a detailed and analytical study of trainning and development in maruti suzuki ltd

Training And Development

Acknowledgement

Michael Hammer once said ‘acknowledgements are the most difficult part of a book to write; it’s hard to know where to start and even harder to know where to stop’.Luckily for us we do not face this predicament. This is because the entire team at Maruti Suzuki India Ltd. and Indian institute of planning and management – Delhi has helped us in every way possible to make this project trimester a roaring success.We would like to thank Mr. Amit Thakur our Mentor at Maruti Suzuki for the confidence he has in us. He gave us an opportunity to work on numerous projects which gave us tremendous exposure. The learning on the job and interaction with him is invaluable for which we shall be thankful forever.We must express our appreciation to Mr. S.P. Sharma for continually challenging us to improve and refine and extend our thinking. .A special thanks goes out to Mr Satish. Kumar, Faculty Indian institute of planning and management – Delhi without whose guidance and support this project would not have been a success.Lastly, Family and Friends significantly contributed to the development of ideas. Thank you.Once again we thank you all.

Human Resources Management


TRAINING & DEVELOPMENT

IN

MARUTI SUZUKI INDIA LTD

The essential elements in any commercial enterprise are materials,

equipment and human resource. Training allied to the other human resource

specializations within management, ensures a pool of manpower of the

required level of expertise at the right time.

MARUTI SUZUKI understands it very well and trains its employees

accordingly so that they are always ahead of their competitors. In our study

we have tried to understand the methods adopted by MARUTI SUZUKI for

training its employees and evaluate their effectiveness.



Table of Contents

Topic Page no

Section I: Introduction 5

Section II: Objectives of the project 9

Section III: Theory of Training 10

Section IV: Research Methodology 27

Section V: Industry & Company Profile 29

Section VI Findings and Analysis 36

: Summary , Conclusion and Suggestions 52

Annexure 56

Bibliography 65



INTRODUCTION

Every organization needs to have experienced and well-trained employees to perform the

activities. Rapid changes in the environment have not only made the jobs more complex

but have also created increased pressures for the organizations to re-adapt the products

and services offered to compete in this fast changing world. Therefore, in a rapidly

changing society training is an activity, which is must for maintaining a viable and

knowledgeable work force.

Success of any training programme largely depends upon proper identification of training

needs. Training needs are felt by the managers when they discover/perceive deviation

between standard performance and actual performance of its employees. It is not that

only workers need training. Simultaneously supervisors, managers and executives need to

be trained and developed to grow and acquire maturity of thought and action. Many

organizations invest considerable resources in training and development but never really

examine how and where this can most effectively promote organizational objectives and

individual growth. The failure to analyze training needs within the organization will lead

to lesser of benefits and huge investment in the training programme of the institute.

Hence it would be pertinent to analyze training needs first and then impart training

accordingly.

Training is a long term investment in HR using the equation given below:

Performance = ability x motivation

Training can have an impact on both these factors. It can heighten the skills and abilities

of the employees and their motivation by increasing their sense of commitment and

encouraging them to develop and use new skills.



Specifically, the need for training arises due to the following reasons:-

1. To match the employee specification with the job requirements and

organizational needs: -

Management finds deviations employee’s present specifications and the job requirements

and organizational needs. Training is needed to fill these gaps by developing and molding

the employer’s skill, knowledge, attitude, behavior etc .to the tune of job requirements

and organizational needs.

2. Organizational Viability and the Transformation Process:-

The primary goal of most of the organization is that their viability is continuously

influenced by environmental pressure. If the organization does not adapt itself to the

changing factors in the environment, it will lose its market share. If the organization does

not adapt to these changes, first it has to train the employees, it will lose its market share,

skills, knowledge in order to enable them to contribute to organizational efficiency and to

cope with the changing environment.

3. Technological advances:-

Every organization in order to survive and to be effective should adopt the latest

technology i.e. mechanization, automation, computerization. Adoption of latest

technology means and methods will not be complete until they are manned by the

employees possessing skills to operate them .So, the organization should train the

employees to enrich them in the areas of changing technical skills and knowledge from

time to time.



4. Organizational Complexity:-

With the employee of increased mechanization and automation, manufacturing of

multiple products and by the products or dealing in services of diversified lines, extension

of operations to the various regions of the country or in overseas countries, organization

of most of the companies has become very complex.

This creates the complex problems of co-ordination and integration of activities adaptable

to the expanding and diversifying situations. This situation calls for training in the skills

of co-ordination, integration and adaptability to the requirements of growth,

diversification and expansion.

5. Human relations:-

Trends in approach towards personnel management has changed from commodity

approach to the partnership approach, crossing the human relations approach. So toady,

management of the most of the organizations has to maintain human relations besides

maintaining sound relations although hitherto the managers are accustomed to deal with

the workers accordingly .So, training in human relations is necessary to deal with the

human problems (including with the alienation ,interpersonal ,and group conflicts.) and to

maintain human relations .etc.

6. Change in job assignment:-

Training is also necessary with the existing employee is promoted to the higher level in

the organization and when there is some new job or occupation due to transfer. Training

is also necessary to equip old employees with the advanced disciplines, techniques and

technology.



The need for training also arises to:

Increase productivity

Improve the quality of the product.

Help a company to fulfill its future personnel needs.

Improve organizational climate.

Improve health and safety.

Prevent obsolescence.

Effect personal growth.

Minimize the resistance to change.

To act as a mentor.

