Prajakta Training Report

A REPORT ON
TRAINING AND DEVELOPMENT

AT TACO-IPD
BY
PRAJAKTA PATIL
AT
A REPORT
Training And Development at TACO -IPD Page 1
ON
TRAINING AND DEVELOPMENT
AT TACO-IPD
BY
PRAJAKTA PATIL
A Report submitted in partial fulfillment of the

Requirements of MMS program of
JDBIMS, Santacruz
ACKNOWLEDGEMENTS

Firstly, I thank the Lord above, for his abundant grace over my life and for seeing me
through the course of this study.
I also take this opportunity to acknowledge and appreciate the project given to me by
TACO-IPD (Hinjewadi unit).
Working with the HR department, TACO-IPD for the summer project was definitely a lot
of value addition in terms of exposure to the complete gamut of Training and
Development activities.
I thank my project guide Mr V Suresh for his guidance throughout this project study. I
am greatly indebted to my mentor, Mrs. Sonia Rathore for all her support and
encouragement. A teacher in the truest sense, he has guided me at each step.
I would also like to express my gratitude to Mr. Sujit Jagtap (Deputy Manager-HR) who
has guided me with the Training Need Identification exercise carried out during the latter
part of this project study.
I would also like to thank Mr. Shivaji Choundkar (Assistant Manager-HR) & all HOD
for there help in getting the training needs identification forms.
I would also like to thank Sayali Khedkar and Shweta Laturkar for there splendid help in
my project work without there help my project would not have been a success.
I would also like to thank my co- summer trainees Sayali Joshi, Aishwarya
Deshmukh,Bhavya Shah and Salil Bhosale who made the journey at TACO-IPD all the
more fun.
Last but not the least my deepest gratitude to my Family, whose prayers & faith in me has
always helped perform to the best of my abilities.
ABSTRACT
Globalization and liberalization have made companies across the world face cutthroat
competition from one another .The customer demands and the expectations from the
companies are on a consistent rise. This compelling situation gives organizations every
reason to feel the great need for tailoring more effective ways of delivering value to the
organization by way of developing people. This demands attention to be paid to the
activity of Training and Development in the company and to treat it as an inherent part of
the organizational strategies and policies.
This project is a study on the Training & Development practices followed at TACO-IPD
(Hinjewadi unit), a wholly owned subsidiary of TATA Auto comp systems Ltd and the
largest player of interior and exterior automotive plastics business in the Indian market.
Any training process involves Training Need Identification, Training Design, Training
Delivery and finally, Training Evaluation
At TACO-IPD, the following are some methods of capturing training inputs:
Identifying Departmental Needs through meetings with departmental heads, Individual

Needs gathered from the Performance Management System. (PMS),Training needs
identified through training effectiveness feedback forms which gives provision to the
employee to indicate training requirements and Training needs identified from the
knowledge and skill matrix.
Based on the above training needs, both short term and long term training plans are
developed on an individual as well as departmental basis. The annual calendar is then
made which is usually available by the end of March or First week of April.
The next step would be to obtain the right training sources and deliver the training
programs. Chiefly, the types of training programs are conducted are: Technical,
Behavioral. , Organization specific and Training on Imbibing Values.
The last phase in any training process is the Training evaluation. The main thrust of the
project study was on the evaluation of the effectiveness of the program. Evaluation of a
training program is very critical to ensure that training input is effective. The amount of
time and money involved in training calls for effective evaluation of training programs.
The programs should be such that the trainer and the trainee are benefited.

At TACO-IPD the Training Evaluation process includes:
Data Collection: Collection of the relevant information from the participant’s who have
attended the training program. The participants of the training program belong to the
cadre of D1 and above Grade. It also involves collection of information from the
superiors who evaluate their subordinates on the training program attended; this is usually
done 3 months from the date of the training program. This was done through feedback
forms in the form of questionnaires to evaluate the effectiveness of the training program.
Analysis & Interpretation: The collected data was analyzed and interpreted both
statistically and qualitatively in order to measure the training effectiveness
As stated earlier, one of the methods of identifying Training Needs’ at TACO-IPD was
through the Knowledge and Skill matrix. The latter part of the project study was an
understanding of how exactly training needs are identified from the Knowledge and Skill
matrix. This involved a detailed Quantitative analysis which included calculation of a
figure known as the Capability Index, Skill /Competency level and Demand. The
Capability index is basically a measure of the potential that an employee possesses
regarding a particular competency which he/she requires to perform his day to day tasks.
It examines the difference between the actual and desired competency levels of
employees and helps in identifying training needs. The Capability index was calculated
for every employee across different departments.
CHAPTER 1
INTRODUCTION
“Companies have access to the same tools, raw materials and markets as their
competitors. One of the few remaining advantages that businesses retain is their ability to
squeeze more out of the input by applying another input-knowledge-in a more cost
effective, productive fashion.”[P,Block (1991)]
Today with almost all companies providing some or the other type of training to their
employees, employee training has become far more prevalent than it used to be earlier.
For some companies training is a very familiar process, where entire departments are
devoted to conducting both initial and ongoing employee training programs, while others
bring in outside consultants to conduct employee training sessions.
A few companies are genuinely committed to enhancing the skills and competencies of
their work force while others conduct training primarily to meet job safety regulations.
Sadly, many companies are not serious about the purpose of conducting training.
Regardless of the reasons or level of commitment to the process, the need for employee
training has increased significantly in recent years. This increase is directly related to the
rapidly expanding use of technology within society in general and business industry in
particular. Companies are beginning to recognize that learning truly is a lifelong
endeavor and developmental activities such as employee training have a profoundly
positive impact on job satisfaction, productivity, and ultimately , overall profitability. The
fact is that training, when carefully developed and appropriately implemented, can have a
desirable impact on the bottom line.
No matter where, when, why, how and for whom the training program is conducted, an
effective training exercise must be a teaching method that advocates principles and
practices of learning as its core focus. The act of training, by way of effective learning
,should always work in a macro perspective with a view to help employees acquire skills
relating to basic knowledge and expertise ,skills to handle complex problems
departmental problems and organizational problems as a whole. Every employee believes
in seeing a better tomorrow-and that is why a knowledge worker always seeks training
opportunities for career development and, thereby gain advantage in his area of
specialization.
This project study named “Training and Development at TACO-IPD” was carried out in
TATA Autocomp Systems Ltd-Interiors and plastics division. Chapter 2 gives a brief
description about the company and their business.

