A

AProject report on summer training

On Training and DevelopmentIn

Submitted To:

In Partial of fulfillment of the

Requirement for award of the degree of

Bachelor business Administration(BBA)

(5th semester)

Faculty Guide : Mrs. Anuradha Kushwah

Submitted by : Reena Kumari NagarReg. No. NU/K/11/1/1302/-0129TOYODA GOSEI MINDA INDIA PRIVATE LIMITED

TABLE OF CONTENTS.NO.PARTICULARP. NO.

Certificate

Declaration

Acknowledgement

Executive summary

Chapter -1Introduction of company

Chapter-2Study on selected topic-training & development

Chapter-3Research methodology

Chapter-4Data analysis & findings

Chapter-5Conclusion & recommendation

Suggestion

Bibliography

Annexure

DECLARATION I am Reena Kumari Nagar student of BBA 5th semester, NIILM University ,Kaithal,(Haryana) here by a firm and declare that I have completed Project Report availing of my guide HR Manager Mr. Bharat Bhushan, and Harish Yadav, Miss Anuradha Kushwah , NIILM University ,Kaithal,(Haryana).

I also declare that this report is purely an original and authentic work done by me and the same has not been submitted to any University or institution for the reward of any other degree or diploma.

By

Reena Kumari Nagar

BBA5th Semester

NU/K/11/1/1302/0129

ACKNOWLEDGEMENT

First of all I would like to express my sincere thanks to my guide Miss Anuradha Kushawah for guiding me by sacrificing her valuable time for completing this synopsis report.

I would also like to express my gratitude with deep sense of revenge to my all faculty members and my helpful friends. It would have been difficult to go through this synopsis report without their help. They not only helped me in collecting data but also supported me with their valuable knowledge and experience in the successful completion of this synopsis report.

I would also thankful to almighty God for his grace and mercy to successfully complete this synopsis report.

Reena Kumari Nagar

EXECUTIVE SUMMARYUndertake something is difficult, It will do you good,

Unless you try to do something,

Beyond what you have already mastered

You will never grow

RONALDE. OSBORNI did my training in TOYODA GOSEI MINDA INDIA PVT. LTD.

Tha concept of this project is to check weather TOYODA GOSAI is performing well year after or lack in performance. The performance can be evaluated by using different training $ development types . The purpose of this project is to evaluate the performance of TOYODA GOSAI. It primarily aimed at learning the various factors that can help my evaluation process. I have tried to find out the reason or ground where it is lacking. I also tried to find out the area of improvement. The project also includes objectives of study, research methodology, data collection, data analysis, recommendations of study, concision, and bibliography.

CHAPTER-1INTRODUCTION

OF

COMPANYCOMPANY PROFILE

HISTORY OF COMPANY

CompletedApr 2008

CapitalizationRs1590 million

CcsEmployees-655

Founded in 1949, Toyoda Gosei is a customer-driven, global company that researches, develops and manufactures products of exceptional quality for a variety of industries, from automotive to agriculture to telecommunications. With headquarters in Aichi, Japan; Troy, Michigan, U.S.A, Zaventem, Belgium and Chonburi, Thailand, the company is a world-class supplier to the automotive industry. Toyoda Goseis five product categories include: Body Sealing Systems, Interior / Exterior Systems, Optoelectronics, Fuel System / Functional Parts and Safety Systems. The TG Group employs over seventeen thousand people in seventeen countries, located in fifty-eight facilities worldwide. Key automotive OEM customers include Toyota, General Motors, DaimlerChrysler, Ford, Honda, Isuzu, Mitsubishi, and Nissan.

REGISTRATION OF COMPANY Toyoda Gosei Minda India Private Limited was registered on 17 April, 2008. Toyoda Gosei Minda India Private Limited's Corporate Identification Number (CIN) is U28111RJ2008PTC026385, Registration Number is 026385.Their registered address on file is Plot No. Sp2-30 & 31, Riico Industrial Area, ma, Neemrana - 301705, Rajasthan, India.

Toyoda Gosei Minda India Private Limited is currently in Active Status.

Company NameTOYODA GOSEI MINDA INDIA PRIVATE LIMITED

CinU28111RJ2008PTC026385

Registration Date17/04/2008

Registration No.026385

BOARD OF DIRECTOR

Mr.Bharat Khaniwal Mr. Sudhir jain, Mr. Nobuyuki Shimizu Mr.,Hidenori Ueda, Mr.Atsushi sumida PRODUCT OF COMPANY

Glass run

Open trim

Back door

Fuel cap

Steering wheel Air bag

Door weather strip

Seal door opening

Seal rubber hood Tail gate

Run channel CUSTOMER OF COMPANY Maruti Suzuki

Honda

Toyota

VISION MISSION $ VALUESVision Group to be Global Benchmark in QPCDSM by 2012-13 and pioneer in Technology by 2014-15

Group Turnover 10K crore by 2014-15

International Business to be 25% of turnover by 2014-15

Mission: To continually enhance stakeholders' value through global competitiveness while contributing to society.