Mentoring as a Training tool:

Mentoring or counseling dates back to human civilization .It found it roots in India in the

traditional guru-sishya relationship. Most progressive organizations today look-upon

mentoring as a management tool to encourage development of individuals and teams. The

mentor must chalk out to plan to listen, coach and counsel his mentees. The individual

plan must be integrated to the corporate plan. But there has to be an individual effort on

the part of the manager to make it work.



OBJECTIVES OF THE PROJECT

To identify the extent of training and development needs in MARUTI SUZUKI

INDIA LTD.

To study the various methods of training for employees, in MARUTI SUZUKI

INDIA LTD.

To evaluate the effectiveness of training programmes in MARUTI SUZUKI

INDIA LTD.

To compare our findings with the learning gained in our class room lectures.

SCOPE

The focus of our study will be on all the employees and the training methods adopted for

them excluding the top level executives. Although we wanted to cover top level

executives also but that was not possible because of less time and non-availability of top

executives. We will study the training methods adopted for middle level managers, junior

level managers and supervisors



THEORITICAL PERSPECTIVE

Training is a learning experience in that it seeks a relatively permanent change in an

individual that will improve his/her ability to perform on the job. We typically say

training can involve the changing of skills, knowledge, attitudes or social behavior. It

may mean changing employees, how they work, and their attitudes toward their work

of their interaction with their co-workers or supervisors. The essential elements in any

commercial enterprise are materials, equipment and human resource. Training allied

to the other human resource specializations within management, ensures a pool of

manpower of the required level of expertise at the right time. But firstly consider the

attention given by an average organization to the provision of materials, machinery

and equipment. Then compare the commitment to the third essential factor in then

production cycle, viz: - human resources. One of the most important factors in his

regard is the traditional view of training and trainers. They are seen as an expense, a

service, as second rate to production or as a necessary evil. Training has tended to fall

behind other management activities, especially in the planning phase. It is often

carried out as a reaction to immediate needs, a patch up operation in many cases,

instead of an ordered activity. Training and Development is especially designed to

enhance the competency of managers and workers dealing with a variety of

organizational functions.

Training and Development is a process through which the goals of management

development can be achieved. Investment in Training and Development has come to be

considered as an asset for organizational development or in other words, Training is

indispensable for effective organizational development. Earlier, training was almost

exclusively trainer oriented and it was not need based. The trainer (training institute)

determined the objectives of the course, its duration, its contents and format etc. On many

occasions training was of a pedagogic nature with the trainer in complete control of the

direction of the training. Moreover, the alignment of the corporate goal was missing. The

views of the trainees were rarely sought or even if they were, it was with a condescending



attitude. Due to all these reasons the bottom-line contribution of training or the

organizational development was less.

All employees are expected to participate in company sponsored training programs

considered necessary for enhancing their work skills. We realize that in today’s

constantly changing environment, our services have to be better than those of our

competitors. Therefore, training opportunities are offered through specialized training

programs conducted by in-house instructors, instructors from the industry, or by experts

in the field

BENEFITS OF TRAINING

Training helps people to identify with organizational goals by preparing guidelines

for work and providing information for future needs in all areas of organization.

Training improves job knowledge and skills at all levels of organization, which

makes organization more effective in decision making and problem solving. Hence

training increases quality and productivity at work.

Training aids in organizational development and development for promotion from

within. It creates an appropriate climate for growth and communication.

Training helps to keep cost down in many areas, e.g. production, personnel,

administration etc. It also reduces the cost of outside consulting by utilizing

competent internal consulting.

Training improves relationship between the boss and subordinate or labor

management relations by fostering authenticity, openness and trust.

Training aids in developing leadership skill, motivation, loyalty, better attitudes and

other aspects that successful workers and managers usually display. It increases the

moral of workforce.

Training develops sense of responsibility to the organization for being competent ant

and knowledgeable.



TRAINING OBJECTIVES AND STRATEGIES

Having identified the training needs based on the various analyses discussed above, the

next logical steps are to set training objectives in concrete terms and to decide on the

training strategies to be adopted to meet these objectives. The training needs basically

highlight the gap between the existing and desired repertoire of knowledge attitude and

skills at individual, group and organizational level to enable the employees to contribute

towards the realization of organizational objectives at optimum efficiency. The training

effort thus will have to aim at filling in this gap by clearly stating the objectives in

quantitative and qualitative terms to be achieved through training. Such an exercise will

also enable the training specialists to evaluate, monitor and measure the extent to which

stated objectives have been met through training intervention. As the training objectives

are related to organizational objectives, the involvement of the top management will be

necessary to ensure that the two sets of objectives are integrated.

It will be desirable to use the following criteria in setting training objectives:

I. Specific requirements of individuals and organizations so as to achieve integration of

the two.

II. Roles and tasks to be carried out by the target group.

III. Relationship with other positions vertically and horizontally and technological

imperatives.

IV. Relevance, applicability and compatibility of training to work situations.

V. Training as a means of bringing about a change in behavior back on the job.

VI. Behavior including activities that can be observed, measured and/or recorded

VII. The expected change in behavior must be useful, closely related to and subject to

maintenance in the work environment.



TRAINING OBJECTIVES

I. To prepare the employee, both new and old to meet the present as well as the

changing requirements of the job and the organization.

II. To prevent obsolescence.

III. To impart the new entrants the basic knowledge and skills they need for an intelligent

performance of a definite job.