The project study covered over duration of 3 months concentrated primarily on 2 areas.
The first phase was on Training evaluation and the latter phase was on Training Need
Identification from the Knowledge and Skill matrix.
Chapters 3,4,5,6 and 7 deal with the concept of Training and Training evaluation where
as Chapters 8,9,10, 11 deal with Training Need Identification.
What exactly is training? What are the various steps involved in a training process?
These Questions are dealt with in Chapter 3.
Chapter 4,”Training evaluation”, discusses how to evaluate training programs and how
exactly the process of training evaluation is carried out at TACO-IPD. Chapter 5
“Quantitative Analysis”, includes a quantitative approach to monitor the training
effectiveness of the Training programs. Chapter 6 is a graphical representation of the
numbers that were crunched in chapter 5.
In order to monitor the Training effectiveness, the Data collected had to be analyzed not
only quantitatively but qualitatively as well. The Qualitative feedback that was obtained
from the participants as well as the superiors is discussed in Chapter 7.
The Second phase of the project study involved an understanding of how training needs
are identified from the Knowledge and Skill matrix.
Chapter 8,”Needs Assessment”, discusses how to identify when Training is appropriate.
Chapter 9 briefly discusses the concept of Capability Index and how it has been used to
Identify Training needs.
Chapter 10 –“Quantitative Analysis” focuses on the calculations that were involved in

determining the figures-Capability Index, Skill/Competence Level and Demand. This was
mainly carried out for 2 departments namely Mould shop &Assembly and Paint shop.
Chapter 11-looks at a Graphical representation of the Capability Index calculated for 4

departments-Paint Shop, Mould shop & Assembly, BD and Tooling.
Chapter 12-“Other Assignments” briefly discusses additional exercises which were done
during the course of the project study.
Chapter 13 looks at the Recommendations made towards the project study.
Chapter 14- Contains the Conclusion of this project study.

The objectives, scope, limitations of the project study and the methodology followed are
explained briefly in the following pages.
1.1 OBJECTIVES
The primary objective of this project study was to get a rich understanding and get hands
on experience of the Training and Development practices of employees at TACO-IPD.

In order to provide the right training to the right employees, competency gaps between
the actual and desired performance of the employee need to be identified. This study
aimed at understanding how Training needs’ are identified from the Knowledge and Skill
matrix .The project also sought to understand concept of the Capability Index and how it
can be used to identify Training Needs’.
The project also aims at learning how to coordinate and facilitate the actual execution of
training programs-deciding the time, the venue, the faculty and other administrative
arrangements and preparing training calander. Another objective of this study was to
understand the concept of training evaluation and to monitor the training effectiveness of
the training programs conducted. As a coordinator of the training and development
activities at TACO-IPD it is necessary to ensure that the target of 100 man days per
month are achieved and that every employee in the organization has an opportunity to
attend the training programs.
1.2 SCOPE
For the Participants:
The participants can derive the maximum benefit from the training programs conducted.
The techniques and the concepts talked about in the training programs are of much
relevance to the participants and can be applied back on their current jobs, as well as it
leads to their overall development.
The participants belong to the cadre from the D1 and above Grade.
For the Superiors:
It was evident from the interactions with the superiors, that the training programs which
help in the overall development of the participant, also helps them in their current jobs in
line with enhancement in the divisional/departmental productivity, work efficiency,

quality enhancement, leading to the accomplishment in organizational goals and
objectives.
Scope of Needs Assessment:
The scope of Needs Assessment depends on various “pressure points” such as legislation,
lack of basic skills, poor performance, higher performance standards etc. If the points
seem to be local and has a potentially small impact on the business then the information
gathering part of needs assessment should consist of a few interviews with managers and
employees. If the points have a larger impact on the business, then more information
gathering should be conducted. By being attuned to business problems, technological
advancements, and other issues facing the organization, one will be able o anticipate
Training needs.
1.3 LIMITATIONS OF THE STUDY

It was seen that getting appointments with the superiors as well as with the participants
was a difficult task as they were usually tied up with work. It was also seen that 100 %
adherence to the Training calendar was not present as training programs would
sometimes get cancelled due to unavailability of faculty etc.
Mostly reaction-level evaluations are used to asses training effectiveness; hence when the
immediate reactions of the participants are captured right after the training program, it is
very important that they fill in the feedback forms carefully. However this rarely the case,
with participants sometimes leaving many fields entirely blank.Also, Employees
(trainees) have a tendency to underestimate their skills before training and over estimate
their skills post training to validate their participation in the training program. In this way
it is seen that it is difficult to comprehensively evaluate or capture the effectiveness of a
training program.
With Respect to the Training Need Identification, it was found that the competencies in
the Knowledge and Skill matrix for different employees within the same department and
same grade differed. This made calculations related to the Capability Index very tedious.

1.4 METHODOLOGY
The Methodology has been explained in 2 parts: one with respect to Training Evaluation
and the next with respect to the exercise carried out on Training Need Identification.
1.4.1 Methodology Used for Training Evaluation:
1. DATA COLLECTION:
The first milestone for any research is the data collection work. In order to make this
journey more effective, the course contents of the program were referred to get an idea of
the training provided. Also, some of the training programs were attended. A
questionnaire was used for the participants, in order gather information regarding the
effectiveness of the training programs, their relevance to the participant’s current job
profile, an edge to enhance their skills and ability etc, Data was also collected from the
superiors regarding the training programs attended by their subordinates- Aspects like
Learning, Behavioral Change , Impact on organizational effectiveness with respect to the
employees(who attended the training)are looked into. For Superiors a different
questionnaire was used.
Methods of Data Collection:
The term method of data collection refers to how the researcher obtains the data to be
used for answering the research question.
Some methods of Data collection are: through Questionnaires, Observations and

Secondary Data.
At TACO-IPD, Primarily, the data for monitoring training effectiveness was collected
from the feedback forms (both for the participants as well as the superiors) which were in
the form of a questionnaire.
For the participants:

Program And Faculty Evaluation Feedback form:
The immediate reactions of the trainees (participants) regarding the training program and
the trainer are collected and the training is rated on a 5 point likert rating scale. The
participants have to give feedback on areas such as -program evaluation, related to the
program content and the administrative arrangements, the faculty evaluation related to the
trainers. Feedback was also collected regarding the overall evaluation of the training
program.
For the Superiors:
The long term outcomes of the training programs are evaluated through a superior
feedback form. A superior feedback form is a method of evaluation of the training
programs where in which the superiors of various departments act as evaluators and rate
the training effectiveness of the employee on a 4 point rating scale.
This is done after a reasonable span of time (usually 3 months i.e., every quarter) .In the
superior feedback form attributes like Learning, Behavioural change, Skill enhancement,
Impact on organizational effectiveness of the employee are evaluated in order to measure
how effective the training program has been and whether it has actually benefited the
employee and whether it has a made any impact on his/her current job.
Once the data is collected a Statistical as well as a qualitative analysis is done.
1.5 GRADE STRUCTURE :

Description Generic Designation
E8 President
E7 Excutive Vice President
E6 Senior Vice President

E5 Vice President
E4 Senior General Manager
E3 General Manager
E2 Deputy General Manager
E1 Senior Manager
D3 Manager
D2 Deputy Manager
D1 Assistant Manager
2. QUANTITATIVE ANALYSIS:
Statistical and Quantitative Analysis:
By calculating the overall satisfaction, overall faculty evaluation and Overall satisfaction
index, the overall Faculty evaluation index from the Feedback forms filled by the
participants immediately after the training program.
Qualitative Analysis:
By Analyzing the Superior Feedback form where the Superior rates the employee on
attributes such as learning, skill enhancement, impact on organizational effectiveness on
a 4 point scale.
Statistical Concepts and Techniques used:

