a study of training and development process at apollo tyres[1]

TRAINING AND DEVELOPMENT

A STUDY OF TRAINING AND DEVELOPMENT PROCESS AT APOLLO TYRES


ACKNOWLEDGEMENTACKNOWLEDGEMENT

I wish to express my sincere gratitude to my guide

Mr. K. Prabhakar (Head Corporate HR Apollo Tyres Ltd.)

for taking personal interest, providing valuable guidance,

encouragement and timely supervision throughout the

completion of this project.

I am extremely indebted to Mr. for his guidance and

enriching suggestions without which this project would be

lacking in competence.


TABLE OF CONTENTSTABLE OF CONTENTS

Executive Summary 1

Introduction

Training and Development 3

Review of Literature 26

Scope of The Project

Significance 32

Project Objectives 33

Company Profile 34

Methodology 50

Sample 50

Data Collection 50

Limitation 51

Training and Development at Apollo Tyres 52

Results 61

Analysis and Conclusion 65

Recommendations 73

Scope of Further Research 74

Bibliography 75


EXECUTIVE SUMMARYEXECUTIVE SUMMARY

Never before has the rapid increase in new knowledge and

technology and in the base of change and itself demanded

a learning response as great as what is now required to

remain competitive. Today individuals and organizations

must become continuous learners to survive and hence it is

not surprising to find that most successful organisations

operate in a continuous learning mode.

The challenge of globalization, technological innovation

increasing competition and growth through expansion,

diversification and acquisition has had a wide-ranging and

far reaching impact on HRD. There is a need for a

continuous process that aims at providing fresh knowledge

and skill inputs to the employees so as to ensure the

development of their competencies, dynamism, motivation

and effectiveness in a systematic and planned way, thereby

improving the productivity and overall organizational

effectiveness. As a result, training and development

activities have acquired great significance and are now

firmly centre-stage in most of the organizations. Hence it

can be said that with the advent of free market economy

rapid change in the environment, training and development

activities have assumed an importance never before

witnessed in Indian corporate history.

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Training is the process of assisting a person in enhancing

his efficiency and effectiveness at work by improving and

updating his professional knowledge developing his

personal skills relevant to his work and cultivating in him

appropriate behavior and attitude towards his work and

people he is working with. Development takes place as a

result of training and essentially implies growth plus

change. Thus, training and development go hand in hand.

My endeavor has been to gain an in-depth insight into the

process of discovering, harnessing and developing of the

human capital to the benefit of both the individual and the

organization into days highly dynamic and competitive

business world through a comprehensive study and analysis

of the latest training and development techniques used by

Apollo Tyres Limited.

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TRAINING AND DEVELOPMENT –TRAINING AND DEVELOPMENT –

SCALING NEW HEIGHTSSCALING NEW HEIGHTS

Corporate success depends upon having and retaining

talented people. This is true today as it has always been.

The shortage of such people is widely accepted and

training, at long last, is beginning to be recognized as part

of the solution and hence the total investment in training

is on the rise. This is true for all organizations. There

really is no alternative than to make sure that human skills

so vital to the corporate success are recognized,

harnessed, developed and suitably maintained.

Training is not however, one ‘one-off’ investment. It is a

continuing investment. Not only is it needed to create the

skilled workforce, but also maintain the high levels of

skills demanded by the ever changing, highly dynamic

work place.

The return on investment on HRD is still controversial in

view of the time variable in achieving the desired change

and effectiveness in the employees. The top management

looks at the loss and profit equation for any activity. It is

interested in the benefits to the organization in the terms

of increased productivity, increased profitability, reduction

in wastage etc in return for investment in training. Hence,

evaluation of training programmers and introduction of the

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necessary corrective measures also assumes considerable

significance.

Training is the most important function that contributes directly

to the development of human resources. If human resources

have to be developed, the organization should create conditions

in which people acquire new knowledge and skills and develop

healthy patterns of behavior and styles. One of the main

mechanisms of achieving this environment is training.

Training is essential because technology is developing

continuously and at a fast rate. Systems and practices get

outdated soon due to new discoveries in technology, including

technical, managerial and behavioral aspects. Organizations,

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

growing technology, soon become outdated. However,

developing individuals in the organization can contribute to the

effectiveness of the organization.

Training and development are important activities in all

organizations, large and small. Every organization, regardless of

size, needs to have well-trained employees in its workforce who

are prepared to perform their jobs.

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

knowledge. Training programs attempt to teach trainees to

perform a specific job and a particular activity.

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The term 'development' usually refers to improving the

intellectual or emotional abilities needed to do a better

job.

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PRINCIPLES AND EVALUATION OF TRAINING

Training is the process of assisting a person for enhancing his

efficiency and effectiveness at work by improving and updating

his professional knowledge, by developing skills relevant to his

work and cultivating appropriate behaviour and attitude towards

work and people. Training could be designed either for improving

present capabilities at work or for preparing a person for

assuming higher. Responsibilities in future which would call for

additional knowledge and superior skills.

Training is different from education particularly formal education.

While education is concerned mainly with enhancement of

knowledge, training aims essentially at increasing knowledge,

stimulating aptitude and imparting skills related to a specific job.

In India, considerable importance has been accorded to training

in social development and this is evident form the fact that the

community spends roughly six million dollars annually on training

every year. But there are complains about the ineffectiveness of

training and possible waste of resources because of the use of

stereotyped and conventional methods in training which are

often not set completely in tune with job requirements.

It is a continuous process

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

receiving training form his mother for a variety of needs, so that he becomes a social being. His

training continues in the school and the college situations. However training as an organized effort

is designed with certain objectives, for example to help the trainees to be informed of the subject

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

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have to be improved and knowledge or information has to be imparted through effective methods.

In other worlds, training provides and synthesizing with the help of the trainers, the information

already available on the subject. Training is a time-bound programme. Thus there is a separate

specialized discipline of trainers specializing in the field of human activity.

Prevailing concept New concept

1. The acquisition of subject

matter knowledge by a

participant leads to action.

1. Motivation and skills lead to

action. Skills are acquired

through practice.

2. The participant learns what

the trainer teaches. Learning

is a simple function of the

capacity of the participant to

learn and the ability of the

trainer to teach.

2. Learning is a complex

function of the motivation

and capacity of the

individual participant, the

norms of the training groups

the training methods and the

behaviour of the trainers and

the general climate of the

institution. The participant's

motivation is influenced by

the climate of his work

organization.

3. Individual action leads to

improvement on the job.

3. Improvement on the job is

complex function of

individual learning the norms

of the working group and the

general climate of the

organization. Individual

learning used leads to

frustration.

4. Training is the responsibility 4. Training is the responsibility

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of the training institution. It

begins and ends with the

course.

of three partners: the

participant organization the

participant, and the training

institution. It has a

preparatory pertaining and a

subsequent, post-training

phase. All are equally

important to the success of

training.

There has been in some quarter’s criticism of training and it is

often argued that personnel can acquire administrative

capabilities and work skills through apprenticeship capabilities

and work skills through apprenticeship rather than through

formal training. While the training cannot by itself guarantee the

success of a development programme, its untrained personnel

are unlikely to prove effective. It is in this context that expert;

administrators and planners greatly appreciate the relevance of

training in development process.

