A Study of Training and Development Process at Apollo Tyres[1]

TRAINING AND DEVELOPMENT

A STUDY OF TRAINING AND DEVELOPMENT PROCESS AT APOLLO TYRES


ACKNOWLEDGEMENT I w iis s h t o e xp xp r es es s m y s in in c ce e re re g ra ra ti ti t u ud d e t o my g u uii d e Mr. K. Prabhakar (Head Corporate HR Apollo Tyres Ltd.) for taking personal interest, providing valuable guidance, enco encour urag agem ement ent and and

time timely ly su super pervi visi sion on thro throug ugho hout ut the the

completion of this project. I am extr extrem emel ely y inde indebt bted ed to Mr . for for his his guid guidan ance ce and and enriching enriching suggestions suggestions without without which this project would be lacking in competence.


TABLE OF CONTENTS

Executive Summary

1

Introduction •

•

Training and Development Review of Literature

3 26

Scope of The Project •

Significance

32

•

Project Objectives

33

•

Company Profile

34

Methodology

50

•

Sample

50

•

Data Collection

50

•

Limitation

51

•

Training an and De Development at at Ap Apollo Tyres

52

Results

61

Analysis and Conclusion

65

Recommendations

73

•

Scope of Further Research

Bibliography

74 75


EXECUTIVE 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 remain competi competitiv tive. e. Today Today indivi individual duals s and organi organizati zations ons must become continuous learners to survive and hence it is not surpris surprising ing to find find that that most most success successful ful organis organisati ations ons operate in a continuous learning mode. The challeng challenge e of globali globalizati zation, on, technol technologi ogical cal innovat innovation ion incr increas easin ing g

comp compet etit itio ion n

and grow growth th

thro throug ugh h

expan expansi sion on,,

diversification and acquisition has had a wide-ranging and far

r e a c h in g

imp a c t

on

H RD.

There

is

a

ne e d

for

a

continuous continuous process that aims at providing providing fresh knowledge knowledge and and skil skilll inpu inputs ts to the the empl employ oyee ees s so as to ensu ensure re the the development of their competencies, dynamism, motivation and effectiveness in a systematic and planned way, thereby impr improv ovin ing g

the the

e ff ff ec ec ti ti v en en es es s. s.

prod produc ucti tivi vity ty As

a

and and

r es es ul ul t ,

over overal alll

t ra ra in in in in g

a nd nd

orga organi niza zati tion onal al d ev ev el el o pm pm e nt nt

activ activit itie ies s have have acqui acquire red d great great sign signif ific icanc ance e and and are are now 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 a ct ct iv iv it it ie ie s

h av av e

a ss ss um um e d

an

i mp mp or or ta ta nc nc e

witnessed in Indian corporate history.

1

n ev ev er er

b ef ef or or e


Training is the process of assisting a person in enhancing his efficiency and effectiveness at work by improving and u pd at in g

h is

p rof es si on al

k no wl ed ge

d eve lop in g

h is

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.

2


TRAINING AND DEVELOPMENT – SCALING NEW HEIGHTS Corporate success depends upon having and retaining talented people. This is true today as it has always been. T he

s ho rt ag e o f s uc h p eo pl e i s w id el y a cc ep te d a nd

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

v it al

to

t he

c or por at e

su cc es s

ar e

r ec og niz ed ,

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

3


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.

4


The term 'development' usually refers to improving the intellectual or emotional abilities needed to do a better job.

5


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. 6


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 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 1. Motivation and skills lead to matter

knowledge

by

a

participant leads to action.

action. Skills are acquired through practice.

2. The participant learns what 2. Learning

is

a

complex

the trainer teaches. Learning

function of the motivation

is a simple function of the

and

capacity of the participant to

individual

learn and the ability of the

norms of the training groups

trainer to teach.

the training methods and the

capacity

of

participant,

the 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 3. Improvement on the job is

improvement on the job.

complex

function

of

individual learning the norms 7


of the working group and the general

climate

organization. learning

of

the

Individual

used

leads

to

frustration. 4. Training is the responsibility 4. Training is the responsibility of the training institution. It

of

three

begins and ends with the

participant organization the

course.

participant, and the training institution.

partners:

It

has

the

a

preparatory pertaining and a subsequent, phase.