Weighted Arithmetic Mean: If the variable ‘X’ takes ‘n’ values x1, x2, x3…..xn and if f1,
f2, f3……FN are the respective weights (also frequencies), then the weighted Arithmetic
Mean X is defined as
X= f1.x1+f2.x2+f3.x3+……fn.xn..
F1+F2+……+fln
3. DATA INTERPRETATION :
Overall Satisfaction & faculty evaluation:
A score of 3.5 and above for overall satisfaction and overall faculty evaluation is
considered very good, that the program was successful and the participants could grasp
the concepts and techniques imparted in the training programs in their current job. It
suggests that the participants were satisfied with the content of the training program as
well the coordination and administrative arrangements for the training program. With
respect to the overall faculty evaluation, it implies that the participants felt that the
trainers had adequate knowledge on the subject and that the trainers communicated the
matter in an effective manner.
Overall Satisfaction Index & Faculty Evaluation Index:
An Index of 75% for overall satisfaction index and overall faculty evaluation index is
considered very good and implies that imparted training was effective and that the
participants were satisfied with the training program as well as the faculty who conducted
the training program.
1.4.2 Methodology Used for Training Needs’ Identification:

1. Data Collection:
Collection of the Relevant from the knowledge and skill matrix for each employee across
the various departments in the organization. The knowledge and Skill matrix of each
employee across all departments like Paint Shop, mould shop, Tooling, Engineering and
business development etc was referred to in order to calculate the Capability Index and
identify the Training Need.
2. Quantitative Analysis:
(i)Calculation of the Capability Index:

Scale of Rating Coding
Capability Index = (Actual skills of the employee/Desired Skills of the employee)*100
Under Training UT 0
The Actual and Desired skills were
Aware A 1
rated according to the following:
User U 2
Proficient P 3
The Capability index was calculated for each employee in a department across all the
departments in the organization
(ii)Calculation of Demand:
This figure was calculated in order to determine whether a particular skill/competency

was highly or lowly demanded. This figure was calculated for each Competency required
by the employees in a particular department.
Demand = Sum of Desired Skills/ Number of employees.
(iii)Calculation of Skill and Competence Level:

Skill /competence level= (Sum of the Actual competency levels of employees in
department)/ (sum of the Desired competency levels of employees in a department)*100.
3. Data interpretation:
If an employee has a Capability Index of greater than 75- he is considered to be highly

competent and skilled- He can be assigned to higher Responsibilities or given a
promotion etc.
If an employee has a Capability index that is less than 60 –it shows that he is still not
sufficiently competent to handle the tasks that his job requires. Hence he should be given
Training in order to improve his skills.
While calculating Demand if a particular competency has a Demand of greater than 1.5-
it is considered to be a highly demanded competency/ skill.
Whereas if the Demand is less than 1 it is considered to be a lowly demanded

competency/skill.
While calculating the sill and competence level , if the Skill and Competency level is
greater than 75 it shows that the employees in a particular department are relatively
strong in that particular competency.
If the Skill and Competency level is less than 60 it goes to show that the employees in a
particular department are relativity weak in that particular competency.
Only if a particular skill is BOTH a weak skill AND a highly demanded skill, does it
constitute a Training Need.

CHAPTER 2
COMPANY PROFILE
“What advances a nation or community is not so much to prop up its weakest and most
helpless members, as to lift up the best and most gifted, so as to make them of the
greatest service to the country.”
Jamsetji Tata (Founder, Tata Group)
With a long heritage of 123 years and a constant endeavor for national progress, the Tata
Business House is one of the most widely known and trusted business houses in India. A
group compromising of 80 diversified companies and 3 million shareholders, the Tatas
generate revenue of 36000 crores. The TATA’s have been a pioneer in varied fields that
include steel, power plant, civil aviation, insurance, quartz watches, chain of luxury
hotels, passenger cars, commercial vehicles and labor welfare activities as well.

The story of the establishment of an empire began in 1868 when Jamsetji Nusserwanji
Tata laid the foundation of the house of Tata by starting a private trading firm. Since then
there has been no looking back. The coming years saw the realization of the dreams of a
great visionary and a philanthropist, J.N.Tata who dreamt of taking his country to new
heights. Initially steel, hydroelectric power and higher education formed the core areas of
the Tata Group. Over the years the Tata have explored into every field that had the
potential for promoting national growth.
The emphasis has been on building not just assets but internal resources for the nation.
The Tata Group has succeeded in inculcating a new paradigm for growth and as a result
has infused a new business culture. A culture that is committed to giving value for money
as well as to the practice of good corporate citizenship. Social concern has been a prime
motivator, as the TATA believe that community is a stakeholder.
The Tata Group has 80 businesses in 7 core sectors. Group Turnover of USD 70.8 Bn in
2008‐09.The Tata Group of companies is India’s leading conglomerate in the private
sector with total income topping US $ 10.4 billion. It is the largest employer in private
Sector employing around 357000 employees worldwide. International Income 65% of
Group Revenue. Businessweek ranked the Group sixth amongst the ‘World’s Most
Innovative Companies’and the Reputation Institute, USA recently rated it as the ‘World’s
sixth Most Reputed Firm.’ Products and Services exported to 85 Countries.The Group’s
total income is equivalent to 2.4% of India’s GDP and is one of the largest net foreign
exchange earners in the private sector employer with over 200,000 people.
No other business group in India touches people’s lives like the Tata Group. The group’s
business covers seven diverse sectors- materials, engineering, energy, chemicals,
consumer products, services and communication and information systems.
For over 130 years, the Tata name has stood for leadership with Trust. As a business
group that has traversed three centuries, we are proud of the heritage that has enabled us
to emerge as India’s most respected corporate group, confident of a future in which India
is expected to take leadership role in the world’s knowledge economy.

While enjoying a dominant position in traditional businesses, Tata Group today focuses
on modernization and adoption of world class processes and practices to change the way
business is done in these areas. Concurrently, we continue to be among the first movers
in emerging businesses and technologies that will impact meaningfully on India’s march
into the global economy.
TACO-IPD:
ORGANIZATIONAL DESCRIPTION:
TACO – IPD was set up in 1998, as a wholly owned subsidiary company of TATA
AutoComp Systems Limited (TACO) then called as TATA Auto Plastic Systems Limited
(TAPS). It operates in the auto component industry as an Auto Interior and Plastics
solution provider.
In the year 2004-05, TAPS merged with Tata AutoComp Systems Limited & now
operates as the Interiors & Plastics Division of TACO.TACO-IPD has recorded a
compounded annual growth rate of 35%. With sales going up from Rs.459 million in
1999-00 to over Rs.200 million in 2005-06.
Starting as supplier of plastic parts to TATA Motors (for Indica), TACO-IPD has, within
a short span, built a global customer base ranging from TATA Motors, General Motors
India, Toyota Kirloskar, Ford India, John Deere, Mahindra Renault in Domestic Market
and Ford Motor Company Europe and General Motors and Faurecia in Export Market.

