A CORPORATE INTERSHIP PROJECT ON

“TRAINING AND DEVELOPMENT”

With reference to
BHARATBENZ.

A project report submitted to the department of management studies, AdikaviNannaya

University, In Partial Fulfillment for the award of the degree of

BACHELOR OF BUSINESS ADMINISTRATION

BY
BASAMSETTI RAJESH
REGD NO: 213848300002
Under of esteemed guidance of
Mr. A. RAJ KUMARSIR, M.Com
(FACULTY IN MANAGEMENT)

DEPARTMENT OF MANAGEMENT STUDIES

ADITYA DEGREE COLLEGE

(Approved by AICTE, New Delhi and affiliated to AdikaviNannaya University,
Rajamahendravaram)
TADEPALLIGUDEM-534101
Batch- (2021-2024)
 DEPARTMENT OF MANAGEMENT STUDIES
ADITYA DEGREE COLLEGE, TADEPALLIGUDEM
(Approved by AICTE, New Delhi and affiliated to Adikavi Nannaya University, Rajamahendravaram)

CERTIFICATE

This is to certify that the project work entitled “TRAINING AND

DEVELOPMENT” submitted by Mr. BASAMSETTI RAJESH is a
Bonafide student of ADITYA DEGREE COLLEGE,
TADEPALLIGUDEM, West Godavari District, Andhra Pradesh. He has
done and submitted her report under the guidance and supervision of Mr. A.
RAJKUMAR, M. Com, Faculty in Management, in partial fulfillment for
the award of the degree of BACHELOR OF BUSINESS
ADMINISTRATION.

PLACE: TADEPALLIGUDEM
DATE:

Project guide Head of the Department Principal

Signature of the External

 DECLARATION

I hereby declared that the project work entitled “TRAINING

AND DEVELOPMENT” with reference to “BHARATBENZ”, submitted by me to the
department of management studies, ADIKAVI NANNAYA UNIVERSITY” is a Bonafide
work undertaken by me under the esteemed guidance of Mr. A. RAJKUMAR, M.Com,
Faculty in Management, ADITYA DEGREE COLLEGE, TADEPALLIGUDEM and it is
the result of my own efforts and it has not been submitted earlier in part or full to this or any
other university, for any Degree/published at any time.

Place: TADEPALLIGUDEM
Date: Basamsetti Rajesh
Regd No: 213848300002
 AKNOWLEDGEMENTS
I feel it is my duty and honor to acknowledge all those who have extended their guidance and
warm support in completing my project work.

Firstly, it is my privilege to thank Sri N. SESHA REDDY, Chairman, Aditya Group of

Educational Institutions for providing state of the art facilities, experienced and talented
faculty members.

I earnestly convey my thanks to, Smt. N. SUGUNA REDDY, Secretary of Aditya Educations
Institutions for making me use all the technical facilities in the college.

I thank to Sri B.E.V.L. NAIDU, Academic Director of Aditya Educational Institutions for
providing wonderful Academic curriculum and enhancement programs for us.

I thank Mr. M. SRINIVAS REDDY, Director of Aditya degree colleges, for giving the
permission to carry out the project work.

I am grateful to Smt. P. LAKSHMI SAROJA, Principal of Sri Aditya Degree College, TPG.
for continuous support and encouragement in my endeavor.

I Also thank Mr. V N V B SURESH, Head of the Management Department for continuous support
for completing my project.

I also thanking Mr. A. RAJKUMAR guide of our project for the support render by him and
express my deep sense of gratitude to him under his guidance I could make a through and
complete copy of my project work.

Finally, I thank my beloved PARENTS BASAMSETTI VEERA SWAMY, BASAMSETTI

SRI LAKSHMI and MANAGEMENT STAFF- V. NEELIMA JYOTHI MAM, Y.
REVATHI MAM, D. RAMESH SIR, who helped me, encouraged me, and strengthened me
for successful completion of the project.