All

post-training 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.

8


INTERACTION BETWEEN TRAINING & DEVELOPMENT AND OTHER HUMAN RESOURCE FUNCTIONS The

Training opportunities reduce the demand for highly qualified applicants

interaction between training and developmen t and other human resource functions

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

Training and develop ment

Training helps employees perform better Performance evaluations provide information that helps to assess training needs

Performa nce evaluatio n

Training should improve performance and result in higher levels of pay Financial incentives can create greater enthusiasm for training and increased participation Skilled employees should perform better, reducing the probability of grievances and discipline

9

Compens ation

Employee relations


Unions may participate in the design and presentation of the training 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 cyc le are:Stage1: Identification of training needs. Examining what s ki lls a nd a ttr ib ut es ar e n ec es sa ry f or t he jo b t o b e 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

participants

of

v ie w

of

tra ining .

Re act ion

feelings

towards

the

involve s

training

th e

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. 10


Identification of training needs

DESIGN,

Reaction to and learning from the trainin

Transferring training tot he work place

Evaluation of the impact on the organisation

Measuring perspective effects.

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

11


wo rk in g.

I t is

i mp or ta nt

t o n ot e t he

f ee db ack

lo op s.

Feedback on the process of actually delivering the training c an c om e f ro m t h e r e ac ti on a nd l ea rn in g s t ag e,

t he

tra nsfer

the

of

e va lu at io n

the

tra ining

to

the

work

pla ce

and

o f t h e i mp ac t o f t he t ra in in g. T he m ai n,

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? 12


These are the focal points, which require attention of the H R p ro fe ss io na ls t o a ss es s t he t ra in in g n ee ds o f t he 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 e ff or ts . T he re fo re , o ne ha s t o k no w wh et he r su ch a n 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 13


available. Evaluation is the tool whereby information about t he

re su lt

of

t ra in ee s,

in te ra ct io n

w it h

t he

l ea rn in g

experiences systematically collected and analyzed. Thus, evaluation can provide useful data both for improvement of training

a nd

e nha nce ment

of

lea rning.

In

brie f

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.

•

I t p ro vi de s

a

b as is

f or

i nt ro du ct or y

t he

n ec es sa ry

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

ma inta ine d

and

re in forc ed,

whils t

ne ga tiv e

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 reallocated to

14


where they may make a greater impact. Efficient training design: I t t hro ws a n e mp has is o n 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

ga in

e nha nc ed

s ta ture

from

hav in g

systemat ic

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 demonstrate a successful

to

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 t he

t ra in in g

f un ct io n

i s,

r eg ar dl es s

of

w he th er

an

evaluation system is in place or not. Given this, it is very important that the HR controls the choices of appropriate 15


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 objective

Develop criteria

Training and development phase Select training Pretest methods and trainees learning principles

Conduct training

Feed back 16

Monit or trainin g

Evaluation phase Compare training outcomes against criteria


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

17


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.

18


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.

19


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 20


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, autoteaching 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

21


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.

22


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

23


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.

24


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 anothe anotherr – latera laterall lly y or vertic verticall ally y in the organ organiza izatio tion n struct structure ure.. This This kind kind of employ employees ees’’ movem movement ent withi within n an organ organiza izatio tion n is known known as internal mobili mobility. ty. Internal Internal mobility mobility includes includes a cluster cluster comprising, may take place between jobs in section, sections, departments, division or even between plants in multi - plant operations. Promotion Promo Promotio tion n is the upward upward reassi reassignm gnment ent of an indivi individua duall in an organization’s

hierarchy,

accompanied

by

increased

respon responsib sibil iliti ities, es, enhanc enhanced ed status status,, and usuall usually y with with increa increased sed inco incom me, thou though gh not not alwa always ys so.

On being being prom promot oted ed,, the the

promoter’s duties and responsibilities increase, and the higher one goes in an organization the greater the implications of the individu individual’s al’s decision decisions s on the viability viability of the enterpr enterprise. ise.

