1

Bajaj Auto is a $2.3 billion company founded in 1926. It is worlds fourth largest two and three
wheeler manufacturer. Bajaj Auto has three plants in all, two at Waluj and Chakan in Maharashtra
and one plant at Pant Nagar in Uttaranchal.
The company is into manufacturing of motorcycles, scooters and threewheelers. In India, Bajaj
Auto has a distribution network of 485 dealers and over 1,600 authorised services centres. It has
171 exclusive dealers for the threewheeler segment .It has total 3750 rural outlets in rural areas.
The Bajaj brand is wellknown across several countries in Latin America, Africa, Middle East,
South and South East Asia. It has a distribution network in 50 countries with a dominant presence
in Sri Lanka, Colombia, Bangladesh, Mexico, Central America, Peru and Egypt.
It has technical tie up with Kawasaki Heavy Industries of Japan to manufacture latest models in
the twowheeler space.
Bajaj Auto has launched brands like Boxer, Caliber, Wind125, Pulsar and many more. It has also
launched India's first real cruiser bike, Kawasaki Bajaj Eliminator.
Bajaj Auto's has in all three plants, two at Waluj and Chakan in Maharashtra and one plant at Pant
Nagar in Uttranchal, western India.

Bajaj Auto came into existence on 29 November 1945 as M/s Bachraj Trading Corporation Private
Limited. It started off by selling imported two- and three-wheelers in India. In 1959, it obtained a
licence from the Government of India to manufacture two-wheelers and three-wheelers and it
became a public limited company in 1960. In 1970, it rolled out its 100,000th vehicle. In 1977, it
sold 100,000 vehicles in a financial year. In 1985, it started producing at Waluj near Aurangabad.
In 1986, it sold 500,000 vehicles in a financial year. In 1995, it rolled out its ten millionth vehicle
and produced and sold one million vehicles in a year.
With the launch of motorcycles in 1986, the company has changed its image from a scooter
manufacturer to a two-wheeler manufacturer.
According to the authors of Globality: Competing with Everyone from Everywhere for Everything,
Bajaj has operations in 50 countries by creating a line of bikes targeted to the preferences of
entry-level buyers.

Products

Bajaj Pulsar 200 DTSi

Bajaj RE (auto-rickshaw)

Bajaj manufactures and sells motorcycles, scooters, auto-rickshaws and most recently, cars. Bajaj
Auto is Indias largest exporter of motorcycles and three-wheelers. Bajaj Autos exports accounted
for approx. 35% of its total sales. 47% of its exports are made to Africa. Boxer motorcycle is the
largest selling single brand in Africa.
Motorcycles
Motorcycles in production are the XCD, Platina, Discover, Pulsar and Avenger. Bajaj also
distributes motorcycles in India for other manufacturers, such as the Kawasaki Ninja 250R, the
Ninja 650R and new for 2012, the KTM Duke 200.
3

In FY 2012-13, it sold approx. 3.76 million motorcycles which accounted for 31% of the market
share in India. Of these, approx. 2.46 million motorcycles (66%) were sold in India and remaining
34% were exported.
Three wheelers
It is the world's largest manufacturer of 3-wheelers and accounts for almost 84% of Indias threewheeler exports. During the FY 2012-13, it sold approx. 480,000 three-wheelers which was 57% of
the total market share in India. Out of these 480,000 three-wheelers, 53% were exported and
remaining 47% were sold in India.
Cars
Low cost cars
In 2010, Bajaj Auto announced cooperation with Renault and Nissan Motor to develop a US$2,500
car, aiming at a fuel efficiency of 30 kilometres per litre (85 mpg-imp; 71 mpg-US) (3.3 L/100 km),
or twice an average small car, and carbon dioxide emissions of 100 g/km.
On 3 January 2012, Bajaj auto unveiled the Bajaj RE60, a mini car for intra-city urban
transportation. The target customer group will be Bajaj's three-wheeler customers. According to its
Managing Director Rajiv Bajaj, the RE60 powered by a new 200 cc rear mounted petrol engine will
have a top speed of 70 kilometres per hour (43 mph), a mileage of 35 kilometres per litre (99 mpgimp; 82 mpg-US) and carbon dioxide emissions of 60 g/km.

Timeline of new releases

19611971 Vespa 150 under the licence of Piaggio of Italy
1971 three-wheeler goods carrier
1972 Bajaj Chetak
1976 Bajaj Super
1975 Bajaj Priya
1977 Rear engine autorickshaw
1981 Bajaj M-50
1986 Bajaj M-80, Kawasaki Bajaj KB100,
1990 Bajaj Sunny
1991 Kawasaki Bajaj 4S Champion
1993 Bajaj Stride
1994 Bajaj Classic
1995 Bajaj Super Excel
1996 - Bajaj SX Enduro
4

 1997 (Bajaj KB125) Kawasaki Bajaj Boxer, rear engine diesel autorickshaw
1998 Kawasaki Bajaj Caliber, Bajaj Super 99,
1999 Bajaj Legend, Bajaj Bravo, Bajaj Chetak 99, Bajaj Spirit
2000 Bajaj Saffire, Bajaj Prowler
2001 Eliminator, Bajaj Pulsar, Caliber Croma
2003 Caliber 115, Kawasaki Bajaj Wind 125, Bajaj Pulsar DTS-i,
2004 Bajaj CT 100, New Bajaj Chetak 4-stroke with Wonder Gear, Bajaj Discover DTS-i
2005 Bajaj Wave, Bajaj Avenger, Bajaj Discover 112
2006 Bajaj Platina
2007 Bajaj Pulsar-200 (Oil Cooled), Bajaj Kristal, Bajaj Pulsar 220 DTS-Fi (Fuel Injection),
XCD 125 DTS-Si
2008 Bajaj Discover 135 DTS-i sport (upgrade of existing 135 cc model)
2009 Bajaj Pulsar 135, Bajaj XCD 135 cc, Bajaj Pulsar 150 DTS-i UG IV, Bajaj Pulsar 180
DTS-i UG IV, Bajaj Pulsar 220 DTS-i, Bajaj Discover 100 DTS-Si, Kawasaki Ninja 250R
2010 Bajaj Discover 150
2011 Bajaj Discover 125
2012 Bajaj RE 60, mini car for intra-city urban transportation
2012 Bajaj Pulsar 200 NS, launch of 200 cc bike, Discover 125ST, launch of 125 cc bike
2013 - Bajaj Discover 125ST
2014 - Bajaj Pulsar 400SS, Pulsar 400CS,pulsar ss200
2014 - Bajaj Discover 150F, 150S

Acquisitions
Tempo Firodia: Bajaj Auto bought a controlling stake in the Tempo Firodia company, renaming it
"Bajaj Tempo". Germany's Daimler-Benz, a long-time collaborator with Firodia because of their
ownership of the original Tempo works in Germany, owned 16% of Bajaj Tempo. Daimler sold
their stake back to the Firodia group in 2001, meaning that they once again held a controlling
interest, with BAL retaining 24% of the shares. It was agreed that Bajaj Tempo would gradually
phase out the use of the "Tempo" brand name, as it still belonged to Mercedes-Benz. The name of
the company was changed to Force Motors in May 2005, dropping "Bajaj" as well as "Tempo",
over the objections of Bajaj Auto with whom the company shares a long history as well as a
compound wall.
KTM Power Sports AG: In November 2007, Bajaj Auto acquired 14.5% stake in KTM Power
Sports AG (holding company of KTM Sportmotorcycles AG). The two companies have signed a
cooperation deal, by which KTM will provide the know-how for joint development of the water5

cooled four-stroke 125 and 250 cc engines, and Bajaj will take over the distribution of KTM
products in India and some other Southeast Asian nations. As on 31 March 2013, Bajaj Auto held
47.96% stake in the company.

Demerger in 2008
The demerger of Bajaj Auto Ltd into three corporate entitiesBajaj Finserv Ltd (BFL), Bajaj Auto
Ltd (BAL), and Bajaj Holdings and Investment Ltd (BHIL)was completed with the shares listing
on 26 May 2008.

Listing and shareholding

Listing: Bajaj Auto's equity shares are listed on Bombay Stock Exchange where it is a constituent
of the BSE SENSEX index, and the National Stock Exchange of India where it is a constituent of
the S&P CNX Nifty.
Shareholding: On 31 March 2013, 50.02% of the equity shares of the company were owned by the
promoters Bajaj Group and the remaining 49.98% were owned by others.
Shareholders (as on 31-Mar-2013)

Shareholding %

Promoters: Bajaj Group

50.02%

Friends and associates of promoters

09.99%

Foreign Institutional Investors

18.20%

Individual shareholders

15.54%

Public Financial Institutions

03.40%

Mutual Funds/Banks

01.47%

GDRs

00.02%

Others

01.36%

Total

100.0%

Board of Directors
A. Board of Directors
Shri Rahul Bajaj

: Chairman

Shri Sanjiv Bajaj

: Managing Director

Shri Rajiv Bajaj

: Director

Shri Madhur Bajaj

: Director

Shri S.H. Khan

: Director

Shri D J Balaji Rao

: Director

Shri Nanoo Pamnani

: Director

Shri Manish Kejriwal

: Director

Shri Naresh Chandra

: Director

Shri P Murari

: Director

Dr Gita Piramal

: Director

B. Committees of Board
a. Audit Committee
Shri Nanoo Pamnani

: Chairman

Shri S H Khan

: Member

Shri Manish Kejriwal

: Member

Shri Naresh Chandra

: Member

b. Shareholders & Investors Grievance Committee

Shri. P Murari

: Chairman & Member

Shri Nanoo Pamnani

: Member

Shri S H Khan

: Member

Shri Manish Kejriwal

: Member

C. Remuneration and Nomination Committee

Shri S H Khan

: Chairman

Shri D J Balaji Rao

: Member

Shri Nanoo Pamnani

: Member

Shri Naresh Chandra

: Member

Shri Rahul Bajaj

: Member

Balance sheet
AS AT MARCH 31, 2014
( In Crore)

10

STATEMENT OF PROFIT AND LOSS

FOR THE YEAR ENDED MARCH 31, 2014

( In Crore)

11

CASH FLOW STATEMENT

FOR THE YEAR ENDED MARCH 31, 2014
( In Crore)

12

13

14

Hero MotoCorp
Hero Motocorp Ltd., formerly Hero Honda, is an Indian motorcycle and scooter manufacturer
based in New Delhi, India. The company is the largest two wheeler manufacturer in the world. In
India, it has a market share of about 46% share in 2-wheeler category. The 2006 Forbes 200 Most
Respected companies list has Hero Honda Motors ranked at #108.