Values: The NK Minda Group has identified 5 core values and works towards inculcating these in its day-to-day working:

TECHNOLOGYThe availability of superior Japanese technology of 'Integrated Rubber Parts Production' would ensure the products' cost competitiveness in Indian market. This process is targeted to start production from May 2012 in Neemrana plant, where manufacturing of safety parts is already ongoing. Maruti Suzuki India Ltd. (MSIL) & Honda Siel Cars India Ltd. (HSCIL) are some of the few renowned customers of Toyoda Gosei Minda India Pvt. Ltd.ACHIVEMENTS

2013MIL Lighting division received a Special Citation of Distinction for a valued partnership at Tata Motors Annual Suppliers Conference.

2013Clarton Horns received Purchasing Diamond Award in the 16th AERCE CONGRESS which took place in Madrid in June.

2013MIL Lighting Division received Silver Trophy for Overall Performance from Maruti Suzuki India Ltd.

2013Mindarika Private Limited, Manesar received Silver Shield for Local R&D Capability Development from Maruti Suzuki India Ltd.

2013TG MINDA received a certificate for Manufacturing Excellence from Maruti Suzuki India Ltd.

2013MIL- Switch Division received Quality Achievement Award from Polaris, USA

2013Minda Industries Limited - Switch Division received "Gold Award for Quality from India Yamaha Motors Pvt. Ltd.

2013Roki Minda Co. Pvt. Ltd. Received Gold Award in category of Best Development for 1GC Air Cleaner Assembly from Indian Yamaha Motors Pvt. Ltd.

2012Minda Industries Limited - Switch Divisionreceived "Best Development Award for Lever Combination Switch Development" from JCB India.

LATEST EVENT

21st Annual General Meeting (AGM)

The 21st Annual General Meeting (AGM) of Minda Industries Limited was held on Wednesday, 18 September, 2013 at PHD House, New Delhi. The directors namely Anand Minda, Alok Dutta, S.K. Arya and Subhash Lakhotia along with Sudhir Jain (ED & Group CFO) and H.C. Dhamija (VP Group Accounts & Company Secretary) attended the meeting.OBJECTIVES OF COMPANY

Customer satisfaction. Environment Friendly.

Delivering enhanced quality products.

Profit maximization.

Creating a good brand image.

Wide market coverage.

CHAPTER-2STUDY OF SELECTED TOPICTRAINING & DEVELOPMENTTRAINING & DEVELOPMENT

INTRODUCTION & OVERVIEW

Training and development play an important role in the effectiveness of organization and to the experiences of people in work. Training has implications for productivity, health and safety at work and personal development. All organizations employing people need to train and develop their staff. Most organizations are cognizant of this requirement and invest effort and other resources in training and development. Such investment can take the form of employing specialist training and development staff and paying salaries to staff undergoing training and development. Investment in training and development entails obtaining and maintaining space and equipment. It also means that operational personnel, employed in the organizations main business functions, such as production, maintenance, sales, marketing and management support, must also direct their attention and effort from time to time towards supporting training development and delivery. This means they are required to give less attention to activities that are obviously more productive in terms of the organizations main business. However, investment in training and development is generally regarded as good management practice to maintain appropriate expertise now and in the future.

To the process of increasing the knowledge and skills of the workforce to enable them perform their jobs effectivelyTraining is, therefore, a process whereby an individual acquires job-related skills and knowledge.

Training costs can be significant in any business. However, many employers are prepared to incur these costs because they expect their business to benefit from employees' development and progress.

Training takes place at various points and places in a business. Commonly, training is required to:

Support new employees (induction training)

Improve productivity

Increase marketing effectiveness

Support higher standards of customer service and production quality

Introduction of new technology, systems or other change

Address changes in legislation

Support employee progression and promotion

Effective training has the potential to provide a range of benefits for a business:

Higher quality

Better productivity

Improved motivation - through greater empowerment

More flexibility through better skills

Less supervision required (cost saving in supervision)

Better recruitment and employee retention

Easier to implement change in the business

Effective training starts with a training strategy. The three stages of a training strategy are:

Identify the skills and abilities needed by employees

Draw up an action plan to show how investment in training and development will help meet business goals and objectives

Implement the plan, monitoring progress and training effectiveness

Given the costs involved, you might not be surprised to learn that many businesses do not invest enough in training.

Some firms dont invest anything in training! Here are the most common reasons for under-investment in training: They fear employees will be poached by competitors (who will then benefit from the training)

A desire to minimize short-term costs

They cannot make a justifiable investment case

Training takes time to have the desired effect management are impatient!TYPE OF TRAINING & DEVELOPMENT

1.ON-THE-JOB TRAINING& LECTURES The two most frequently used kinds of training are on-the-job training and lectures, although little research exists as to the effectiveness of either. It is usually impossible to teach someone everything she needs to know at a location away from the workplace. Thus on-the-job training often supplements other kinds of training, e.g., classroom or off-site training; but on-the-job training is frequently the only form of training. It is usually informal, which means, unfortunately, that the trainer does not concentrate on the training as much as she should, and the trainer may not have a well-articulated picture of what the novice needs to learn.

On-the-job training is not successful when used to avoid developing a training program, though it can be an effective part of a well-coordinated training program.

Lectures are used because of their low cost and their capacity to reach many people. Lectures, which use one-way communication as opposed to interactive learning techniques, are much criticized as a training device.