After

promo promotio tion, n, an indiv individ idual ual’s ’s duties duties and respon responsib sibil iliti ities es usuall usually y becomes qualitatively different from those of this earlier job. The following are the objectives of promotion: promotion: 1. It is recogn recognitio ition n of a job well well done done by an emplo employee. yee. 2. It is a device device to retain retain and and reward reward and emplo employee yee for his his years of service to the company. 3. It is to increase increase individ individual ual and organiza organization tional al effectivenes effectiveness. s.

25


4. It is to promot promote e a sense of job job satisfacti satisfaction on in the employ employee. ee. 5. It is to build build loyalty, loyalty, moral morale e and a sense sense of belongi belongingn ngness ess in the employee. 6. It is to impr impres ess s upon upon other others s that that oppo opport rtun unit itie ies s are are open open to them also in the organization, 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 plac place e

emph emphas asis is on thei theirr

obje object ctiv ives es,,

fill fillin ing g

job job

vaca vacanc ncie ies, s,

eliminating employee surpluses, correcting behavioral problems, etc. Promotio Promotion n maintai maintains ns organizat organizationa ionall effectiven effectiveness ess through through maintenance of employee moral and favorable attitudes towards the the orga organi niza zati tion on..

Demo Demoti tion ons s freq freque uent ntly ly us used ed as from from of

disciplinary disciplinary action since it represents loss of status and earning. Tra Trans nsfe fers rs are are requ requir ired ed in the the proc proces ess s of orga organi niza zati tion on job job requ equiremen ements ts,,

job

rotati tatio ons

and and

fil filling

in

abs absente enteei eism sm,,

separations and termination, such as discharge and dismissal, from a part of the outward mobility of an organization. organization.

26


REVIEW OF LITERATURE A number of studies on the identification of training needs in India are available. Some of them deal with the general f ra ra me me wo wo rk rk

w h il il e

o th th er er s

a re re

s pe pe ci ci f ic ic

c om om pa pa ny ny

b a se se d

studies. For For

trai traini ning ng acti activi vity ty to be meani eaning ngfu ful, l, Dayal ayal (197 (1970a 0a))

suggests suggests that that a detailed detailed study study of jobs jobs and skill skill analysis analysis is is absolu absolutel tely y necessa necessary. ry. The traini training, ng, thus, thus, imparte imparted d would would help the employee to adjust to their job requirements. As far as the supervi supervisor sory y categor category y is concerne concerned. d. Sundara Sundaram m (19709) points out that the training needs for supervisors can be identified identified through through careful careful observation observation of their their work which which is indicativ indicative e high high cost cost,,

of poor perfor performan mance, ce, low producti production, on,

poor poor prod produc uctt

qual qualit ity, y, high high sc scra rap, p, sp spoi oila lage ge,,

wastage, accidents, absenteeism, and turnover. The day-today complaints complaints and and grievances grievances also form a useful sources sources for identifying their training needs. Given that supervisors are the first contact point for the workers. Ghosh (1984) stres stresse ses s the need need for for behavi behavior oral al inpu inputs ts in any trai traini ning ng prog progra ramm mme e

orga organi nized zed for manag managers ers..

Srin Sriniv ivasa asan n

(1977 (1977))

recommends that their training programmes should focus on corpora corporate te planni planning, ng, organi organizati zationa onall develop developmen ment, t, and personnel management. Bhatia Bhatia (1981) (1981) sees sees a shi shift ft from knowl knowledg edge e

to attitud attitude e as

the main objective objective of training. training. He identifies identifies three three areas of

27


trai traini ning ng--

techni technical cal skill skills s

and and know knowle ledg dge, e, know knowle ledg dge e

of

organ organiz izati ation on and and exter external nal sy syste stems ms,, and conce concept ptual ual and interp interperso ersonal nal skills skills.. He

suggest suggests s that that the

th he e se se t h hrr ee ee m u st st v ar ar y a cc c c or or d in in g

emphas emphasis is on

t o t he h e l ev ev el el o f t he he

employee. The workers training should focus on technical s k il ls

and

k n o w le d g e

f o ll o we d

by

conceptual

an d

inte interp rpers erson onal al skill skills, s, and and knowl knowledg edge e of orgna orgnais isati ation on and externa externall

system systems. s. In the case of superviso supervisors, rs, concept conceptual ual

and interpersonal skills should be emphasized followed by t e c h n ic a l

s k i l ls

and

k n o w le d g e ,

and

k n o w le d g e

of

organisation and external environment. As far as managers a re re c on on ce ce rn rn ed ed , t h he e s eq eq u ue e nc nc e i s t h he e s am am e a s t h ha a t f or or s u p e rv rv i s o r s

e xc xc ep ep t

t ha ha t

the

o r d er er

of

k n o w l e dg dg e

of

organization and external environment and technical skills and knowledge is interchanged. Seth (1984) administered a 720item questionnaire on 119 p e rs rs on on n ne el

m a n a ge ge rs rs .