"Hum Main Hai Hero"

Type
Traded as

Public company
BSE: 500182,NSE: HEROMOTOCO
BSE SENSEX Constituent

Industry

Automotive

Predecessors

Hero Honda Motors Ltd.

Founded

19 January 1982

Headquarters

New Delhi, India

Area served

India, Sri Lanka

Key people
Products

Dr. Brijmohan Lall Munjal (Chairman)

Pawan Munjal (MD & CEO)
Motorcycles, Scooters

Revenue

241.66 billion (US$3.9 billion) (2013)

Operating income

33.22 billion (US$540 million) (2013)

Net income

21.18 billion (US$340 million) (2013)

Total assets

53.08 billion (US$860 million) (2013)

Employees

5,842

Parent

Hero Group

Subsidiaries

Erik Buell Racing(49.2%)

Website

www.heromotocorp.com
15

TVS Motor Company

TVS Motor Company Limited, which is part of TVS Group, manufactures motorcycles, scooters,
mopeds and auto rickshaws in India.

Type

Public

Traded as

BSE: 532343, NSE: TVSMOTOR

Industry

Automotive

Predecessors

India Motor Cycles Limited

Founded

1978

Founders

Sundaram

Headquarters

Chennai, India

Number of locations

3 two wheeler and 1 three wheeler plants

Key people

Products

Venu Srinivasan
(Chairman & MD)
Motorcycles, scooters, three-wheeler vehicles and spare
parts

Revenue

70.89 billion (US$1.1 billion) (2013) [1]

Profit

2.54 billion (US$41 million) (2013) [2]

Total assets

10.48 billion (US$170 million) (2013) [3]

Parent

Sundaram - Clayton Limited

Website

www.tvsmotor.in

16

Suzuki
Suzuki Motor Corporation (Japanese: Hepburn: Suzuki Kabushiki-Kaisha?) is a
Japanese multinational corporation headquartered in Minami-ku, Hamamatsu, Japan, which
specializes in manufacturing automobiles, four-wheel drive vehicles, motorcycles, all-terrain
vehicles (ATVs), outboard marine engines, wheelchairs and a variety of other small internal
combustion engines. In 2011, Suzuki was thought to be the tenth biggest automaker by
production worldwide. Suzuki has over 45,000 employees worldwide and has about 35 main
production facilities in 23 countries and 133 distributors in 192 countries.

Native name

Romanized name

Suzuki Kabushiki-Kaisha

Type

Public (K.K.)

Traded as

TYO: 7269

Industry

Automotive

Founded

1909 (as Suzuki Loom Works)

Founders

Michio Suzuki

Headquarters

Hamamatsu, Shizuoka, Japan

Area served

Worldwide

Key people

Osamu Suzuki, (Chairman & CEO)

Products

Automobiles, engines, motorcycles, ATVs, outboard motors

17

Production output

2,878,000 automobiles (FY2012)

2,269,000 Motorcycles and ATVs (FY2012)
2,578.3 billion (FY2012)

Revenue

(US$26.27 billion)
80.4 billion (FY2012)

Profit

(US$819 million)
2,487.6 billion (FY2012)

Total assets

Owners
Employees

Subsidiaries

Website

(US$25.34 billion)
Volkswagen Group (19.9%)
14,405 (March 2013)

Maruti Suzuki

Magyar Suzuki

Pak Suzuki Motor

Suzuki Canada

American Suzuki Motor

Suzuki China

Suzuki GB PLC

www.globalsuzuki.com
www.suzuki.co.jp

18

Yamaha Corporation
Yamaha Corporation ( Yamaha Kabushiki Gaisha?) (/jmh/ or /jmh/;
Japanese pronunciation: [jamaha]; TYO: 7951) is a Japanese multinational corporation and
conglomerate based in Japan with a very wide range of products and services, predominantly
musical instruments, electronics, motorcycles and power sports equipment.

Native name

Romanized name

Yamaha Kabushiki-gaisha

Type

Public (K.K.)

Traded as

TYO: 7951,OTCQX: YAMCY

Industry

Conglomerate

Founded

October 12, 1887

Headquarters

Hamamatsu, Shizuoka, Japan

Key people

Torakusu Yamaha, founder Takuya Nakata, President &

Representative Director
Musical Instruments, Audio/Video, Electronics, Computer related products,
Motorcycles, Commuter Vehicles & Scooters, Recreational Vehicles, Boats,

Products

Marine Engines, Personal Watercraft, Electrically Power Assisted Bicycles,

Automobile Engines, Unmanned Aerial Vehicle, Golf Cars, Power Products,
Pools, Compact Industrial Robots, Wheelchairs, Parts including clothing,
helmets

Revenue

US$ 15.9 billion (2010)

Operating income

US$ 189.3 million (2010)

Net income

US$ 225.5 million (2010)

Employees

19,688 (2013)

Subsidiaries

Yamaha Motor Company

Website

yamaha.com

19

Comparison with Competitors

Balance Sheet
Sources Of Funds

------------------- in Rs. Cr. ------------------Yamaha

Suzuki

Bajaj

Hero

TVS

Auto

Motocorp

Motor

Mar '14

Mar '14

Mar '14

Mar '14

Mar '14

Total Share Capital

289.37

39.94

47.51

11.20

11.43

Equity Share Capital

289.37

39.94

47.51

11.20

11.43

Share Application Money

0.00

0.00

0.00

0.00

0.00

Preference Share Capital

0.00

0.00

0.00

0.00

0.00

5,559.93 1,367.77

83.27

227.34

0.00

0.00

0.00

5,599.87 1,415.28

94.47

238.77

Reserves
Revaluation Reserves
Net worth
Secured Loans

9,318.65
0.00
9,608.02

0.00

Corporation

0.00

0.00

212.26

0.00

0.00

Unsecured Loans

57.74

0.00

263.62

0.00

0.00

Total Debt

57.74

0.00

475.88

0.00

0.00

9,665.76

5,599.87 1,891.16

94.47

238.77

Gross Block

4,077.04

3,761.52 2,446.39

81.17

27.24

Less: Accum. Depreciation

2,071.00

1,518.27 1,320.68

28.47

19.89

Net Block

2,006.04

2,243.25 1,125.71

52.70

7.35

Total Liabilities
Application Of Funds

Capital Work in Progress

144.06

854.11

48.08

0.63

0.00

8,549.63

4,088.77

895.92

1.23

260.42

Inventories

639.72

669.55

548.15

23.37

0.46

Sundry Debtors

796.21

920.58

334.12

13.07

1.30

Cash and Bank Balance

495.48

117.50

82.57

45.15

14.55

Total Current Assets

1,931.41

1,707.63

964.84

81.59

16.31

Loans and Advances

2,116.46

1,203.54

530.15

8.46

16.20

0.00

0.00

0.00

0.00

0.00

2,911.17 1,494.99

90.05

32.51

0.00

0.00

0.00

42.06

27.17

Investments

Fixed Deposits
Total CA, Loans & Advances
Def fered Credit

4,047.87
0.00

0.00

Current Liabilities

3,108.15

2,903.12 1,552.41

Provisions

1,973.69

1,594.31

121.13

8.07

34.36

Total CL & Provisions

5,081.84

4,497.43 1,673.54

50.13

61.53

20

Net Current Assets

-1,586.26

-178.55

39.92

-29.02

0.00

0.00

0.00

0.00

5,599.87 1,891.16

94.48

238.75

1,033.97
Miscellaneous Expenses

0.00

Total Assets

9,665.76

Contingent Liabilities

1,170.58

487.63

607.29

14.30

3.89

332.04

280.43

29.79

86.11

208.92

Book Value (Rs)

Profit & Loss account

Income

------------------- in Rs. Cr. ------------------Bajaj

Hero

TVS

Auto Motocorp

Motor

Mar '14
Sales Turnover
Excise Duty
Net Sales
Other Income
Stock Adjustments
Total Income

20,149.51
0.00
20,149.51

Mar '14

Yamaha

Suzuki

Corporation

Mar '14

Mar '14

Mar '14

25,275.47 7,961.85

430.13

4.18

0.00

0.00

0.00

25,275.47 7,961.85

430.13

4.18

0.00

706.41

446.38

31.49

2.92

53.35

18.90

-8.36

-9.65

-1.26

-0.12

20,874.82

25,713.49 7,983.69

431.79

57.41

14,289.20

18,320.46 5,709.42

330.39

1.99

Expenditure
Raw Materials
Power & Fuel Cost

106.16

137.46

79.81

2.70

0.35

Employee Cost

726.58

930.04

476.11

27.36

5.37

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

2,339.09 1,208.76

23.03

1.21

0.00

0.00

0.00

21,727.05 7,474.10

383.48

8.92

Other Manufacturing
Expenses
Selling and Admin Expenses
Miscellaneous Expenses
Preoperative Exp Capitalised

940.73
0.00

0.00

Total Expenses

16,062.67

Operating Profit

4,105.74

3,540.06

478.10

45.39

-4.86

PBDIT

4,812.15

3,986.44

509.59

48.31

48.49

0.49

11.82

25.40

0.35

0.00

4,811.66

3,974.62

484.19

47.96

48.49

179.61

1,107.37

131.65

5.21

0.90

Other Written Off

0.00

0.00

0.00

0.00

0.00

Profit Before Tax

4,632.05

2,867.25

352.54

42.75

47.59

Interest
PBDT
Depreciation

21

Extra-ordinary items

0.00

0.00

0.00

0.00

0.00

PBT (Post Extra-ord Items)

4,632.05

2,867.25

352.54

42.75

47.59

Tax

1,388.73

758.17

90.91

12.95

0.00

Reported Net Profit

3,243.32

2,109.08

261.63

29.79

47.60

Total Value Addition

1,773.47

3,406.59 1,764.68

53.10

6.93

Preference Dividend

0.00

0.00

0.00

0.00

0.00

1,446.84

1,299.13

66.51

8.23

28.57

245.89

220.79

11.01

1.40

4.86

1,996.88 4,750.87

109.72

114.29

Equity Dividend
Corporate Dividend Tax
Per share data (annualised)
Shares in issue (lakhs)

2,893.67

Earning Per Share (Rs)

112.08

105.62

5.51

27.16

41.65

Equity Dividend (%)

500.00

3,252.70

140.00

75.00

250.00

Book Value (Rs)

332.04

280.43

29.79

86.11

208.92

22

23

Awards

Bajaj Auto was awarded the NDTV Profit Business Leadership Award 2010 at the hands of
the Hon'ble Finance Minister Shri Pranab Mukherjee on 1st September 2010.