2. Programmed Instruction (PI) These devices systematically present information to the learner and elicit a response; they use reinforcement principles to promote appropriate responses. When PI was originally developed in the 1950s, it was thought to be useful only for basic subjects. Today the method is used for skills as diverse as air traffic control, blueprint reading, and the analysis of tax returns. 3. Computer-Assisted Instruction (CAI) With CAI, students can learn at their own pace, as with PI. Because the student interacts with the computer, it is believed by many to be a more dynamic learning device. Educational alternatives can be quickly selected to suit the student's capabilities, and performance can be monitored continuously. As instruction proceeds, data are gathered for monitoring and improving performance.

4. Audiovisual Techniques Both television and film extend the range of skills that can be taught and the way information may be presented. Many systems have electronic blackboards and slide projection equipment. The use of techniques that combine audiovisual systems such as closed circuit television and telephones has spawned a new term for this type of training, teletraining. The feature on " Sesame Street " illustrates the design and evaluation of one of television's favorite children's program as a training device.

5. Simulations Training simulations replicate the essential characteristics of the real world that are necessary to produce both learning and the transfer of new knowledge and skills to application settings. Both machine and other forms of simulators exist. Machine simulators often have substantial degrees of. physical fidelity; that is, they represent the real world's operational equipment. The main purpose of simulation, however, is to produce psychological fidelity, that is, to reproduce in the training those processes that will be required on the job. We simulate for a number of reasons, including to control the training environment, for safety, to introduce feedback and other learning principles, and to reduce cost.

6. Business games They are the direct progeny of war games that have been used to train officers in combat techniques for hundreds of years. Almost all early business games were designed to teach basic business skills, but more recent games also include interpersonal skills. Monopoly might be considered the quintessential business game for young capitalists. It is probably the first place youngsters learned the words mortgage, taxes, and go to jails.TRAINING DEFINEDTraining is concerned with imparting developing specific skills for a particular purpose. Training is the act of increasing the skills of an employees for doing aparticular job. Training is the process of learning a sequence of programmed behaviour. In earlier practice, training programme focused more opreparation for improved performance in particular job. Most of the trainees used to be from operative levels like mechanics, machines operators and other kinds of skilled workers. When the problems of supervision increased, the step were taken to train supervisors for better supervision.. DEVELOPMENT DEFINEDManagement development is all those activities and programme when recognized and controlled have substantial influence in changing the capacity of the individual to perform his assignment better and in going so all likely to increase his potential for future assignments.

Thus, management development is a combination of various training programme, though some kind of training is necessary, it is the overall development of the competency of managerial personal in the light of the present requirement as well as the future requirement.

Development an activity designed to improve the performance of existing managers and to provide for a planned growth of managers to meet future organizational requirements is management development.MANAGEMENT DEVELOPMENT IS BASED ON FOLLOWING ASSUMPTIONS.

1. Management development is a continuous process. It is not one shot programme but continues though out the career of a manager.

2. Management development is any kind of learning, is based on the assumption that

there, always existing a gape between an individuals performance and his potential

for the performance.

3. Management development seldom takes place in completely peaceful and relaxed

atmosphere.

4. Management development requires clear setting of goals.

5. Management development required conducive environmentNEED AND BASIC PURPOSES OF TRANING To Increase Productivity To Improve Quality

To Help a Company Fulfil Its Future Personnel Needs

To Improve Organizational Climate To Improve Health and Safety

Obsolescence Prevention

Personal GrowTHE BENEFITS OF TRAINING How Training Benefits the Organisation Leads to improved profitability and/or more positive attitudes towards profit orientation. Improves the job knowledge and skills at all levels of the organization. Improves the morale of the work force. Helps people identify with organisational goals. Helps create a better corporate image. Aids in organisational development. Helps prepare guidelines for work. Aids in understanding and carrying out organisational policies. Provides information for future needs in all areas of the organisation. Organization gets more effective decision making and problem solving. Aids in developing leadership skills, motivation, loyalty, better attitudes, and other aspects that successful workers and managers usually display.

Aids in increasing productivity and/or quality of work. Helps keep costs down in many areas, e.g., production, personnel, administration, etc. Develops a sense of responsibility to the organisation for being competent and knowledgeable. Improves labour-management relations and creates an appropriate climate for growth, communication.

Reduces outside consulting costs by utilising competent internal consulting. Stimulates preventive management as opposed to putting out fires. Eliminates sub-optimal behaviour. Helps employees adjust to change. Aids in handling conflict, thereby helping to prevent stress and tension.

Helps the individual in making better decisions and effective problem solving Through training and development, motivational variables of recognition, achievement, growth, responsibility and advancement are internalised and operationalised. Aids in encouraging and achieving self-development and self-confidence.

Helps a person handle stress, tension, frustration and conflict. Provides information for improving leadership knowledge, communication skills, and attitudes. Increases job satisfaction and recognition. Moves a person towards personal goals while improving interaction skills. Satisfies personal needs of the trainee. Provides trainee an avenue for growth and a say in his/her own future. Develops a sense of growth in learning. Helps a person develop speaking and listening skills; also writing skills when exercises are required. Helps eliminate fear in attempting new tasks. Improves communication between groups and individuals.