IV. To prepare employees for higher level tasks.

V. To assist employees to function more effectively in their present positions by

exposing them to the latest concepts, information and developing the skills they will

need in their particular fields.

VI. To build up a second line of competent officers and prepare them to occupy more

responsible positions.

VII. To broaden the mind of senior managers by providing them with opportunities for an

interchange of experiences within and outside with a view to correcting the

narrowness of outlook that may arise from over generation.

VIII. To develop the potentialities of people for the next level job.

IX. To ensure economical output of required quality.

X. To promote individual and collective morale, a sense of responsibility, co-operative

attitudes and good relationship.



SYSTEMATIC APPROACH TO TRAINING

ORGANISATIONAL ANALYSIS

Identification of organizational objectives/needs/growth potential and resources.

TASK ROLE ANALYSIS

Identification of knowledge, skills and attitudes required.

MANPOWER ANALYSIS

Identification /definition of target population and performance analysis.

STATEMENT OF TRAINING NEED

Identification of gap between existing and required level of knowledge skills and

attitude.

Isolate problem areas amenable to resolution through training

SETTING TRAINING OBJECTIVES

In terms of behavioral charges

In terms of output/results

DEVELOP TRAINING POLICY, PLAN, PROFICIENCY

PLAN AND DESIGN TRAINING AND PROGRAMME

Course construction



Arrange resource

CONDUCT TRAINING PROGRAMMES

Individual

Group

On-the job

FOLLOW UP AND EVALUATION

Carry out evaluation at various phases against the training objectives set.

Develop follow-up measures for monitoring.

ENSURE FEEDBACK OF RESULTS

REVISE IF NECESSARY



DETERMINING TRAINING NEEDS AND PRIORITIES

Management can determine the training needs by answering the following questions:

What are the organization's goals?

What task must be completed to achieve these goals?

What behaviors are necessary for each job incumbent to complete his/her assigned

jobs?

What deficiencies, if any, do incumbents have in skills, knowledge or attitudes

required to perform the necessary behaviors?

It again depends on seeing the performance of an individual?

Based on out determination of the organization's needs, the type of work that is to be

done, and the type of skills necessary to complete this work, the training programme

should follow naturally.

What kind of signals can warn a manager that employee training may be necessary?

Clearly, the more obvious, ones relate directly to productivity; inadequate job

performance assuming the individual is making a satisfactory effort, attention should be

given toward raining the skill level of the worker. When a manager is confronted with a

drop in productivity, it may suggest that skills need to be “fine tuned”.

In addition to productivity measures, a high reject rate may indicate a need for employee

training. A rise in the number of accidents reported also suggests some type of re-training

is necessary. There is also the future element: changes that are being imposed on the

worker as a result of a job redesign or a technological breakthrough. These types of

changes require a training effort that is fewer crises oriented; that is, a proportion for

planned change rather than a reaction to immediately unsatisfactory condition.

Training cannot be the answer of the problem that lies outside the job activity itself. For

examples, if salaries are low, if supervision is poor, if workers benefits are inadequate or

if the physical work tryout is deficient, spending on employee training may have little or

no effect on productivity, since inadequate performance is due to conditions that training

cannot remedy. Training can enhance skills but does nothing to relieve monotony.



Once if has been determined that training is necessary, training goals must be established.

Management should explicitly state what changes or results are sought for each

employee. It is not adequate merely to say that change in employee knowledge, skills,

attitudes or social behavior is desirable, we must clarify what is to change, and by how

much. These goals should be tangible, feasible and measurable. It should be clear both to

the management as well as the employee.

THE TRAINING PROCEDURE

The training procedure discussed below is essentially an adopted of job instruction

training course, which has been proved to have a great value.

The important steps in the training procedure are discussed below:

1. Assessment of training needs

There are five steps towards the assessment and analysis of training and development of

the organization.

Collection of information through interviewing and discussing with key personnel

both inside and outside the organization or specific departments; observing the work

place, working conditions, processes and outcomes; examining records, other written

information and annual employee appraisal.

Compare performances of each department and each employee against objectives,

targets and standards set for them and keeping in mind future work requirements in

the organization.

Identify cause of problems faced by the organization to enable the management to

train the employees in handling the problems as well as solving the problem in a

satisfactory manner.

Segregate identified problems into problems requiring staff development action such

as training and into problems requiring other management actions, so that these

problems are accurately addressed.



Prioritize training actions in accordance to where the training need is more urgent.

2. Preparing the Instructor: the instructor must know all the job to be taught and how

to teach it. The job must be divided into logical parts so that each can be taught at a

proper time without the trainee losing plans. For each part, one should have in mind the

desired technique of instruction, that is, whether a particular point is best taught by

illustration, demonstration or explanation.

A serious and committed instructor must:

Know the job or subject he is attempting to teach.

Have the aptitude and ability to teach.

Have willingness towards the profession.

Have a pleasing personality and capacity for leadership.

Have the knowledge of teaching principal and methods.

He should equip himself with the latest concepts and knowledge.

3. Preparing the trainee: As in interviewing, the first step in training is to attempt to

place the trainee at ease .Most people is somewhat nervous when approaching an

unfamiliar task. Though the instructor may not have executed this training procedure,

many times he or she never forgets its newness to the trainee. The quality of empathy is a

mark of the good instructor.

4. Getting Ready to teach: This stage of the programme is class hour teaching involving

the following activities:

Planning the programme.

Preparing the instructor’s outline.

Do not try to cover too much material

Keep the sessions moving along logically

Discuss each item in depth.