Bajaj Autos Bajaj Pulsar DTSFi won bike of the year in 2007 by CNBCTV18 Autocar
Auto Awards.

Bajaj Platina 100 cc won bike of the year 2007 by NDTV Profit Bike India.

Bajaj Autos Chakan Plant won Super Platinum Award For manufacturing Excellence in
200607 by Frost and Sullivan.

Bajaj CT 100 bagged Motorcycle Total Customer Satisfaction Study in 2005 by TNS
Automotive.

Bajaj Pulsar 135 LS received Bike of the Year 2010 award from BBC - TopGear and Bike
India.

Pulsar 220 DTS-Fi received the Bike of the Year 2008 award by all major Indian automobile
magazines like Overdrive, AutoCar, Business Standard Motoring and Bike Top Gear.

In 2006, Bajaj Auto won the Frost & Sullivan Super Platinum Award for manufacturing
excellence in its Chakan Plant.

It received award for The Most Customer Responsive Company in Automobiles category in
a survey conducted by Economic Times for the years 2004, 2006 and 2008.

Bajaj Auto received the Bike Maker of the Year award in ICICI Bank Overdrive Awards
2004.

Bajaj Pulsar 180 DTS-i won the BBC World Wheels Viewers Choice Two Wheeler of the
Year 2003 award.

24

Achievement

1945 On November 29 Bajaj Auto came into existence as Bachraj Trading Corporation
Private Limited.

1948 The company commenced sales in India by importing two and threewheelers.

1959 Bajaj Auto obtained the licence from the Government of India to manufacture two
and threewheelers.

1960 The company became a public limited company and conducted Bhoomi Poojan of
the Akurdi Plant.

1970 Bajaj Auto rolled out its 100,000th vehicle.

1971 The company introduced its threewheeler goods carrier.

1972 The company introduced Bajaj Chetak.

1975 Bajaj Auto & Maharashtra Scooters entered into a joint venture.

1976 The company introduced Bajaj Super.

1977 Bajaj Auto introduced rear engine autorickshaw and achieved production and sales
of 100,000 vehicles in a single financial year.

1981 Bajaj Auto launched Bajaj M50.

1984 On January 19, the foundation stone laid for the new plant at Waluj, Aurangabad.

1985 On November 5, the Waluj plant inaugurated by the erstwhile President of India,
Giani Zail Singh.

1986 The Bajaj M80 and the Kawasaki Bajaj KB100 motorcycles were introduced. The
company produced and sold 500,000 vehicles in a single financial year.

1990 The Bajaj Sunny was introduced.

1991 The company introduced Kawasaki Bajaj 4S Champion.

1994 It launched Bajaj Classic.

1995 On November 29, Bajaj Auto turned into a 50year old company. It signed
agreements with Kubota of Japan for the development of diesel engines for threewheelers
25

and with Tokyo R&D for ungeared scooter and moped development. The Bajaj Super Excel
is introduced while Bajaj celebrated its ten millionth vehicle. The same year one million
vehicles were produced and sold by company in that financial year.

1997 The Kawasaki Bajaj Boxer and the RE diesel Autorickshaw are introduced.

1998 The company commenced production at Chakan plant. It rolled out Kawasaki Bajaj
Caliber from its Waluj plant. Bajaj Auto launched Legend, India's first fourstroke scooter
from Akurdi plant. The same year Spirit was launched.

1999 Caliber motorcycle notched up 100,000 sales in record time of 12 months.

2000 The company launched Bajaj Saffire.

2001 Bajaj Auto launched its latest offering in the premium bike segment 'Pulsar'. The
same year Eliminator was launched.

2003 Bajaj Pulsar DTSi was launched. The company sold 107,115 motorcycles in a
month. The company launched Bajaj Wind 125, The World Bike in India. It launched its
Caliber115 'Hoodibabaa!' in the executive motorcycle segment.

2004 Bajaj Discover DTSI, new Bajaj Chetak 4stroke with wonder gear and Bajaj
CT100 were launched. Bajaj unveiled new brand identity, new symbol, logo and brandline.

2005 Bajaj Discover, Bajaj Avenger DTSI and Bajaj Wave DTSI were introduced.

2006 Bajaj Platina was launched.

2007 RE GDi autorickshaw, Bajaj XCD 125 DTSSi, Bajaj Pulsar 220 DTSFi, 200 cc
Pulsar DTSI and Bajaj Kristal DTSi were launched.

2008 Bajaj Platina 125 DTSSi was launched.

2009 Bajaj Pulsar 150 & 180 upgrade and Bajaj XCD 135 DTSSi were launched

2010 Bajaj Auto launched a 135 cc Pulsar, priced at Rs 51,000, pushing the Pulsar brand
into the mass segment.

2011 April, Bajaj Records its best year ever of 2010.

2011Bajaj Auto tiesup with SBI for inventory finance to dealers

2012 Bajaj Auto tied up with Japans Kawasaki in Indonesia.

26

Swot
Strength
Highly experienced management.
Product design and development capabilities.
Extensive R & D focus.
Widespread distribution network.
High performance products across all categories.
High export to domestic sales ratio.
Great financial support network (For financing the automobile)
High economies of scale.
High economies of scope.
Excellent brand presence and marketing in India
Extensive research and development focus and highly experienced player in the
motorcycle segment
Widespread distribution network across India
Wide product range in terms of price, quality and categories
Featured in the Forbes Global brands list

Weaknesses
Hasn't employed the excess cash for long.
Still has no established brand to match Hero Honda's Splendor in
commuter segment. Not a global player in spite of huge volumes.
Not a globally recognizable brand (unlike the JV partner Kawasaki)
Not a global brand despite high volume production
Lack of performance bikes like major international brands and sports bikes & cruisers

27

Opportunities
Bajaj Auto says its $2,500 car, which it is building with Renault and Nissan Motor, will aim
at a fuel-efficiency of 30 km per litre
Cheaper variants for tapping more in the rural segment
Premium sports bikes for urban areas
Constant growth in the two-wheeler segment

Threats
Cheaper imports from countries like China
Entry of international brands
Other motorcycle players have a strong brand presence

28

29

TRAINING

Employee training is a specialized function and is one of the fundamental operative functions of
Human Resource Management.

According to FLIPPO,
Training is the act of increasing the knowledge and skill of an employee for doing a particular job.

It is a short-term educational process and utilizing a systematic and organized procedure by which
employees learn technical knowledge and skills for a definite purpose.

Training refers to the organizations efforts to improve an individuals ability to perform a job or
organizational role. It can be defined as a learning experience in which it seeks a relative
permanent change in an individual that would improve his ability to perform the job.

DIFFERENCE BETWEEN TRAINING AND DEVELOPMENT

Training and development go hand in hand and are often used synonymously but there is a
difference between them.
Training is the process of learning a sequence of programmed behavior. It is an application of
knowledge. It gives people an awareness of the rules and procedures to guide their behavior. It
intends to improve their performance on the current job and prepares them for an intended job.

Development is a related process. It covers not only those activities, which improve job
performance, but also those, which bring about growth of the personality. It helps individual in the
progress towards maturity and actualization of potential capabilities so that they can become not
only good employees but better human beings.
30

PRINCIPLES OF TRAINING
MOTIVATION
Learning is enhanced when the learner is motivated. Learning experience must be designed so
learners can see how it will help in achieving the goals of the organization. Effectiveness of
training depends on motivation.

FEEDBACK
Training requires feedback. It is required so the trainee can correct his mistakes. Only getting
information about how he is doing to achieve goals, he can correct the deviations.

REINFORCEMENT
The principle of reinforcement tells the behaviors that are positively reinforced are encouraged and
sustained. It increases the likelihood that a learned behavior well be repeated.

PRACTICE
Practice increases a trainees performance. When the trainees practice actually, they gain
confidence and are less likely to make errors or to forget what they have learned.

INDIVIDUAL DIFFERENCES
Individual training is costly. Group training is advantageous to the organization. Individuals vary in
intelligence and aptitude from person to person. Training must be geared to the intelligence and
aptitude of individual trainee.

31

OBJECTIVES OF TRAINING

TO INCREASE PRODUCTIVITY

An instructor can help employees increase their level of performance on their

assignment. Increase in human performance leads to increase in the operational
productivity and also the increase in the profit of the company.

TO IMPROVE QUALITY

Better-trained workers are less likely to make operational mistakes. It can be in

relationship to the company or in reference to the intangible organizational
employment atmosphere.

TO HELP A COMPANY FULFIL ITS FUTURE PERSONNEL NEEDS

The organizations having good internal training and development programmes will
have to make less changes and adjustments. When the need arises, vacancies can
be easily staffed.

TO IMPROVE ORGANIZATIONAL CLIMATE

An endless chain of positive reactions result from a well planned training

programme.

TO IMPROVE HEALTH AND SAFETY

Proper training can prevent industrial accidents. A safer atmosphere leads to more
stable attitudes on part of the employees.

OBSOLESCENCE PREVENTION

Training and development programmes foster the initiative and creativity of

employees and can help prevent manpower obsolescence.

PERSONAL GROWTH

Employees on a personal basis gain individually from their exposure to educational

expressions. Training programmes give them wider awareness and skills.

32

NEED FOR TRAINING

To impart to the new entrants the basic knowledge and skills they need for definite tasks.

To assist employees to function more effectively in their present positions by exposing them to
new concepts.