Improves interpersonal skills. Makes organisation policies, rules and regulations viable. Improves morale. Builds cohesiveness in groups. Provides a good climate for learning, growth, and coordination. Makes the organisation a better place to work.TRAINING CONCEPTS

Ability: The physical and mental capacity to perform a task.

Action learning: Training method that involves giving teams or work groups a problem, having them work on solving it and committing to an action plan, and then holding them accountable for carrying out the plan. Action plan:A written document detailing steps that a trainee and his manager will take to ensure that training transfers to the job

Action planning: An employees process of determining how he will achieve his short-and long-term career goals. Assessment: The collecting of information and providing of feedback to employees about their behavior communication style, or skills. Assessment center: A process in which multiple rates or evaluators (also known as assessors) evaluate employees, performances on a number of exercises.

Attitude: Combination of beliefs and feelings that predispose a person to behave in a certain way. Attitude awareness and change program: Program focusing on increasing employees awareness of their attitudes toward differences in cultural and ethic backgrounds, physical characteristics (e.g., disabilities), and personal characteristics that influence behavior towards others. Basic skills: Skills necessary for employees to perform their jobs and learn the content of training programs.

Behavior based conflict: Conflict occurring when an employees behavior in work roles is not appropriate in non-work roles. Behavior based program: Program focusing on changing the organization policies and individual behaviors that inhibit employees personal growth and productivity. Behavior modeling: A training method in which trainees are presented with a model who demonstrates key behaviors to replicate and provides them with the opportunity to practice those key behaviors Benchmarking: The use of information about other companies training practices to help determine the appropriate type, level, and frequency gains from a training program. Benchmarks: A research instrument designed to measure important factors in being a successful manager. Benefits: What of value the company gains from a training program.

Blended learning: Learning involving a combination of online learning, face-to-face instruction, and other methods. Career: The pattern of work related experiences that span the course of a persons life. Career development: The process by which employees progress through a series of stages, each characterized by a different set of developmental tasks, activities, and relationships.

Career insight: The degree to which employees know about their interests as well as their skills strengths and weaknesses, the awareness of how these perceptions relate to their career goals.

Career management: The process through which employees

Become aware of their interests, values, strengths, and weaknesses

Get information about job opportunities within a company

Identify career goals

Establish action plans to achieve career goals Career path: A sequence of job positions involving similar types of work and skills that employees move through in company.

Case study: A description of how employees or an organization dealt with a situation. Change: The adoption of a new idea or behavior by a company Change management: The process of ensuring that new interventions such as training practices are accepted and used by employees and managers. Coach: A peer or manager who works with an employee to motivate him, develop skills, and provide reinforcement and feedback. Cognitive ability: Outcomes used to measure what knowledge trainees learned in a training program. Competency: An area of personal capability that enables an employee to perform his job.

Competency model: A model identifying the competencies necessary for each job as well as the knowledge, skills, behavior, and personal characteristics underlying each competency. Competitive advantage: An upper hand over other firms in an industry. Competitiveness: A companys ability to maintain and gain market share in an industry.

Computer based training (CBT): An interactive training experience in which the computer provides the learning stimulus, the trainee must respond, and the computer analyzes responses and provides feedback to the trainee. Continuous learning: A learning system in which employees are required to understand the entire work system including the relationship among their jobs, their work units, and the company. Also, employees are expected to acquire new skills and knowledge, apply them on the job, and share this information with fellow workers.

Cost benefit analysis: The process of determining the economic benefits of a training program using accounting methods. Course objectives (lesson objectives): The expected behaviors, content, conditions, and standards of a training course or lesson; more specific than program objectives. Course parameters: General information about a training program including Criterion deficiency: The failure to measure training outcomes that were emphasized in training objectives. Cross training: Training method in which team members understand and practice each others skills so that members are prepared to step in and take another members place should he temporarily or permanently leave the team. Also, more simply, training employees to learn the skills of one or several additional jobs.

Culture: A set of assumptions group members share about the world and how it works as well as ideals worth striving for.

Development: Formal education, job experiences, relationships, and assessments of personality and abilities that help employees prepare for the future. Distance learning: Training method in which geographically dispersed companies provide information about new products, policies, or procedures as well as skills training and expert lectures to field locations. E learning: Instruction and delivery of training by computer online through the Internet or Web.

Empowerment: Giving employee responsibility and authority to make decisions regarding product development or customer service

Evaluation design: Designation of what information is to be collected, from whom, when, and how to determine trainings effectiveness. Feedback: Information employees receive while they are performing concerning how well they are meeting objectives.

Formative evaluation: Evaluation conducted to improve the training process. Usually conducted before and during the training process

Glass ceiling: A barrier to advancement to an organizations higher levels. Goal: What a company hopes to achieve in the medium-to-long-term future. Goal orientation: A trainees goals in a learning situation. Goal setting: An employees process of developing short-and long-term career objectives. Group mentoring program: Program in which a successful senior employee is paired with a group of four to six less experienced protgs to help them understand the organization, guide them in analyzing their experiences, and help them clarify career directions.

Hands-on method: Training method in which the trainee is actively involved in learning.

High-leverage training: Training that uses an instructional design process to ensure that it is effective and that compares or benchmarks the companys training programs against other companies

High-potential employee: An employee whom the company believes is capable of succeeding in a higher-level managerial position. Human resource management: The policies, practices, and systems that influence employees behavior, attitudes, and performance. Human resource management (HRM) practices: Management activities relating to investments in staffing, performance management, training, and compensation and benefits.