The

cluste r

a na na ly ly si si s

r e ve ve al al e d

personnel managers to be more employee oriented; able to recognize recognize the utility utility of group processes, processes, and 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 belie beliefs fs under underly lyin ing g mana manager geria iall phil philos osop ophy hy and and thei theirr inter relatedness. As far as ident identif ifyi ying ng conce concern rned, ed,

Glaxo Glaxo

train trainin ing g needs needs by the compan company y is

Labo Laborat rator ories ies

factors. 28

consi consider ders s

the the

follo followi wing ng


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) Studie s

on

the

id ent ific ati on

of

tra ining

ne eds

th us

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

29


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.

30


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

ofte n

ide ntify

ga ps

in

va rious

a reas

of

orgnaisational functioning. 10.

Suggestions: p ar ti cu la r

A

a bo ut

n umbe r

of

s ug ge st io ns

orga nisa tion s a nd

t ak e

a re

ve ry

t he m

v er y

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 satisfa ction,

kn owle dge

le ve l

and

a tt itud e

towa rds

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

performance

to

a

task

area

appraisals,.

that

World

you

teach

processing,

(e.g., 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 time

whe n

the

nee d

can be tolerated between the

f or

pe rf orma nc e

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 the part of job incumbents.

32

task on


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


SIGNIFICANCE The significance of the study on training and development by the new researchers, has increased due to rapidly ch anging

tec hnology

a nd

work

c ulture

in

indust ria l

environment due to an increasingly skilled workforce and very competitive global marketing. T ra in in g

is

v er y

mu ch

e ss en tia l

to

u pg ra de

sk ill s

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 OBJECTIVES The objective of my study is to examine the training and development process being followed by Apollo Tyres Ltd by •

Honing

p er so nn el ,

up

identified

f or

mo re

functional

e ff ec ti ve

skill

areas

c on tr ib ut io n

of

to

t he

growth

and

organization. •

Providing

platforms

for

professional

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 pa rameters which forms the basis of the questionnaire1. 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 perce ption of individuals who have gone through this process. The

35


outcome will depict whether difference in perception exists between two levels of employees or not.

COMPANY PROFILE •

Apollo Tyres Limited was incorporated in the year 1972, in

technical

International C on ti ne nt al

collaboration Corporation,

A G,

with USA

G er ma ny ,

t he

General

(now

Tyre

owned

f ou rt h

la rg es t

by t yr e

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 1 99 1 a nd i n t he y ea r 1 99 5, t he c om pa ny t oo k o ve r P re mie r

T yr e

L imit ed

at

C oc hin

an d

Ap ollo

b ra nd

products are being made there. •

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

•

T he c or po ra te o ff ic e o f t he c om pa ny i s l oc at ed a t 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. 36


•

Apollo

is

the

market

lea der

segment. In truck tyres, their

in

the

re plac ement

brand like Hercules,

Load Star Super, Amar, Xt-7, Xt-9 is very well accepted. I n r ad ia ls t he y h av e t he A ma ze r X L a nd t he s to rm range of tyres a nd 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 a nd 1 00 0 mu lt i b ra nd d ea le rs . T he 2 00 0 e xc lu si ve dealers are under the brand of “Apollo Tyre World”. T hi s n et wo rk h el ps A po ll o t o e ns ur e e xc el le nt a nd 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 E qu ip me nt

M an uf ac tu ri ng

( OE M)

a nd

i ns ti tu ti on al

buyers other than the replacement market. The state transport undertakings and the government agencies are also amongst the customer base of Apollo. •

Apollo

has

ide ntifie d

export

as

the

f oc us

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).

37


•

Apollo has another subsidiary company namely, Apollo Finance Limited doing merchant banking, finance and leasing business.