Take the material from standardized texts when it is available.

When the standardized text is not available, develop the programme and course

content based on group approach .Group consists of employer ,skilled employees,



supervisors, trade based on group approach and other familiar with job requirements.

Group prepares teaching material.

Teach about the standard for the trainee like quality, quantity, waste or scrap, ability

to work without supervision, knowledge or procedure, safety rules, human relations

etc.

5. Presenting the operation: There are various alternative ways of presenting the

operation, vis .explanation, demonstration etc. An instructor mostly uses these methods

of explanation .In addition; one may illustrate various points through the use of pictures,

charts, diagrams, and other training aids.

6. Try out the trainee’s performance: As a contribution of the presentation sequence

given above, the trainee should be asked to start the job or operative procedure. Some

instructors prefer that the trainee explains each step before doing it, particularly if the

operation involves any danger, through repetitive practice, will acquire more skill.

7. Follow-up: The final step in most training procedures is that of follow up. When

people are involved in any problem or procedure, it is unwise to assume that things are

always constant. Follow –up can be adapted to a variable reinforcement schedule as

suggested in discussion of learning principles. Every training programme should have a

follow-up; otherwise the training programmers in ten futures cannot be improved.



TRAINING METHODS

As a result of research in the field of training, a number of employees are available .Some

of these methods are new, while others are traditional methods. The training programmes

commonly used to train operative and supervisory personnel are discussed below. These

programmers are classified into on-the-job and off-the-job training programmes.

ON THE JOB TRAINING METHODS OFF THE JOB TRAINING

METHODS


TRAINING METHODS

JOB ROTATION COACHING JOB INSTRUCTION TRAINING THROUGH BY STEP- BY-STEP COMMITTEE

ASSIGNMENTS

VESTIBULE TRAINING ROLE PLAYING LECTURE METHODS CONFRENCE OR DISCUSSION PROGRAMMED

INSTRUCTION


ON-THE-JOB TRAINING METHODS:-

This type of training, also known as job instruction training is the most commonly used

method. Under this method individual is placed on a regular job and taught the skills

necessary to perform that job. The trainee learns under the supervision and guidance of a

qualified worker or instructor. On-the-job training has advantage of giving first hand

knowledge and experience under the actual working conditions. While the trainee learns

how to perform a job, he is also a regular worker rendering the services for which he is

paid. The problem is placed on rendering services in the most effective manner than

learning how to perform the job. On-the-job training methods include job rotation,

coaching, job instruction through step by step and committee assignments.

1. Job Rotation:--

This type of training involves the movement of the trainee from one job to another.

The trainee receives job knowledge and gains experience from his or her supervisor

or trainer of the different job assignments. Though this method of training is common

in training managers for general management positions, trainees can also be rotated

from job to job in workshop jobs. This method gives an opportunity to the trainee to

understand the problems of employees on the other jobs and respect them.

2. Coaching:-

The trainee is placed under a particular supervisor who functions as a coach in

training the individual .The supervisor provides feedback to the trainee on his

performance and offers him some suggestions for improvement. Often the trainee

shares some of his duties and responsibities of the coach and relieves him of his

burden .A limitation of this method of training is that the trainee may not have the

freedom or opportunity to express his own ideas.



3. Job Instruction:-

This method is also known as training through step by step .Under this method, the

trainer explains to the trainee the way of doing the job, job knowledge and skills and

allows him to do the job. The trainer appraises the performance of the trainee,

provides feedback information and corrects the trainee.

4. Committee Assignments:-

Under this committee assignment, a group of trainees are given and asked an actual

organizational problem. The trainee also solves the problem jointly. It develops the

team work.



OFF-THE-JOB METHODS:-

Under this method of training, the trainee is separated from the job situation and his

attention is focused upon learning the material related to his future job performance.

Since the trainee is not distracted by job requirements, he can place his entire

concentration on learning the job rather than spending his time in performing it. There is

an opportunity for freedom of expression for the trainees. Companies have started using

multimedia technology and information technology on training. Off-the-job training

methods are given below:

1. Vestibule Training :-

In this method, actual work conditions are simulated in a class room. Material, files,

equipments which are used in actual work performance are also used in training.

This type of training is used for training personnel for clerical and semi-skilled jobs.

The duration of this training ranges from days to few weeks. Theory can be related to

practice in this method.

2. Role Playing:-

It is defined as method of human interaction that involves realistic behavior in

imaginary situations. This method of training involves action, doing and practice. The

participants play the role of certain characters such as the production manager,

mechanical engineer, superintendents, maintenance engineers, quality control

inspectors, foremen, workers and the like. This method is mostly used for developing

inter-personal interactions and relations.



3. Lecture method:-

The lecture is a traditional and direct method of instruction. The instructor organizes

the material and gives it to trainees in the form of a talk. To be effective, the lecture

must motivate and create interest among the trainees .An advantage of the lecture

method is that it is direct and can be used for a large group of trainees. Thus, costs

can time involved are reduced. The major limitation of the lecture method is that it

does not provide for transfer of training effectively.

4. Conference or Discussion:-

It is a method in training the clerical, professional and supervisory personnel. The

method involves a group of people who pose idea, examine and share facts, ideas and

data, test assumption and draw conclusion, all of which contribution to the

improvement of job performance. Discussion has the distinct advantage over the

lecture method; in that the discussion involves two-way communication and hence

feedbacks provided. The participation feels free to speak in small groups. The success

of this method depends on the leadership qualities of the person who leads the group.