Human resource planning: The identification, analysis, forecasting, and planning of changes needed in a companys human resources area. Intellectual capital: Cognitive knowledge, advanced skills, system understanding and creativity, and self motivated creativity. Intellectual skills: Mastery of concepts and rules. Internet-based training: Training delivered on public or private computer networks and displayed by a web browser.. Intranet based training: Training delivered using a companys own computer network or server.

Job: A specific position requiring completion of certain tasks. Job analysis: The process of developing a description of the job (duties, tasks, and responsibilities) and the specifications (knowledge, skills and abilities) that an employee must have to perform it. Job enlargement: The adding of challenges or new responsibilities to an employees current job. Job experience: The relationship, problems, demands, tasks, and other features that an employee faces on the job. Key behavior: One of a set of behaviors that is necessary to complete a task. Important part of behavior modeling training. Knowledge: Facts or procedures. What individuals or teams of employees know or know how to do (human and social knowledge); also a companys rules, processes, tools, and routines (structured knowledge).

Knowledge management: The process of enhancing company performance by designing and implementing tools, processes, systems, structures, and cultures to improve the creating, sharing, and use of knowledge. Knowledge workers: Employees who own the means of producing a product or service. These employees have a specialized body of knowledge or expertise, which they use to perform their jobs and contribute to company effectiveness.

Learning: A relatively permanent change in human capabilities that does not result from growth processes. Learning organization: A company that has an enhanced capacity to learn, adapt, and change; an organization whose employees continuously attempt to learn new things and then apply what they have learned to improve product or service quality. Lecture: Training method in which the trainer communicates through spoken words that trainees are supposed to learn.

Manager support: Trainees managers.

Emphasizing the importance of attending training programs

Stressing the application of training content on the job. Mentor: An experienced, productive senior employee who helps develop a less experienced employee (a protg).

Metacognition: A learning strategy whereby trainees direct their attention to their own learning process. Mission: A companys long-term reason for existing. Modeling: Having employees who have mastered the desired learning outcomes demonstrate them for trainees. Motivation to learn: A trainees desire to learn the content of a training program.

Motor skills: Coordination of physical movements. Multimedia training: Training that combines audiovisual training methods with computer based training. Near transfer: A trainees ability to apply learned capabilities exactly to the work situation. Need: A deficiency that a person is experiencing at any point in times. Needs assessment: The process used to determine if training is necessary. The first step in the instrumental system design model. Norms: Accepted standards of behavior for workgroup members. Objective: The purpose and expected outcome of training activities. Obsolescence: A reduction in an employees competence resulting from a lack of knowledge of new work processes, techniques, and technologies that have developed since he completed his education. On-the-job training (OJT): Training in which new or inexperienced employees learn through first observing peers or managers performing the job and then trying to imitate their behavior.

Opportunity to perform: The chance to use learned capabilities. Organization development: A planned, systematic change process that uses behavioral sciences knowledge and techniques to improve a companys effectiveness by improving relationships and increasing learning and problems solving capabilities. Organizational analysis: Training analysis involving determining the appropriateness of training, considering the context in which training will occur.

Organizational socialization: The process of transforming new employees into effective company members. Its phases are anticipatory socialization, encounter, and settling in. Organizing: A learning strategy that requires the learner to find similarities and themes in the training materials. Outsourcing: The use of external supplies to provide training services. Perception: The ability to organize a message from the environment so that it can be processed and acted upon.

Performance appraisal: The process of measuring an employees performance. Person analysis:

Training analysis involving

Determining whether performance deficiencies result from lack of knowledge, skill, or ability or else from a motivational or work-design problem.

Identifying who needs training,

Determining employees readiness for training Person characteristics: An employees knowledge, skill, ability, behavior, or attitude. Practice: An employees demonstration of a learned capability; the physical or mental rehearsal of a task, knowledge, or skill to achieve proficiency in performing the task or skill or demonstrating the knowledge. Pretest/posttest: An evaluation design in which both pretraining and post training outcomes measures are collected. Pretraining measure: A baseline measure of outcomes.

Program design: The organization and coordination of the training program. Program Objectives: Broad summary statements of a programs purpose. Psychological success: A feeling of pride and accomplishment that comes from achieving life goals. Reaction outcomes: A trainees perceptions of a training program, including perceptions of the facilities, trainers, and content. Readability: Written materials level of difficulty.

Readiness for training: The condition of Employees having the personal characteristics necessary to learn program content and apply it on the job and The work environment facilitation learning and not interfering with performance.

Reengineering: A complete review and redesign of critical processes to make them more efficient and able to deliver higher quality. Structure/ Process/Innovation

Re-Structuring / Re-inventing Small/Better/Different

Rehearsal: A learning strategy focusing on learning through repetition (memorization). Self-Management: Persons attempt to control certain aspects of his decision-making and behavior. Simulation: A training method that represents a real life situation, with trainees decisions resulting in outcomes that mirror what would happen if they were on the job. Skill: Competency in performing a task. Skill-based outcomes: Outcomes used to assess the level of technical or motor skills or behavior; include skill acquisition or learning and on-the-job use of skills. Social learning theory: Theory emphasizing that people learn by observing other persons (models) who they believe are credible and knowledgeable. Social support: Feedback and reinforcement from managers and peers. Socialization: Sharing tacit knowledge by sharing experiences.