•

I t w as in t he ye ar 1 98 2 t ha t Ap oll o t yre s l imit ed 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 t ea m u n de r t h e l e ad er sh ip o f V i ce C ha ir ma n

a nd

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 p rof es sio na l e mp loy er

of

w or kin g t he

f or

h ig he st

t he m,

ma ki ng

n umb er

of

t he m

t he

ma na ge me nt

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 Peramb ra

Baroda

Kalamas sery

Ranjang ao n

Conversio n unit and other sources

3,44,000

5,26,000

2,84,000

1,30,000

Building Area (m2)

36,000

63,600

32,600

13,000

TCIL, S Kumar’s and other flap manufactur er

Installed Capacity (MT/Day)

118

192

55

30

Land Area (m2)

TOTAL INSTALLED CAPACITY: 455 MT/ Day

OUR PRODUCTION GROWTHS Year Mt/Da y

Pera mbra

Barod a

Premi er

Pune

TCIL

Other conve rsion units

Total

199094

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)

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

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

Nizhnekamsksh in a

300

Russia

23

Ceat

295

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

Rank is India if Indian Company

1

4

Country

India

India


PRODUCT RANGE Category

Size

HCV

10.00-20

HCV

PLY Rate

Brand Name

Type

16

XT-7

LUG

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

RI B

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

FARM

12.4-28

12

KRISHAK SUPER

TRACTOR REAR

FARM

13.6-28

8

KRISHAK SUPER

TRACTOR REAR

FARM

13.6-28

12

KRISHAK SUPER

TRACTOR REAR

FARM

16.9-28

12

KRISHAK

43

TRACTOR REAR


SUPER FARM

12.4-28

8

POWER FUL

TRACTOR REAR

FARM

12.4-28

12

POWER FUL

TRACTOR REAR

FARM

13.6-28

8

POWER FUL

TRACTOR REAR

FARM

13.6-28

12

POWER FUL

TRACTOR REAR

FARM

16.9-28

12

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

FARM

6.00-19

8

BHIM

ADV

FARM

7.00-19

10

BHIM

ADV

FARM

8.00-19

10

BHIM

ADV

CAR&JEEP

145/70-R12

AMAZON XL

PASSENGER RADIAL

CAR&JEEP

145/70-R13

AMAZON XL

PASSENGER RADIAL

CAR&JEEP

155/80-R13

AMAZON XL

PASSENGER RADIAL

CAR&JEEP

175/70-R13

AMAZON XL

PASSENGER RADIAL

CAR&JEEP

175/80-R13

AMAZON XL

PASSENGER RADIAL

CAR&JEEP

195/70-R13

AMAZON XL

PASSENGER RADIAL

CAR&JEEP

195/80-R15LT

AMAZON XL

PASSENGER RADIAL

CAR&JEEP

145/80-R12

AMAZON

PASSENGER RADIAL

CAR&JEEP

175/80-R13

AMAZON

PASSENGER RADIAL

CAR&JEEP

155/80-R14

AMAZON

PASSENGER RADIAL

CAR&JEEP

175/80-R14

AMAZON

PASSENGER RADIAL

CAR&JEEP

1+65/80-R-

AMAZON

PASSENGER

44


15T CAR&JEEP

195/80-R15 T

CAR&JEEP

4.50-12

CAR&JEEP

RADIAL STORM

4-MD RADIAL

6&8

ARMOUR

PASSENGER BIAS

5.65-12

6

ARMOUR

PASSENGER BIAS

CAR&JEEP

5.60-13

6

ARMOUR

PASSENGER BIAS

CAR&JEEP

5.20-14

6

ARMOUR

PASSENGER BIAS

CAR&JEEP

5.90-15

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 LAST DECADE 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, t he

c omp an y

st art ed

i nc urr in g

h ea vy

l os se s.

B y 3 1st

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 t ea m

wa s

d ev elo pe d

w it h

w ell -d ef in ed

o bje ct iv es

in

different areas of management. The new team slowly but effectively brought about a transformation in the operation o f t he c om pa ny s in ce 1 98 4 t he t ra ck r ec or d h as b ee n exceptional which is evident from the turnover record.

47


BRIEF 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.