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INTERACTION BETWEEN TRAINING & DEVELOPMENT and other human resource

functions

The interaction between training and development and other human resource functions

Training and development

Training opportunities reduce the demand for highly qualified applicants

Staffing

Careful selection may reduce the need for training. But hiring additional employees adds to training needs

Training helps employees perform better

Performance

evaluation

Performance evaluations provide information that helps to assess training needs

Training should improve performance and result in higher levels of pay

CompensationFinancial incentives can

create greater enthusiasm for training and increased participation

Skilled employees should perform better, reducing the probability of grievances and discipline

Employee relations

Unions may participate in the design and presentation of the training

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The Training Cycle

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

a training event being undertaken. Evaluation provides

feedback which links back to the initial stages of training

design. Indeed, it is the evaluation/ feedback process

which makes this a cyclical event without it training would

be a linear process leading from initiating training through

to its implementation. The steps in the cycle are:-

Stage1: Identification of training needs. Examining what

skills and attributes are necessary for the job to be

undertaken, the skills and attributes of the job holder and

the extent of the gap.

Stage2: Design, preparation and delivery of training.

Stage 3: Discovering the trainees attitude to training

(reaction) and whether the training has been useful from

the point of view of training. Reaction involves the

participants feelings towards the training process,

including the training content, the trainer and the training

methods used. Learning is the extent to which the trainee

has actually absorbed the content of the learning event.

Stage 4: Discovering whether the lessons learnt during

training have been transferred to the job and are being

used effectively in doing the job.

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Stage5: Evaluating the effects of the training on the

organization. Thus is the area on which there is perhaps

most confusion, subsequently little real action to clear it.

Stage 6: Reinforcement of positive behavior. It is optimal

that positive outcomes are maintained for as long as

possible. It is not rare event for changes in behavior to be

temporary, with a gentle slide back to previous ways of

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Identification of training needs

DESIGN,

PREPARATIOReaction to and learning from the

training

Transferring training tot he work place

Evaluation of the impact on the organisation

Measuring perspective effects.


working. It is important to note the feedback loops.

Feedback on the process of actually delivering the training

can come from the reaction and learning stage, the

transfer of the training to the work place and the

evaluation of the impact of the training. The main,

feedback for the identification of training needs comes

from an assessment of the transfer of work to the training

and the evaluation of the impact on the organization.

It is important to note that these feedback loops may

consist of two very different types of information.

To determine the worth of training to the organization- a

process best done by quantitative methods and with

hard, numerical data.

Allowing insights into the method of learning, where

the experience of those involved are the main focus,

thus using mainly softer, qualitative information.

Identification of training needs

The procedure of identifying training and development

needs is crucial for the success of the training function

and requires to be carried out systematically on a regular

basis, preferably every year.

How are training needs identified to match the

organizational requirements in terms of technology /task/

people? Has the training bought the desired change in the

individuals performance and if so, how is it assessed?

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These are the focal points, which require attention of the

HR professionals to assess the training needs of the

employees working in the organization.

Many organization have their own system to identifying

training needs every year. However, need identification

exercise can do real harm if the needs are not met by

conducting suitable programs. Managers must perceive

that their recommendations are grown due consideration

and suitable actions are initiated to satisfy the felt needs.

Only then, they will take this exercise seriously. Hence,

formulation of suitable and need based training programs

and their timely implementation is very important for the

success of any training program.

Evaluation of Training Programs

Training programs are conducted with a view to help the

employees to acquire the knowledge, skills and attitude

necessary to perform the task assigned to them. They are

conducted in order to bring about a planned change which

in turn involves substantial investment of money, time and

efforts. Therefore, one has to know whether such an

investment in training yielded the desired results. This

desire naturally leads to evaluation of training.

Evaluation means literally, the assessment of value or

worth. Strictly speaking the act of evaluating training is the

act of judging whether or not it was worthwhile in terms of

some criterion of value, in the light of the information

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available. Evaluation is the tool whereby information about

the result of trainees, interaction with the learning

experiences systematically collected and analyzed. Thus,

evaluation can provide useful data both for improvement of

training and enhancement of learning. In brief it is

important in 3 ways.

It indicates whether appropriate monetary investment is

made on the implementation of training programs.

It determines the degree of effectiveness and success of

the training programs.

It provides a basis for introductory the necessary

corrective measures.

The benefits of constructive, practical evaluation of

training substantially outweigh the costs six direct benefits

of evaluating training programs are:-

Quality Control: Quality control systems are designed to

ensure that products or services are fit for their intended

purpose. Evaluation in training will assess the extent to

which work-related results can be demonstrated to arise

from the training. Successful, positive elements of training

can be maintained and reinforced, whilst negative

elements removed or revised. If results cannot be justified,

then it becomes hard to justify the commitment of any

resources to the training activity and they can be re-

allocated to

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where they may make a greater impact.

Efficient training design: It throws an emphasis on

those elements of a training system which matter, such

as proper definition of objectives and setting criteria on

now these objectives are to be measured.

Enhanced professional esteem: Training professionals

can gain enhanced stature from having systematic

evaluation of data rather than intuitive assessment of their

contribution to the business. Being assessed on their

contribution to the ‘bottom-line’ of the business puts the

HRD function on the same footing as other functions,

instead of claiming that the nature of their work does not

allow an application of the same criteria. This helps to

break down the barriers facing the integration of HRD

professionals within the organization.

Enhanced negotiating power: On much the same tack

evaluation makes it possible for the HR function to

demonstrate a successful contribution to the business

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

and new investment decisions to be made, them being

able to show the outcomes of training would be invaluable.

Appropriate criteria of assessment: Individuals within

an organization will make judgements about how effective

the training function is, regardless of whether an

evaluation system is in place or not. Given this, it is very

important that the HR controls the choices of appropriate

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

formal evaluation process.

Intervention strategy: Evaluation can be a tool for

changing the way that training is integrated into the

organization. It offers a means by which the HR function

can build on its enhanced esteem and negotiating power to

play a more active role in developing policies.

SYSTEMS MODEL FOR TRAINING

Assessment Phase

Assess Training

needs and training

resources

Identify training

objectiveTraining and

development phase

Develop criteria

Pretest trainees

Select training

methods and learning

principlesEvaluation

phase

Conduct training

Monitor

training

Compare training

outcomes against criteria

Feed back

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BENEFITS OF TRAINING:

Training usually is a strategic human resource activity because it

plays a major role in determining the effectiveness and efficiency

of an organization. A successful training and development

program will achieve the following benefits:

1. Improve the quality and quantity of work done.

2. Reduce the learning time required for employees to reach

acceptable standards of performance.

3. Create more favourable attitudes, loyalty and cooperation.

4. Satisfy human resource planning requirements.

5. Reduce the number and cost of accidents.

6. Help employees in their personal development and

advancement.

7. Help organizations to respond to dynamic market

conditions and changing consumer demands.

Different jobs require different capabilities. These capabilities can

be considered under four categories:

1.Technical

2.Managerial

3.Behavioural

4.Conceptual

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TECHNICAL CAPABILITIES:

They deal with the technology of the job or the tasks the

employee is expected to perform. They include information, skills

and knowledge.