To build a line of competent people and prepare them to occupy more responsible positions.

To reduce the supervision time, wastage and spoilage of new material.

To reduce the defects and minimize the industrial accidents.

To ensure the economical output of the required quality.

To prevent obsolescence.

To promote individual and collective morale, responsibility and cooperative attitudes etc.

33

TYPES OF TRAINING

Training is required for several purposes. Accordingly training programmes may be of the following
types:

Orientation training: Induction or orientation training seeks to adjust newly appointed

employees to the work environment. Every new employee needs to be made fully familiar with
his job, his superiors and subordinates and with the rules and regulations of the organization.
Induction training creates self-confidence in the employees. It is also knows as pre-job training.
It is brief and informative.
Job training: It refers to the training provided with a view to increase the knowledge and skills
of an employee for performance on the job. Employees may be taught the correct methods of
handling equipment and machines used in a job. Such training helps to reduce accidents,
waste and inefficiency in the performance of the job.
Safety training: Training provided to minimize accidents and damage to machinery is known
as safety training. It involves instruction in the use of safety devices and in safety
consciousness.
Promotional training: It involves training of existing employees to enable them to perform
higher-level jobs. Employees with potential are selected and they are given training before their
promotion, so that they do not find it difficult to shoulder the higher responsibilities of the new
positions to which they are promoted.
Refresher training: When existing techniques become obsolete due to the development of
better techniques, employees have to be trained in the use of new methods and techniques.
With the passage of time employee may forget some of the methods of doing work. Refresher
training is designed to revive and refresh the knowledge and to update the skills of the existing
employees. Short-term refresher courses have become popular on account of rapid changes in
technology and work methods. Refresher or re-training programmes are conducted to avoid
obsolescence of knowledge and skills.
Remedial training: Such training is arranged to overcome the shortcoming in the behaviour
and performance of old employees. Some of the experienced employees might have picked up
appropriate methods and styles of working. Such employees are identified and correct work
methods and procedures are taught to them. Psychological experts should conduct remedial
training.
34

METHODS OF TRAINING

METHODS OF
TRAINING

ON- THE- JOB

OFF- THE- JOB

METHODS

METHODS

Fig - Methods of Training

ON-THE-JOB METHODS
On the job techniques enables managers to practice management skills, make mistakes and learn
from their mistakes under the guidance of an experienced, competent manager. Some of the
methods are as:

Job Rotation: It is also referred to as cross straining. It involves placing an employee on

different jobs for periods of time ranging from a few hours to several weeks. At lower job levels, it
normally consumes a short period, such as few hours or one or two days. At higher job levels, it
may consume much larger periods because staff trainees may be learning complex functions and
responsibilities.

Job rotation for managers usually involves temporary assignments that may range from several
months to one or more years in various departments, plants and offices.
Job rotation for trainees involves several short-term assignments, that touch a variety of skills and
gives the trainees a greater understanding of how various work areas function.

For middle and upper level management, it serves a slightly different function. At this stage, it
involves lateral promotions, which last for one or more years. It involves a move to different work
35

environment so that manager may develop competence in general management decision-making

skills.

Enlarged and enriched job responsibilities: By giving an employee added job duties, and
increasing the autonomy and responsibilities associated with the job, the firm allows an
employee to learn a lot about the job, department and organization.

Job instruction training: It is also known as step-by-step training. Here, the trainer explains
the trainee the way of doing the jobs, job knowledge and skills and allows him to do the job.
The trainer appraises the performance of the trainee, provides feedback information and
corrects the trainee. In simple words, it involves preparation, presentation, performance, and
tryout and follow up.

Coaching: The trainee is placed under a particular supervisor who functions as a coach in
training the individual. The supervisor provides the feedback to the trainee on his performance
and offers him some suggestions for improvement. Often the trainee shares some duties and
responsibilities of the coach and relives him of his burden.
A drawback is that the trainee may not have the freedom or opportunity to express
his own Ideas.

Committee assignments: Here in, a group of trainees are given and asked to solve an actual
organizational problem. The trainees solve the problem jointly. This develops team work and
group cohesiveness feelings amongst the trainees.

OFF-THE-JOB METHODS
It includes anything performed away from the employees job area or immediate work area. Two
broad categories of it are:-

IN HOUSE PROGRAMMES
These are conducted within the organizations own training facility; either by training specialists
from HR department or by external consultant or a combination of both.
OFF-SITE PROGRAMMES
36

It is held elsewhere and sponsored by an educational institution, a professional association, a

government agency or an independent training and development firm.
The various off- the- job-training programmes are as follows:

Vestibule training: Herein, actual work conditions are simulated in a classroom. Material, files
and equipment those are used in actual job performance are also used in training. This type of
training is commonly used for training personnel for clerical and semiskilled jobs. The duration
of this training ranges from few days to a few weeks. Theory can be related to practice in this
method.

Role-playing: It is defined as a method of human interaction that involves realistic behavior in

imaginary situations. This method involves action doing and practice. The participants play the
role of certain characters, such as production manager, HR manager, foreman, workers etc.
This method is mostly used for developing interpersonal interactions and relations.

Lecture method: The lecture is a traditional and direct method of instruction. The instruction
organizes the material and gives it to the group of trainees in the form of a talk. To be effective,
the lecture must motivate and create interest among the trainees. An advantage of this method
is that it is direct and can be used for a large group of trainees.

Conference or discussion: It is a method in training the clerical, professional and

supervisory personnel. It involves a group of people who pose ideas, examine and share facts
and data, test assumptions and draw conclusions, all of which contribute to the improvement of
job performance. It has an advantage that it involves two-way communication and hence
feedback is provided. The participants feel free to speak in small groups. Success depends
upon the leadership qualities of the person who leads the group.

Programmed instruction: This method has become popular in recent years. The subject
matter to be learned is presented in a series of carefully planned sequential units. These units
are arranged from simple to mere complex levels of instructions. The trainee goes through
these units by answering questions or filling the blanks. This method is expensive and time
consuming.

37

EXECUTIVE DEVELOPMENT PROCESS

Executives are the people who shape the policies, make the decisions and see their
implementation in any business organization. They are the president, the vice-president, the
managing director, works manager, plant superintendent, controller, treasurer, office managers,
engineers, directors of functions such as purchasing, research, personnel, legal, marketing etc.
Executive development may be stated as the application of planned efforts for raising the
performance standards of high level managers, and for improving the attitudes and activities that
enter into or influence their work and their work relations.

EXECUTIVE DEVELOPMENT PROCESS

Following are the steps, which are involved in the development process of executives:
OBJECTIVES
The first and foremost step is to define the long- term objectives of training and development of
executives.
STRENGTH AND WEAKNESS
An inventory of managers is taken with special focus on their strength in terms of managerial skills
and other attributes. Their unique capabilities, specialist knowledge and achievements are listed
down against each. A comparison with the requirement of the organization will bring the gap in
knowledge and skills of existing executive. This is the weakness.
LONG- RANGE PLANS
Here the management prepares long-term training and development plans for their executives,
which include the annual training targets, the annual budgets and the specific area of training.
SHORT- TERM PROGRAMME
This programme specify the duration, starting time, ending time, number of executives being
trained, identify the resources etc.
IMPLEMENTATION
The training programme envisaged before is put into operation. The actual training is initiated by
proper timetable and other arrangements.

38

EVALUATING THE EFFECTIVENESS OF TRAINING

An Investor in People evaluates the investment in training and development to assess
achievement and improve future effectiveness. Kearns (1994) suggests that there are four groups
of measures of training effectiveness, which are used by organization. The groups are as follows:
-

No Measurement

Subjective Measures

Qualitative Measures

Objective Measures

The first group, in which no real measurement occurs, includes activities undertaken as an Act of
Faith, where no form of measurement is attempted, such as initiatives to improve communications
in organization, which seem to make people feel good and appear to have worked in some
intangible manner.
The second group includes subjective responses from trainees/course delegates, as exemplified
by the Happy Sheet. The main question asked is about how individuals feel after the training.
Organizations often make the assumption that positive responses indicate training success and
therefore value to the organization. However, course delegates may well give strong positive
response scores for a number of reasons, including the presentational skills of the trainer, the
quality of the venue, and the feel good factor of indulging in a creative work group, and so on.
Quality measures appear to be more objective than the previous group, but are often flawed by
subjectivity as well. They are typified by questionnaires asking delegates to put a value on the
likely benefits of a training programme.
Objective measures are the only really meaningful ones. However, they challenge the provider of
training to demonstrate how their training activities feed through to the bottom line: in terms of
return on investment and return on the capital employed. There has often been an assumption, in
times past, that training somehow justifies itself, because it is all about developing people.
However, it is incumbent on organizations to look critically at the ways in which they evaluate their
training activities, lest they fall prey to the subject approach and are badly caught out when a
rigorous analysis of all the functions of the organizations business is called for. A desirable, if not
essential, characteristic of all training programmes is a built-in provision for evaluation. The four
main dimensions of evaluation are:
EVALUATION OF CONTEXTUAL FACTORS
Training effectiveness depends not only on what happens during training, but also on what
happens before the actual training and what happens after the training has formally ended.
39

Evaluation should, therefore, be done of both the pre-training and post-training work. Pre- training
work includes proper identification of training needs, developing criteria of who should be sent for
training, how many at a time and in what sequence, helping people to volunteer for training,
building expectations of prospective participants from training etc. Post- training work includes
helping the concerned managers to plan to utilize the participants training, and provide the
needed support to them, building linkages between the training section and the line departments
and so on.

EVALUATION OF TRAINING INPUTS

This involves the evaluation of the training curriculum and its sequencing.