1 98 0- 93 , w el fa re p er io d b y a C EO w ho j oi ne d f ro m 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


1 99 4- ne w

C EO -o pe n

an d

u nd ers ta nd in g

a nd

a

t ea m

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. •

B ar od a l oc k o ut a s t he m an ag em en t wa s a bo ut t o achieve a break through in negotiations.

•

Management advised to go slow.

•

What seemed a break through was diluted.

49


MARKET 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 a nd 1 00 0 mu lt i b ra nd d ea le rs . I n 2 00 2,

Ap oll o t yr es

launched its Kaizen range mainly to develop the multi brand dealer network offering them world c lass 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

Modi

MRF

12%

19%

TCIL 1%

VTL

ATL

6%

18%

JK

Premier

14%

Birla

GY

Ceat

6%

2%

9%

13%

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


METHODOLOGY 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 a pollo’s databases. •

T ra in in g

/

H RD

m an ua ls ,

C om pa ny

r ep or ts ,

h ou se

journals records e tc. •

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


LIMITATION 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 AT APOLLO TYRES Training and Development (T&D)at ATL is classified for two c at eg orie s

of

e mp lo ye es :

Ne w

Re cru it s

a nd

Ot he rs .

Currently, the T&D process is evolving and undergoing ma ny

c ha ng es .

T hi s

d oc ume nt

pr ov id es

t he

c urr en t

process as it exists as well as the new process as it is envisaged by the Corporate T&D group. Process As Exists Today

It

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

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

Future Requirement Different -same-

System should if provide

Linkage from Recr. Module Introduction routing to be provided by the system Recording of Indusction programmes a nd a tt en de es Recording of Training Details for each attendee Drawing up Introduction list from recruitment module Recording of Introduction and attendees Recording of Training Details for each attendee

-same-

55

ATL Give

to

Sample Programme schedule Position chart Recording Format Recording Format

Recording Format Recording Format


II. Other Employees: Training Needs Analysis – There are two kinds of training needs

that

generated

Sample

get

for

Training

all

Needs

employees –

Sample

Those that arise from the

Training

Appraisal

(Appraisal

Needs

Trng

needs)

(Detailed

after next bullet) Those that arise from Business

Needs

(Business

Trng.

Needs)

Only

in

Marketing

at

present.

Needs

a na ly se d C orp .

j oi nt ly

Tr ng .

by

Appraisal

Grou p

Format

and Marketing A pp rai sa l

Tr ai ni ng

end of the appraisal s es si on ,

The

trai ni ng

appraiserneed

identified

should complete

and

Formats

training

programmes attended,

Needs’

collects

and

the

ISO

form,

Action

could

generated,

the

c om pl et ed

sends these forms to

which

Corp. HR

replace

Corp. HR copies each

I de nt if ic at io n

form

data

cy cle

the ‘Identification of form. HoD

provide

pr ev iou s

c om pl et es

Training

to

fr om

Needs Analysis The appraiser at the

System

ISO

onto

an

ISO

format and sends it

T ra in in g

plan a nd

o f rated Ne ed s

Form

back to the appraiser for signatures A pp rai se r back

to

se nd s Corp.

it HR

Fo rma t -same-

collation

duly signed Corp.

HR

and

sorts

Automatic collates

f or

-same-

collation

the

and

56

Fo rma t needs

planning

f or

deciding on batches


training needs.

out

of

training

batches

for

each subjects

(e.g.

Not

mor e ‘ x’

th an

n um be r

from

a

location, grouped

by

grades/loca tions etc.) Calendar format Normination HR

To

decides

on

nomination

HoD,

done

ac ross

company

for

Training

by Nomination

based

of training

e mpl oyees the

be

and

on

calendar list

with needs,

Programmes,

based

both

on

needs

provided by HR

training

generated

in

to

be

the

appraisal.

to be generated by training completed against budget, past

year

training data. HR

to

send

the

Sample System

the

letters, addressed

generate letter

nominees’ names to

to the employee,

respective HoD’s and

to be handed over

letters to nominees

by the HoD.

sends

Training Session Training

to

Letter

-same-

programme

Held Feedback

from

-same-

Complication

-same-

feedback

format

Average

Action plant

-same-

feedback scores

format

-same-

of

faculty,

Action

r ec or d

follow

Trainee obtained Ac tion

format

system

nomination HR

Nomination

of highlighting

persons similar

list

pl an

through

fol low

after

3

months Foll owi ng

f ac ul ty rec or ds

-same-

updated: Training Record

-same-

of Feedback

updation system

through

trigger

format

and

plan

mails to be sent

Training Card

ou t Snapshot history stored??