I also thank all my friends K. NARSI REDDY, relatives and all my well-wishers who have
directly or indirectly contribute their help in the successful completion of my project work.
 Contents
Chapter-1
• Introduction 1-5
• Objectives of the study 6
• Need for the study 7
• Scope of the study 8
• Methodology 9
• Limitations of the study 10
Chapter-2
• Industry Profile 11-17
Chapter-3
• Company Profile 18-22
Chapter-4
• Theoretical Frame work 23-34
Chapter-5
• Data Analysis & Interpretation 35-49
Chapter-6
• Findings 50
• Suggestions 51
• Conclusion 52
Chapter-7
• Bibliography 53
• Questionnaires 54-56
CHAPTER-1
 Chapter-1

INTRODUCTION

Human Resource Management (HRM) is an operation in companies designed to

maximize employee performance in order to meet the employer's strategic goals and objectives.
More precisely, HRM focuses on management of people within companies, emphasizing on
policies and systems.

In short, HRM is the process of recruiting, selecting employees, providing proper

orientation and induction, imparting proper training and developing skill. HRM also includes
employee assessment like performance appraisal, facilitating proper compensation and
benefits, encouragement, maintaining proper relations with labour and with trade unions, and
taking care of employee safety, welfare and health by complying with labour laws of the state
or country concerned.

The overall purpose of human resources (HR) is to ensure that the

organization is able to achieve success through people. HR professionals manage the human
capital of an organization and focus on implementing policies and processes. They can
specialize in finding, recruiting, selecting, training, and developing employees, as well as
maintaining employee relations or benefits. Training and development professionals ensure
that employees are trained and have continuous development. This is done through training
programs, performance evaluations, and reward programs. Employee relations deals with the
concerns of employees when policies are broken, such as cases involving harassment or
discrimination. Managing employee benefits includes developing compensation
structures, parental leave programs, discounts, and other benefits for employees. On the other
side of the field are HR generalists or business partners. These HR professionals could work in
all areas or be labour relations representatives working with unionized employees.

HR is a product of the human relations movement of the early 20th century, when researchers
began documenting ways of creating business value through the strategic management of the
workforce.

Training and Development

Employees have to undergo a training program, which assists them to put up a better
performance on the job. Sometimes, training is also conducted for currently working
experienced staff so as to help them improve their skills further. This is known as refresher
training.

Training and development involve improving the effectiveness of

organizations and the individuals and teams within them. Training may be viewed as related to
immediate changes in organizational effectiveness via organized instruction, while
development is related to the progress of longer-term organizational and employee goals.
While training and development technically have differing definitions, the two are oftentimes
used interchangeably and/or together. Training and development have historically been topics
within adult education and applied psychology but have within the last two decades become
closely associated with human resources management, talent management, human resources
development, instructional design, human factors, and knowledge management.

History

Aspects of training and development have been linked to ancient

civilizations around the globe. Early training-related articles appeared in journals marketed to
enslavers in the antebellum south and training approaches and philosophies were discussed
extensively by Booker T. Washington. Early academic was publishing related to training
included a 1918 article in the Journal of Applied Psychology. This article explored an
undergraduate curriculum designed for applied psychologists. Training was also discussed in
first handbook on adult education in 1934. World War II influenced the focus of applied
psychology research to be on effectiveness of training programs, particularly in military
contexts. By the 1960s and 70s, the field began developing theories and conducting theory-
based research because up until that point, the field had been rooted in trial-and-error
intervention research. This era also brought along the development of new training methods
such as the use of computers, television, case studies, and role playing. The scope of training
and development also expanded to include cross-cultural training, focus on the development of
the individual employee, and the use of new organization development literature to frame
training programs. The 1980s marked a shift to focus on how employees were receiving and
implementing training programs, and encouraged the collection of data for evaluation purposes,
particularly management training programs. The development piece of training and
development became increasingly popular in the 1980s and 90s, with employees more
frequently being influenced by the concept of "lifelong learning". It was in this decade that
research revealing the impact and importance of fostering a training and development-positive
culture (including management and co-worker) was first conducted. The turn of the century
brought more research in topics such as team-training, for example cross-training. Cross-
training emphasizes training in coworkers' responsibilities.

Skills training has taken on varying organizational forms across

industrialized economies. Germany has an elaborate vocational training system whereas the
United States and the United Kingdom have weak vocational training system.