MANAGERIAL CAPABILITIES:

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

evaluate and redesign a variety of activities. As managers have

the task of getting things done by others with optimal use of

resources for achieving the best possible results, they need to

possess managerial capabilities. Knowledge of management

techniques like PERT, systems analysis, performance budgeting

etc. are evidences of managerial capabilities. Management skills

involve the application of these techniques for better planning,

better coordination, better monitoring, and for better

achievement of results.

BEHAVIOURAL CAPABILITIES:

These include leadership skills, ability to motivate others,

communication skills, ability to work as a team member,

dynamism, initiative etc. Mere knowledge of behavioral sciences

does not ensure that person has behavioral capabilities. Attitudes

and orientations play an important role in determining the

effectiveness of the employees to a great degree.

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CONCEPTUAL CAPABILITIES:

These involve conceptual understanding of one's own tasks in

relation to those of others, imagination, futuristic thinking, model

building capabilities and perception of various tasks and their

interrelationships within the organization and outside it.

TYPES OF TRAINING:

1.Orientation/Induction Training:

The orientation or induction training is given to employees as

soon as they join an organization. The purpose of this training is

to orient the employee to the company and its tasks, to help his

role in detail and see the link his role has with other roles in the

company, to help him understand the expectations of other

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

and feel part of it.

The induction training normally does not focus on skill

development. It focuses more on perspective development and

understanding of the organization. Without such understanding

of the organization, its mission etc., the employee may soon feel

alienated. Induction training is one way in which culture and

traditions are established and maintained through socialization of

the new employees into the culture of that organization.

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2.On-The-Job Coaching:

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

type of training is given to employees who are new to a given job

(not necessarily to the organization). The purpose of this kind of

training is to equip the employee with the capabilities required to

perform various tasks of his job. This may involve skill training by

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

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

instruction training, job rotations, internships, coaching and

counseling. On-the-job training should be particularly stressed

upon during the early stages of their careers.

3.Apprentice Training:

Apprentice training is given to those who have just completed

their studies and are about to enter the organizational world. The

apprenticeship involves practical training under the guidance of

one or more instructors designated by the organization to train

the trainees.

IN-HOUSE TRAINING:

In-house training programs are programs offered exclusively for

the employees of an organization by the organization. The

Training Department assesses the training needs of various

categories of employees periodically, invite suggestions from the

senior executives of that company on the training needs as

perceived by them, keep in touch with the new developments

taking place in the outside world that have relevance to their

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own organizational activities and periodically invite outside

trainers to train their employees.

In the in-house training programmes, the training department

may use its own senior employees as trainers or may depend

exclusively on outsiders or may use both sets of resources.

SPONSORED TRAINING:

As most organizations do not have sizeable units of training, it is

easier for them to sponsor a few employees for training by

outside agencies.

DISTANCE TRAINING:

Distance training is the training conducted without the trainer

being physically present near the trainee. The most well known

forms of distance training are correspondence courses, auto-

teaching machines, programmed instruction materials, video and

audio cassette programs, alumni bulletins etc. This form of

training is useful mainly to keep the trainee informed about

various developments in his field or to acquaint him with new

technology, processes etc.

CAREER DEVELOPMENT PROGRAMS

Career Development programs help people grow and continue

after they begin their employment. Career Development refers to

helping individuals plan their future careers within the

organization. The objectives of career development are to help

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individuals achieve maximum self-development and also to help

the organization achieve its objectives.

INDIVIDUAL BENEFITS:

For the individual, the most immediate benefits of career

development include a better job, more money, increased

responsibility, greater mobility, and the acquisition of skills that

improve productivity. Career Development also provides less

tangible benefits for individuals, such as increased job

satisfaction, the development of a career orientation rather than

a job orientation, increased involvement at work, greater

exposure, a better understanding of what is expected and

broader knowledge of additional areas of career interest.

ORGANIZATIONAL BENEFITS:

Through the development of competent employees,

organizations are able to identify future managers and prepare

them to achieve organizational goals. By developing competent

replacement managers, an organization is able to practice

promotion from within, which increases the level of motivation

for aspiring managers.

Employees who remain in the same position for an extended

period typically become obsolete, either because of a lack of

training or a lack of motivation. Career planning helps to prevent

the problems of obsolescence by providing employee training by

moving employees into different jobs, and by motivating

employees to make valuable contributions to the organization.

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An organization that tries to help employees’ plan their careers

can benefit directly through lower turnover and personal costs.

DEVELOPMENTAL PROGRAMS:

1. Mentoring:

Some organizations assign an experienced employee to serve as

a mentor for new employees. A mentor is a trusted counselor,

coach or advisor who provides advice and assistance. Effective

mentors teach these new employees a number of things, which

include:

1. Provide instruction in specific skills and knowledge critical

to successful job performance.

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

and understanding the unwritten rules of the organization.

3. Answer questions and provide useful insights.

4. Offer emotional support and encouragement.

5. Serve as a role model.

6. Create an environment in which mistakes can be made

without losing self-confidence.

2.Career Counseling:

Most organizations provide some form of career counseling on

various occasions: during employment interviews when

employees are first hired, during employees' annual performance

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evaluation interviews, and as part of the special career

counseling that is provided for high-potential employees. Career

counseling typically occurs as part of the day-to-day relationship

between a supervisor and a subordinate. Moreover, some

organizations provide special career counseling by conducting

psychological assessments of employees and helping them

interpret their individual results.

3.Career Pathing:

Career pathing refers to identifying a sequence of jobs through

which an individual can expect to progress towards high levels of

management. Some organizations provide job progression plans

for all new employees, while others do it only for exceptionally

bright and promising candidates. Career path information must

be provided to the employees before a possible career path can

be charted out for them.

4.Career Development Programs:

Career development includes any and all activities that prepare a

person for progression along a designated career path. Career

development usually involves both formal and informal means.

These programs maybe conducted in-house or by external

sources, such as professional organizations or colleges and

universities and are organized by the T&D department of an

organization.

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Internal Mobility

There is a possibility in organizations that over a period of time

an employee will change his role or position, from one job to

another – laterally or vertically in the organization structure.

This kind of employees’ movement within an organization is

known as internal mobility. Internal mobility includes a cluster

comprising, may take place between jobs in section, sections,

departments, division or even between plants in multi - plant

operations.

Promotion

Promotion is the upward reassignment of an individual in an

organization’s hierarchy, accompanied by increased

responsibilities, enhanced status, and usually with increased

income, though not always so. On being promoted, the

promoter’s duties and responsibilities increase, and the higher

one goes in an organization the greater the implications of the

individual’s decisions on the viability of the enterprise. After

promotion, an individual’s duties and responsibilities usually

becomes qualitatively different from those of this earlier job.

The following are the objectives of promotion:

1. It is recognition of a job well done by an employee.

2. It is a device to retain and reward and employee for his years

of service to the company.

3. It is to increase individual and organizational effectiveness.

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4. It is to promote a sense of job satisfaction in the employee.

5. It is to build loyalty, morale and a sense of belongingness in

the employee.

6. It is to impress upon others that opportunities are open to

them also in the organization, if they perform well.

An internal mobility system also needs as supportive information

system to make it viable.

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

the skills of all employees and coordinate all information – promo

-table posts available, posts vacant, number of employees on

transfer, permanent and temporary posts.