Global customers have recognized performance by conferring supplier awards, quality
certification and giving repeat business Organizational Environment:
TACO-IPD manufactures and supplies Interior, Exterior and under-the-hood plastic

molded and painted components & assemblies to the automotive industry in India and
abroad. Apart from component manufacture and supply, TACO-IPD has also attained a
Full Service Supplier status and provides services like, engineering and design of
components, tool design & development at competitive cost and shorter lead time. In
manufacturing, TACO IPD endeavors to excel in cost, while meeting all Quality &
Delivery requirements of the customers. TACO-IPD plans to move up the value chain by
getting into modules & systems.
TACO-IPD PRODUCTS:
Products:
The Company manufactures a variety of products at its state-of-the-art plant in technical
collaboration with Faurecia Industries, France. It can provide world-class interior and
exterior products with contemporary styling and finish.
Its products include:
Interiors:
Cockpit Assembly.
Injection-moulded plastic components and assemblies.
 Instrument Panel /Dashboard

 Air Vents
 Door Trims
 Interior trims / centre consoles/ floor consoles.
 ABC pillars

 Grab handles / Door pulls
Exteriors:
Injection-moulded plastics components and assemblies:
 Bumpers
 Spoilers
 Bumper guards
 Hoods
 Spare wheel covers
 Body side moldings Grills
 Footsteps
 Tailgates
Under-the-hood components- Surge tank
CUSTOMER BASE

COMPANY PHILOSOPHY
Organizational Culture:
TACO-IPD derives its value system from TACO values of simplicity, Integrity, Frugality,
Respect and Harmony. TACO-IPD has adopted well defined steps for inculcation of these
values in the organization.
The Vision & Mission of TACO-IPD was revisited in 2009-10 to ensure alignment with TACO
vision and in an outcome of a systematic group exercise of employees and their ideas.
Vision:
“We shall endeavor to provide innovative solutions and benchmark operational performance in
Auto Interiors and functional plastic parts to help our customers succeed in the Global
Automotive Market, thereby achieving a profitable growth to a turnover of $ 1 Billion by 2015”.
Mission:
“We shall enhance the value to our stakeholders through Profitable Growth in Auto Interior &
Plastics Business;
• Providing Innovative solutions through Products, Services and

Systems.
• Building and Expanding relationships with Customers, Partners and

Associates to create win-win business opportunities.
• Speed and Flexibility in the Organization.

• Cost competitiveness through operational excellence.
• Continuous up gradation of knowledge and skill base.
• Creating an environment which inspires learning and performance.
In achieving the above, we shall be guided by our core values of Integrity, Frugality,
Simplicity, Respect and Harmony and our concern for environment and society”.

Quality Policy:
“We at TACO-IPD shall strive to continuously exceed the expectations of our customers. We
shall achieve this with products, and services that – in quality, cost and delivery – shall be the
best in the Indian auto component industry.
To be the best, we shall commit ourselves to excellence in technology and engineering, and we
shall inculcate in our organization and in all that we do the core values to simplicity, frugality,
integrity, respect and harmony.
We shall endeavor to motivate all our employees to uphold this quality policy and excel through
teamwork, continuous training, transparency in all activities, and with a participative style of
management that cuts across the boundaries of levels and functions.
Further, in all our efforts, our guiding principles shall be the protection of environment and
services to society”. TACO-IPD endeavors to build its culture around three key focus areas,
namely Customer focused agility, Low cost and Learning through networking. TACO-IPD
works closely with its customers on new programs that encompass all activities of Value-Chain
from Design, Development and Manufacture & Just-in-time Supply.
To support this business-model, TACO-IPD has adopted a ‘Process Approach [by complying
with Quality (TS16949) & Environment (ISO 14001) Management Systems] and achieves
‘Customer Focus through a dedicated EBD structure to support new programs & Operations
Groups to support the customers’ daily operations. These groups are supported by engineering,
finance, IT & HR functions. This ‘customer focused’ approach is further reinforced by our
Performance Management System with functional KPAs derived from strategic objectives.

TACO-IPD offers its employees an environment of Ethical business practices, team culture, a
performance focused approach, transparency in all its activities and a participative style of
management.

CHAPTER 3
WHAT IS TRAINING?
Training refers to a planned effort by a company to facilitate employees learning of job

related competencies. These competencies include knowledge, skills, or behaviors that are
critical for successful job performance. The goal of training is for employees to master the
knowledge, skill, and behaviors emphasized in training programs and to apply them to their day
to day activities. For a company to gain a competitive advantage, its training has to involve more
than just basic skill development. [J.B Quinn, P.Anderson, and S.Finkelstein (1960)]
Any training process involves the following 4 functions:
o Training Needs Identification

o Training Design
o Training Delivery
o Training Evaluation
TRAINING NEEDS IDENTIFICATION:
Management can determine a need for training by answering four questions:
1. What are the organizational goals?

2. What tasks must be completed to achieve these goals?
3. What behaviors are necessary for each job incumbent to complete his or her assigned
tasks?
4. What deficiencies, if any, do incumbents have in skills, knowledge, or attitudes required
to perform the necessary behaviors?

Training Needs Identification is an essential first step in management development if one wishes
to achieve the greatest improvement in performance and best value from your investment in
training, development, practical experience or networking. A comprehensive training needs
analysis is the basis for designing a cost effective management or talent development program.
This can incorporate a 360° feedback survey, or an analysis of current corporate needs. For
senior individuals an intensive interview program.
At TACO-IPD, the following are some methods of capturing training inputs:
-Identifying Departmental Needs through meetings with departmental heads.
-Individual Needs gathered from the Performance Management System. (PMS)
-Training Desire: Training needs identified through training effectiveness feedback forms which
gives provision to the employee to indicate training requirements.
- Individual Development plan.
-Training needs identified from the knowledge and skill matrix.
TRAINING DESIGN:
A training design is a blueprint for a training event or experience. It is a detailed plan for what
we will do, why we will be doing it, and the best ways to reach our training objectives. Any
training design would include the following eight steps:
Step 1. Define purpose of the training and target audience

Step 2. Determine participants’ needs
Step 3. Define training goals and objectives
Step 4. Outline training content
Step 5. Develop instructional activities
Step 6. Prepare the written training design
Step 7. Prepare participant evaluation form(s)
Step 8. Determine follow-up activities for the event

A detailed discussion is carried out with external faculty or internal faculty regarding the content
and outline of the program. After several discussions a final design is evolved for each and every
training program.
TRAINING PROCESS IN ACTION:
The figure below is a pictorial depiction of how a training process works:
Identify Training
Needs.
Chalk out the Identify and Identify & correctly

detailed nominate the select the right
Training time Trainee. training program.
Schedule.
Manage Conduct the training

Resources exercise.
Evaluate the
Training.