Training to

be

record format Training Card format

57


Generation

of Number

Training

Reportstraining

Does

not

exist

at

present

of System days

attended by given

generate

to

Report

all

format

reports

be provided

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 company whole

by as

a

against

budget. Parallel Processes 1. Vendor Selection The vendor t ra in in g can

-same-

for -same-

p ro gr am es

be

either

a

company or a faculty member. In case

of

a

to

Profile

company, the C on ce rn ed f ac ul ty

crosscheck P ro fi le a ga in st

format

member’s

template??

profile

given

a

System

is

sought In all cases faculty is first

-same-

-same-

pilot

programme If average rating in

Faculty card and

Initiate

feedback sheet is 4.2

faculty record to

maintain

or avove for normal

be

company

programmes

similar to Training

(or3.5

created,

58

to

and and

faculty record

2 Formats


for

confrontational,

lab

type

card and training record.

programmes), faculty is finalised. Parallel Process 2.

I nt er na l

-sane-

F ac ul ty

(Trainer) Selection There is a ‘Train the Trainer’ whi ch

-same-

Maintain

programme

resul ts

in

records

a

Certification of format

internal trainers

certification

process

an d

at

for

prompt/suggest

theend,

all

internal faculty

names compiling programme batches

59

while


GOALS OF HRD SYSTEM AT APOLLO •

To

c rea te

id en tit y,

on

e na blin g

n urt ur es

a nd

c li ma te u tili ze

t ha t

t he

c on tin uo us ly

c ap ab ilit ie s

of

employees. •

T o d ev el op

t he

c apa ci ty

of

ea ch

e mp loy ee

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 K ee pi ng i n v ie w t he p ri nc ip le o f R ig ht p ers on f or t he 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 H ig h p re mi um i s p la ce d o n t ra in in g a nd d ev el op me nt activities in the organization keeping in view the following objectives-

61


•

To achieve systematic integration of

training in the

organizations mission. •

T o u pg ra de

s ki ll s,

a bi li ti es

a

distinctive

a nd

c ap ab il it ie s o f t he

employees. •

To

establish

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 f ir st

a pp li ca ti on , o n t ra ns fe r o r o n p ro mo ti on

a nd

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 62


•

Training of trainees

•

Pre employee training scheme

•

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

Q.2

Q.3

Q.4

< 5years

5-7 years

>7 years and above

11

11

18

Senior officer to Assistant manager

Senior manager and above

26

14

Engg/PG

Mgt Grad

CA/ICWA

Others

11

10

9

10

< 25 years

26-34 years

35-45 yrs

>45yrs

16

16

8

Q. 5

Upgradation

Promotion

Future assignment

Training in allied fields

Senior Mgr to Ass. Mgr.

Senior Mgr and above

1-26

16

10

2-9

7

2

3-5

0

5

1-6

4

2

2-6

5

1

3-10

4

6

1-6

6

0

2-9

5

4

3-7

3

4

1-5

3

2

64


2-9

9

0

3-19

10

9

1-5

2

3

2-6

5

1

3-5

3

2

1-8

5

3

2-16

10

6

3-11

9

2

Discussion with superiors

Training dept

Preparing for transfer

Develop specific abilities competencie s

Q. 6 Performance appraisal

Job rotati on

Other s

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

65


3. Dr. Atraya’s (W/SH

= 5

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 66


12. Best prac. Benchmarking

=3

13. Inv. Mgt.

=3

14. Fin. For non fin.

=3

15. HRIS

= 3

Q. 8 Man days

Senior and

Senior to

training’s

above

assistant

10

4

5-10

6

4

10 days or more

5

3

None

2

6

1-5 days

Q9 . Senior Officer to

Senior

Assistant

Manager

Manager

and above

Improving

work

14

8

Future growth

5

3

Not at all

7

3

26

14

performance

Total

ANALYSIS AND CONCLUSION

67


Q.1. WORK EXPERIENCE AT APOLLO TYRES

12 10 8 6 4 2 0 Less than 5 years

6-7 Years

More than 7 years

Senior officer to Assistant Manager Senior Manager and above Q.2 DE SI GNATI ON 30 25 s e e y o l p m e f o 8 . o N 7

