and

corporations to focus on ways of improving national and corporate

economic performance. The effective use of human resources is seen

as a prerequisite, and the training and development of employees as

paramount. The growth of training and development as an academic

subject reflects its growth in practice.

A clear understanding of the capability requirements of staff is crucial

to organisational success. Such an understanding helps establish a

basis for effective selection, recruitment and retention, performance

management, and staff development including training needs

analysis, training content definition and training effectiveness

evaluation. Organisation should use a holistic approach to staff

development that takes account of both current and evolving future

requirements - given the need to adapt continually to sustain and

Training is defined as learning that is provided in order to improve

performance on the present job.

A person's performance is improved by showing her how to master a

new or established technology. The technology may be a piece of

heavy machinery, a computer, a procedure for creating a product, or

a method of providing a service.

perform their job, introducing a new technology, or bringing an

material, technology, and time. Training is mainly concerned with the

meeting of two of these inputs -- people and technology. That is,

having people learn to master a given technology. Basically training

is the acquisition of technology which permits employees to perform

their present job to standards. It improves human performance on

it is given when new technology in introduced into the workplace.