CHAPTER 4
TRAINING EVALUTION
Training effectiveness refers to the benefits that the company and the trainees receive from
training. Benefits for trainees may include learning new skills or behavior. Benefits for the
company may include increased sales and more satisfied customers. A training evaluation
measures specific outcomes or criteria to determine the benefits of the program. Training
outcomes or criteria refer to the measures that the trainer and the company use to evaluate
training programs.
Training evaluation refers to the process of collecting the outcomes needed to determine whether
training is effective. The evaluation design refers to the collection of information –including
what, when, how and from whom-that will be used to determine the effectiveness of the training
program.
Reasons why a training program should be evaluated:
1. To identify the programs strengths and weaknesses. This includes determining if the program
is meeting the learning objectives, if the quality of the learning environment is satisfactory and if
transfer of training to the job is taking place.
2. To assess whether the content, organization, and administration of the program-including the
schedule, accommodation-contribute to learning and use of the training content on the job.
3. To identify which trainees benefit most or least from the program.
4. To assist in marketing programs through the collection of information from participants about
whether they would recommend the program to others, why they attended the program, and their
level of satisfaction with the program

5. To determine the financial benefits and costs of the program. To compare the costs and
benefits of various programs and to choose the best program.
At TACO –IPD the Training evaluation is mainly carried out in 2 stages:
1. At this stage the immediate reactions of the trainees regarding the training program and the
trainer are collected and the training is rated on a 5 point rating scale which includes areas such
as program evaluation, faculty evaluation and an overall evaluation of the training program.
2. In the second stage, the long term outcomes of the training programs are evaluated through a
superior feedback form. A superior feedback form is a method of evaluation of the training
programs where in which the superiors of various departments act as evaluators and rate the
training effectiveness of the employee on a 4 point rating scale. This is done after a reasonable
span of time (usually 3 months i.e., every quarter.) In the superior feedback form attributes like
Learning,Behavioural change, Skill enhancement, Impact on organizational effectiveness of the
employee are evaluated in order to measure how effective the training program has been and
whether it has actually benefited the employee and whether it has a made an impact on his/her
performance.

CHAPTER 5
QUANTITATIVE ANALYSIS-I
This section includes the Quantitative analysis on the Data collected. The Calculated values for
overall satisfaction, overall faculty evaluation and overall satisfaction index and overall faculty
evaluation index for the different training programs conducted over the 4 quarters is shown in the
tables below. A calculation sheet is available for reference in Annexure 1.
I. The Quantitative analysis below is for overall satisfaction and overall faculty evaluation.
QUARTER 1
Paint and paint technology

KANBAN
SPC
APQP
Team building
FMEA
First Aid Certification
Maintenance Hydraulics
Name of training
Program
Overall satisfaction 4.5 4.0 4.1 4.3 4.0 4.1 4.1 3.9
overall faculty evaluation 4.7 4.3 4.3 4.6 4.2 4.1 4.2 4.1
QUARTER 2
ISO / IEC 17025 : 2005
for The Competence of
General Requirements
Testing & Calibration
Internal Audit as per
Plastic Processing &

Toyota Production
Laboratories And
Systems
testing
APQP
MSA
Name of
G8D
G8D
Training
Training And Development at TACO -IPD

Overall Page 31
Satisfaction 4.4 4.5 4.3 4.4 4.3 4.3 4.3
Overall
faculty
Evaluation 4.4 4.5 4.4 4.4 4.5 4.3 4.5
QUARTER 3
PLC based control

Team building
Maintenance
hydraulics
7 QC tools
systems
FMEA
APQP
Name of the
PDT
training
Overall
satisfaction 4.45 4.1 4.75 4.1 4.3 4.16 3.9
Overall
faculty
evaluation 4.77 4.2 4.5 4.2 4.43 4.35 4
QUARTER 4
Hydraulics advanced
PLC based control
14001:2004 (EMS)
Internal Auditors
Auditor - ISO/TS
Trouble shooting
Training for ISO

Internal Quality
systems & its
Maintenance
FMEA
APQP
69469
Name of
G8D
Training
Overall
satisfaction 4.2 4.23 4.29 4.3 4.09 4.12 4.05
Overall
faculty
evaluation 4.125 4.52 4.7 4.25 4.5 4.5 4.5
Interpretation:
As seen from the above calculations for overall satisfaction and overall faculty evaluation, the
values for all the programs are well above the target of a score of 3.5. This implies that the
program was successful and the participants could grasp the concepts and techniques imparted in
the training programs in their current job. With respect to the overall faculty evaluation, it
implies that the participants felt that the trainers had adequate knowledge on the subject and that
the trainers communicated the matter in an effective manner.

II.The Quantitative analysis below is for overall satisfaction index and overall faculty
evaluation index.
QUARTER 1:
Paint and paint technology

Maintenance Hydraulics
First Aid Certification
Team building
KANBAN
Program
FMEA
APQP
SPC
Name of training
overall satisfaction index 90.0 79.0 81.2 85.0 80.0 82.0 82.5 78.0
overall faculty evaluation index 94.0 85.0 85.2 92.5 84.0 82.0 84.0 82.0
.
QUARTER 2:
& Calibration Laboratories
The Competence of Testing
Plastic Processing & testing

General Requirements for
And Internal Audit as per

ISO / IEC 17025 : 2005
Toyota Production Systems
APQP
Name of
MSA
G8D
G8D
Training
Overall
satisfaction
index 88.0 90.0 85.0 88.0 85.0 85.0 85.0
Overall faculty
evaluation index 88.0 90.0 87.0 88.0 89.4 85.0 90.0

QUARTER 3:
PLC based control systems

Maintenance hydraulics
Team buliding
7 QC tools
FMEA
APQP
PDT
Name of the
Training program
Overall satisfaction
index 89.0 82.0 95 82.0 86 83.2 78
Overall Faculty
Evaluation index 95.4 84.0 90 84.0 88.6 87 80
QUARTER 4:
14001:2004 (EMS)
Internal Auditors
Hydraulics advanced
Training for ISO
Auditor - ISO/TS
systems & its Trouble
Internal Quality
Maintenance
PLC based control
FMEA
APQP
Name of
G8D
69469
shooting
training
Overall
satisfaction
index 84.0 84.6 85.8 86 81.8 82.4 81
Overall
faculty
evaluation
index 82.5 90.4 94 85 90 90 90
INTERPRETATION:
An Index of above 75% for overall satisfaction index and overall faculty evaluation index is
considered very good. It is seen from the above tables that both the indexes are well over 75 %
which implies that the imparted training was effective and that the participants were satisfied
with the training program as well as the faculty who conducted the training program.

CHAPTER 6
GRAPHICAL REPRESENTATION-I
The Graphical representation of the Training Effectiveness Analysis is shown below.
Note:
Graphical Representation 1: is with respect to the overall satisfaction and faculty evaluation.
Graphical Representation 2: is with respect to the overall satisfaction index and the overall
faculty evaluation index.
The Analysis has been done for the year 2009-10 and has been segregated into 4 quarters:
Quarter 1-Apr to June 09
Quarter 2-July to Sept 09
Quarter 3-Oct to Dec 09
Quarter 4-Jan to Mar 10
Graphical representation 3: shows two Trend Charts- Chart 1-Depicting the Adherence to the
Training calendar and Chart 2-Depicting the Number of Training man days.