Stakeholders: The parties with an interest in a companys success (include shareholders, employees, customers, and the community). Subject matter expert (SME): Person who is knowledgeable of

Training issue,

Knowledge, skills, and abilities required for task performance,

Necessary equipment, and

Conditions under which tasks have to be performed Summative evaluation: Evaluation of the extent that trainees have changed as -a result of participating in a training program. Synchronous communication: Communication in which trainers, experts, and learners interact with each other live and in real time in the same way as they would in face to face classroom instruction. Team leader training: Training that a team manager or facilitator receives. Team training: Training method that involves coordinating the performances of individuals who work together to achieve a common goal.

Trainee characteristics: The abilities and motivation that affect learning. Training: A companys planned effort to facilitate employees learning of job-related competencies. Training administration: Coordination of activities before, during, and after a training program. Training context: The physical, intellectual, and emotional environment in which training occurs. Training design: Characteristics of the learning, and enabling environment. Training design process: A systematic approach to development training programs. Its six steps include conducting needs assessment, ensuring employees readiness for training, creating a learning environment, ensuring transfer of training, selecting training methods, and evaluating training programs. Training effectiveness: Benefits that a company and its trainees receive from training.

Training evaluation: The process of collecting the outcomes needed to determine if training has been effective. Training outcomes (Criteria): Measures that a company and its trainer use to evaluate training programs. Training site: The place where training is conducted. Transfer of training: Trainees applying learned capabilities gained in training to their jobs. Work environment: On-the-job factors that influence transfer of training.

WHO IS RESPONSIBLE FOR EMPLOYEE TRAINING AND DEVELOPMENT?

Employee training is the responsibility of the organization. Employee development is a shared responsibility of management and the individual employee. The responsibility of management is to provide the right resources and an environment that supports the growth and development needs of the individual employee.

For employee training and development to be successful, management should:

Provide a well-crafted job description - it is the foundation upon which employee training and development activities are built

Provide training required by employees to meet the basic competencies for the job. This is usually the supervisor's responsibility

Develop a good understanding of the knowledge, skills, and abilities that the organization will need in the future. What are the long-term goals of the organization and what are the implications of these goals for employee development ? Share this knowledge with staff Look for learning opportunities in every-day activity. Was there an incident with a client that everyone could learn from? Is there a new government report with implications for the organization?

Explain the employee development process and encourage staff to develop individual development plans

Support staff when they identify learning activities that make the an asset to your organization both now and in the future

CHAPTER-3

RESEARCH METHODOLOGY

research MethodologyThe title of present research is "HR Practices in Industrial Sector."MEANING OF RESEARCH & DEFINITION

Research refers to a search for knowledge. Once can also define research as a scientific and systematic search for pertinent information on a specific topic. Research is an art of scientific investigation. Systematized effort to gain new knowledge.

METHODOLOGY Methodology can be defined as- The analysis of the principles of methods, rules, and postulates employed by a discipline. The systematic study of methods that are, can be or have been applied within a discipline. A particular procedure or set of procedures .Methodology includes a collection of theories, concepts or ideas as they relate to a particular discipline or field of inquiry:Methodology refers to more than a simple set of methods; ] rather it refers to the rationale and the philosophical assumptions that underlie a particular study relative to the scientific method. This is why scholarly literature often includes a section on the methodology of the researchers. This section does more than outline the researchers methods might explain what the researchersontological orepist emological views are .Another key (though arguably imprecise) usage for methodology does not refer to research or to the specific analysis techniques. This often refers to anything and everything that can been capsulated for a discipline or a series of processes, activities and tasks..OBJECTIVES OF STUDY To examine the sources of recruitment opted by an organization. To know about the selection criteria of the candidate.

To know the contribution and procedure of the training.

To analysis the various tools of motivation.

To know about different methods this is used to check the performance of employees.

To know the criteria for the wage payment and on what basis wage rate are decided by an entrepreneur.

To know about what kind of facilities provided by an entrepreneur to employees.

To know about the satisfaction level of employees and employer.RESEARCH DESIGNA research design is simply the framework or plan for a study that is used as a guide in collecting and analyzing the data. It is blueprint that is followed in completing a study. A research design ensures that the study:

Will be relevant to the problem

Will employ economical procedureTYPES OF RESEARCH DESIGNDESCRIPETIVE RESEARCHIt is typically concerned with determining the frequency with which something occurs or the relationship between two variables. The descriptive study is typically guided by an initial hypothesis. The objective of such a study is to answer the who, when and how of the subject under investigation.

TYPES OF RESEARCH DESIGN USEDThe current study is descriptive research with an applied bias. It explains the present industrial scenario and the results of research work may be utilized to enhance efficiency in HR Practices in Industrial Sector.

SOURCES OF DATA COLLECTIONThere are two types of sources:

1. Primary Sources

2. Secondary Sources

I have used both the forms of sources to complete my research. 1. PRIMARY SOURCES

A primary source has been used for obtaining information regarding: facts and quasi-facts, attitudes/options, awareness/knowledge, perception, intentions and behavior, demographic and socioeconomic characteristics.