When making internal mobility decisions, organizations tend to

place emphasis on their objectives, filling job vacancies,

eliminating employee surpluses, correcting behavioral problems,

etc. Promotion maintains organizational effectiveness through

maintenance of employee moral and favorable attitudes towards

the organization. Demotions frequently used as from of

disciplinary action since it represents loss of status and earning.

Transfers are required in the process of organization job

requirements, job rotations and filling in absenteeism,

separations and termination, such as discharge and dismissal,

from a part of the outward mobility of an organization.

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REVIEW OF LITERATURE REVIEW OF LITERATURE

A number of studies on the identification of training needs

in India are available. Some of them deal with the general

framework while others are specific company based

studies.

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

suggests that a detailed study of jobs and skill analysis is

absolutely necessary. The training, thus, imparted would

help the employee to adjust to their job requirements. As

far as the supervisory category is concerned. Sundaram

(19709) points out that the training needs for supervisors

can be identified through careful observation of their work

which is indicative of poor performance, low production,

high cost, poor product quality, high scrap, spoilage,

wastage, accidents, absenteeism, and turnover. The day-to-

day complaints and grievances also form a useful sources

for identifying their training needs. Given that supervisors

are the first contact point for the workers. Ghosh (1984)

stresses the need for behavioral inputs in any training

programme organized for managers. Srinivasan (1977)

recommends that their training programmes should focus

on corporate planning, organizational development, and

personnel management.

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

the main objective of training. He identifies three areas of

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training- technical skills and knowledge, knowledge of

organization and external systems, and conceptual and

interpersonal skills. He suggests that the emphasis on

these three must vary according to the level of the

employee. The workers training should focus on technical

skills and knowledge followed by conceptual and

interpersonal skills, and knowledge of orgnaisation and

external systems. In the case of supervisors, conceptual

and interpersonal skills should be emphasized followed by

technical skills and knowledge, and knowledge of

organisation and external environment. As far as managers

are concerned, the sequence is the same as that for

supervisors except that the order of knowledge of

organization and external environment and technical skills

and knowledge is interchanged.

Seth (1984) administered a 720item questionnaire on 119

personnel managers. The cluster analysis revealed

personnel managers to be more employee oriented; able to

recognize the utility of group processes, and having fait in

workers ability to take initiative and handle responsibility.

On the basis of results. Seth suggested that training for

personnel managers should be directed towards attitudes

and beliefs underlying managerial philosophy and their

inter relatedness.

As far as identifying training needs by the company is

concerned, Glaxo Laboratories considers the following

factors.

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1. Level and rapidity of technological and administrative

changes

2. Level of individual and group performance.

3. Changing organizational structure

4. Perceived organisational imbalances.

At the individual level, the person himself identifies the

need for training and records it or the appraisee discusses

the individuals training needs in view of this deficiencies on

the job. Since Glaxo uses the MbO system, this process

helps a great deal in making training useful to both the

employees and the organisation (lawande, 1980)

Studies on the identification of training needs thus

emphasise not only the organisational analysis but job and

individual role analysis as well. It is also useful to note that

many studies emphasise the need for training in human

resources management.

Johnson (1967) suggests that clues for training needs can

also come from a number of written sources. He lists 17

sources for identifying training needs. Some of them are

highlighted below.

1. Articles: Articles published in journals or magazines

often indicate individual company’s experiences with

personnel utilisations and the ways organisations

improve productivity. Such individual experiences could

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be a good source of learning from the experiences of

others.

2. Books: Knowledge in training and development is

increasing at a faster speed today than before. Many

books are published every year on training and they

provide useful sources in learning newer techniques

developed in identifying training needs.

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

problems people often show gaps in understanding.

These can become useful themes for training.

4. Companies: All organisations in organizations provide

useful data for preparing people to not only face such

situations but learn to avoid them in future.

5. Crisis: Crisis situations in orgnaisations provide useful

data for preparing people to not only face such

situations but learn to avoid them in future.

6. Factual data: Factual information such aspects as

absenteeism, wastage, turnover, machine breakdown,

sales, and the like also open avenues to identify what

can possibly be done to improve upon them.

7. Grievances: Formal grievances are important sources to

identify training needs.

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8. Reports: Often reports submitted by many departments

provide useful clues on what is lacking or what should

be reinforced.

9. Rumours and grapevine: Taken seriously, they provide

useful feed-back on the total activity of an organisation

and may often identify gaps in various areas of

orgnaisational functioning.

10.Suggestions: A number of organisations are very

particular about suggestions and take them very

seriously. Since suggestions have a base in experience

they provide useful clues for training needs.

A more direct approach for identifying training needs was

used by Kanitkar et. al.(1994). Instead of going to HRM

department, they approached section heads and senior

managers of 73 milk unions associated with National Dairy

Development Board. Their study revealed five contents of

training that were identified by a very large majority of

respondents. These were cost consciousness, loss control,

marketing, sanitation and hygiene, and operations and

maintenance of utilities.

Who needs what kind of training was the focus of a study

by Singh et.al. (1998). In a study of 92 Anganwadi workers,

they found that the need for training correlated inversely

with age and in service training. In other words those who

were older did not feel ten need for training and if offered

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

31


need for training correlated significantly and positively with

education, years of experience, communication skill, job

satisfaction, knowledge level and attitude towards

integrated Child Development Service. Scheme.

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

task in a training course. Think about how you would apply

these criteria to a task area that you teach (e.g.,

performance appraisals,. World processing, project

management, etc.)

Criteria for selecting a Training task

1. The percentage of job incumbents who actually perform

the tasks

2. The percentage of total work time that job incumbents

spend on the task.

3. How critical the task is.

4. The among of delay that can be tolerated between the

time when the need for performance of the task

becomes evident and the time when actual performance

must begin.

5. The frequency with which the task is performed.

6. The difficulty or complexity of the task.

7. The probability of deficient performance of the task on

the part of job incumbents.

32


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

assigned to a job that involves it.

Finally, the selection of training objectives may hinge on

one’s under standing of adult learning needs.

33


SIGNIFICANCESIGNIFICANCE

The significance of the study on training and development

by the new researchers, has increased due to rapidly

changing technology and work culture in industrial

environment due to an increasingly skilled workforce and

very competitive global marketing.

Training is very much essential to upgrade skills of

employees in this scenario, for the development of self as

well as the organization.

Thus, study on Training and Development is extremely

important as it reveals and identifies the lacunas in the

training policy and the areas where the organization can

improve for the betterment of the organization as well as

the industry.

34


PROJECT OBJECTIVESPROJECT OBJECTIVES

The objective of my study is to examine the training and

development process being followed by Apollo Tyres Ltd

by-

Honing up identified functional skill areas of personnel,

for more effective contribution to the organization.

Providing platforms for professional growth and

exploration leading to overall improved organizational

health and quality of life.

Developing human resources in consonance with

broader corporate horizon and long range vision of the

organization.

This will be done on the basis of four parameters which

forms the basis of the questionnaire-

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

Apollo

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

identified

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

4. Effectiveness-How effective is the system

This analysis will be based solely on the perception of

individuals who have gone through this process. The

outcome will depict whether difference in perception exists

between two levels of employees or not.