GRAPHICAL REPRESENTATION 1
Quarter 1(April-June 09)
Fig 1.1- Overall satisfaction and overall faculty evaluation for Quarter1.
Quarter 2 (July-Sept 09)
Fig 1.2- Overall satisfaction and overall faculty evaluation for Quarter 2

Quarter 3 (Oct-Dec 09)
Fig 1.3- Overall satisfaction and overall faculty evaluation for Quarter 3.
Quarter 4 (Jan-March 10)
Fig 1.4- Overall satisfaction and overall faculty evaluation for Quarter 4.

GRAPHICAL REPRESENTATION 2
Quarter 1 (April-June 09)
Fig 2.1- Overall satisfaction index and overall faculty evaluation index for Quarter 1.
Quarter 2(July-Sept 09)

Quarter 3 (Jan to Feb 10)

Quarter 4 (Jan-March 10)

GRAPHICAL REPRESENTATION 3-
TREND CHARTS
Fig3.1 Adherence to Training Calendar

Fig 3.2 Training Mandays
CHAPTER 7
QUALITATIVE FEEDBACK
For the above programs, qualitative feedback was also collected from the participants as well as
the superiors in terms of:-
In case of Participants:-
Relevance of the program to their work- whether the training session would help them develop
skills that would facilitate their work. Feedback was also collected in terms of how the
participants would actually apply what they learnt and what project they would propose to take
up as a result of the training.
In case of the Superiors:-
Whether any learning took place i.e. whether concepts, ideas explained during the training were
assimilated by the employee Feedback was taken from the superiors as to whether there was any
enhancements in the skills during the participant’s day to day execution of the work. Feedback
was also collected in terms of whether the training program helped Contribute to positive results
such as increase in Divisional/Departmental productivity, quality, work efficiency and cost
effectiveness.

CHAPTER 8
TRAINING NEEDS ASSESSMENT

Training Practices involve the use of a training design process. The design process begins with
needs assessment. Needs Assessment refers to the process used to determine whether training is
necessary. Needs analysis typically involves organizational analysis, person analysis, and task
analysis. An organizational analysis considers the context in which training will occur. That is
organizational analysis involves determining the appropriateness of training, given the
company’s business strategy, its resources available for training, and support by managers and
peers for training activities. Person analysis helps to determine who needs training. Person
analysis involves (i) Determining whether performance deficiencies result from a lack of
knowledge, skill, or ability(training issue)or from a motivational or work design problem,(ii)
identifying who needs training,(iii)determining employees readiness for training. Task analysis
identifies the important tasks and knowledge, skills and behaviors that need to be emphasized in
training for employees to complete their tasks.
8.1 What is a Training Need?
Training Need can be defined as the gap between the actual performance and the desired
performance of the employee. It can also be described as the gap between current abilities and
job requirements that can be closed by training.
Broadly there are 2 categories of Training
1. Training needs of the organization.
2. Training needs of the individual employees

Sometimes, organizational Training needs and employee training needs are identical but not
always.The training needs of an organization have to do with the requirements to meet the
organizations objectives. In other words , the unique required for the job within a company are
organizational training needs .it is a specialized ability unique to the job-that typical ne
employees cannot be assumed to have learned elsewhere. On the other hand, individual
employee training needs are those that are required by a specific employee. The purpose is to
improve performance, to be eligible for other jobs or to acquire specific skills or abilities that
other employees may have.
8.2 Training Needs’ Analysis
As the name suggests the TNA is an attempt to understand the training needs in an organization.
The analysis presents an approach to identify the gap between the existing performance level in
the employees and the desired level of performance to achieve the organizational goals. In other
words, it identifies the gaps in the knowledge, skills and attitudes of the work force and indicates
the training inputs required to improve the employee performance. It is essentially the diagnostic
tool for the trainers. Ideally, approach to training need analysis is customer oriented .A structured
TNA is an iterative process, it starts with a problem and returns to the problem at the end.
Throughout the analysis, the chief point of reference of TNA is the problem and how to solve it.
The customer approaches the trainer because he would like to solve the problem there is always a
desired outcome and the recommendations made at the end of the TNA should permit the
outcome to be materialized. Broadly speaking the TNA will be expected to address a mismatch
between the actual performance and the desired performance .Another variation is to take a long
term view- a mismatch between anticipated performance (based on current trends) and desired
future performance. The role of TNA would be to suggest strategies, tactics and techniques to
address the identified training needs.
Desired
Lev Skill level
el GAP=
Training
Need
Actual skill
level

Skill
CHAPTER 9
CAPABILITY INDEX
The performance of an organization depends largely on the capability and talent of its personnel,
and how high their motivation levels are. The Capability of a person depends on his ability to
work and the type of training he receives. Hence an organization should focus on training and
development to enhance their employees’ capabilities.
9.1 Competency Models
In today’s global and competitive business environment, many companies are finding that it is
difficult to determine whether the employees have the capabilities needed for success. The
necessary capabilities may vary from one business unit to another and even across roles within a
business unit. As a result many companies have started to use competency models to help the
identify knowledge, skills and personal characteristics.
A competency refers to areas of personal capability that enable employees to successfully

perform their jobs by achieving outcomes or accomplishing tasks. A competency may be
knowledge, skills, attitudes or personal characteristics. A competency model identifies the
competencies necessary for each job as well as the knowledge, skills, behavior, and personality
characteristics underlying each competency.
One of the competency models used at TACO-IPD, is known as the Knowledge and Skill
Matrix.
The format of the knowledge and skill matrix structure used in TACO-IPD is shown in the
annexure.

The left side of the Matrix lists the Technical and behavioral competencies required for the job
while the right side would indicate the actual and desired proficiency ratings for each
competency.
The proficiency ratings used are:
Scale of Rating Coding Comments
Under Training UT 0 Employee still under training and

is not able to perform basic tasks.
Aware A 1 Understands basic principles ,can
perform tasks with assistance or
direction
User U 2 Performs routine tasks with
reliable results, with minimal
supervision
Proficient P 3 Performs complex and multiple
tasks, can teach others.

At TACO-IPD one of the methods of identifying training needs was through the knowledge and
skill Matrix. The Second phase of this project study aimed at understanding how training needs
are identified from the knowledge and skill matrix.
This involved calculation of a figure known as the Capability index. Calculation of the
Capability index involved identifying the gaps between the actual and desired skill levels of the
employees. It includes determining which competencies are highly demanded or desired from a
particular task.
Wherever the skills /competencies were BOTH highly demanded as well as when it was
determined it was a weak skill, it constituted Training Need. This is depicted below in the table.
Training Needs of the Organization:
Strong Skills Weak Skills
Highly Demanded Skill Lowly Demanded Skills
Apart from the Identification of Training Needs a lot of useful information can be extracted
from the Capability index calculations.
Individual Capability Index:
Since Capability is directly linked to potential, the Capability Index can be used to determine
whether a person possesses high or low potential. Employees having high Capability Index can
be considered for a promotion, higher responsibility etc.
When the Capability Index of an employee is low it constitutes a training need.
Departmental Capability Index:
When we club the Capability Index of the employees of a particular department we obtain the
departmental capability Index. Departments with Low Capability Index are areas where Training
can be administered and a Development plan can be made on a departmental basis.