Primary data is the data collected by 1. Interview2. Observation3. Action research4. Case studies5. Life histories6. Questionnaires

2. SECONDARY SOURCESI used secondary sources like newspaper, journals, and booklets to study the various aspects of an industrySecondary sources are data that already exists Previous research

1. Official statistics

2. Mass media products

3. Diaries

4. Letters

5. Government reports

6. Web information

7. Historical data and informationRESEARCH INSTRUMENTStructured well designed questionnaire is used to gather primary information. In it, questions are presented with exactly the same wording and in exactly the same order, to all respondents.

RESEARCH APPROCHSurvey Research.

CONTACT METHODIndividual Interviewing.

SAMPALINGIt is an integral component of research design. It addresses three questions:

1. Whom to survey? (The sample unit)

2. How many to survey? (The sample size)

3. How to select? (The sampling procedure)

Sampling is necessary because it is almost impossible to examine the entire population. Various factors such as time, efforts, money and purpose of study make it necessary for the researcher to choose a sample.

The sample should be convenient in terms of size i.e. neither too large nor too small and sampling unit must be a true representative of the universe. Besides this, sample should be powerful i.e. the selection process is done keeping in view the objective of the problem.

The total sample size for survey was 50.

LIMITATIONS OF THE STUDYEvery possible effort has been made to make the study complete in all respects but due to a number of uncontrollable factors, the study might have some limitations. These can be as follows:

1. The sample size chosen may not be enough to give a true representation of the total population.

2. Biasness on the part of respondents while answering the questions cannot be rule out.

3. The questionnaire method has the limitation of providing the limited information.

4. Effort, time, money factor were another limiting factors during the course of project.

CHAPTER-4

DATA ANALYSIS & FINDINGS DATA ANALYSISWe now try to analyze and interpret the data to reach a conclusion. We begin with the analysis of the data collected from the T& staff

.

.METHODS USED FOR TRAINING NEEDS ANALYSIS The training needs analysis is done generally by discussion with superiors and departmental heads. However, the participants themselves also play a vital role in identifying their own training needs. Also, performance appraisal sessions and customer feedback are two important ways through which training needs can be analyzed . Areas in which training is imparted TOYODO GOSEI S provides training to all areas mentioned, however, the training imparted to the employees depends on the level of organizations .Frequency of training programme Training programmes are conducted at TOYODA GOSEI through out year. The duration depends on the type of the training. Training for computer basics are for 3-5days, and for executive trainees are for 1 year. 36Changing trends in T&D today Trainer-trainee cooperation

Focus on sophistication of technologies Focus on right attitude and overall development of the employee Element for making training programme successMANPOWER PLANNING

Q1. Which of the following types of work-related training have you participated in, either inside or outside TOYODA GOSEI ?

S.NO..OpinionNo. of respondent

1Administration25

2Support10

3SRS5

4Overall10

Interpretation:25 people participated in administration department for training.

10 people participated in supported department for training.

5 people participated in SRS department for training.

10 people participated in overall department for training.

2.Does your organization plan the training policy?

S .AgreeAgreeDisagreeS.Disagree

45500

Interpretation:

45 people participated are s agree with training policy.

5 people participated are agree with training policy. 0 people participated are disagree with training policy.

0 people participated are s. disagree with training policy.3. Choose one that best describes the most effective learning method for interpersonal or leadership skills?Fully effectiveEffectiveNot effective

30155

Interpretation35 people participated are fully effective to training.

10 people participated are effective to training.

5 people participated are not effective to training.

4 .Do you think the present training policy is helpful in achieving the goal of the company?S.AgreeAgreeDisagreeS. disagree

203000

Interpretation :20 people are strongly agree. They said that companys policy is helpful in the achieving the goal.30people are agree.

0 people are disagree. They said that company policies is not helpful in the achieving the goal. 5.Through which sources organization train the employee?

S. NO.OpinionNo.of res.

1Internally25

2Externally 10

3Both 15

Interpretation:25 people said that the company trains the employee from the internal sources.10people said that the company trains the employee from the external sources.

15 people said that the company trains the employee from the both sources.

6. which type of technique used for interview?S.No.OpinionNo. of respondent

1.Structured 25

2.Unstructured15

3.Both10

Interpretation :

25 people said that the company uses the structured techniques for selection.

15 people said that the company uses the unstructured techniques for selection.

10 people said that the company uses the both the techniques for selection.

7. Is there any provision for evaluation and control of training and development process?

S. No.OpinionNo. of respondent

1.Yes35

2.No15

Interpretation:

35 people said that the company has the provision for evaluation and control of training and development.

15 people said that the company does not have the provision for evaluation and control of training and development.

8. Is there any facility for absorbing the trainees in your organization?S.No.OpinionNo. of respondent

1.Yes38

2.No13

Interpretation:

38 people said that the company has the facility for absorbing the trainees.

13 people said that the company has the no facility for absorbing the trainees.

FOLLWINGS ARE THE FINDINGS OBSERVED FROM THE STUDY Majority of entrepreneurs come from higher age group.

Entrepreneurs in Industrial Sector possess different level of education.

50% units have been in the business before 90.

Major of units have invested up to 4 cr. Rs. in business.