35


COMPANY PROFILECOMPANY PROFILE

Apollo Tyres Limited was incorporated in the year 1972,

in technical collaboration with General Tyre

International Corporation, USA (now owned by

Continental AG, Germany, the fourth largest tyre

company in the world). Apollo tyres limited is one of

the fastest growing companies in the world

The first manufacturing unit located in Perambra near

Cochin in the state of Kerala began its commercial

production in the year 1977.

The Limda plant came into operation from the year

1991 and in the year 1995, the company took over

Premier Tyre Limited at Cochin and Apollo brand

products are being made there.

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

Ranjangaon at Pune.

The corporate office of the company is located at

Apollo House, 7 institutional area, sector 32, Gurgaon

and the Registered office is at Cochin.

Apollo’s workforce constitutes of 6,500 employee’s

countrywide and 140 employees in the corporate office.

A latest state of the Art passenger Car Radial Plant has

been set up at Limda in 1999.

Apollo tyres have been rated as the 6 th fastest growing

tyre company in the world by European Rubber Journal.

Apollo is the market leader in the replacement

segment. In truck tyres, their brand like Hercules,

36


Load Star Super, Amar, Xt-7, Xt-9 is very well accepted.

In radials they have the Amazer XL and the storm

range of tyres and in a short span of time have

achieved market leadership position.

The company has a large wide domestic marketing

network consisting of 97 offices, 2000 exclusive dealers

and 1000 multi brand dealers. The 2000 exclusive

dealers are under the brand of “Apollo Tyre World”.

This network helps Apollo to ensure excellent and

timely delivery of products to the customer and also

helps to provide prompt after sales service.

In 1998, Apollo tyre launched its Kaizen range mainly

to develop the multibrand dealer network by offering

them world class products.

The company also sells its products, both to Original

Equipment Manufacturing (OEM) and institutional

buyers other than the replacement market. The state

transport undertakings and the government agencies

are also amongst the customer base of Apollo.

Apollo has identified export as the focus area,

marketing its products to Asian and American countries

through Apollo International limited a wholly owned

subsidiary of Apollo tyres limited.

Its tyres meet the stringent quality standards of DOT

(Department of Transport) and FMVSS (Federal Motor

Vehicle Safety Standards).

Apollo has another subsidiary company namely, Apollo

Finance Limited doing merchant banking, finance and

leasing business.

37


It was in the year 1982 that Apollo tyres limited

formulated and put in action a series of pragmatic

profit generating policies geared to take the company

on the fast growth track. A new dynamic management

team under the leadership of Vice Chairman and

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

helm of the company. Objectives were redefined with

growth through quality products and services coupled

with an aggressive market penetration strategy. With

expense containments made the company bear fruits

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

turnover of Rs. 58 crores after wiping out the

accumulated losses of Rs. 27.8 crores till then.

Apollo tyres has now reorganized itself using the profit

center concept for all its location and divisions. This

has been done to enhance effectiveness and efficiency

at all units across the locations.

Today Apollo tyres limited is the best professional Tyre

Company in India. It has today more than 500 qualified

professional working for them, making them the

employer of the highest number of management

graduates in the industry. The average employee age

of the company is only 35 years.

38


The driving Force of Apollo Success is its People

Apollo’s Vision, Goals and Values

Vision

‘A LEADER IN THE INDIAN TYRE INDUSTRY

AND A SIGNIFICANT GLOBAL PLAYER,

PROVIDING CUSTOMR DELIGHT

AND ENHANCING SHAREHOLDER VALUE’.

GOAL

5YHK

Achieve by 2005

A Gross Profit of Rs. 500 crores

And a turnover of Rs. 5,000 crores

At 1999 prices.

CORE VALUES

C- CARE FOR CUSTOMERS

R- RESPECT FOR ASSOCIATES

E- EXCELLENCE THROUGH TEAMWORK

A-ALWAYS LEARNING

T-TRUST MUTUALLY

E-ETHICAL PRACTICES

39


QUALITY PLEDGE

We, the people of

Apollo Tyres Ltd.

Will create an enterprise

Committed to quality

It is our policy to design,

Manufacture and service our

Products to provide the level of

Quality and value that meets

Every Customer need.

We will aim to generate

Customer enthusiasm through

Continuous improvements in

Our products and services.

We are committed to

Excellence in the way we

Work together within the

Organization as well as outside,

Aimed at total customer

satisfaction

40


BRIEF PROFILE

Perambra

Baroda Kalamassery

Ranjangaon

Conversion unit and

other sources

Land Area (m2)

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

and other flap

manufacturer

Building Area (m2)

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

Installed Capacity (MT/Day)

118 192 55 30

TOTAL INSTALLED CAPACITY: 455 MT/Day

OUR PRODUCTION GROWTHS

Year Mt/Da

y

Perambra

Baroda

Premier

Pune TCIL Other conversion units

Total

1990-94

75 - - - - 10 85

1995 106 - - - - 10 116

1996 106 65 - - - 15 186

1997 106 75 - - - 20 201

1998 106 85 - - - 25 216

1999 106 100 - - - 30 236

2000 112 130 40 - 45 30 357

2001 112 150 45 - 45 35 387

2002 112 165 55 25 45 15 417

2003 118 180 55 25 45 15 438

2004 118 180 55 30 45 15 443

2005 132 190 55 30 45 15 469

41


WORLD TYRE INDUSTRY

World Rank

Company Trunover (US $

million)