Organizational Capability Index:
Once the Capability Index is calculated for the different departments, we can determine the
Organizational Capability Index.
By Calculating the Organizational Capability Index we can determine whether the capability of
the Organization as a whole is increasing, whether it is stable or whether it is decreasing.
If the Capability Index is remaining stable it implies that the desired skill set of the Employees
should be increase. If the Capability Index is decreasing it implies that Training is essential for
all employees across different departments in the Organization.
CHAPTER 10
QUANTITATIVE ANALYSIS II
The calculations for Skill and Competence level as well as Demand have been shown below.
Due to space constraint only 2 Departments - Paint shop and Mould shop & Assembly have
been shown.

Department: Paint Shop
Knowledge Skills
Process Controls Material
TS16949,ISO14000/Improv
Pretreatment in Plastics
Effective communication
Flow In Paint Shop
Planning&Organising
Shade Matching
Painting Systems
Co-coordinating
Interpersonal
Cost Control
Leadership
ements
Competency
Skill/Competence
Level 72.9 63.4 70.5 69.0 57.9 70.7 70.2 66.7 67.4 68.3
Demand 2.8 2.4 2.6 2.5 2.2 2.4 2.8 3.0 2.5 2.4
The Scale used is:
Skill / Competency level Demand
>75- Strong Skill >1.5 –Highly Demanded skill
<60- Weak Skill <1-Lowly Demanded Skill
As seen earlier only those competencies which are both highly demanded and weak, constitute
Training Needs. For the Paint Shop Department it is seen that only one competency i.e,
TS 16949/ISO140001 improvements will constitute a training need.
Department: Mould shop & Assembly

KNOWLEDGE SKILLS
Plastic injection&Moulding
TS16949,ISO14000&TAE
Assembly Techniques
Computer Operation
Lean Manufacturing
Interpersonal Skills
Presentation Skills
Managerial Skills
Trouble Shooting
Six sigma
Process
M
Competencies
Skills/ Competence level 72.5 55.6 56.1 50.9 28.3 100.0 62.3 81.7 83.6 64.3
Demand 1.9 1.5 1.6 1.5 1.3 0.1 1.9 2.0 1.5 1.9
From the above calculated values for Skills /competence level and Demand we can see that3
competencies, namely,Assembly Techniques, Lean Manufacturing and TS16949,
ISO14000&TAEM are areas which are both highly demanded and weak competencies. Hence
Training programs should be conducted in those areas.
The above Calculations were done for all the departments in the organization.
CHAPTER 11
GRAPHICAL REPRESENTATION II
The Graphical depiction of the Individual Capability index calculation for 2 Departments namely Paint shop and
Mould shop & Assembly are shown below.

Fig 1.1-Capability Index-Paint shop
Fig1.2 Capability Index-Mould shop & Assembly

Fig 1.3-Capability Index -EBD
Fig 1.4-Capability Index-Tooling
Interpretation:

Individual Capability Index:
Since Capability is directly linked to potential, the calculation of the individual capability index
can be used to determine whether a person possesses high potential or low potential. Employees
having high capability index can be-considered for a promotion, higher responsibility etc.
A Capability index which is greater than 75 is considered to be high, whereas a Capability index
less than 60 is considered to be low. When the Capability Index of an employee is low it implies
that Training can be imparted in order to achieve the desired skills so that the employee can
perform his task better and in turn improve his Capability Index. Also the overall Departmental
Capability index for the above 4 departments were calculated as:
Paint Shop=70.9
Mould shop & Assembly=64.9
EBD=74.1
Tooling=65.6

CHAPTER 12
OTHER ASSIGNMENTS
Ayushman Bhava-Birthday Celebration:
One of the employee motivational Tools used at TACO-IPD is an event known as Ayushman
Bhava which is the birthday celebration of the employees at TACO-IPD.Ayushman Bhava is
celebrated at the end of each month where the Birthdays of employees which fall in a particular
month are celebrated. The project involved organizing the event in the months of June and July.
It involved making arrangements regarding venue, refreshments, organizing games, Gift
distribution etc.

CHAPTER 13
RECOMMENDATIONS
 A coded identity for the participant in order to facilitate a more open feedback.
 Training implementation by participants to be displayed in a motivational manner in
order to motivate the future participants.
 A training brochure covering the details of all the programs in brief.
 Customized programs for different divisions.
 Customized questionnaire for different programs.
 Contents of the training program should also be communicated to the superiors
 Apart from the feedback forms, an informal feedback session should be conducted
immediately after the program with the trainer, the HR coordinator and the participants so
that their suggestions can be considered for improving the course.
 While preparing the Knowledge and Skill matrix, Employees within the same department
under the same grade should have the same competencies. This makes any analysis based
on the knowledge and skill matrix simpler.

CHAPTER 14
CONCLUSIONS
This project study titled-“Training and development at TACO-IPD” has been an excellent
learning venture all the way, with respect to understanding Training and Development practices
followed in Manufacturing set ups.
Training and Development activities are designed, considerable cost withstanding, to impart
specific skills, abilities and knowledge to employees. After a training program has been
implemented, the organization should evaluate the program. This evaluation helps the
organization identify the areas for improvement, which can help in designing future training
programs. The basic yardstick to measure the success of a training program is the learning
benefits that have accrued to the trainees.
The data obtained from the participants and the superiors for the program they attended could
provide a platform as to how effective the programs were. As per the scores obtained, the
programs were quite effective. The participants could put into implementation the techniques and
concepts on their current jobs. The attitude of the participants changed after attending the
training program. Both the participants and their superiors made certain suggestions regarding
the training program they attended, which were very useful and more stress could be put forth to
work on them and make the program more effective.
Organizations must conduct a Training Need Analysis (TNA) to understand the training needs
of the organization. Once a TNA is done in a structured way, it will facilitate cost effective
working with no time wasted in asking irrelevant questions. Precise questions will be in line with
the organizations needs. This, in turn, leads to a clear, understandable analysis of data and
specific action plans can be designed so as to help an organization achieve its mission.

REFERENCES
Raymond A Noe,”Employee Training & Development”.
Udai, Parekh and Linton, “Training and Development”.
K Ashwathappa-Human Resource Management
Stephen Robbins, “Organizational Behavior”.
www.google.com
www.hrfolks.com
www.tacogroup.com
www.hrvillage.com
www.info@ftindia.com
www.scribe.com
http://www.scribd.com
www.wikipedia.com/ers
www.khoj.com

ANNEXURE 1
CALCULATIONS:
Overall Satisfaction and Overall Satisfaction Index:
Overall satisfaction:
In a particular training program, Average of the points rated by the employees (who attended that
training program) in the ‘program & faculty evaluation’ feedback form, pertaining to the
attribute “overall satisfaction” is calculated.
Overall satisfaction= Sum of points/5
Overall satisfaction Index:
Overall satisfaction Index= [(calculated points)/ (Maximum points)]*100
Or
Overall Satisfaction Index= [(Overall satisfaction)/5]*100
Overall Faculty Evaluation and Overall Faculty Evaluation Index:
Overall Faculty Evaluation:
In a particular training program, Average of the points rated by the employees (who attended
that training program) in the program & faculty evaluation feedback form, pertaining to the
attribute “Faculty evaluation” is calculated.
Overall Faculty Evaluation=Sum of points/5
Overall Faculty Evaluation Index:
Overall Faculty Evaluation Index= [(Calculated points)/ (Maximum points)]*100.
Or
Overall Faculty Evaluation Index= [(Overall Faculty Evaluation) /5] *100.