EVALUATION OF THE TRAINING PROCESS

The climate of the training organization, the relationship between participants and trainers, the
general attitude, and approaches of the trainers, training methods, etc are some of the important
elements of the training process which also needs to be evaluated.
EVALUATION OF TRAINING OUTCOMES
Measuring the carry-home value of a training programme in terms of what has been achieved and
how much is the main task of evaluation. This, however, is a complex technical and professional
task. Benefits of a training programme are not obvious and they are not readily measurable.
Payoffs from training are intangible and rather slow to become apparent. A central problem is the
absence of objective criteria and specific definitions of relevant variables by which to measure the
effectiveness either of specific programmes or changes in employee behavior.
In job-related training, the objective is to train people for specific job skills so that their productivity
may increase. Evaluation can be done either to the direct criterion of increase in output or to the
indirect criteria of decrease in cost, breakage or rejects. Even more indirect are measures that
point out changes in absenteeism or turnover.
The most difficult problems of evaluation lie in the area of human relations skill training, which is
given to the supervisors and middle- level managers. Supervisory and managerial training
programmes are, for this reason, less amenable to objective review procedures. Much subjectivity
enters into evaluations of these programmes, since exact standards and criteria are hard to
devise.

40

THE EVALUATION MODELS

The process of evaluating the training effectiveness involves the consideration of various
constraints. Many researchers have developed various methods and models in order to facilitate
this process. Some of the models are described as below: -

CIRO MODEL OF EVALUATION

Developed originally by WARR (1978), this theoretical model is based on evaluation being carried
out at four different levels:

Context Evaluation: Obtaining and using information about the current operational context i.e.
about individual difficulties, organizational deficiencies etc. in practice, this mainly implies the
assessment of training needs as a basis for decision. This involves:
Examining the expectations and perceptions of the people.
Examining whether the training needs were accurately identified.
Putting the specific training event in the wider context of other training activities.
Establishing whether the trainers enjoyed the confidence of the trainees and whether the latter
are comfortable with the level and focus of the training.

Input Evaluation: Determine using factor and opinion about the available human and material
training resources in order to choose between alternative training methods. This involves:
Establishing the adequacy of the resource base and its cost.
Considering the choice and effectiveness of the training methods and techniques.
Identifying the numbers who successfully completed the program compared with those who
started and draw appropriate inferences.
Establishing whether the trainers were perceived to be credible as far as the trainees are
concerned.
Establishing whether the psychological and emotional climate of learning was appropriate.

41

Reaction Evaluation: Monitoring the training as it is in progress. This involves continuous

examination of administrative arrangements and feedback from trainees. This involves:
Looking at the reactions of trainees to the content and method of training.
Establishing the reaction of other people, particularly line managers to the early results of the
training program.
Discussing the views and observations of the trainers.

Outcomes: It implies the measuring of the consequences of training. This involves:

Establishing whether expectations of results were met.
Identifying whether all or some of the learning objectives were met.
Finding out what were the end course views about the training.

The three levels of outcome evaluation may be distinguished:

-

Immediate Outcomes: The changes in the trainees knowledge, skills and attitude that can
be identified immediately after the completion of training. The aim here is to find out the
extent to which positive transfer of learning has taken place from the training to the
workplace. This type of evaluation may be done in several ways such as behaviourally
anchored rating scales or self repots supplemented by reports of subordinates, peers and
supervisors or critical incidents etc.

Intermediate Outcomes: These are the changes in trainees actual work behaviour, which
result from training. The assumption here is that effective training should be reflected in the
trainees increased job-proficiency.

Ultimate Outcomes: These are the changes in the functioning of part or the entire
organization, which have resulted from changes in work behaviour. For this purpose,
indexes of productivity, labour turnover etc.,

42

HAMBLINS MODEL OF EVALUATION

Hamblin (1974) said, The purpose of evaluation is control. A well controlled training program is
one in which the weakness and failures are identified and corrected by means of the negative
feedback and strengths and successes and corrected by means of the positive feedback. The
processes, which occur as a result of a successful training programme, can be divided into 4
levels. The evaluation can be carried out at any of the following levels:
Reaction Level: It measures the reactions of the trainees to the content and methods of the
training, not the trainer, and to any other factors perceived as relevant. It determines what the
trainee thought about the training.

Learning Level: It measures the learning attitude of the trainees during the learning period. It
collects information that did the trainees learn what was intended.

Job Behavior Level: The job behavior of the trainees in the work environment at the end of
the training period i.e. did the training got transferred to the job?

Effect on the Department: Has the training helped the trainees in improving the departments
performance?

The Ultimate Level: It measures that has the training affected the ultimate well being of the
organization in terms of the business objectives.

43

Measuring Techniques at
Each Level

Training

O1

E1

Reactions

Reaction

Objectives

Effects

O2

E2

Learning

Learning

Objectives

Effects

O3

E3

Job Behavior

Job Behavior

Objectives

Effects

O4

E4

Organization

Organization

Objectives

Effects

O5

E5

Ultimate Value

Ultimate Value

Objectives

Effects

- Reaction Notebooks
- Observers Record
- Reaction Forms

- Written Exam
- Multiple choice Test
- Learning Portfolios

- Activity Sampling
- Interviews
- Questionnaires

- Indices of Productivity
- Organisation Culture

- Cost Benefit Analysis

- Human Resource
Accounting

Fig Flowchart of Hamblins Model

44

MODEL USED IN THIS REPORT FOR EVALUATION AND

RECOMMENDATIONS

The Kirkpatrick Model establishes the effectiveness in terms of assessing the extent
to which the objectives are met. Combining the four levels of this model and an
optimum cost benefit strategy would enable the management to ascertain the extent
to which a programme is contributing to the effectiveness of the organization.
Therefore, this technique is used to identify and recommend certain measures in
order to improve the training effectiveness at BAJAJ AUTO LTD.. The details of
Kirkpatrick Model are explained in the succeeding paragraph.

THE KIRKPATRICK MODEL

Perhaps the most influential approach to training evaluation was developed by D.L.
KIRKPATRICK (1975) which, according to Bornbrauer (1987), despite its age and common sense
approach to the subject, remains valid: because of its comprehensiveness, simplicity, and
applicability to a variety of training situations.

LEVEL ONE-REACTION

This level in the Kirkpatrick model is seen to offer some useful insights into the early experiences
of trainees, but precisely because it is concerned with feelings and first reactions, the results
need to be viewed with some caution.

Measurement can be done through:

Reaction sheets: Reaction sheets (often refereed to as happy sheets) should ask questions
about the achievement of the course objectives, about the course material, the presentation, the
activities used, the venue and the pre-course material.

45

Group discussion: Build in time at the end of the course for how they will take the learning
forward. Have them record the main points of the discussion for you to take away.

Thumbs up, thumb down: This is much focused on reaction. Ask closed questions about the
training course directed to the whole group. If participants feel the answer to the question is Yes
they give a thumbs-up sign, if the answer is No, its a thumbs down. You need to record the
number of responses, positive or negative, to each question.

Level Two- Learning

This is the level at which new learning is generated and which requires evaluators to try to
establish individuals progress towards the learning of specified skills and competencies.

Measurements can be done through:

Reaction sheets: Questions about what participants feel they have learnt during the course can
be included on the reaction sheets.
Post-courses review: Delegates should meet with their lime manager soon after the course to
discuss what learning has taken place and how this will be applied. They should then meet at
agreed intervals to review how much progress is being made.
Action plans: By requiring delegates to complete action plans at the end of course, we imply that
we are expecting them to implement some learning from the course and make some changes in
the way they work.

LEVEL THREE- EFFECTS ON INDIVIDUAL PERFORMANCE

Recognizing that the purpose of training is to create new job capabilities means that evaluation
must be extended to the working environment. Above all, this level of evaluation draws attention to
the fact that training does not end at the completion of the training programme, but has to embrace
issues such as the transfer of training, support for the use of new skills and competences and the
support provided by line managers.

46

Measurement can be done through:

Post- course review with line manager: Delegates should meet with their lime manager soon
after the course to discuss what learning has taken place and how this will be applied. They
should then meet at agreed intervals to review how much progress is being made.

Follow-up questionnaire: The trainer circulates a questionnaire to all delegates and their
managers asking questions about how the learning from the course is being applied.

Follow-up calls: The trainer, or a nominated person, chooses a random sample of delegates from
a course and then contacts them and their line managers to ask a series of questions about the
application of learning from the course.

Re-testing: If the training is very skills- based and has culminated with a test, it is possible
(although time-consuming) to re-test delegates on regular basis and then to retrain if necessary.

LEVEL FOUR- EFFECTS ON ORGANIZATIONAL PERFORMANCE

The ultimate level and one that represents an attempt to establish what is often described as the impact of
training on the bottom line must be measured.

As with level three evaluations, in order to assess the effects of training on an organization, measures need
to be taken prior to the training being carried out. Examples of such measures are:
Staff attitude surveys
Profit levels
Wastage
Levels of consumables used
Accidents and damage rates
Customer complaints
Working rates
Error rates
Work outstanding
Task completed per hour/day/week
Self-assessment of performance by team members
47

TRAINING IN BAJAJ AUTO LTD.

Bajaj Auto Ltd. provides training to all its employees as per the policy of the organization.

PURPOSE OF TRAINING:

SCOPE:

To ensure availability of trained manpower.

All categories of employees

FLOW CHART OF TRAINING PROCEDURE

Identification of Needs

Preparation of Training Plan

Imparting Training

Feedback

Induction Training

Training Effectiveness

Fig: - The training procedure

48

IDENTIFICATION OF NEEDS

MANAGEMENT STAFF
The Performance Appraisal form of the organization has a section in which the training and
development needs are filed up. The person whom the concerned employee is reporting fills the
Performance Appraisal form annually. Such person may be a branch head or department head.

Identification of training need is done at the Executive Office (EO) level for the managers through
the Performance Appraisal forms annually and the records are maintained at the Executive Office.
Managers are nominated for the various training courses by the Executives Office. Managers
may also be nominated to certain training programmes from the branch if the subjects covered
are found to be of interest or if they offer a learning opportunity in some emerging areas of
knowledge.

Training needs for the department through their Performance Appraisal forms identifies the
officers, which are filled in by the department head. The Performance Appraisal forms thus give
the emerging training needs. This exercise is carried out annually.

STAFF AND WORKERS

Training needs for staff and workers are identified based on:
-

Companys strategy and policy.

Organizational Thrust Areas.

New Emerging Areas.

This together gives the consolidated system of needs that is prepared by the Personnel Officer
and approved by the Department Head.