Rank is India if Indian

Company

Country

1 Michelin 12916.3 France

2 Bridgestone 12634.8 Japan

3 Goodyear 11311 USA

4 Continental 4334 Germany

5 Sumitomo 3750 Japan

6 Pirelli 3005.8 Italy

7 Yokohama 2193.5 Japan

8 Cooper 1447.4 USA

9 Toyo 1120.2 Japan

10 Kumho 965.5 Korea

11 Hankook 905 Korea

12 Ohtsu 616.1 Japan

13 MRF 537.7 1 India

14 Cheng Shin 497.5 Taiwan

15 Shanghai 461.7 China

16 JK Industries 357.7 2 India

17 Apollo 346.3 3 India

18 Shangdong Triangle

330.9 China

19 Liantes 328 Mexico

20 Shangdong Chengshan

326.2 China

21 China Tyre 314.8 Hongkong

22 Nizhnekamskshina

300 Russia

23 Ceat 295 4 India

24 BRISA (Bridgestone)

273.3 Turkey

25 Titan 265 USA

26 Modi Rubber 22.8 5 India

27 Birla Tyre 142.8 6 India

28 Total Industry 660834.4

42


PRODUCT RANGE

Category Size PLY Rate

Brand Name Type

HCV 10.00-20 16 XT-7 LUG

HCV 9.00-20 16 XT-7 LUG

HCV 10.00-20 16 XT-9 LUG

HCV 9.00-20 16 XT-9 LUG

HCV 10.00-20 18 LOADSTAR LUG

HCV 10.00-20 16 HAULUG LUG

HCV 10.00-20 16 AMAR RIB

HCV 9.00-20 16 AMAR DELUXE RIB

HCV 10.00-20 16 AMAR DELUXE RIB

HCV 9.00-20 14&16 AMAR EXPRESS

RIB

HCV 9.00-20 16 ST-5 SEMILUG

HCV 10.00-20 16 ST-5 SEMILUG

HCV 9.00-20 16 ANCHOR SEMILUG

HCV 9.00-20 16 DUAL TREAD PLUS

SEMILUG

LCV 7.50-16 16 MILESTAR LUG

LCV 7.50-16 16 AMAR RIB

LCV 7.50-16 16 ANCHOR SEMILUG

LCV 7.50-R-16 16 RANCER RADIAL

LCV 9.00-16 16 DHRUV TRACTOR TRAILER

FARM 12.4-28 8 KRISHAK SUPER

TRACTOR REAR


TRACTOR REAR


TRACTOR REAR


TRACTOR REAR


TRACTOR REAR

43


FARM 12.4-28 8 POWER FUL TRACTOR REAR





FARM 5.50-16 8 SARPANCH TRACTOR FRONT

FARM 6.00-16 8 SARPANCH TRACTOR FRONT

FARM 5.00-19 6 BHIM ADV




CAR&JEEP 145/70-R-12

AMAZON XL PASSENGER RADIAL











CAR&JEEP 195/80-R-15LT



AMAZON PASSENGER RADIAL







CAR&JEEP 1+65/80-R-15T


44


CAR&JEEP 195/80-R-15T

STORM 4-MD RADIAL

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

CAR&JEEP 5.65-12 6 ARMOUR PASSENGER BIAS




CAR&JEEP 6.00-16 8 TROOPER JEEP BIAS

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

CAR&JEEP F78-15 6 GRIPPER JEEP BIAS

CAR&JEEP 6.00-16 8 HUNTER JEEP BIAS

CAR&JEEP 3.50-8 4 BLACKCAT ULTRA

SCOOTER

CAR&JEEP 3.50-10 4 BLACKCAT ULTRA

SCOOTER

CAR&JEEP 4.00-8 6 VIJAYTA 3 WHEELER

CAR&JEEP 4.50-10 8 VIJAYTA 3WHEELER

45


COMPANY SCENARIO OVER THE LASTCOMPANY SCENARIO OVER THE LAST

DECADEDECADE

HISTORY

The history of Apollo Tyres Ltd. is about a company’s passion,

determination and will to surpass all obstacles and emerge as a

leader in the Indian tyre industry.

Named after the radiant Greek Sun God Apollo, the company

has created a niche for itself in the Indian tyre market. After

three decades of consistent growth, today, Apollo Tyres Ltd. is

India's premier tyre manufacturing company.

Apollo Tyres Ltd's history dates back to the early Seventies. The

company's license was obtained in 1972 by Mr Mathew T

Marattukalam, Jacob Thomas and his associates. In 1974

the company was taken over by Dr. Raunaq Singh and his

associates. The tyre project was implemented in 1976 in

Perambra, Kerala. The commercial production began in 1977

with an installed capacity of 420,000 each of tyres and tubes.

The company commenced production at its first

manufacturing facility located at Perambra near Cochin in

Kerala in the year 1977. From the first year of operation,

the company started incurring heavy losses. By 31 st

October, 1989, the total accumulated loss suffered by the

company amounted to Rs. 27.80 crores. The accumulated

46


loss was more than 3 times the equity share capital of the

company which stood at Rs. 7.75 crores at that time.

TURNAROUND

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

emphasis on revamping the management set up through

human resources development. As a result, a new vibrant

team was developed with well-defined objectives in

different areas of management. The new team slowly but

effectively brought about a transformation in the operation

of the company since 1984 the track record has been

exceptional which is evident from the turnover record.

47


BRIEF HISTORICAL HIGHLIGHTSBRIEF HISTORICAL HIGHLIGHTS

1974-1982, first phase- turbulent period.

Problem with product, marketing and management

Government takes over

1981, new CEO decides that unless productivity improves

there is no future.

1981 lot of in discipline

Lock out declared

Norms agreed upon to build 40 tyres.

1982 onwards total thrust on productivity.

CEO was tough

Productivity orientation came.

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

public sector.

Introduced welfare measure.

Discipline was causality

IR became bad.

About 52 people were found not to do any work and

just roam around.

48


1994-new CEO-open and understanding and a team

player.

Tried to buy peace many times

Cost has become a major factor

Quality became important due to liberalization and

globalization

1998, short spell of lock out

things became clear

Workers understood the importance of discipline and

productivity to some extent.

1999, Negotiations for long term settlement.

Baroda lock out as the management was about to

achieve a break through in negotiations.

Management advised to go slow.

What seemed a break through was diluted.

49


MARKET POSITIONMARKET POSITION

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

moved from being ‘One of the players’ to ‘A dominant

player’. Now it aspires to be internationally known. It

presently occupies the number 2 position in the Indian

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

presently occupied by MRF tyres.

The company has a large and wide domestic marketing

network consisting of 97 offices, 2000 exclusive dealers

and 1000 multi brand dealers. In 2002, Apollo tyres

launched its Kaizen range mainly to develop the multi

brand dealer network offering them world class products.

The need for transition at Apollo arose primarily to the

hindsight of the CEO which in turn was in response to the

changing external situation. The organization realized that

the weak players will be forced to close down. Seeing the

domestic and foreign competition, the company realized it

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

vying for numbers but considers being a significant global

player as a challenge.

50


MARKET SHARE (DOMESTIC) 1999-2000

Turnover

As can be seen from the table, the turnover for the last

financial year 2004-2005 was 1348.75. Over the last 13

years the company has increased its turnover from 146.19

to 348.75 crores, a nine fold increase. In the next five

years the company aspires to reach the 5000 mark.

The company’s goal states:-

5YHK

Achieve by 2007

A gross profit of Rs. 500 crores

And a turnover of Rs. 5000 crores

At 2004 prices

51


TURNOVER

Year Turnover (Rs. Crores)

Gross Profit (Rs. Crores)

Net Profit (Rs. Crores)

1991-92 146.19 18.38 14.36

1992-93 152.03 16.42 14.79

1993-94 178.2 18.24 15.34

1994-96 (17 months)

274.77 25.78 20.36

1996-97 360.85 4154 33.01

1997-98 500.66 38.07 20.80

1998-99 685.59 33.74 15.63

1999-00 747.85 30.88 25.02

2000-01 1,237.69 49.64 35.3

2001-02 1,413.7 56.25 36.32

2002-03 1,365.19 62.77 40.68

2003-04 1,151.56 63.48 40.02

2004-2005 1,348.75 102.66 76.06

52


METHODOLOGYMETHODOLOGY

Sampling Technique

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

employees who were senior managers and above and 20

employees who were of the level senior officers to assistant

managers

Primary

Questionnaire - A questionnaire was designed and

administered to the training incharge professionals, and

employees drawn from various levels and various

departments in the organization.

Internal – Information regarding the training policies and

procedures was also obtained through personal discussions with

trainers, senior managers and assistant managers.

Secondary

This involved extensive research on apollo’s databases.

Training / HRD manuals, Company reports, house

journals records etc.

Latest books and magazines on HRD

The Questionnaire

The questionnaire consisted of 9 questions which were a

combination of multiple and open ended questions.

53


LIMITATIONLIMITATION

The topic was such that it required vast and thorough study

necessitating complete enumeration of the organization and

analysis of several issues that considerable time which was a

major limiting factor. Collecting information from people during

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

confidentiality was a tough obstacle to conquer. But finally

persuasion won and the study was completed with a degree of

comprehensiveness.