6 5 4

20 15 10 5 0 Senior managerand above

Senior officer to assistant manager

Designation Q.3. EDUCATION QUALIFICATION

3 2 1 0 Engg./PG

Mgt. Grad 68

CA/ICWA

Senior officer to Assistant Manager

Others

Senior Manager and above


Q.4. AGE GROUP 14 12 10 8 6 4 2 0 Less than 25 years

26-34 Years

35-45 Years

Senior officer to Assistant Manager

69

Morethan 45 Years

Senior Manager and above


Q.5 Purpose of Training Rank Senior officer

Senior

to assistant

manager

manager

and above

Upgradation of abilities

1

1

Preparing for promotions

-

-

Preparing

3

3

assignments

for in

future same

position Training in allied fields

2

-

Preparing for transfers

-

2

Develop

-

-

specific

abilities/ competence It is see n from the ana lysis that both the le vels 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.

70


Q.6 IDENTIFICATION OF TRAINING NEEDS

PERFORMANCE APPRAISAL Senior Mgr. and above 25.5%

Senior officer to Asstt. Mgr. 74.5%

DISCUSSION WITH SUPER IORS

Senior Mgr. and above 35.3%

Senior officer to Asstt. Mgr. 64.7%

71


TRAINING DEPARTMENT

Senior officer to Asstt. Mgr. 40%

Senior Mgr. and above 60%

73.68% of senior officers to assistant managers felt that t ra in in g

n ee ds

a re

i de nt if ie d

t hr ou gh

p er fo rma nc e

appraisal whereas only 2.6.31% of senior managers and above felt the same. 66.63% of senior officers to assistant managers felt that d is cu ss io n training

w it h

s up er io rs

is

a

m et ho d

of

i de nt if yi ng

needs whereas 36.36% of senior managers and

above felt the same. 4 0% o f s en io r o ff ic er t o a ss is ta nt m an ag er s f el t t ha t training needs are identified by the training department and 60% of senior managers and above felt the same.

72


He nc e

a

s ig nif ic ant

d if fe re nc e

in

p er ce pt ion

e xis ts

b et we en t he t wo l ev el s w he n i t c om es t o i de nt if yi ng 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. M os t o f t he s en io r ma na ge rs a nd a bo ve r em em be re d 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

ma na ge rs an d a bo ve w ho h ad n ot a tt en de d a s in gl e training

progrmme.

Some

of

the

other

training

programmes attended by them were ‘Train the Trainees’ a nd

‘ Pro je ct

M ana ge me nt

training programmes A ss is ta nt

M an ag er s

at

attended w er e

I IM

A hme da ba d’

by

‘ Pr oj ec t

Senior Officers M an ag em en t

Ahmedabad and MDP by Dr. Srivastava.

73

A

at

f ew to I IM


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 o f t ra in in g.

O ut

o f t hi s 7 5%

we re

se nio r o ff ic er s t o

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.

74


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.

75


RECOMMENDATIONS 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.

76


SCOPE 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

ea ch

training

session

tra iners

impressions about the session should be recorded in a register

which

p er for ma nc e

gives

d uri ng

an

t he

weight t ra in in g

into p er io d.

the T he

trainees t ime ly

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.

77


But still much more can be done. Suitable strategies can be framed to develop a team of highly

motivated and

c om mi tt ed w or k f or ce s o t ha t t he c om pa ny c an ma ke i nr oa ds

i nt o t he in te rn at io na l m ar ke ts an d b ui ld a

favourable image there. The quest for improvement should never end as it is an endless journey.

78


BIBLIOGRAPHY •

Apollo Tyres.com

•

Apollo Tyres Limited Induction Book

•

HR.com

•

Mirza S. Saiyadain

-

Human Resource Management 2nd

Edition Publis hers – Tata McGra w-Hill. •

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

79

A Study of Training and Development Process at Apollo Tyres[1]

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