ANNEXURE 2
PROGRAM & FACULTY EVALUATION
Please take time to complete this training form, it provides valuable information which will help
us improve the effectiveness of our programs & give you a way of letting us know how we are
doing.
Program Dates
Name
Faculty names Venue
Duration of
the program
Emp No Name
Department
PROGRAM EAVALUATION
Please rate according to the 5- point scale
5- Strongly agree 4- Agree 3- No opinion 2-Disagree 1- Strongly
disagree
PROGRAM CONTENT
Was relevant to my work
Will help me to develop skills that will facilitate my work
CO-ORDINATION & FACILITIES
The coordination / communication before & during the training was well
managed.
Administrative arrangements were well managed.
Training aids provided were adequate
Course Material / handouts were adequate and relevant
Overall satisfaction of the program (5=very high)
FACULTY EVALUATION
Please rate according to the 5- point scale
5- Strongly agree 4- Agree 3- No opinion 2-Disagree 1- Strongly
disagree
TRAINERS Faculty Faculty Faculty

1 2 3
Had adequate knowledge of the subject X X

Communicated subject matter in an effective manner, using
X X
practical examples
Created a comfortable & an open learning environment X X
Led productive & meaningful discussions & facilitated
X X
participation by all
Responded to the needs of the group X X
Time management X X
The delivery mode of this training was satisfactory X X
OVERALL EVALUATION
The duration of the program
Too short Just Too Long
Right
The pace of the program
Too short Just Too Long
Right
Program objectives were met
Totally Partially Not at all
Would you recommend this course to your
colleagues? Yes Not sure No
Which Project do you propose to undertake to implement the learning of this training? What will
be the duration of the project?
_____________________________________________________________________
_____________________________________________________________________
Any other comments / suggestions to improve the course.
____________________________________________________________________
OTHER
• Is there any other training program which you need to attend?
Yes No

If yes, Please specify the name of the training program.
_______________________________________________________________
• How do you think this new program will help you in the work?
___________________________________________________________
• What should be the delivery mode of this program?

(tick where applicable)
Class room Case Studies Outbound training On the job
Workshop Group discussion Other , Please specify
Date: Signature of the Employee
ANNEXURE 3
SUPERIOR FEED BACK

Emp Department
No
Name Grade
Basis for evaluation of training:
A Reaction of employee Presentliked

Whether the employee Level
the trainingExpected Level
programme?
Knowledge 2006-2007 2007-2008 2008-2009
1
2 Whether concepts, ideas, principles, explained during training are assimilated by
B Learning
the employee?
3
4
C 5 Behavioral change Whether the training caused in change in behavior of the employee?
Skills
1
Whether enhancement in skills is noticed? Whether the knowlegde assimilated in
D 2 Skills enhancement
the training is applied by the employee in his/her day to day execution of the work.
3
4
Whether the modified behavior & enhanced skills has resulted into positive results
5 Impact on organizational
E such as increase in output, improved quality, cost reduction, system improvement
effectivenessTalent & Capability
etc.
1
F 2 Overall Performance Overall Performance of the employee
3
4
Evaluation5rating : The evaluator should rate the training effectiveness of the employee in following manner:
For scales A, B, C, D & E –Behaviour & Attitude

1
0 = Not applicable
2
1 = Not at all.
3
2 = To little4extent.
5
3 = To a significant extent.
4 = To a great extent.
For scale
F–
E-Excellent
VG-Very
Good
G-Good
NI-Needs
Improvemen
List training needs of the employee to be addressed in the year 2007
ANNEXURE 4
Knowledge
Training And Development and Skill
at TACO -IPDMatrix Page 62
Method to fulfill this
Type of need training need
Name of the Training requirement/ (Technical/ (classroom, external,
Sr No need Behavioural) reading books, etc)
Name of the superior: Signature
Scale of rating
Under Training UT
Aware A
User U
Proficient P


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A REPORT ON

TRAINING AND DEVELOPMENT

A Report submitted in partial fulfillment of the

Training And Development at TACO -IPD Page 2

At TACO-IPD, the following are some methods of capturing training inputs:

Identifying Departmental Needs through meetings with departmental heads, Individual

Training And Development at TACO -IPD Page 4

Training And Development at TACO -IPD Page 6

Chapter 8,”Needs Assessment”, discusses how to identify when Training is appropriate.

Chapter 10 –“Quantitative Analysis” focuses on the calculations that were involved in

Chapter 11-looks at a Graphical representation of the Capability Index calculated for 4

Chapter 13 looks at the Recommendations made towards the project study.

Chapter 14- Contains the Conclusion of this project study.

Training And Development at TACO -IPD Page 7

Training And Development at TACO -IPD Page 8

For the Superiors:

Training And Development at TACO -IPD Page 9

Scope of Needs Assessment:

1.3 LIMITATIONS OF THE STUDY

Training And Development at TACO -IPD Page 10

1.4.1 Methodology Used for Training Evaluation:

Methods of Data Collection:

Some methods of Data collection are: through Questionnaires, Observations and

For the participants:

Training And Development at TACO -IPD Page 11

For the Superiors:

Once the data is collected a Statistical as well as a qualitative analysis is done.

1.5 GRADE STRUCTURE :

Training And Development at TACO -IPD Page 12

Statistical and Quantitative Analysis:

Statistical Concepts and Techniques used:

Training And Development at TACO -IPD Page 13

Overall Satisfaction Index & Faculty Evaluation Index:

1.4.2 Methodology Used for Training Needs’ Identification:

Training And Development at TACO -IPD Page 14

(i)Calculation of the Capability Index:

This figure was calculated in order to determine whether a particular skill/competency

Demand = Sum of Desired Skills/ Number of employees.

(iii)Calculation of Skill and Competence Level:

Training And Development at TACO -IPD Page 15

If an employee has a Capability Index of greater than 75- he is considered to be highly

Whereas if the Demand is less than 1 it is considered to be a lowly demanded

Training And Development at TACO -IPD Page 16

Jamsetji Tata (Founder, Tata Group)

Training And Development at TACO -IPD Page 17

Training And Development at TACO -IPD Page 18

Training And Development at TACO -IPD Page 19

TACO-IPD manufactures and supplies Interior, Exterior and under-the-hood plastic

Its products include:

Injection-moulded plastic components and assemblies.

 Instrument Panel /Dashboard

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Injection-moulded plastics components and assemblies:

Under-the-hood components- Surge tank

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• Providing Innovative solutions through Products, Services and

• Building and Expanding relationships with Customers, Partners and

• Speed and Flexibility in the Organization.

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Training refers to a planned effort by a company to facilitate employees learning of job

Any training process involves the following 4 functions: