A PROJECT REPORT

On

“PROCESSES OF LEARNING AND DEVELOPMENT IN

TATA MOTORS”

(Submitted in partial fulfillment of the requirements for MBA)

Submitted By: - Submitted To:-

Kunal Singh Corporate Mentor: - Jayant Kumar
Batch of 2020-2022 College Mentor: - Sonia Riyat
 ACKNOWLEDGEMENT

This project is the outcome of sincere efforts, hard work and constant guidance of not only me
but a number of indviduals. First and foremost, I would like to thank AJU, JAMSHEDPUR for
giving me the platform to work with such a prestigious company in the Human Resource sector.
I am thankful to my faculty guide Sonia Riyat for providing me help and support throughout the
Project Report period.

I owe a debt of gratitude to my faculty guide who not only gave me valuable inputs about the
industry but was a continuous source of inspiration during these months, without whom this
Project was never such a great success.

Last but not the least I would like to thank all my Faculty members, friends and family members
who helped me directly or indirectly in the completion of the project.

Kunal Singh
MBA (2020-2022)
 School of Commerce and Management

Faculty Guide Certificate

This is to certify that KUNAL SINGH, AJU/201046, a student of MBA (2020-22), has undertaken the
Summer Internship Project titled “PROCESSES OF LEARNING AND DEVELOPMENT IN
TATA MOTORS ”, for the partial fulfillment of the requirements of ARKA JAIN University for the
award of the degree of Masters of Business Administration, under my supervision. To the best of my
knowledge, this project is the record of authentic work carried out during the academic year (2020-22)
and has not been submitted anywhere else for the award of any Certificate/ Degree/ Diploma etc.

Signature of the Faculty Mentor

Name of the Faculty Mentor: Sonia Riyat
Designation of the Faculty Mentor: Asst. Professor
 School of Commerce and Management

Declaration by the Student

I , KUNAL SINGH , hereby declare that the project titled “PROCESSES OF LEARNING AND
DEVELOPMENT IN TATA MOTORS”, has been carried out by and is hereby submitted in the
partial fulfillment of the requirements of ARKA JAIN University for the award of the degree of
Masters of Business Administration. To the best of my knowledge, the project undertaken, has been
carried out by me and is my own work. The contents of this report are original and this report has been
submitted to ARKA JAIN University, Jamshedpur and it has not been submitted elsewhere for the award
of any Certificate/Diploma/degree etc.

Signature of the Student

Name of the Student: KUNAL SINGH
Roll No.: 60
University Enrollment No: AJU/201046
M.B.A. - 2020-22
 EXECUTIVE SUMMARY

The topic chosen “PROCESSES OF LEARNING AND DEVELOPMENT IN TATA MOTORS”

was aimed for the betterment of’ organization in terms of quality as well as quantity. A study on the
topic “PROCESSES OF LEARNING AND DEVELOPMENT in Tata Motors”.
The main objective of the research was to find the problems do the employees faces in the company
during Learning and Development process in Tata Motors.

The study is done as part of Descriptive Research. The primary data was collected by means of
questionnaire. The secondary data was collected from the company records and websites. Structured
questionnaire was given to 40 employees and the data was collected based on the same. Utmost care has
been taken from the beginning of the preparation of the questionnaire the analysis, findings and
suggestions. The analysis leads over to the conclusion that majority of the employees are satisfied.
Dissatisfaction with reference to some of the factors was also reported. Valuable suggestions are also
given to the company for better prospects.
 TABLE OF CONTENTS

CHAPTER TOPIC PAGE

CONTENT NO.
NO.
CHAPTER 1 INTRODUCTION 1

CHAPTER 2 INDUSTRY PROFILE 2

CHAPTER 3 COMPANY PROFILE 6

CHAPTER 4 RESEARCH METHODOLOGY 26

CHAPTER 5 DATA ANALYSIS AND INTERPRETATION 27

CHAPTER 6 FINDINGS AND RECOMMENDATIONS 38

CHAPTER 7 CONCLUSION 40
 CHAPTER: 1 INTRODUCTION

History
Tata Motors was founded in 1945, as of locomotive manufacturer. Tata Group entered the commercial
vehicle sector in 1954 after forming a joint venture with Daimler-Benz of Germany. After years of
dominating the commercial vehicle market in India, Tata Motors entered the passenger vehicle market in
1991 by launching the Tata Sierra, a sport utility vehicle based on the Tata Mobile platform. Tata
subsequently launched the Tata Estate (1992; a station wagon design based on the earlier Tata Mobile),
the Tata Sumo (1994, a 5-door SUV) and the Tata Safari (1998).

Tata Motors Limited, formerly Tata Engineering and Locomotive Company (TELCO), is an Indian
multinational automotive manufacturing company headquartered in Mumbai, Maharashtra, India. It is a
part of Tata Group, an Indian conglomerate. Its products include passenger cars, trucks, vans, coaches,
buses, sports cars, construction equipment and military vehicles.

Tata Motors has auto manufacturing and assembly plants in Jamshedpur, Pantnagar, Lucknow, Sanand,
Dharwad, and Pune in India, as well as in Argentina, South Africa, Great Britain, and Thailand. It has
research and development centers’ in Pune, Jamshedpur, Lucknow, and Dharwad, India and in South
Korea, Great Britain, and Spain. Tata Motors' principal subsidiaries purchased the English premium car
maker Jaguar Land Rover (the maker of Jaguar and Land Rover cars) and the South Korean commercial
vehicle manufacturer Tata Daewoo. Tata Motors has a bus-manufacturing joint venture with Marcopolo
S.A. (Tata Marcopolo), a construction-equipment manufacturing joint venture with Hitachi (Tata Hitachi
Construction Machinery), and a joint venture with Fiat Chrysler which manufactures automotive
components and Fiat Chrysler and Tata branded vehicles.

Tata Motors is listed on the (BSE) Exchange. The company is ranked 265th on the Fortune Global 500
list of the world's biggest corporations as of 2019.
On 17 January 2017, Natarajan Chandrasekaran was appointed chairman of the company Tata Group.
Tata Motors increases its UV market share to over 8% in FY2019.
01
 CHAPTER: 2 INDUSTRY PROFILE

The automotive industry in India is the sixth-largest in the world.

A pre-Independence car showroom in Secunderabad, showing Fiat Topolino and Fiat 1100

Indian Royalty were one of the largest buyers of luxury cars during pre-Independence British
India.

Kolkata street traffic in 1945

In 1897, the first car ran on an Indian road. Through the 1930s, cars were imports only, and in small
numbers.
An embryonic automotive industry emerged in India in the 1940s. Hindustan Motors was launched in
1942, long-time competitor Premier in 1944, building Chrysler, Dodge, and Fiat products respectively.
Mahindra & Mahindra was established by two brothers in 1945, and began assembly of Jeep CJ-
3A utility vehicles. Following independence in 1947, the Government of India and the private sector
launched efforts to create an automotive-component manufacturing industry to supply to the automobile
industry. In 1953, an import substitution programme was launched, and the import of fully built-up cars
began to be restricted.
 02
1947–1970

The 1949 Hindustan 10 built by Hindustan Motors under license from Morris Motors, UK

Mine Protected Vehicle manufactured at the Vehicle Factory Jabalpur of OFB

The Hindustan Ambassador dominated India's automotive market from the 1960s until the mid-
1980s and was manufactured till 2014.

Fiat 1100D, built under license by Premier Automobiles later re-christened 'Premier Padmini' was
the Ambassador's only true competitor.
 03

04

Passenger Cars

 Hindustan Motors, Calcutta – technical collaboration with Morris Motors to manufacture Morris

Oxford models that would later become HM Ambassador.
 Addison’s, Madras – An Amalgamations Group company, was the agent for Nuffield's Morris,
Wolseley, and Riley cars, and Chrysler's Plymouth, Dodge, and De Soto cars and trucks. The
first Morris Minor assembled in India and the first car assembled in Madras was driven out from
Addison's twin-plants on Smith Road by Anantharamakrishnan on 15 November 1950.[4]
 Premier Automobiles, Bombay – technical collaboration with Chrysler to
manufacture Dodge, Plymouth and Desoto models and with Fiat to manufacture the 1100D models
which would later with Premier Padmini range.
 Standard Motor Products of India, Madras – technical collaboration from Standard-Triumph to
manufacture Standard Vanguard, Standard 8, 10 and later Standard Herald.

Utility and Light Commercial Vehicles

 Vehicle Factory Jabalpur – started manufacturing Jonga Light Utility Vehicles and Vahan 1 Ton
(Nissan 4W73 Carriers) in India, under license from Nissan of Japan. They were the main troop
carriers of the Indian Armed Forces and much powerful than any other vehicle of their class.
 Mahindra & Mahindra, Bombay – technical collaboration with Willys to manufacture CJ
Series Jeep.
 Bajaj Tempo, Pune, now Force Motors – technical collaboration with Tempo (company) to
manufacture Tempo Hanseat, a three-wheeler and Tempo Viking and Hanomag, later known as
Tempo Matador in India.
 Standard Motor Products of India – technical collaboration from Standard has licence to
manufacture the Standard Atlas passenger van with panel van and one-tonne one tonne pickup
variants.

Medium and Heavy Commercial Vehicles

 Matang truck manufactured by the Vehicle Factory Jabalpur of OFB.

Bhishma Tank manufactured at the Heavy Vehicles Factory, Chennai of the OFB

 Vehicle Factory Jabalpur – started manufacturing Shaktiman trucks with technical assistance

from MAN SE of Germany. The trucks were the main logistics vehicle of the Indian Army with
several specialist variants. VFJ still is the sole supplier of B vehicles to the Indian Armed Forces.
 Heavy Vehicles Factory – was established in 1965 in Avadi, Chennai to produce tanks in India.
Since its inception, HVF has produced all the tanks of India,
including Vijayanta, Arjun, Ajeya, Bhishma and their variants for the Indian Army. HVF is the only
tank manufacturing facility of India.
 Tata Motors, Pune, then known as TELCO – technical collaboration with Mercedes Benz to
manufacture medium to heavy commercial vehicles both Bus and Trucks.
 Ashok Motors, later Ashok Leyland, Madras – technical collaboration with Leyland Motors to
manufacture medium to heavy commercial vehicles both Bus and Trucks. Ashok Motors also
discontinued its Austin venture formed in 1948 to sell Austin A40 and retooled the factory to make
trucks and buses.
 Hindustan Motors – technical collaboration with General Motors to manufacture
the Bedford range of medium lorry and bus chassis.
 Premier Automobiles – technical collaboration with Chrysler to manufacture
the Dodge, Fargo range of medium lorry, panel vans, mini-bus and bus chassis.
 Simpsons & Co, Madras – part of Amalgamations Group (TAFE Tractors) – technical
collaboration with Ford to manufacture medium lorry and bus chassis, but did not utilise that option
until the 1980s.
 05
Chapter 3: COMPANY PROFILE 06

Founded by Jamsetji Tata in 1868, the Tata group is a global enterprise, headquartered in India,
comprising over 100 independent operating companies. The group operates in more than 100
countries across six continents, with a mission 'To improve the quality of life of the
communities we serve globally, through long-term stakeholder value creation based on
Leadership with Trust'. Tata Sons is the principal investment holding company and promoter of
Tata companies. Sixty-six percent of the equity share capital of Tata Sons is held by
philanthropic trusts, which support education, health, livelihood generation and art and culture.
In 2015-16, the revenue of Tata companies, taken together, was $103.51 billion. These
companies collectively employ over 660,000 people. Each Tata company or enterprise operates
independently under the guidance and supervision of its own board of directors and
shareholders. There are 29 publicly listed Tata enterprises with a combined market capitalization
of about $130.13 billion (as on March 31, 2017). Tata companies with significant scale include
Tata Steel, Tata Motors, Tata Consultancy Services, Tata Power, Tata Chemicals, Tata Global
Beverages, Tata Teleservices, Titan, Tata Communications and Indian Hotels.

Product range of the company includes:

Passenger Cars:
 • Indica Vista, Indica V2, Indica V2 Turbo, Indica V2 Xeta, Indica V2 Dicor.,
Aria, Zest and Bolt (upcoming)
• Indigo XL, Indigo, Indigo Marina Indigo CS. 07
• Nano.

Utility Vehicles:

• Safari Dicor.
• Sumo Grande.
• Sumo.
• Xenon XT.
Trucks:

• Medium & Heavy Comm. Vehicles, Tata Novus.

• Intermediate Comm. Vehicles.

• Light Commercial Vehicles, TL 4×4, Small Commercial Vehicles.

Commercial Passenger Carriers:

• Buses.

• Winger. 08

• Magic

Subsidiaries of the company:

• Jaguar Land Rover.

• Tata Technologies Ltd. (TTL) and its subsidiaries.

• Telco Construction Equipment Co. Ltd. (Telcon).

• HV Axles Ltd. (HVAL).

• HV Transmissions Ltd. (HVTL).

• TAL Manufacturing Solutions Ltd. (TAL).

• Sheba Properties Ltd. (Sheba).

• Tata Daewoo Commercial Vehicle Company Ltd (TDWCV).

• Hispano Carrocera S. A. (HC).

• Tata Motors Insurance Broking & Advisory Services Ltd (TMIBASL).

• Tata Motors European Technical Centre plc.

• Tata Motors Finance Limited.

• Tata Motors Thailand.

• Tata Marco polo Motors Ltd (TMML).

• Tata Motors (SA) Proprietary Ltd (TMSA).

• TML Distribution Company Ltd (TDCL).

TATA MOTORS AT JAMSHEDPUR

Tata Motors celebrates 60 years of truck manufacturing in Jamshedpur

60 years of manufacturing excellence and bringing global trucking to India with:

• World-class design and engineering capabilities to conceptualize and integrate Tata

Motors’ current and future range of trucks
• Capabilities of developing and integrating Intelligent electronic vehicular control
systems, pneumatic systems and hybrid technologies
• Assembly of over 200 models, ranging from multi-axle trucks, tractor-trailers, tippers,
mixers and special application vehicles, catering to civilian and defense requirements
• Engine assembly shop, capable of supplying upto300 engines per day
 Tata Motors today celebrated 60 years of truck manufacturing at its first manufacturing and
engineering facility in Jamshedpur. Set up in 1945, Tata Motors Jamshedpur started with
manufacturing steam locomotives, later foraying into truck manufacturing, bringing global
trucking technology to India in 1954.
Since then, Tata Motors’ Jamshedpur plant has been modernized consistently, with a
particularly intense scale in the last 10 years, equipped with state-of-the-art equipment and
assembly lines to produce a truck every five minutes. The facility assembles over 200 Tata
Motors Medium and Heavy Commercial (M&HCV) models, for varied movement of
equipment, raw materials, goods and services, across distances, catering to millions of
Indians every day. Jamshedpur also houses engineering centers to conduct truck testing for
operatability in various climatic conditions and varied surfaces, including dense urban
centers, all of which operate under distinct set of rules and regulations, governing
commercial vehicles operations.

As a development and manufacturing hub for Tata Motors M&HCVs, Tata Motors’
Jamshedpur’s engineering research centre is capable of carrying out complex vehicle design
and integration of Tata Motors current and future trucks.

Jamshedpur Plant Layout:

There are 5 major divisions or factories at Jamshedpur Plant namely:

Engine Factory manufactures the Tata 697/497 naturally aspirated and turbo charged
engines, with a capacity of supplying up to 200 engines per day.
 The Vehicle Factory's main assembly line rolls out one truck every 5 minutes. Two other
lines are dedicated to the Prima range, Multi-axle, special purpose vehicles and for
meeting the requirements of the defense sector.

The chassis frames are supplied by the Frame Factory, which is equipped with a 5000
Ton Siempelkamp press to manufacture frames up to 6.2 meter wheel base.

The fully equipped Foundry supplies high-grade SG Iron Castings and is rated as one of
the highly automated foundries in the world.

09

The Cab & Cowl Factory is equipped with an automated Centralized Paint Shop with a
provision for metallic painting and Centralized Trim Lines, which help improve
logistics.

Human Resource Management

The process of hiring and developing employees so that they become more valuable to the
organization.

Human Resource Management includes conducting job analyses, planning personnel needs,
recruiting the right people for the job, orienting and training, managing wages and salaries,
providing benefits and incentives, evaluating performance, resolving disputes, and
communicating with all employees at all levels. Examples of core qualities of HR management
are extensive knowledge of the industry, leadership, and effective negotiation skills.
Human Resource Strategy of TML

The development of policy and procedures to ensure the acquisition, development, retention and
effective deployment of a workforce that will allow the sport organization to meet its mission
and goals now and in the future.
HR continues to align itself to the changing environment and business realities. Prime focus is
lead on strengthening of HR strategic business partnering backed by vertical expertise from the
centre of excellence. The delivery processes and systems managed by the Shared Services
teams, with seamless IT integration, forms the backbone of HR operations.
 Human Resource Strategic Objective of
TML

 Design lean and competitive organization:

The very first objective by a human resource manager is to design a lean and competitive
organizational structure. The structure help the managers to further implement the plan and work on
the deviations seen in the planned performance and the actual performance.

 Create a performance oriented culture:

The HR manager needs to create an organizational culture which would help them to motivate their
employees to work more efficiently and effectively and have the best desired results.

 Built functional depth across the organization:

The HR strategic planning helps the HR manager to develop a functional depth across the
organization and develop the functional capabilities in the employees working in the organization.

10
 Capabilities building of customer interface workforce Become
the employer of choice:

Being an employer of choice means that the company has carefully thought about creating an
environment where people want to work and have long-lasting careers. Management has created a
place where people choose to work over other competing organizations because of what they
believe the company will offer them in terms of the whole experience — compensation, benefits,
training, perks, opportunities, development and purpose for being.

 Build leadership capability and talent pipeline:

Capable leadership is undoubtedly one of the most important factors in creating and maintaining an
organization which achieves outstanding and sustainable results. In fact, in today’s complex and
changing world, the need for strong leadership is greater than ever before. Creating a talent pipeline
begins by crafting a skills and qualifications profile for a given role and identifying people who
might be strong candidates for the position. Human resources (HR) leaders then

assess the gaps between the individual's current abilities and those needed to perform the target
role effectively and help them to develop the necessary skills. Having a talent pipeline ensures
that roles will not go unfilled for long periods or that people are not promoted before they are
ready. Either of these scenarios could negatively impact a company if the empty position is in
senior leadership or another crucial area

 Create a highly engaged workforce:

Employee engagement is about understanding one’s role in an organization, and being sighted and
energized on where it fits in the organization’s purpose and objectives. Employee engagement is
about having a clear understanding of how an organization is fulfilling its purpose and objectives,
how it is changing to fulfill those better, and being given a voice in its journey to offer ideas and
express views that are taken account of as decisions are made. Employee engagement is about
being included fully as a member of the team, focused on clear goals, trusted and empowered,
receiving regular and constructive feedback, supported in developing new skills, thanked and
recognized for achievement. Engaged organizations have strong and authentic values, with clear
evidence of trust and fairness based on mutual respect, where twoway promises and commitments –
between employers and employees – are understood and fulfilled.

11
HUMAN RESOURCE VERTICLES AT TML 12

The human resource management has many verticals; some of the main verticals are as follows:

1. Talent Acquisition:
Talent acquisition is the process of finding and acquiring skilled human labor for
organizational needs and to meet any labor requirement. When used in the context of the
recruiting and HR profession, talent acquisition usually refers to the talent acquisition
department or team within the Human Resources department.

2. Talent Management.
Talent management refers to the anticipation of required human capital for an organization and
the planning to meet those needs. ... Talent management is the science of using strategic
human resource planning to improve business value and to make it possible for companies and
organizations to reach their goals.

3. Learning and Development vertical:

Learning is the act of acquiring new, or modifying and reinforcing existing, knowledge,
behaviors, skills, values, or preferences and may involve synthesizing different types of
information. The ability to learn is possessed by humans, animals, plants [1]and some machines.
Progress over time tends to follow a learning curve. Learning does not happen all at once, but it
builds upon and is shaped by previous knowledge. To that end, learning may be viewed as a
process, rather than a collection of factual and procedural knowledge. Learning produces
changes in the organism and the changes produced are relatively permanent.

• Development: This activity focuses upon the activities that the organization employing
the individual, or that the individual is part of, may partake in the future, and is almost
impossible to evaluate.[5]

4. Employee Relation:
The term 'employee relations' refers to a company's efforts to manage relationships between
employers and employees. An organization with a good employee relations program provides
fair and consistent treatment to all employees so they will be committed to their jobs and loyal
to the organization.

5. Employee Engagement:
Employee engagement is a property of the relationship between an organization and its
employees. An "engaged employee" is defined as one who is fully absorbed by and
enthusiastic about their work and so takes positive action to further the organization's
reputation and interests.

LEARNING AND DEVELOPMENT SYSTEM AT TATA MOTORS

LIMITED (TML)
HR function establishes its objective from the overall TML Strategy. The Human Capital
strategy is designed around TML’s Vision for CVBU- One, it aspires to double the size of
business over the next five years to $50 billion and two, to evolve into a world-class
organization. The 3 planks of HR Strategy “Talent & Leadership”, “Organizational Renewal”
and “Organizational Enablers” are aimed at building sustained customer delight and business
performance.

TATA MOTORS ACADEMY (TMA):- It is a learning vehicle of TATA motors. The TMA
through its various verticals and horizontals has achieved the mammoth task of aligning learning
across the organization which functions as silos.

13
It also helps in standardizing the focus, processes and practices across various path. The Tata
Motors Academy logos represent our Tree of Learning. The black trunk indicates our rock solid
commitment to the cause of learning and development. The blue color symbolizes inspiration
springing from a core of infinite knowledge and learning. The outer green color reflects the
results of our learning focus especially growth and harmony.rts of the organization.

❖ KEY FOCUS AREAS ARE:

1) Align learning with the need of business.

2) In depth focus on functional capabilities.

3) Launch organization-wide LMS 4) Involve leaders in teaching.

❖ Guiding principles of TMA:

LEARNING AND DEVELOPMENT PROCESS AT TATA MOTORS

LIMITED (TML):

1): TRAINING NEEDS IDENTIFICATION

We identify your needs through 3 sources:

• PACT

• Focused group discussions with functional teams

• Inputs from senior management on business needs

All needs are validated and finalized by Learning Advisory Councils (LAC) at various levels.

LEARNING ADVISORY COUNCIL (LAC) 14

A learning advisory council at TATA motors. It is a representative group of leaders in alignment

of learning with business needs leading to business impact. It was launched on 25thnov 2011 in
Pune. There are total 17 LAC’s at TATA motors. LAC acts as a key governance platform that
ensures alignment of learning with business.

Learning governance:-

• Bersis & Associates (2008) - Making sure that all programmes, investment and
systems are continuously aligned with business priorities.

• CLC (2012) - A system of decision making structure and practices that enables
the L&D functions to achieve its strategic and operational objectives.

STRUCTURE OF THE LAC:

Currently the LAC is designed as two different multi-tiered structures. This is a quick synopsis
of the same:

➢ The APEX Council is the top run for the entire organization involving the senior
most leadership.

➢ The councils for the CVBU and PVBU businesses to be separate. Also within the
business, the manufacturing and commercial functions should be handled separately.

➢ The manufacturing organization should have 3 tiered council; the rest should be 2
tiered.

Members of the LAC:

-the LAC has the representation both from the business/line leaderships and the L & D for the
purpose of ensuring joint ownership of learning through collaboration.

➢ Senior business leader servers as the chairman of the LAC.

➢ The members are selected in discussion with the HR head and the chairman.

➢ In addition, the business HR (BHR), IT and Finance SPOC (single point of contact)
are included as members. Members from other functions can be included as
rotational members based on the agenda of the LAC.

FREQUENCY OF LAC MEETINGS

 1. The operational LAC meets once in every quarter

15
2. The apex and manufacturing excellence meets once in 6 months.

PURPOSE OF THE LAC

Objectives:-

The key objectives of LAC are listed below:

• Facilitate in defining learning strategies for the organization in line with business
priorities and goals.

• Plan and approve key resources requirements for all learning interventions in the
organization.

• Support in implementation of learning agenda towards building capabilities.

• Review success measures for learning and evaluate the business impact

2): PLANNING AND BUDGETING PROCESS

Planning and budgeting process explains the guidelines and the process of planning and
budgeting of L & D interventions.

Planning the L&D budget:

This explains the guidelines and the process of preparing the L&D budget for different units and
the overall L&D budget at the central level.

The L&D budget preparation starts in the month of January at the respective locations. All the
locations are informed about the approval and allotted budget in the first quarter of a financial
year.

Types of budget expenditure:

➢ Program/workshop.
 ➢ Event/launch.

➢ Material and library/license

➢ General expenses. 16

17

Program Identification and calendar creation:

It explains the process of identifying the program and creation and launch of the learning
calendar.

Objectives of calendar creation:

The purpose of this process is to ensure that all details associated with programs to be conducted
by the Tata Motors Academy for TM and EGs grade are fully documented and outlined in the
annual calendar.

The documentation ensures that all programs are calendarised and are allocated to the
appropriate Operations Lead (OL) for logistical administration.

Scope:

This process applies to all the programmes that are intended to be delivered by the TMA for the
TM EG population.

3) Set Organizational Training Objectives: The training needs assessments

(organizational, task & individual) will identify any gaps in your current training initiatives and
employee skill sets. These gaps should be analyzed and prioritized and turned into the
organization’s training objectives. The ultimate goal is to bridge the gap between current and
desired performance through the development of a training program. At the employee level, the
training should match the areas of improvement discovered through 360 degree evaluations.

4) Create Training Action Plan: The next step is to create a comprehensive action plan that
includes learning theories, instructional design, content, materials and any other training
elements. Resources and training delivery methods should also be detailed. While developing
the program, the level of training and participants’ learning styles need to also be considered.
Many companies pilot their initiatives and gather feedback to make adjustments before
launching the program company-wide.

5) Implement Training Initiatives

The implementation phase is where the training program comes to life. Organizations need to
decide whether training will be delivered 30
in-house or externally coordinated. Program implementation includes the scheduling of training
activities and organization of any related resources (facilities, equipment, etc.). The training
program is then officially launched, promoted and conducted. During training, participant
progress should be monitored to ensure that the program is effective.

6) Evaluate & Revise Training

As mentioned in the last segment, the training program should be continually monitored. At the
end, the entire program should be evaluated to determine if it was successful and met training
objectives. Feedback should be obtained from all stakeholders to determine program and
instructor effectiveness and also knowledge or skill acquisition. Analyzing this feedback will
allow the organization to identify any weaknesses in the program. At this point, the training

program or action plan can be revised if objectives or expectations are not being met .

METHODS OF TRAINING:

1. On the Job Training

 2. Off the Job Training

1. On the Job Training: On the Job Training can be referred as the training that is
delivered to an individual while he/she performs the task or processes related to their
particular occupation. The tasks performed by the employee are under the supervision of a
manager, coach or mentor, and is generally essential to their job function. This type of
training is typically used to broaden an employee’s skill set and to increase productivity.

18

This type of training has an advantage of giving firsthand knowledge and experience under
actual working conditions. While the trainee learns how to perform a job, he is also a regular
worker rendering the services for which he is paid.

Pros:

• It is directly in the context of job.

• It is often informal.

• It is most effective because it is ‘learning by experience’.

• It is least expensive.

• The trainees are highly motivated.

Cons:

• Trainer might lack enough experience to train.

• It is not systematically organized.

• Poorly conducted programs may create safety hazards.

ON THE JOB TRAINING METHODS:

a) Job Rotation: In this method, employees are usually put into different jobs turn by
turn, where they learn all sorts of jobs, of various departments. The main objective of
Job Rotation is to give a comprehensive awareness about the jobs of different
 departments. In this way, an employee gets to know how his own department as well as
the other department’s works. Interdepartmental coordination can be improved, and team
spirit is inculcated among the employees.

b) Job coaching: An experienced employee can give a verbal presentation to explain the
tip to toe structure of the job.

c) Job Instruction: It may consist an instruction or directions to perform a particular task

or a function. It may be in the form of orders or steps to perform a task

19.

d) Apprenticeships: Generally fresh graduates are put under the experienced employee to
learn the functions of job.

e) Internships and assistantships: An intern or an assistant is recruited to perform a

specific time-bond jobs or projects during their education. It may consist a part of their
educational courses.

OFF THE JOB TRAINING:

The types of training which are adopted for the development of employees away from the field
of the job are known as off the job training. When the employees are given training outside the
actual work location, such a type of training is termed as off the job training. It is a theoretical
approach. It has a low active participation level and is conducted away from workplace. It
follows the principle of Learning by acquiring knowledge. There is a work disruption because
first training is provided which is followed by a performance. It is carried out by Professionals
or experts. It is an expensive task and is suitable for non-manufacturing firms.

Pros:

• Trainers are usually experienced enough to train.

• It is systematically organized.

• Efficiently created programs may add a lot of value.

20

Cons: 21

• It is not directly on the context of job.

• It is often formal.

• It is not based on experience.

• It is least expensive.

• Trainees may not be highly motivated.

• It is more artificial in nature.

OFF THE JOB TRAINING METHODS:

a) Classroom lectures: It is a verbal presentation by an instructor to a large audience. It can

also be used for large groups. The instructor gives lectures about the job requirements and
the necessary skills required for implementing the job. The main purpose of the training is to
make the employees well informed about their job roles and discussions about their queries
are made.

b) Case Studies: It is a written description of an actual situation and the trainer is supposed to
analyze and give his conclusions in writing. The cases are generally based on actual
organizational situations. It is an ideal method to promote decision-making skills within the
 constraints of limited data. Role playing: -Here, the trainees assume the part of the specific
personalities in a case study and enact it in front of the audience. It improves interpersonal
relationships and attitudinal changes within employees.

c) Job Instructions: In this method, the trainee is placed under a particular supervisor who
functions as a coach in training and provides feedback to the trainee.

d) Simulation: The simulation Method of training is most famous and core among all of the
job training methods. In the simulation training method, trainee will be trained on the
especially designed equipment or machine seems to be really used in the field or job. But,
those equipment or machines are specifically designed for training trainees were making
them ready to handle them in the real field or job. This method of planning is mostly used
where very expensive machinery or equipment used for performing Job or to handle that job.

Example: - The simulation method has been using widely for the purpose of training airplane
pilots on airplane simulator to make them ready to handle a fly airplane. Especially in Air force
fighter pilots are getting trained on the jet fighters simulator, because the cost of airplane or jet
fighter will be very expensive, hence employer may not allow directly to get trained on real
equipment to avoid damage to equipment or machine or in sometimes may cause loss of trainee
life. To avoid all such risks by the employer giving training on simulator is safe. (Normally
simulators for the purpose of training would be provided by the manufacturer of original
equipment).

E) Vestibule Training: - Mostly this method of training will be used to train technical staff,
office staff and employees who deal with tools and machines. Employees learn their jobs on the
equipment they will be using, but the training is conducted away from the actual work floor by
bringing equipments or tools to certain place where training is provided, but not work place.
Vestibule training allows employees to get a full feel for doing task without real world pressures.
Additionally, it minimizes the problem of transferring learning to the job. Vestibule training is
provided to employees when new or advanced equipment or tools introduced in to the
organization to do a particular job by using them. For this purpose such equipment is brought to a
separate place to give demonstration and train how to use and that handle it by employees safely.

Organization's L&D Setup & Policy

Workforce and Leader Development Processes focus on identifying knowledge and skill gaps
and preparing employees for the changes in external environment to meet organization’s
strategic objectives. The processes of workforce development are closely aligned with learning
governance body called Learning Advisory Council (LAC). LACs ensure alignment of
learning to business and functional strategic objectives. Three key roles of LACs are designing,
implementing and reviewing learning efforts.

22

➢ L&D is structured into Center of Excellences (CoE).

➢ CoEs are instrumental in capturing needs, designing and deploying learning programs
in their domain.

➢ CoEs are structured to focus on building functional and technical capabilities

(Manufacturing Excellence & Innovation, Operator Training, Dealer Training,

Commercial and Corporate CoE) and behavioural capabilities (Global Leadership and
Management CoE.
 ➢ Tata Motors Academy (TMA) is a defined structure that has enabled to balance focus
on various forms of capability development. Different verticals ensure that the learning
agenda is aligned with the business objectives and functional strategies.

➢ Currently, TMA intends to direct 60% focus on technical and functional capability
development and balance on leadership and managerial skills development..

23

L&D Process at TML:

L&D Facilities:

The entire training needs of both white collar & blue collar workforce are being catered by the
following two training establishments:
Management Training Center (MTC) : For white collar workforce 24
✓ Five air-conditioned class rooms of 30 seats capacity each with LCD & PA system.

✓ A 150 seater lecture auditorium with state of the art audio visual systems.

✓ A 15 seater conference room with VoIP and video conferencing facilities.

✓ Library & Information Support:

❑ 32,500 books on Engineering & Management
❑ Well stocked multimedia units
❑ Periodic technical info alerts through share2learn platform
❑ 40 national & international magazines and journals

Technical Training Center (TTC) : For blue collar workforce

❖ Eight air-conditioned class rooms of 30 seats capacity each with LCD & PA system.

❖ A 100 seater lecture auditorium with state of the art audio visual systems.

❖ Well equipped library with adequate titles, periodic magazine subscriptions & CD on
various management & engineering specializations.

❖ All required modern facilities for imparting on-job technical training the skills of :
fitting, machining, welding, painting, electrical, electronics, hydraulics, pneumatics, motor
vehicle, mechanic, denting, sheet metal works, tool & die making, robotics etc.
 25
Chapter 4: RESEARCH METHODOLOGY

OBJECTIVE OF THYE STUDY

The study aims at finding out the Learning and Development (L&D) roles and the extent of
various competencies required for L&D professionals who deal with any one of the following
areas of responsibilities in a corporate organization.
1) Delivering training
2) Designing training
3) Managing the training and development function
4) Measuring and evaluating training
5) To understand about the TATA motors of Jamshedpur
6) To understand more about the different Learning & Development initiatives of TATA
motors
7) To specifically study the L&D process of TATA motors (Jamshedpur)

COLLECTION OF DATA

STEP 1: A schedule for Training Programs is planned according to the requirement.

STEP 2: The information about the training programs is passed to the trainers and the
employees.

STEP 3: The sessions conducted is for 3 hours maximum. This includes video presentations,
lectures on the topic by the trainer and clarifications of doubts of the employees.

STEP 4: At the end of the session, attendance is taken to analyze the strength of the employees
that attend the session.
 STEP 5: A CIRO-I feedback form is distributed to every employee present in the session, to
give their feedback about the session.

STEP 6: After 3 months, a CIRO-II feedback form is taken to the various plants, and is
required to be filled by at least 1 employee and the supervisor of the plant.

26

CHAPTER: 5 DATA ANALYSIS AND INTERPRETATION

Data, which is gathered by administering questionnaires. Was processed in simple manner to determine
the level of satisfaction among employees with the TRAINING and DEVELOPMENT PROCESS.
Every response was assigned some score based on this overall satisfaction level was determined.
Data collected is carefully tabulated and analyzed by using satisfaction methods and also various graphs
are used.

SAMPLING METHODOLOGY
Initially, a rough draft was prepared keeping in mind the objective of the research. A pilot study was
done in order to know the accuracy of the questionnaire. The final questionnaire arrived only after
certain important changes were done. Thus my sampling came out to be convenience sampling method.

Sampling Unit:
The respondents who were asked to fill out questionnaires are the sampling units. These comprise of the
employees of TATA MOTORS LTD.

Sampling Size: 100

 27

1) THE COURSE CONTENT WAS UP TO DATE?

Responses % of Respondents

Yes 90%

No 05%

No Comments 05%

TOTAL 100
 Respondents
5%
5%

Yes
No
Cant't Say

90%

Interpretation: 90% of the Employees are satisfied with the course content. 5% of them
are not satisfied and 5% didn’t answer.

28
2) THE ORGANISATION PROVIDES YOU AMPLE RESOURCES AND
OPPORTUNITIES AT WORK TO LEARN AND GROW?

Responses % of Respondents

Strongly Agree 40%

Moderately Agree 47%

Moderately Disagree 13%

TOTAL 100

Respondents

13%

Strongly Agree
40% Moderately Agree
Moderately Disagree

47%

Interpretation: A majority of the employees confided that there are ample

opportunities and resources available for them to grow and excel in their
respective fields.
 29

3) DO YOU AGREE THAT TRAININGS ARE WELL PLANNED?

Responses % of Respondents

Strongly Agree 24%

Moderately Agree 47%

Neutral 13%

Strongly Disagree 11%

Moderately Disagree 05%

TOTAL 100

RESPONDENTS
5
11 24
Strongly Agree
Moderately Agree
13 Neutral
Strongly Disagree
Moderately Disagree

47
Interpretation: 71% of the employees think that trainings are well planned, 13% are
neutral, and 16% disagree with the statement.

30
4) ARE TRAININGS PROGRAM HELPFUL IN LONG RUN?

Responses % of Respondents

Agree 22%

Strongly Agree 51%

Neutral 18%

Disagree 06%

Strongly Disagree 03%

TOTAL 100%
 6% 3% 22%
18%

Agree
Strongly Agree
Neutral
Disagree
Strongly Disagree

51%

Interpretation: It shows that 22% strongly agree that the trainings are helpful in long
run, 51% agree, 18% are neutral, 6% Disagree and 3% strongly disagree.
31

5) ARE THE TRAINING SESSIONS RELEVANT TO YOUR JOB PROFILE?

Responses % of Respondents

Agree 40%

Strongly Agree 18%

Neutral 28%

Disagree 08%

Strongly Disagree 06%

TOTAL 100%
 6%

8%

40%
Agree
Strongly Agree
Neutral
Disagree
28% Strongly Disagree

18%

Interpretation: 18% of the Employees strongly agree with the training sessions
relevant to job profile, 40% agree, 28% are neutral, 8% Disagree and 6% strongly
disagree.
32

6) IS THERE ANY DIFFERENCE IN YOUR PERFORMANCE BEFOREA

AND AFTER ATTENDING TRAING SE3SSIONS?

Responses % of Respondents

Yes 76%

No 24%

TOTAL 100%
 24%

Yes
No

76%

Interpretation: The above table shows that about 76% employees agree that there
is difference in their performance after attending the training sessions while
24% disagree.

33
7) DO YOU AGREE THAT TRAINING HAS HELPED YOU BECOME
MORE PRODUCTIVE?