49

PREPARATION OF TRAINING PLAN

On the basis of identified training needs, the annual training calendar is prepared by the Personnel
officer and approved by the Personnel Head. Annual Training Budget is prepared by Branch
Personnel Head and is approved by Executive Office. This gives the final list of training activities in
a particular year. It is attempted to carry out all the programmes to fulfill the identified needs. The
Head of the Personnel Department monitors the actual training conducted vis--vis the identified
training needs on a monthly basis.

IMPARTING OF TRAINING
Actual training is imparted with the help of in-house and outside agencies. The selection of these
agencies is done on the basis of reputation; programmes offered by them, past experience and
feedback received from the earlier participants.

Training is also imparted by nominating the concerned employee for an external training
programme. All records of the training are maintained at branch as per Record of Training in the
Personnel folder and the same is intimated to the Executive Office Personnel through the Monthly
Personnel Report.

FEEDBACK
A feedback is taken from the participants through a questionnaire on the programme and their
impressions in order to further improve upon the same. There are three such questionnaires
available and one of these is used depending upon the nature of the training programme and the
level of participants. Also, a person from the personnel department sits through the final session of
the programme and takes the verbal feedback about the programme.

50

INDUCTION TRAINING

STAFF/ OFFICERS/ MANAGERS

This is carried out as the very first step for any new entrant into the branch at the Staff/ Officer/
Manager level. The department prepares a schedule for the employee as per which he is required
to spend specific time in each department. During such period, he is reporting to the respective
department head. The objective of the induction programme is to familiarize the participant to the
function of different department. The copies of the same are sent to the General Manager and all
concerned. At the end of the induction, the trainee has to submit a report to the Personnel
Department.

WORKERS
In the case of a new entrant, he is called in General shift for 2 days for training under a senior
worker to familiarize him with the welfare facilities like card punching, canteen, public
conveniences, rules and regulations, standing orders, shift timings, spell outs, medical facilities,
leave procedures etc. After two days of training, he is deployed in the concerned department. The
Personnel Officer organizes this.

MANAGEMENT TRAINEES TRAINING

Management trainees are given a fortnight of induction programme. Corporate HR advises it as
per Management Trainee Training programme designed by them. Thereafter, a detailed training
programme is carried out whereby the incumbent is to understand in depth of working of each
department at various locations as per the programme given by the Corporate HR. Corporate HR
maintains all relevant records pertaining to Management Trainees training at Bangalore.

51

TRAINING EFFECTIVENESS
For each training programme conducted in-house for BAJAJ AUTO LTD. Delhi branch personnel,
a training brochure is developed. The brochure developed consists of the following information:
-

Programme objectives: Need of the training and what are the objectives that this training aims
to achieve, what likely outcomes are expected to come out of impact of this training.

Programme content: Topics being covered during the training.

Methodology adopted.

Programme faculty.

Personnel to be covered.

Training methodology.

Training effectiveness criteria and scale.

The training effectiveness is measured by measurement of the achievement of the objectives. This
lists down the measurement indicators, achievement of which will ensure that programme
objectives are achieved.
A person gets nominated for the training programme in the following two ways:
a) Training programme flowing from the training needs.
b) Training programme for testing out the training/ increased awareness/ general information/
omnibus training types etc.

52

TRAINING PROGRAMMES

The programmes are divided into three broad categories:

-

Functional

Behavioral

General/ Omnibus programmes

1. Functional: The outcome of the training is measured by comparing the data pre-training and
post-training. A scale is developed for measuring the effectiveness of training based on the %
achievement of the objectives.

2. Behavioral: The effectiveness of the training of this nature is measured annually. This is seen
through the training need identification for the coming year for the employee. If the training
need is repeated there, then the training provided is taken as ineffective. If the training need is
repeated but with focus on a part of the need, then the training is partially effective. If not
repeated, then the training is effective.

3. General: These are the training needs flowing directly from the organizational needs. Examples
of these can be ISO 9000 training, ISO 14000 training and any awareness training. These are
omnibus training programmes, which are run for a large number of employees.

The effectiveness of the training is measured by:

- Achievement of those organizational objectives within the time lines.
- Number of audit issues raised on the areas covered in the training.
- Any other such thing as defined in the training brochure.

The effectiveness of the outside training programme is measured on the same line as above.
However, no detailed brochure is prepared for the same. The measurement criterion for the
programme is defined in the beginning of the programme and effectiveness measured against the
same.

53

TRAINING PROGRAMME FOR TESTING OUT THE TRAINING

Also there are training programmes, which are not flowing directly from the training needs
measurement of effectiveness of the training is not needed to be measured.

TRAINING OF AN OFFICER

Identification
of
Training needs

Consolidation
of
Training needs

Approval from
the Personnel
Department

Annual
Training
Budget

Annual

Imparting

Training

Training

Calendar
Collecting
Feedback for
Further
Improvement

Fig. Flowchart for Training of an Officer

54

Monitoring of Actual
Training
vis-a-vis the
Identified needs

TRAINING OF A WORKER

Approval from
the Personnel
Department

Company
Strategy and
Policy

Organizational
Thrust

Identification

Annual

Of

Areas

Training needs

New Emerging
Areas

Consolidation

Training
Budget

Imparting

Of

Training

Training needs
Collecting
Feedback for
Further Training

Annual
Training
Calendar

Monitoring of
Actual vs the
Identified Training
needs.

Fig - Flowchart for Training of a Worker

55

56

A
LITERATURE REVIEW
ON
TRAINING & DEVELOPMENT

ABSTRACT

In this competitive world, training plays an important role in the competent and challenging format
of business. Training is the nerve that suffices the need of fluent and smooth functioning of work
which helps in enhancing the quality of work life of employees and organizational development
too. Development is a process that leads to qualitative as well as quantitative advancements in the
organization, especially at the managerial level, it is less considered with physical skills and is
more concerned with knowledge, values, attitudes and behaviour in addition to specific skills.
Hence, development can be said as a continuous process whereas training has specific areas and
objectives. So, every organization needs to study the role, importance and advantages of training
and its positive impact on development for the growth of the organization. Quality of work life is a
process in which the organization recognizes their responsibility for excellence of organizational
performance as well as employee skills. Training implies constructive development in such
organizational motives for optimum enhancement of quality of work life of the employees. These
types of training and development programs help in improving the employee behaviour and
attitude towards the job and also uplift their morale. Thus, employee training and development
programs are important aspects which are needed to be studied and focused on. This paper
focuses and analyses the literature findings on importance of training and development.

57

LITERATURE REVIEW:

TRAINING AND DEVELOPMENT:

According to the Michel Armstrong, Training is systematic development of the knowledge, skills
and attitudes required by an individual to perform adequately a given task or job.

According to the Edwin B Flippo, Training is the act of increasing knowledge and skills of an
employee for doing a particular job.

The term training indicates the process involved in improving the aptitudes, skills and abilities of
the employees to perform specific jobs. Training helps in updating old talents and developing new
ones. Successful candidates placed on the jobs need training to perform their duties effectively.

The principal objective of training is to make sure the availability of a skilled and willing workforce
to the organization. In addition to that, there are four other objectives: Individual, Organizational,
Functional, and Social.

Individual Objectives These objectives are helpful to employees in achieving their personal
goals, which in turn, enhances the individual contribution to the organization.

Organizational Objectives Organizational objectives assists the organization with its primary
objective by bringing individual effectiveness.

58

 Functional Objectives Functional objectives are maintaining the departments contribution at

a level suitable to the organizations needs.

Social Objectives Social objectives ensures that the organization is ethically and socially
responsible to the needs and challenges of the society.

Further, the additional objectives are as follows:

To prepare the employees both new and old to meet the present as well as the changing
requirements of the job and the organization.

To prevent obsolescence.

To impart the basic knowledge and skill in the new entrants that they need for an intelligent
performance of a definite job.

To prepare the employees for higher level tasks.

To assist the employees to function more effectively in their present positions by exposing them
to the latest concepts, information and techniques and developing the skills they will need in
their particular fields.

To build up a second line of competent officers and prepare them to occupy more responsible
positions.
To ensure smooth and efficient working of the departments.
To ensure economic output of required quality.

59

There are various authors who shared their views regarding the role of training and
development in different aspects. The following Table 1 provides the opinions of different
authors regarding the view of training and development:

Table 1:

Author

Opinions of different authors regarding Training & Development

Training improves a persons skill at a task. Training helps in socially,
intellectually and mentally developing an employee, which is very essential
in

Oatey (1970)

facilitating not only the level of productivity but also the development
of
Personnel in any organization.
Training and development in todays employment setting is far more
appropriate
than training alone since human resources can exert their full potentials

Yoder (1970)

only
When the learning process goes for beyond the simple routine.
Training is a sequence of experiences or opportunities designed to
modify

Hesseling (1971)
Behavior in order to attain a stated objective.
If the training and development function is to be effective in the future, it will
need to
move beyond its concern with techniques and traditional roles. He describes
the
60

strategic approaches that the organization can take to training and

development, and
suggests that the choice of approach should be based on an analysis
Kane (1986)

of the
organizations needs, management and staff attitudes and beliefs, and the
level of
resources that can be committed. This more strategic view-point should be of
use in
assessing current efforts as well as when planning for the future.
The influences of trainees characteristics on training effectiveness have
focused on
the level of ability necessary to learn program content. Motivational
and
environmental influences of training effectiveness have received little
attention.

Raymond (1986)

This analysis integrates important motivational and situational factors

from
organizational behavior theory and research into a model which
describes how
trainees' attributes and attitudes may influence the effectiveness of training.
Staff training and development is a work activity that can make a very
significant

Adeniyi (1995)
contribution to the overall effectiveness and profitability of an organization.
Training and development aim at developing competences such as
technical,
Chris (1996)

human, conceptual and managerial for the furtherance of individual

61

and
organization growth.
Seyler,
The continuous changing scenario of business world, training is an effective
Holton III, Bates,

measure
used by employers to supplement employees knowledge, skills and

Burnett and

behaviour.

Carvalho (1998)
The process of training and development is a continuous one. The
need to
perform ones job efficiently and the need to know how to lead
others are
Akinpeju (1999)
sufficient reasons for training and development and the desire to meet
organizations objectives of higher productivity, makes it absolutely
compulsory.
Training and development aim at developing competencies such as
technical,
human, conceptual and managerial for the furtherance of individual
Oribabor (2000)

and
organization growth.
The process of training and development is a continuous one. It is an
avenue to
acquire more and new knowledge and develop further the skills and

Isyaku (2000)

techniques to
function effectively.