54


TRAINING & DEVELOPMENT ATTRAINING & DEVELOPMENT AT

APOLLO TYRES APOLLO TYRES

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

categories of employees: New Recruits and Others.

Currently, the T&D process is evolving and undergoing

many changes. This document provides the current

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

envisaged by the Corporate T&D group.

Process As It Exists Today

Future Requirement if Different

System should provide

ATL to Give

I. New Recruits: New recruits go through an Induction programme

-same- Linkage from Recr. Module Introduction routing to be provided by the system Recording of Indusction programmes and attendees Recording of Training Details for each attendee

Sample Programme schedule Position chart Recording Format Recording Format

Classroom Training exists for groups joining simultaneously (e.g. In Mkt. Currently)

-same- Drawing up Introduction list from recruitment module Recording of Introduction and attendees Recording of Training Details for each attendee

Recording Format Recording Format

55


II. Other Employees:

Training Needs

Analysis – There are

two kinds of training

needs that get

generated for all

employees –

Those that arise from

the Appraisal

(Appraisal Trng

needs) (Detailed

after next bullet)

Those that arise from

Business Needs

(Business Trng.

Needs) Only in

Marketing at

present. Needs

analysed jointly by

Corp. Trng. Group

and Marketing

Appraisal Training

Needs Analysis

The appraiser at the

end of the appraisal

session, completes

the ‘Identification of

Training Needs’

form.

The appraiser

should complete

System to

provide data

from previous

cycle training

need identified

and training

programmes

attended,

Sample

Training

Needs

Sample

Training

Needs

Appraisal

Format ISO

Formats

HoD collects and

sends these forms to

Corp. HR

Corp. HR copies each

form onto an ISO

format and sends it

back to the appraiser

for signatures

Appraiser sends it

back to Corp. HR

duly signed

Corp. HR collates

and sorts the

the ISO form,

which could

replace the

Identification of

Training Needs

Form

-same-

-same-

Action plan

generated,

completed and

rated

Automatic

collation needs

and planning

Format for

collation

Format for

deciding on

batches

56


training needs. out of training

batches for

each subjects

(e.g. Not

more than

‘x’ number

from a

location,

grouped by

grades/loca

tions etc.)

Calendar

format

Normination

HR decides on

nomination of

employees across

the company for

Training

Programmes, based

on training needs

generated in the

appraisal.

HR sends the

nominees’ names to

respective HoD’s and

letters to nominees

To be done by

HoD, based on

training calendar

and list of

persons with

similar needs,

both to be

provided by HR

HR to send the

nomination

letters, addressed

to the employee,

to be handed over

by the HoD.

Nomination list

to be generated

by system

highlighting

training

completed

against budget,

past year

training data.

System to

generate letter

Nomination

format

Sample

Letter

Training Session

Training programme

Held

Feedback from

Trainee obtained

Action plan follow

through after 3

months

Following records

updated:

Training Record

Training Card

-same-

-same-

-same-

-same-

-same-

-same-

-same-

Complication of

feedback

Average

feedback scores

of faculty,

faculty record

updation system

trigger and

mails to be sent

out

Snapshot

history to be

stored??

Feedback

format

Action plant

format

Action plan

follow

through

format

Training

record

format

Training

57


Card format

Generation of

Training Reports

Does not exist at

present

Number of

training days

attended by given

employee against

given budget:

Of 2 days per

employee in

plants

7 days per

employee in Mkt.

2 days per

employee in Corp.

Number of

training days

completed by

give

unit/location/depa

rtment/group

against budget.

Number of

training days

completed by

company as a

whole against

budget.

System to

generate all

reports

Report

format to

be provided

Parallel Processes 1.

Vendor Selection

-same-

The vendor for

training programes

can be either a

company or a faculty

member.

-same-

In case of a

company, the

-same- System to

crosscheck

Profile

format

Concerned faculty

member’s profile is

sought

Profile against

template??

In all cases faculty is

first given a pilot

programme

-same-

If average rating in Faculty card and Initiate and 2 Formats

58


feedback sheet is 4.2

or avove for normal

programmes (or3.5

for confrontational,

lab type

programmes),

faculty is finalised.

faculty record to

be created,

similar to Training

card and training

record.

maintain

company and

faculty record

Parallel Process

2. Internal Faculty

(Trainer) Selection

-sane-

There is a ‘Train the

Trainer’ programme

which results in a

certification process

at theend, for all

internal faculty

-same- Maintain

records of

internal trainers

and

prompt/suggest

names while

compiling

programme

batches

Certificatio

n format

59


GOALS OF HRD SYSTEM AT APOLLOGOALS OF HRD SYSTEM AT APOLLO

To create on enabling climate that continuously

identity, nurtures and utilize the capabilities of

employees.

To develop the capacity of each employee as an

individual

To develop the capacity of each employee in relation

his/her present job/role.

To develop the capacity of each employee in his/ her

expected future job/role

To develop a mutually supporting relationship between

each employee and his/her supervision.

To develop team spirit and effective functioning of

every subsystem of the organization.

To develop overall health and self reasoning

capabilities in the organization.

The goals of HRD system at ATL are realized through

various sub systems practiced on the company. They are

as follows:

Performance appraisal

Suggestion scheme

60


Training

Awards

Grievance procedure for the employees

Incentive and reward scheme

Employee participation

Communication policies

Socio cultural activities

Employee welfare and quality of work life

Training and Development

Keeping in view the principle of Right person for the

management position, ATL take adequate care while

selecting the employee. Merit is always recognized and

given weightage.

To meet the demands of competition,high premium is

attached to training activities.

Training Objectives

High premium is placed on training and development

activities in the organization keeping in view the following

objectives-

To achieve systematic integration of training in the

organizations mission.

61


To upgrade skills, abilities and capabilities of the

employees.

To establish a distinctive work culture in the

organization.

To meet the organizations need for success, better

performance and growth .

To prepare employees the job meant for them while on

first application, on transfer or on promotion and

impact to them ,the required skills and knowledge.

To assist the employees to function more effectively in

their present positions by exposing them to the latest

concepts, information, techniques and developing the

skills that would be required in the particular fields.

ATL is relentlessly trying to materialize these objectives to

the fullest extent

TRAINING SET UP

Main thrust areas of training

Management training in house

External programs

Overseas programs

Training of trainees

Pre employee training scheme

62


Apprentrenship training

Vocation training coming from other institutions

Other training programs

Training policy

Formulation of training policy

Training and development function

Responsibility of Training and development

63


RESULTS

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

11 11 18

Q.2 Senior officer to Assistant manager

Senior manager and above

26 14

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

11 10 9 10

Q.4 < 25 years 26-34 years

35-45 yrs >45yrs

16 16 8

Q.5

Senior Mgr to Ass. Mgr.

Senior Mgr and above

Upgradation 1-26 16 10

2-9 7 2

3-5 0 5

Promotion 1-6 4 2

2-6 5 1

3-10 4 6

Future assignment

1-6 6 0

2-9 5 4

3-7 3 4

Training in allied fields

1-5 3 2

2-9 9 0

64


3-19 10 9

Preparing for transfer

1-5 2 3

2-6 5 1

3-5 3 2

Develop specific abilities

competencies

1-8 5 3

2-16 10 6

3-11 9 2

Q.6

Performance appraisal

Discussion with

superiors

Training dept

Job rotati

on

Others

Senior off to Ass.M

gr

Senior Mgr.& above

Senior off to Ass. Mgr.