5. Programmed instruction:-

In recent years, this method has become popular. The subject matter to be learned is

presented in a series of carefully planned sequential units. These units are arranged

from simple to more complex levels of instruction. The trainee goes through these

units by answering questions or fillings the blanks. This method is expensive and time

consuming.



EVALUATION OF TRAINING PROGRAMME

The specification of values forms a basis of evaluation. The basis of evaluation and the

mode of collection of information necessary for evaluation should be determined at the

planning stage. The process of training evaluation has been defined as “any attempt to

obtain information on the effects of training performance and to assess the value of

training in the light of that information.” Evaluation leads to controlling and correcting

the training programme. Hamblin suggested five levels at which evaluation of training

can take place, viz reactions, learning, job behavior, organization and ultimate value.

I. Reactions: - Training programme is evaluated on the basis of the trainee’s reactions to

the usefulness of coverage of the matter, depth, of course content, method of

presentation, teaching methods, etc.

II. Learning:- Training programme, trainer’s ability and trainee ability are evaluated on

the basis of quantity of content learned and time in which it is learned and the learners

ability to use or apply the content he learned.

III. Job Behavior: - The evaluation includes the manner and extent to which the trainee

has applied his learning to his job.

IV. Organization: - The evaluation measures the use of training, learning and change in

the job behavior of the department/ organization in the form of increased

productivity, quality, morale, sales turnover and the like.

V. Ultimate Value:- It is the measurement of the ultimate result of the the contributions

of the training programme to the company goals like survival, growth, profitability,

etc. and to the individual goals like development of personality and social goals like

maximizing social benefits.

The various methods of training evaluation are:-

I. Immediate assessment of trainees’ reaction to the programme.

II. Trainee’s observation during the training programme.

III. Knowing training expectation before the training programme



IV. Seeking opinion of trainee’s superior regarding his/her job performance and

behavior before and after training.

V. Evaluation of trainee’s skill level before and after training programme.

VI. Measurement of improvement in trainees on the job behavior.

VII. Examination of testing system before and after sometime of training programme.

VIII. Measurement of trainee’s attitude after the training programme.

IX. Cost-benefit analysis of training programme.

X. Seeking opinion of trainee’s colleagues regarding his/her job performance and

behavior.

XI. Measurement of levels in absenteeism, turnover, wastage/scrap, accidents, breakage

of machinery during pre and post period of the training programme.

XII. Seeking opinion of trainee’s subordinates regarding his/her job performance and

behavior.

RECENT DEVELOPMENTS IN TRAINING

Employees have realized that change is order of the day and they have started playing

the role of a change agent. Consequently employees identify their own training needs,

select appropriate training programmes organized by various organizations and

undergo the training programmes. Thus employees in recent times started taking

proactive learning measures on their own.

On line training - : Companies started providing on-line training. Trainees can

undergo training by staying at the place of their work. Participants complete course

work from wherever they have access to computer and internet. Different types of

media are used for on-line training.



RESEARCH METHODOLOGY

METHODOLOGY:

The is a descriptive research To identify the extent ,study the various methods of training

and to evaluate the effectiveness of training programmes in MARUTI SUZUKI

INDIA LTD.the data has been collected through both secondary an primary data

Secondary data has been used to compile the company profile and industry profile.

Secondary data collection is merely compilation of the data that has been previously

collected by someone else. Here we have used basically the web, books and other

different journals to collect the secondary data that would possibly meet our objective

The primary data has been generated through structured questionnaires, administered

on different level of managers.

Personal interviews have also been conducted to support the data.

First of all we contacted training department of Maruti Suzuki in order to collect first

hand information regarding the training structure of the company

Thereafter we met DPM (DEPARTMENT HEADS) of different departments and

employees to conduct our questionnaires and interviews. We interviewed 5 DPMs and 15

employees to gather the information we were looking for. Out of 4993 employees which

are presently working in the company

The most important data collection tool for our research is the collection of primary

data . This is important for our research as it provides us with all the information we

require to accomplish and fulfill our objective. Also, it is a widely used method, which is

less time consuming. Mostly unstructured questions are used for getting data as we

wanted to extract more information from the spokesperson instead of providing options

which could have narrowed down our research.

To make our research less complicated we chose convenient sampling to be or technique

so as to cut down the time factor.



INDUSTRY AND COMPANY PROFILE

AUTOMOBILE INDUSTRY

In India there are 100 people per vehicle, while this figure is 82 in China. It is expected

that Indian automobile industry will achieve mass motorization status by 2014.

Industry Overview

Since the first car rolled out on the streets of Mumbai (then Bombay) in 1898, the

Automobile Industry of India has come a long way. During its early stages the auto

industry was overlooked by the then Government and the policies were also not

favorable. The liberalization policy and various tax reliefs by the Govt. of India in recent

years has made remarkable impacts on Indian Automobile Industry. Indian auto industry,

which is currently growing at the pace of around 18 % per annum, has become a hot

destination for global auto players like Volvo, General Motors and Ford.

A well developed transportation system plays a key role in the development of an

economy, and India is no exception to it. With the growth of transportation system the

Automotive Industry of India is also growing at rapid speed, occupying an important

place on the 'canvas' of Indian economy.

Today Indian automotive industry is fully capable of producing various kinds of vehicles

and can be divided into 03 broad categories: Cars, two-wheelers and heavy vehicles.



Major points

The first automobile in India rolled in 1897 in Bombay.

India is being recognized as potential emerging auto market.

Foreign players are adding to their investments in Indian auto industry.

Within two-wheelers, motorcycles contribute 80% of the segment size.

Unlike the USA, the Indian passenger vehicle market is dominated by cars (79%).

Tata Motors dominates over 60% of the Indian commercial vehicle market.

2/3rd of auto component production is consumed directly by OEMs.

India is the largest three-wheeler market in the world.

India is the largest two-wheeler manufacturer in the world.

India is the second largest tractor manufacturer in the world.

India is the fifth largest commercial vehicle manufacturer in the world.

The number one global motorcycle manufacturer is in India.

India is the fourth largest car market in Asia - recently crossed the 1 million mark.

Maruti Suzuki has 52% share in passenger cars and is a complete monopoly in

multi purpose vehicles.



THE COMPANY PROFILE

Maruti Suzuki is one of India's leading automobile manufacturers and the market leader

in the car segment, both in terms of volume of vehicles sold and revenue earned. Until

recently, 18.28% of the company was owned by the Indian government, and 54.2% by

Suzuki of Japan. The Indian government held an initial public offering of 25% of the

company in June 2003. As of May 10, 2007, Govt. of India sold its complete share to

Indian financial institutions. With this, Govt. of India no longer has stake in Maruti

Udyog.

Maruti Udyog Limited (MUL) was established in February 1981, though the actual

production commenced in 1983. Through 2004, Maruti has produced over 5 Million

vehicles. Marutis are sold in India and various several other countries, depending upon

export orders. Cars similar to Marutis (but not manufactured by Maruti Udyog) are sold

by Suzuki in Pakistan and other South Asian countries.

The company annually exports more than 30,000 cars and has an extremely large

domestic market in India selling over 500,000 cars annually. Maruti 800, till 2004, was

the India's largest selling compact car ever since it was launched in 1983. More than a

million units of this car have been sold worldwide so far. Currently, Maruti Alto tops the

sales charts.

Due to the large number of Maruti 800s sold in the Indian market, the term "Maruti" is

commonly used to refer to this compact car model. Till recently the term "Maruti", in

popular Indian culture, was associated to the Maruti 800 model.

Maruti Suzuki India Limited, a subsidiary of Suzuki Motor Corporation of Japan, has

been the leader of the Indian car market for over two decades.

Its manufacturing facilities are located at two facilities Gurgaon and Manesar south of

New Delhi. Maruti’s Gurgaon facility has an installed capacity of 350,000 units per

annum. The Manesar facilities, launched in February 2007 comprise a vehicle assembly

plant with a capacity of 100,000 units per year and a Diesel Engine plant with an annual



capacity of 100,000 engines and transmissions. Manesar and Gurgaon facilities have a

combined capability to produce over 700,000 units annually.

More than half the cars sold in India are Maruti cars. The company is a subsidiary of

Suzuki Motor Corporation, Japan, which owns 54.2 per cent of Maruti. The rest is owned

by the public and financial institutions. It is listed on the Bombay Stock Exchange and

National Stock Exchange in India.

During 2006-07, Maruti Suzuki sold about 675,000 cars, of which 39,000 were exported.

In all, over six million Maruti cars are on Indian roads since the first car was rolled out on

December 14, 1983.

Maruti Suzuki offers 10 models, ranging from the people’s car, Maruti 800, for less than

Rs 200,000 ($ 5000) ex-showroom to the premium sedan SX 4 and luxury SUV, Grand

Vitara.

Suzuki Motor Corporation, the parent company, is a global leader in mini and compact

cars for three decades. Suzuki’s technical superiority lies in its ability to pack power and

performance into a compact, lightweight engine that is clean and fuel efficient.

Maruti is clearly an “employer of choice” for automotive engineers and young managers

from across the country. Nearly 75,000 people are employed directly by Maruti and its

partners.

The company vouches for customer satisfaction. For its sincere efforts it has been rated

(by customers) first in customer satisfaction among all car makers in India for seven

years in a row in annual survey by J D Power Asia Pacific.

Maruti Suzuki was born as a government company, with Suzuki as a minor partner, to

make a people’s car for middle class India. Over the years, the product range has

widened, ownership has changed hands and the customer has evolved. What remains

unchanged, then and now, is Maruti’s mission to motorize India.




Snapshot

Incorporated

February 1981

Joint Venture Agreement October 1982

Equity Structure54.2% Suzuki, Japan, balance with Other Financial

Institution and Public

Sales (No of Cars) Financial

year

2006-07

674, 924 including 39,295 exports.

Sales (Net of Excise)

Financial year

2006-07

INR 152.5 Billion , Yen 423.675 Billion ,

$ 3.499 Billion *

Profit After Tax

Financial year

2006-07

INR 15.62 Billion, Yen 42.22 Billion , $ 358.34 Million *

Employee Strength 4993 of Financial year 2006-07

Facilities Gurgaon: 3 vehicle assembly plants

Manesar: 1 vehicle assembly plant

Head Office in New Delhi, India

Regional offices: 16

Diesel Powertrain Plant Suzuki Powertrain India Limited (SPIL), Joint Venture

between Suzuki Motor Coroporation 70% Equity the rest

is with Maruti Suzuki India Limited.

Global hub for Diesel engines and transmissions for

Suzuki worldwide.

Joint Venture 15 Joint Venture companies, including Suzuki Powertrain

India Limited for component supply.

Subsidiary Companies True Value: for sale and purchase of preowned cars

Maruti Insurance: for insurance of Maruti vehicles (four

companies)


TRAINING AT MARUTI SUZUKI INDIA LTD.

All the employees of MARUTI SUZUKI LTD. (irrespective of their department) are

given training, covering the following contents:-

1. Team building

2. Business Communication

3. Corporate and business etiquettes

4. Interview

5. 7 QC tools (Quality tools in management)

6. world class

7. Statistics process control

8. logistic process control

9. Risk management

10. Information security awareness

11. Internal customer centric approach

12. Leadership

13. Finance for non-finance people

14. Yoga

Training programmes are conducted according to the needs of different departments and

this is just a small list of areas covered under training.


http://www.maruti800.com/

http://www.grandvitaraindia.com/

http://www.marutisx4.com/

http://www.marutiversa.com/

http://www.marutiEsteem.com/

http://www.marutigypsy.com/

http://www.marutiZen.com/

http://www.marutiSwift.com/

http://www.marutiwagonr.com/

http://www.marutiAlto.com/

http://www.marutiOmni.com/


FINDINGS

AND

ANALYSIS



INTERVIEWS

Training department

1. On what basis do you design a suitable training programme for your employees?

Training programme is designed according to need basis of employees and secondly

on general standard basis. Maruti runs 3 year development plan and all the training

needs are already analyzed and the suitable training programs are running for them.

2. What is the duration of your training programme?

It depends on the training need and the program adopted for training. We generally

estimate the maximum number of days we can give to training and then also consult

the trainers.

3. How do you motivate trainees to learn?

Employees are actually participative in training programs and generally we don’t

make any extra effort for motivating them. They enjoy training a lot.

4. Who is the trainer?

After analyzing our training needs we invite trainers from outside and tell them the

basic needs and the time we can give for the training. The trainer who understands

our needs and limitations properly is hired for training.

5. Where does training takes place?

It depends on the kind of training given. On The Job training is given in the office

itself whereas for Off the Job training we have different centers.



6. Which training methods are practiced?

Generally following methods are practiced for training.

I. lecture & discussion method

II. case study

III. role play

IV. programmed learning

V. job rotation

Other methods are also used depending upon the training and the trainer.

7. What are the contents of training for middle level managers?

There are different programs for different departments. For DPMs we have training

programs at B-schools, 360 degree feedback plan, leadership and interviewing skills,

programs among others. For managers and assistant managers of different

departments we have customer centric programs, leadership, business etiquettes,

information security awareness, MS Excel and many others. Certain programs like

Yoga are there for every department to de-stress them.

8. Which department among these requires the most extensive & complicated training?

We decide this after analyzing the training needs of different departments.

9. How do you analyze the training needs?

We consult the department managers of different departments and they tell us about

the needs of their juniors. After knowing the needs we club the similar needs together.



10. How do you measure effectiveness of the training programme?

Effectiveness of training programme is measured through on the job performance and

the employees have to make three action plans in accordance to the training given to

them and they have to fulfill them by the given deadline.

11. Should training efforts be dispersed or should it be concentrated to only a few

category of employees?

Training should be for all, on the basis of need.

12. Do you think training given is perfect?

The training program adopted by us is better than others but still are not perfect. We

still lack proper feedback of our employees but we are planning to launch a portal

where our employees would be able to give their proper feedback directly.



DEPARTMENT MANAGERS (DPM)

1. How do you decide that it’s time for training?

We have 3 year plan running and training programmes are already decided.

Employees go to assessment centers and based on that report we decide what the

training need for a particular employee is. Also if we feel that the employee is not

working well we may send him for training.

2. So is it just because annual training has to take place or because the employee

is not working well? Which among them is important?

Actually the system is not very perfect. If we feel an employee is not performing

well we send him for training. There is no such criterion for choosing right

employee.

3. Do you talk to employees or is it only you who decide the training need on

assumption?

Generally it’s the head of departments who decide the training.

4. Do you decide the training programmes or the HR dept.?

HR department designs the training modules but they consult us before doing so.

5. Do you think the training given is perfect?

It’s not perfect but it’s satisfactory. Right now our organization is working well

and our management is better than others but it’s still not perfect. Outsiders may

not be able to see it but the insiders know it. And we are trying to make it perfect.



6. How do you decide whether the training given is effective or not?

After training employees are required to give tests and they have to complete their

action plans by the given deadline. The employees who are not successful are

again sent for training.

7. There must be some employees who are not benefited from training. How do

you deal with that?

We don’t expect the training to be 100% fruitful and generally the output of the training

is not more than 25-30%.That 25% is important for us as these are the people who work

seriously and deserve a better place in the organization.



Employees

1. How effective do you find present training programmes of your organization?

According to the employees, the present training programmes of MARUTI SUZUKI are

very effective. Employees learn a lot from it. Other than providing information about job,

training programmes help in enhancing their overall knowledge.

2. To what extent it helps you to do your job better?

To a large extent - 65%

To some extent – 20%

Very little – 15%

Most of the Employees (65%) feel that training programmes are helpful to them to a large

extent in doing a better job.

To what extent training helps

65%

20%

15%

largely

sm extent

very little



3. What are the major benefits you receive? (Tick as many as you wish?)

70% employees feel training helps to confirm and clarify ideas.

65% employees feel training presented new approaches and ideas.

80% employees feel training gives stimulus to look objectively at the job.

75% employees feel that training helps to prepare for promotion.