Responses % of Respondents

Agree 44%

Strongly Agree 17%

Neutral 28%

Disagree 07%
 Strongly Disagree 04%

TOTAL 100%

4%
7%

Agree
Strongly Agree
44%
Neutral
28%
Disagree
Strongly Disagree

17%

Interpretation: The above table shows that about 17% employees strongly agree
that training has helped them become more productive 44% agree, 28% neutral,
7% disagree, and 4% strongly disagree.
34

8) DO YOU APPLY WHATEVER YOU HAVE LEARNED

DURING THE TRAINING SESSIONS?

Responses % of Respondents

Yes 83%

No 17%

TOTAL 100%
 17%

Yes
No

83%

Interpretation: 83% of the Employees agree that they can apply whatever they
have learned and 17% Disagree.

35
9) WHAT KIND OF TRAINING METHODS DO YOU PREFER?

Responses % of Respondents

On the Job Methods 80%

Off the Job Methods 20%

TOTAL 100%
 20%

On the Job Methods

Off the Job Methods

80%

Interpretation: 80% of the Employees prefer On the Job Training Method while
20% prefer Off the Job Training Methods.

36
10) DOES THE TRAINING HELPS TO INCREASE THE MOTIVATION
LEVEL OF EMPLOYEES?

Responses % of Respondents

Yes 90%

No 10%

TOTAL 100%
 10%

Yes
No

90%

Interpretation: 90% of the Employees agree that trainings helps to increase the
motivation level of employees and 10% of the employees don’t agree.

37

Chapter 6: FINDINGS AND RECOMMENDATIONS

FINDINGS
1) 90% of the Employees are satisfied with the course content. 5% of them are not satisfied and 5%
didn’t answer.
2) A majority of the employees confided that there are ample opportunities and resources
available for them to grow and excel in their respective fields.
 3) 71% of the employees think that trainings are well planned, 13% are neutral, and 16% disagree
with the statement.
4) It shows that 22% strongly agree that the trainings are helpful in long run, 51% agree, 18% are
neutral, 6% Disagree and 3% strongly disagree.

5) 18% of the Employees strongly agree with the training sessions relevant to job profile, 40%
agree, 28% are neutral, 8% Disagree and 6% strongly disagree.
6) The above table shows that about 76% employees agree that there is difference in their
performance after attending the training sessions while 24% disagree.
7) The above table shows that about 17% employees strongly agree that training has helped them
become more productive 44% agree, 28% neutral, 7% disagree, and 4% strongly disagree.
8) 83% of the Employees agree that they can apply whatever they have learned and 17%
Disagree.
9) 80% of the Employees prefer On the Job Training Method while 20% prefer Off the Job
Training Methods.
10) 90% of the Employees agree that trainings helps to increase the motivation level of employees
and 10% of the employees don’t agree.

38

RECOMMENDATIONS

1) As 90% of the Employees are satisfied with the course content. 5% of them are not satisfied and
5% didn’t answer so management should update the course content.

2) Only 13% of the employees think that the organization does not provide ample resources and
opportunities at work to learn and grow so the organization should look into this.
 3) 71% of the employees think that trainings are well planned. So Training programs conducted
should be more specific rather than safety.

4) Training programs must be planned as per department requirement, it must contain technical
programs.

5) 58% of the employees agree that the training programs are relevant to job, while 28% are neutral
and 14% disagree so the management should focus on making training relevant to the job.

6) 24% of employees disagree that there is no difference in their performance after attending the
training sessions, so management should make training more performance oriented.

7) 11% of the employees disagree with that the training has helped them become more productive
so the organization should focus on making employees more productive.

8) 83% of the Employees agree that they can apply whatever they have learned and 17% Disagree,
so the management should take necessary steps to make training more practically applicable.
9) 20% of the employees prefer Off the Job Training Methods so the management should also
focus more on the Off the Job Training Method.

10) 90% of the Employees agree that trainings helps to increase the motivation level of employees
and 10% of the employees don’t agree, so the management should focus more on increasing the
motivation levelo of employees.

39

Chapter 7: CONCLUSION

From this study, it can be concluded that TRAINING and DEVELOPMENT programs have become a
priority for Human Resources. To develop competence among employees the training and development
programs are required. Tata Motors carries out various training programs for enhancing the skills of its
employees. According to this study majority of the employees were interested in attending training
programs and most of them agreed that they could enhance their knowledge, skills and ability. Since,
today employee development is critical to corporate success, therefore Tata Motors provides well
designed training facilities to its employees. Training evaluation also forms a part of the entire training
process. There should be certain improvements in conducting the post training feedback reviews to
analyze the status of the employees of Tata Motors and the organization itself is remarkable.

The employees of TATA MOTORS LTD. are satisfied from their Learning and Development process in
the following field:

• Course content

• Opportunities and resources available

• Motivation of employees.

• On the job training

• Applicability of training

Thus the overall Training and Development process of employees at TATA MOTORS LTD. is good.

40
 BIBLIOGRAPHY

 Abernathy, D.J. (1999), “Thinking Outside the Evaluation Box”, Training and Development,
Vol. 53 (2), pp. 1–10.

 Ackers, P. and Preston, D. (1997), “Born Again? The Ethics and Efficacy of the Conversion
Experience in Contemporary Management Development”, Journal of Management Studies,
Vol. 34 (5), pp. 677–701.

 Ahmed, S. (1999), “The Emerging Measure in Effectiveness for Human Resource

Management: An Exploratory Study with Performance Appraisal”, Journal of Management
Development, Vol. 18 (6), pp. 543–556.

 https://www.slideshare.net/shresthkapoor/training-and-development-programmes-by-tata-
 https://en.wikipedia.org/wiki/Tata_Management_Training_Centre
 https://en.wikipedia.org/wiki/Tata_Motors