62

Companies are making huge investment on training programmes to prepare

them
Tan, Hall and

for future needs. The researchers and practitioners have constantly

emphasised on

Boyce (2003)
the importance of training due to its role and investment.
The main goal of training is to provide, obtain and improve the necessary
skills in
Stavrou ET AL.,

order to help organizations achieve their goals and create competitive

advantage

(2004)
by adding value to their key resources i.e. managers.
Training programme is dependent on the following parameters for its
success (i)
Chih , Li and Lee

perceived value of leaning programme (ii) attitude to teacher (iii)

response to
learning conditions (iv) desire to learn: the degree to which trainees really

(2008)

want to

63

64

RESEARCH METHODOLOGY

METHODOLOGY
Every project work is based on certain methodology, which is a way to systematically solve the
problem or attain its objectives. It is a very important guideline and lead to completion of any
project work through observation, data collection and data analysis.
According to Clifford Woody, Research Methodology comprises of defining & redefining problems,
collecting, organizing &evaluating data, making deductions &researching to conclusions.

Accordingly, the methodology used in the project is as follows: Defining the objectives of the study
Framing of questionnaire keeping objectives in mind (considering the
objectives)
Feedback from the employees
Analysis of feedback
Conclusion, findings and suggestions.

SELECTION OF SAMPLE SIZE

In order to take a reasonable sample size and not to disturb the functioning of the
organization, a sample size of reasonable strength of the Company has been taken in order
to arrive at the present practices of training in the Company.
Accordingly, 20 officers and 40 workers have been selected at random from all the
departments of the organization and feedback forms (questionnaire) have been obtained.
The data has been analyzed in order to arrive at present training practices in the
organization.

65

SAMPLING TECHNIQUE USED

The technique of Random Sampling has been used in the analysis of the data. Random
sampling from a finite population refers to that method of sample selection, which gives
each possible sample combination an equal probability of being picked up and each item in
the entire population to have an equal chance of being included in the sample. This
sampling is without replacement, i.e. once an item is selected for the sample, it cannot
appear in the sample again.

OBJECTIVES OF THE STUDY

The first & foremost step in any research work is to identify the problems or objectives on which
the researcher has to work on. There are two types of objectives met in this study, as explained
below:

MAJOR OBJECTIVE
To analyze the existing training practices, its effectiveness and recommend measures to
improve the training practices in BAJAJ AUTO LTD..

MINOR OBJECTIVES

To study the frequency of training, training methods and their effects on the trainees and
recommend certain measures for improvement.

To understand the present practices enforced in respect of training at the personnel

department and recommend any changes if necessary.

To take feedback and analyze the level of satisfaction amongst the employees in respect
of training activities and suggest alternatives.
SCOPE OF THE STUDY
Training Effectiveness is the process wherein the management finds out how effective it has
been at training and developing the employees in an organization.

66

 This study gives some suggestions for making the present training and development
system more effective.

It gives organization the direction, how to deal differently with different employees.

It identifies the training & development needs present among the employees.

NATURE OF DATA

To determine the appropriate data for research mainly two kinds of data was collected namely
primary & secondary data as explained below:

PRIMARY DATA
Primary data are those, which were collected afresh & for the first time and thus
happen to be original in character. However, there are many methods of collecting
the primary data; all have not been used for the purpose of this project. The ones
that have been used are:
Questionnaire
Informal Interviews
Observation
SECONDARY DATA

Secondary data is collected from previous researches and literature to fill in the respective project.
The secondary data was collected through:

Text Books
Articles
Journals
Websites

67

LIMITATIONS OF THE STUDY

The following are the limitations of the study:

The sample size was small and hence the results can have a degree of variation.
The response of the employees in giving information was lukewarm.

Organizations resistance to share the internal information.

Questionnaire is subjected to errors.

STATISTICAL TOOLS USED

The main statistical tools used for the collection and analyses of data in this project are:

Pie Charts

Tables

MANAGERIAL USEFULNESS OF THE STUDY

The effectiveness of the training programmes can be established through this study.

This study helps to understand, analyze & apply the core concepts of training in an
organization.

Managers would be able to identify the need of training for its employees.

Managers would know what employees think of the training and development programmes and
make changes if necessary.

68

69

DATA ANALYSIS & INTERPRETATION

Question: 1 How many training programme have you attended in last 5 years?
No. of

No. of Respondents

% of

Programmes

Respondents

0-5

40%

6-10

25%

10-15

20%

More than 15

15%

Total

20

100%

More than 15
15%

0_5
40%

10_15
20%
6_10
25%

INTERPRETATION
45% of the officers have attended 6-15 training programmes in the last 5 years, which is an indication of an
effective training policy of the organization. However, 40% of the officers have attended only 0-5 training
programmes, which needs to be evenly monitored by the organization.

70

Question: 2 The programme objectives were known to you before attending

it?
Options

No. of Respondents

% of
Respondents

Strongly agree

25%

Moderately agree

35%

Cant Say

15%

Moderately Disagree

5%

Strongly Disagree

20%

Total

20

100%

moderately
disagree
5%

strongly
disagree
20%

strongly agree
25%

moderately
agree
35%

can't say
15%

INTERPRETATION
35% of the respondents moderately agree to the fact of knowing the training objectives
beforehand, in addition to 25% who strongly agree. But a small population disagrees as 20%
strongly disagree to this notion. Training objectives should therefore be made known compulsorily
before imparting training in the organization.

71

Question:3 The training programme was relevant to your developmental needs.

Options

No. of Respondents

% of
Respondents

Strongly agree

30%

Moderately agree

40%

Cant Say

15%

Moderately Disagree

10%

Strongly Disagree

5%

Total

20

100%

strongly
moderately disagree
disagree
5%
10%

strongly agree
30%

can't say
15%
moderately
agree
40%

INTERPRETATION
70% of the respondents feel that the training programmes were in accordance to their
developmental needs. 15% respondents could not comment on the question and 15% think that
the programmes are irrelevant to their developmental needs and the organization must ensure
programmes that satisfy the developmental needs of the officers.
72

Question:4 The period of training session was sufficient for the learning.
Options

No. of Respondents

% of
Respondents

Strongly agree

31%

Moderately agree

21%

Cant Say

21%

Moderately Disagree

16%

Strongly Disagree

11%

Total

20

100%

strongly disagree
10%
moderately
disagree
16%

can't say
21%

strongly agree
32%

moderately agree
21%

INTERPRETATION
52% respondents feel that the time limit of the training programme was adequate but 25% feel that
it was insufficient. Also, 21% could not comment on the question. All the respondents though felt
that increase in time limit of the programmes would certainly be beneficial and the organization
should plan for this to be implemented in the near future.

73

Question:5 The training methods used during the training were effective for understanding
the subject.
Options

No. of Respondents

% of
Respondents

Strongly agree

20%

Moderately agree

40%

Cant Say

15%

Moderately Disagree

15%

Strongly Disagree

10%

Total

20

100%

moderately
disagree
15%

strongly
disagree
10%

strongly agree
20%

moderately
agree
40%

can't say
15%

INTERPRETATION
40% of the respondents believe that the training methods used during the programmes were
helpful in understanding the subject, yet 25% disagree to this notion. The organization should use
better, hi-tech methods to enhance the effectiveness of the methods being used during the training
programmes.

74

Question:6 The training sessions were exciting and a good learning experience.

Options

No. of Respondents

% of
Respondents

Strongly agree

25%

Moderately agree

40%

Cant Say

10%

Moderately Disagree

15%

Strongly Disagree

10%

Total

20

100%

strongly disagree
10%
moderately
strongly agree
disagree
25%
15%
can't say
10%
moderately agree
40%

INTERPRETATION
65% respondents believe that the training sessions were exciting and a good learning experience.
10% respondents could not comment on this while 25% differ in opinion. They feel that the training
sessions could have been more exciting if the sessions had been more interactive and in line with
the current practices in the market.
75

Question: 7 The training aids used were helpful in improving the overall effectiveness of
the programme.
Options

No. of Respondents

% of
Respondents

Strongly agree

20%

Moderately agree

25%

Cant Say

35%

Moderately Disagree

15%

Strongly Disagree

5%

Total

20

100%

moderately
disagree
15%

can't say
35%

strongly
disagree
5%

strongly agree
20%

moderately
agree
25%

INTERPRETATION
40% of the respondents believe that the training aids used were helpful in improving the overall
effectiveness, yet 20% disagree to this notion. 35% respondents did not comment on the issue.
Yet the total mindset of the respondents was that the organization should use better scientific aids
to enhance the presentation and acceptance value of the training programme .

76

Question:8 The training was effective in improving on- the- job efficiency.

Options

No. of Respondents

% of
Respondents

Strongly agree

15%

Moderately agree

30%

Cant Say

20%

Moderately Disagree

20%

Strongly Disagree

15%

Total

20

100%

strongly
disagree
15%

strongly agree
15%

moderately
disagree
20%

moderately
agree
30%
can't say
20%

INTERPRETATION
45% respondents believe that the training programmes increase their job efficiency but 35%
disagree to this. The view of the respondents were towards having more technological and current
topics for the training programmes which could help them satisfy their creative urge and
simultaneously increase their on-the-job efficiency.

77

Question: 9 In your opinion, the numbers of training programmes organized during the year
were sufficient for officers of BAJAJ AUTO LTD.
Options

No. of Respondents

% of
Respondents

Strongly agree

10%

Moderately agree

15%

Cant Say

25%

Moderately Disagree

10%

Strongly Disagree

40%

Total

20

100%

strongly
disagree
40%

strongly agree
10%
moderately
agree
15%

can't say
25%

moderately
disagree
10%

INTERPRETATION
25% respondents have the opinion that the frequency of the training programmes is sufficient but
50% of the respondents differ to this. They believe that the number of training programmes
organized in a year should be increased and some in house training programmes should also be
organized by the organisation regularly.

78

Question: 10 How many training programmes have you attended during the last year?