Senior Mgr. & above


Senior Mgr. & above


Senior Mgr. & above

14 5 7 4 4 6 0 0

19 11 10 0

Q.7 Senior manager and above

Outbound (Mr. Santosh Babu) -Ranibhet

1. Team building = 10

2. Internal audit = 3

3. Dr. Atraya’s (W/SH = 5

65


4. Proj. Mgt. (IIMA) = 3

5. LMI Trg. = 3

6. None = 3

7. Vision goals and values = 3

8. Train the trainers = 3

9. IT networking related = 3

Senior officer to assistant managers

1. Adventure in attitudes =3

2. Factory orients =4

3. None = 8

4. Tech. Trg. =3

5. Compt. Trg. = 5

6. Comm. Skills = 3

7. SCM Trg and IIMB =3

8. MDP Dr. Srivastava =4

9. Proj. Mgt. IIMA =3

10. Team Building =3

11. Plant orient =3

12. Best prac. Benchmarking =3

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13. Inv. Mgt. =3

14. Fin. For non fin. =3

15. HRIS = 3

Q.8

Man days

training’s

Senior and

above

Senior to

assistant

1-5 days 10 4

5-10 6 4

10 days or more 5 3

None 2 6

Q9.

Senior Officer to

Assistant

Manager

Senior

Manager and

above

Improving work

performance

14 8

Future growth 5 3

Not at all 7 3

Total 26 14

ANALYSIS AND CONCLUSIONANALYSIS AND CONCLUSION

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Q.1. WORK EXPERIENCE AT APOLLO TYRES

Q.2 DESIGNATION

Q.3. EDUCATION QUALIFICATION

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Q.4. AGE GROUP

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Q.5 PURPOSE OF TRAINING

Rank

Senior officer

to assistant

manager

Senior

manager

and above

Upgradation of abilities 1 1

Preparing for promotions - -

Preparing for future

assignments in same

position

3 3

Training in allied fields 2 -

Preparing for transfers - 2

Develop specific

abilities/ competence

- -

It is seen from the analysis that both the levels of

employees think that upgradation of training and training

for allied fields is the least important.

While senior officers to assistant managers feel that

preparing for transfers is the second most important

purpose of training senior managers and above feel that

developing specific abilities/ competencies is the second

most important purpose of training so a difference in

perception exists here.

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Q.6 IDENTIFICATION OF TRAINING NEEDS

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TRAINING DEPARTMENT

73.68% of senior officers to assistant managers felt that

training needs are identified through performance

appraisal whereas only 2.6.31% of senior managers and

above felt the same.

66.63% of senior officers to assistant managers felt that

discussion with superiors is a method of identifying

training needs whereas 36.36% of senior managers and

above felt the same.

40% of senior officer to assistant managers felt that

training needs are identified by the training department

and 60% of senior managers and above felt the same.

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Hence a significant difference in perception exists

between the two levels when it comes to identifying

training needs.

The analysis also shows that none of the employees at

both the such felt that after job rotation was a means of

identifying training needs.

Q.7 Training programmes attended

The employees were asked to list any 3 training

programme they had attended in the last two years.

Most of the senior managers and above remembered

attending the ‘Team Building Exercise by Mr. Santosh Babu

at Ranibhaet and Dr. Atraya’s Workshop.

A majority of the senior officers to assistant managers had

not attended a single training progrmame.

The few that had attended, had undergone a ‘Computer

Training Programme’.

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

managers and above who had not attended a single

training progrmme. Some of the other training

programmes attended by them were ‘Train the Trainees’

and ‘Project Management at IIM Ahmedabad’ A few

training programmes attended by Senior Officers to

Assistant Managers were ‘Project Management at IIM

Ahmedabad and MDP by Dr. Srivastava.

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Q.8 Man Days of Training

35% of the employees had attended upto 5 man days of

training. Out of this 71.5% were senior managers and

above and 28.5% were senior offices to assistant

managers.

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

training. Out of this 60% were senior managers and above

and 40% were senior officers to assistant managers 20%

of the of the employees had attended more than 10 man

days of training. Out of this 62.5% were senior managers

and above and 37.5% were senior officers to assistant

managers.

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

of training. Out of this 75% were senior officers to

assistant managers and 25% were senior managers and

above.

Q.9 How has the training provided helped you?

53.8% of senior officer to assistant managers felt that the

training they received helped them to improve their work

performance and 57.1% of senior managers and above flet

the same.

19.2% of senior officers to assistant managers felt that the

training they received helped them for future growth and

21.4% of senior managers and above felt the same.

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26.9% of senior officer to assistant managers felt that the

training did not help them at all and 21.4% of senior

managers and above felt the same.

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

that the training provided to them has helped them mainly

in improving their work performance.

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RECOMMENDATIONSRECOMMENDATIONS

1. Training should be given according to the job profile of

the employees.

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

oriented workshops since they are required to work in

teams. Whereas an officer level employee needs to

enhance his computer skills. Hence training

programmes have to be designed accordingly.

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

undergone in the last two years didn’t help them at all,

a feedback session should be made mandatory after

every training session, in order to ascertain whether

the above idea behind the training programme had

been accomplished or not.

3. Every now and then the employees should be

encouraged to identify their own training needs which

would enhance employee morale and also shift the

burden from the superior to the employee him self.

4. Rather than just investing money on various training

programmes, Apollo Tyres Ltd. should also concentrate

on regular training evaluation.

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SCOPE OF FURTHER RESEARCHSCOPE OF FURTHER RESEARCH

The training needs analysis is the base for all training

activities in Apollo Tyres ltd. Efforts at all levels of the

organisation are made to identify and meet the training

needs of the employees. Priority is given to ‘need base

training’ which can have direct impact on the employees’

performance and improve work efficiency. The training and

development department takes into consideration the

annual appraisal report of the employees for analysing the

training needs.

The training programmes usually provided valuable inputs

to the trainees for performing present as well as future

roles effectively.

Also, at the end of each training session trainers

impressions about the session should be recorded in a

register which gives an weight into the trainees

performance during the training period. The timely

feedback of both the trainers and the trainees helps in

taking corrective action for future training programmes.

This analysis has depicted what common training and

development techniques are adopted by from and has

provided an insight into the training and development

system followed by Apollo Tyres Ltd.

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But still much more can be done. Suitable strategies can

be framed to develop a team of highly motivated and

committed work force so that the company can make

inroads into the international markets and build a

favourable image there. The quest for improvement should

never end as it is an endless journey.

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BIBLIOGRAPHYBIBLIOGRAPHY

Apollo Tyres.com

Apollo Tyres Limited Induction Book

HR.com

Mirza S. Saiyadain - Human Resource Management 2nd

Edition Publishers – Tata McGraw-Hill.

V.K. Dubey – Management of Training and Development

and Motivation Skills.

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LOCATION OF APOLLO DELEARS OUTSIDE INDIA

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a study of training and development process at apollo tyres[1]

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