Majority of entrepreneurs possess more than 10 yrs.

More than 80% entrepreneurs have employed up to 60 workers. Majority of entrepreneurs in Industrial Sector are using Internal and External method for recruitment purpose.

Entrepreneurs using various methods to get skilled persons for their enterprises.

To select right candidate, entrepreneurs are using qualification and work experience.

The basic objective to provide training has been to reduce supervision and increase productivity.

Entrepreneurs provide training to workers through demonstration and supervision.

The chief objective of the entrepreneurs is to increase productivity through training to their employees.

During survey it has been observed that incentives are the most important tools of motivation to employees.

Entrepreneurs preferred to have contact with supervisor on regular basis. They are using grading and ranking method for evaluation. Entrepreneurs in Industrial Sector are using various tools to motivate the workers. Entrepreneurs are doing evaluation of workers on regular basis and do not face any problem in evaluating the performance of workers. In Industrial Sector, entrepreneurs use piece and time wage method. Entrepreneur fix wages while taking into consideration experience and skills of the worker. Major of units run on single shift.

Seniority and Merit list are taking into consideration while promoting employees. Entrepreneurs in Industrial Sector, provide group compensation benefit to workers and also provide counseling to them.

More then 70% entrepreneurs provide social security to employees.

Majority of entrepreneurs in Industrial Sector provide compensation to employees in case of accidents.

Entrepreneurs interact and communicate frequently with them.

To improve productivity, entrepreneurs provide incentives/ rewards to employees for bringing their suggestions.

CHAPTER-5CONCLUSION &RECOMMENDATIONCONCULATION & RECOMMENDATION

Training analyses is done with the view of both the superiors and the criminals. The common feeling is that the trust in future should on developing. People skills and not only functional skills. IT would be a key focus are. Many trainees are not satisfied with. most of the time trainees involved in various programmes. Thus we concluded that TOYODA GOSEI effort. toward training and development has been successful we also feel training should be impated on current issue like change management etc. training sessions should not be long and self directed learning should encourage.

TRAINING PROCESS OF TOYODA GOSEI DEPEND UPON Training and need identification

Selecting the right training programs

Preparation of training calendars

Finalizing about the training programs and sending the information to the concerned employees

Organize effective training programme

Deliver course and validate training

Take a training programme feedbackSUGGESTIONS

Entrepreneurs should go for campus placement on large scale as source of external recruitment so that capable students make contribution in growth of Industry.

During training procedure, entrepreneurs should give preference to job rotation because in job rotation, employees feels some changes regarding place, environment etc. and take more interest in their work.

To make easy and congenial environment in organization, it is necessary that entrepreneurs should interact with their supervisors on regular basis.

Workers participation in management is also an important tool of motivation and entrepreneur must apply this method in their organization so that workers feel that they are the part of organization and provide their suggestions and views regarding the success of organization.

To increase the efficiency of employees, it is necessary that entrepreneurs provide the more facilities of counseling to their employees. Human resource management practices should be strengthened further in the industrial sector so that potential of manpower at various levels should be utilized in an effective manner.

Younger generation is not coming in the manufacturing sector even after the spread of higher and technical education. Entrepreneur development programmes should be launched to motivate the young people to enter in the industrial sector.

Entrepreneurship development programmes should be started for the existing entrepreneurs to upgrade their skill and knowledge so that they may able to understand the changing economic environment.

Modern techniques to evaluate the employees should be utilized.

More emphasis should be given on counseling and problem solving techniques.

BIBLIOGRAPHYA bibliography is an alphabetized list of sources that have been used to compile data, typically in an article, essay, or research paper. WEBSITES www.hr.com www.hrindia.com www.humancapitalonline.com www.google.com www.slideshare.com www.wikipediya.com BOOK REFERANCES Human Resource Management NIILM University ,Kaithal,(Haryana) Human Resource and Personnel Management, Macgraw Hill Werther, W.B and Davis,K.

OTHERS SOURCES Dictionary

An article

The front, second, or editorial page of the newspaper

journal or magazine &ANNEXURESURVEY ON MANAGERIAL SATISFACATION LEVEL FOR TRAINING &DEVELOPMENT

Dear respondent,

We are conducting a survey on the managerial satisfaction level for the TRAINING & DEVELOPMENT .Your free and frank opinion would be very valuable in conducting the survey . please answer the fowling questions with a() in the appropriate.

Q1. Which of the following types of work-related training have you participated in, either inside or outside TOYODA GOSEI ?

(a)Administration (b) supported

(c)SRS (d) overall

Q2.Through which sources your organization train the employees?(a) Internally

(b) Externally

(c) both

Q.3Dose your organization plan the training policy? (a) Yes (b) NoQ.4 Is there is any facility for absorbing the trainees in your organization?

(a). Yes (b) No

Q.5 Is there any provision for evaluation and control of training and development process?

(a) Yes (b) No

Q.6 Which type of technique used for interview?

(a) Structured (b) Unstructured

(c) Both

Q.7 Choose one that best describes the most effective learning method for interpersonal or leadership skills?(a) Effective (b) not effective

Q.8 Do you think the present training policy is helpful in achieving the goal of the company?(a) Strongly agree (b) agree

(c) Disagree (d) strongly disagree

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