No. of Programmes

No. of Respondents

% of
Respondents

Upto 2

25

62%

3-5

10

25%

6-8

10%

More than 8

3%

Total

40

100%

6_8
10%

More than 8
3%

3_5
25%

Upto 2
62%

INTERPRETATION
35% of the workers have attended 3-8 training programmes in the last year, which is the clue of a
useful training policy of the organization. However, 62% of the workers have attended only 0-2
training programmes, which should be effectively seen by the organization. Also, every worker
should be given chances to attend as many training programmes as possible.

79

Question: 11 The training given is useful to you.

Options

No. of Respondents

% of
Respondents

Strongly agree

19

47%

Moderately agree

10

24%

Cant Say

13%

Moderately Disagree

13%

Strongly Disagree

3%

Total

20

100%

moderately
disagree
13%

strongly
disagree
3%

can't say
12%

strongly agree
47%

moderately
agree
25%

INTERPRETATION
71% of the respondents feel that the training programmes were useful. 13% respondents could not
comment on the question and 16% think that the programmes were irrelevant to their objective of
being useful. The organization must ensure programmes that are useful and prove to cater to the
developmental needs of the workers.

80

Question: 12 The time limit of the training programme was sufficient.

Options

No. of Respondents

% of
Respondents

Strongly agree

18%

Moderately agree

14

34%

Cant Say

13%

Moderately Disagree

15%

Strongly Disagree

20%

Total

40

100%

strongly
disagree
20%

strongly agree
17%

moderately
disagree
15%

moderately
agree
35%

can't say
13%

INTERPRETATION
42% respondents feel that the time limit of the training programme was adequate but 35% feel that
it was insufficient. Also, 13% could not comment on the question. All the respondents though felt
that increase in time limit of the programmes would certainly be advantageous and the
organization should take some steps in this direction.

81

Question: 13 The time limit of the training programme, if increased would make it more
effective.

Options

No. of Respondents

% of
Respondents

Strongly agree

18

45%

Moderately agree

20%

Cant Say

10%

Moderately Disagree

20%

Strongly Disagree

5%

Total

40

100%

moderately
disagree
20%

strongly
disagree
5%
strongly agree
45%

can't say
10%
moderately
agree
20%

INTERPRETATION
65% respondents feel that the increase in the duration of the training programmes would be
beneficial but 25% differ to this opinion. Going by the majority, the organisation should make
required changes to increase the duration of the programmes and also take the opinion of the
workers to have an effective training session.

82

Question: 14 The training was effective in improving your on-the-job efficiency.

Options

No. of Respondents

% of
Respondents

Strongly agree

15

37%

Moderately agree

10

25%

Cant Say

13%

Moderately Disagree

15%

Strongly Disagree

10%

Total

40

100%

moderately
disagree
15%

can't say
13%

strongly
disagree
10%
strongly agree
37%

moderately
agree
25%

INTERPRETATION
62% respondents believe that the training programmes increase their job efficiency but 25%
disagree to this. The respondents were of the opinion that having current topics for the training
programme and also some sessions by an external faculty would help them increase their on the
job efficiency.
83

Question: 15 The training aids used were effective in improving the overall effectiveness of
the programme.

Options

No. of Respondents

% of
Respondents

Strongly agree

10

25%

Moderately agree

10%

Cant Say

12

30%

Moderately Disagree

20%

Strongly Disagree

15%

Total

40

100%

strongly
disagree
15%

strongly agree
25%

moderately
disagree
20%

moderately
agree
10%
can't say
30%

INTERPRETATION
35% respondents believe that the training aids were effective in improving the overall efficiency of
the programme. Contrary to this, 35% disagree and 30% could not comment on the issue. The
organization should ensure positive awareness about the training aids used. Also, the use of
better

presentation

aids

should
84

be

facilitated.

Question: 16 The number of training programmes organized for workers in a year are
sufficient.

Options

No. of Respondents

% of
Respondents

Strongly agree

18%

Moderately agree

15%

Cant Say

10%

Moderately Disagree

15

37%

Strongly Disagree

20%

Total

40

100%

strongly
disagree
20%

strongly agree
17%

moderately
agree
15%

can't say
10%

moderately
disagree
38%

INTERPRETATION
33% respondents believe that the numbers of training programmes organized in a year are
sufficient, but a majority of 57% disagrees to this. The organization should ensure multiple
programmes for the workers and hence enable them in improving their skills and knowledge.

85

Question: 17 The participation of workers in training programme would help increase its
effectiveness.
Options

No. of Respondents

% of
Respondents

Strongly agree

20

49%

Moderately agree

23%

Cant Say

13%

Moderately Disagree

10%

Strongly Disagree

5%

Total

40

100%

moderately
disagree
10%

strongly
disagree
5%

can't say
13%

strongly agree
50%
moderately
agree
22%

INTERPRETATION
72% respondents feel that participative and interactive training session could provide more
awareness and knowledge in a small span of time as compared to classroom teaching. 13%
respondents could not comment on this and 15% disagree to it.

86

87

FINDINGS

The major findings of the project are enumerated as follows:

About 60 70% of employees are satisfied with the training programs in each and every
aspect.
More than half of the employees feel a difference in their personality after attending the
training program.
Both type of training is provided by Bajaj Auto Limited to their employees. On the job as
well as off the job.
Purpose of training programs in Bajaj Auto Limited is to increase the efficiency and
effectiveness of the employees which in turn helps in attaining the organizational objective.
After the completion of training programme feedback are taken from both trainer and
trainees regarding the training programme.
Training is considered as a positive step towards augmentation of the knowledge base by
the respondents.
The objectives of the training programmes were broadly known to the respondents prior to
attending them.
The training programmes were adequately designed to cater to the developmental needs of
the respondents.
Some of the respondents suggested that the time period of the training programmes were
less and thus need to be increased.
Some of the respondents also suggested that use of latest training methods will enhance
the effectiveness of the training programmes.
Some respondents believe that the training sessions could be made more exciting if the
sessions had been more interactive and in line with the current practices in the market.
The training aids used were helpful in improving the overall effectiveness of the training
programmes.
The training programmes were able to improve on-the-job efficiency.
Some respondents also recommended that the number of training programmes be

increased.

88

SUGGESTIONS

Based on the data collected through the questionnaire and interactions with the Officers and
Workers of BAJAJ AUTO LTD the following recommendations are made for consideration:

The organization may utilize both subjective and objective approach for the training
programmes.
The organization may consider deputing each employee to attend at least one training
programmes each year.
The In-house training programmes will be beneficial to the organization as well as employees
since it will help employees to attend their official work while undergoing the training.
The organization can also arrange part time training programmes in the office premises for
short durations, spanning over a few days, in order to avoid any interruption in the routine
work.
The organization can arrange the training programmes department wise in order to give

focused attention towards the departmental requirements.

89

CONCLUSION

Training and development programs play a vital role in every organization. These programs
improve Employee Performance at workplace, it updates Employee Knowledge and enhances
their personal Skills and it helps in avoiding Managerial Obsolescence. With the use of these
programs, it is easier for the management to evaluate the job performance and accordingly take
decisions like employee Promotion, rewards, compensations, welfare facilities, etc. These training
programs also help the managers in succession planning, employee retention and motivation. It
creates Efficient and Effective employees in the Organization. The need for training &
development is determined by the employees performance deficiency, computed as follows:
Training & Development need = Standard performance Actual performance Training enhances
the overall performance of an organization in various ways. The major areas where employees are
normally trained in an organization are Soft- skill Development, Personality Development,
Interpersonal Relationship, Problem solving techniques, Managerial and Supervisory Training
Program, quality improvement programs, technical processes, quality circle programs, Time
management skills, employee efficiency development programs, violence prevention programs,
regulatory compliances, goal setting and implementation of programs, workplace safety
management, workplace communication, and so on. Training enables the employees to develop
their skills within the organization and hence naturally helps to increase the organizations market
value, earning power of the employees and job security of the employees. Training molds the
employees attitude and helps them to achieve a better cooperation within the organization.
Training and Development programs improve the quality of work-life by creating an employee
supportive workplace.

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LIMITATIONS
Because of time constraints all the departmental training programmes are not covered
under the study.
Because of safety measures each and every on the job training programme was not
allowed to attend.
Because of some confidential issues, data collection becomes difficult.
The scope of learning is very vast but because of large unit the focus on various other
departments is limited.
Because of large workforce the employees covered for sample size is limited to 50.

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Bibliography

Chapter 1

http://en.wikipedia.org/wiki/Bajaj_Auto
http://www.bajajauto.com/bhil/aboutus/board_director.html
www.bajajauto.com/report/bal_2014_for_web1.pdf
http://www.moneycontrol.com/competition/bajajauto/comparison/BA10
http://profit.ndtv.com/stock/bajaj-auto-ltd_bajaj-auto/reports
http://www.bajajauto.com/bajaj_awards_08-07.asp
http://www.mbaskool.com/brandguide/automobiles/1131-bajaj-autolimited.html
http://www.scribd.com/doc/36620832/Swot-Analysis-of-Bajaj

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93

QUESTIONAIRE

1. Do you agree that training is well planned?

A) Strongly agree

B) Neither agree nor disagree C) Agree

D) Disagree

E) strongly disagree

2. Do you agree that training is of sufficient duration?

A) Strongly agree

B) Neither agree nor disagree

D) Disagree

E) Strongly disagree

C) Agree

3. Are training program helpful in long run?

A) Strongly agree

B) Neither agree nor disagree

D) Disagree

E) Strongly disagree

C) Agree

4. Was the training program helpful in personal growth?

A) Yes

B)

No

5. What is your opinion about present training system?

A) Excellent

B) Good

C) Average

D) Below Average

6. Do you agree that instructor responses to trainees doubts?

A) Strongly agree

B) Neither agree nor disagree C) Agree

D) Disagree

E) Strongly disagree

7. What kind of training method do you prefer?

A) On the job training method

B) Off the job training method

C) Both
8. Does the organization provide training for present employees or new employees?
A) Present Employees

B) New Employees

C) Both

9. How often the training programs conducted in your organization?

A) Every month B) Every Quarter C) Half yearly D) Once in a year
10. The training program has emphasis on relevant safety programs?
A) Strongly agree

B) Agree

C) Disagree
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D) Strongly disagree