4. Do you feel yourself involved and participated in the training programme?

All the employees feel involved and equally participated in the training programmes.

5. How are the administrative arrangements?

20% employees feel that administrative arrangements are Excellent.

60% employees feel that administrative arrangements are Very good.

10% employees feel that administrative arrangements are Good.

10%employees feel that administrative arrangements are Fair.

0% employees feel that administrative arrangements are Poor.

% of employees

20%

60%

10%

10% 0%

Excellent

Very good

Good

Fair

Poor



6. Are all the important topics covered in training programme?

62% employees feel that mostly all the important topics are covered in training programme.

27% employees feel that all the important topics are always covered in training

programme.

11% employees feel that all the important topics are not covered in training programme.

7. Do you ever find trainers disinterested and lacked enthusiasm?

80% employees feel that the trainers are very co operative. They always make employees

indulge in practical activities to arouse their interest.

8. Has there been any situation when training was not related to the job you are doing?

Many a times there has been a situation when topic of training is not related to employee’s

job. But, still employees are comfortable about it because they gain additional knowledge

from such training sessions.


Does it cover all subjects

27%

11%62%

yes

no

mostly


9. Comments on the –

a. 1. content of training

b. quality and quantity of handouts given during the training

c. quality and quantity of visual aids used during training

Most of the employees are satisfied with the content of the training programmes the quality

and quality of handouts, visual aids, slide shows and presentations given during the

training. Employees find training really fruitful and want more sessions of training

programmes.


Employee Feedback

65%

20%

15%

satisfied

needs improvement

can't say


10. Any suggestions for improvement?

Most of the employees feel that thrust in future should be on developing people skills and

not only functional skills. Computer applications should be a key focus area.

Many trainees are not satisfied with performance because most of the times, trainees are

involved in many programmes.They should be given one training at a time as it will help

them to concentrate in the learning. Training sessions should not be long and self

directed.



SUMMARY,

CONCLUSION

AND

SUGGESTIONS



SUMMARY

The global economy of the day has endangered the survival of every organization and in

particular those who want to have a competitive edge over the others. The competitive

edge may be a distant dream in the absence of Superior Quality Products which otherwise

is the function of well-trained employees. Today resources are scarce and have to be used

carefully and trainers of all kinds are required to justify their position and account for

their activities. Training activities, which are ill directed and inadequately focused, do not

serve the purpose of the trainers. Hence identification of training needs becomes the top

priority of every progressive organization. Identification of training needs, if done

properly, provides the basis on which all other training activities can be considered and

will lead to multiskilling, fitting people to take extra responsibilities increasing all round

competence and preparing people to take on higher level responsibility in future.

Training in Maruti Suzuki also is done keeping this in mind. Various methods are

adopted to ensure proper training is given to the right person. The Annual appraisal

system is one of the best in the world, allowing evaluation of employees in a completely

transparent and fair manner. Investing a whopping 4 million, Maruti Suzuki has created

the unique Development and Assessment center with support from consultants like

Hewitt, Ernst & Young and Fore School to evaluate its middle and senior management on

leadership skills. In addition to what the Development center offers, the assessment

centre will have 'psycho-metric tests' and the senior management/functional heads who

go through the assessment will be evaluated. A job rotation policy ensures that people are

at their best and become multi taskers. Many programs to sensitize managers about

customer service and understanding customers are conducted. So it’s quite clear that

Maruti offers a wonderful environment to work in because of it’s fair policies.



CONCLUSION

Our main objective was to identify study and evaluate the various training methods

adopted by MARUTI SUZUKI INDIA LTD and compare them to what we have studied

and we have achieved the same by studying different methods of training by meeting

various officials of MARUTI SUZUKI INDIA LTD.In our research we have learnt a lot

and realized that although the methods adopted by different organizations are generally

those which we have studied but the approach is different. Maruti Suzuki takes up

various methods for training and is successful also as their approach is right.

Training programmes in MARUTI SUZUKI have been a great success.

Training process of Maruti Suzuki depends upon: -

Training need identification

Selecting the right training programmes

Preparation of training calendars

Finalizing about the training programme and sending the information to the

concerned employees

Organize effective training programmes

Deliver course and validate training

Take a training programme feedback

Changing trends in Training &Development today:-

Focus on right attitude and overall development of the employee.

Focus on sophistication of technologies

Trainer-trainee cooperation



Suggestions

How to make training effective:-

Determining training needs through job description, performance appraisal forms

and potential appraisal discussions.

Prepare a training calendar in discussion with managers.

Training programme should be well defined with specific objectives.

Nominate the employees for training based on a need for training.

Trainers should be qualified and experienced and preferably internal.

Thrust in future should be on developing people skills and not only functional

skills.

Computer applications should be a key focus area.

Many trainees are not satisfied with performance because most of the times,

trainees are involved in many programmes.They should be given one training at a

time as it will help them to concentrate in the learning.

Training sessions should not be long and self directed.



ANNEXURE

BIBLIOGRAPHY

Dessler,Gary, Human Resource Management ,Prentice hall India

Publishers, Unit 9

Rao,P Subba, Human resource and personnel management

Gautam, Vinashil and V. ,Shobhana , Training and development – towards

an integrated approach

www.marutisuzuki.com

Economic Times, Business World


a detailed and analytical study of trainning and development in maruti suzuki ltd

Documents

training development

training programme

theory of training

changing society training

maruti suzuki india

section v

management delhi

development of ideas