Here are some training and development trends to watch out for:
• Self-paced online employee training and development programs
• Training on the management of virtual teams
• Personalized training programs based on employees’ needs
 • Mobile app training programs
• Usage of knowledge-sharing systems for all employees
• Retraining and reskilling to keep up with changing technology
• The widespread availability of online learning courses
• Training for first-time managers and leaders
• Training on diversity and inclusion
• Collection of employee data to improve training programs
• Interactive training programs and walkthroughs
• Training with real-time feedback from employees

Purpose of training and development in HRM

An organization that invests in its employees will most likely reap the
rewards of improved financial performance. One significant statistic from the Association
for Talent Development (ATD) proves this. Their research shows that the companies with
higher employee training expenditures reported 218% more income per employee. They also
experienced 24% higher profit margins. Employee training and development isn’t just for
earnings growth, though. Below are the purposes of training and development in HRM:

1. Increase company productivity

You might want to consider upskilling your employees. Training them to

use advanced tools and technology might improve their efficiency. Moreover, being more
confident in their abilities will make them more motivated to work. Also, they’ll be able to face
challenges and adapt to changes quickly. Aside from that, you’ll also be promoting a culture of
learning in your workplace. The act of learning together can help your employees bond with
each other better. All of these factors might contribute greatly to your company’s productivity.

2. Improve product or service quality

Training and development programs are an opportunity for experts within

your organization to share their techniques. Within a short span of time, employees will get to
learn tips and best practices for their work. This will allow them to create better products or
provide more satisfying services. Additionally, adequate training of employees involves giving
them the same set of instructions. This leads to uniformity in their methods and output.
3. Lessen employee turnover

Research has shown that training and development has a positive

impact on employee turnover. Workers will surely appreciate your company’s investment in
their development. This will strengthen their sense of job satisfaction, belongingness, and
commitment. Training and development programs might also lead them to have a better
relationship with the organization. As a result, it’ll decrease their intentions to leave and
increase your company’s workforce retention. It’s a win-win situation for everyone.

4. Decrease costs and errors

If your company has highly trained employees, there are few to no mistakes being made every
day. As a result, less time and resources are spent on redoing incorrect work. Also, product
malfunctions and improper delivery of services are generally frowned upon. They might
involve additional expenses, too. Properly trained employees know how to use materials
efficiently. Thus, your company will spend less because waste and spoilage are minimal. This
applies to machinery as well. A trained employee will know how to take care of equipment.
This will lead to lesser breakdowns and a longer lifespan for your machinery.
 OBJECTIVES OF THE STUDY

• To provide basic knowledge and skill to the newly joined employee

• To improve the skills and efficiency and productivity of an organization

• To create specialization

• To increase the morale of the employee

• To provide innovation

• To avoid shortage of skilled labor

• To mould the employee attitude with the purpose of giving better cooperation

• To motivate the workforce

• To prevent obsolescence
 NEED FOR THE STUDY
Training and development help companies gain and
retain top talent, increase job satisfaction and morale, improve productivity and earn more
profit. Through training, employees can upskill and improve their performance at work. Even
well qualified professionals have to go through training as well as organizations have specific
requirements for each role, and any prior knowledge may not necessarily cut it. Training is the
process of enhancing the skills, capabilities and knowledge of employees for doing a particular
job. Training process moulds the thinking of employees and leads to quality performance of
employees. In HRM training and development is an important aspect when company wants
optimum utilization of their manpower. Training and development is a key for the succession
planning of the organization and it help as it helps in improvement of skills like team
management and leadership.
 SCOPE OF THE STUDY
Training is a vital phase of management control. One of the means of reducing accidents from
eliminating wastages and increasing qualities.

The values of training cannot be overemphasized. Training is needed at every level because of
the following reasons:

• Training brings about an improvement in employee skill which in turn increases the
quality and quality of output
• Training increase in primary objectives will be reflected in increase returns to
employees, personal rewards being affected by individual productivity

Employee development is not an end in itself but rather a means to greater productivity, lower
costs and higher profits.

The scope of the study deals with the aim of training method used in the organization. Training
importance its significance on employee performance, and satisfaction of employee’s cover
under scope. The study will be useful for the organization to determine the organization this is
a training provided.
 METHODOLOGY
Every research 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.

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 people have
been selected at random from all the departments of the organization and feedback forms
(questionnaire) have been obtained.

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.

Data collection:

To determine the appropriate data for research mainly two kinds of data was collected namely
primary & secondary data.

Statistical tools used:

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

➢ Pie charts
➢ Tables
 LIMITATIONS OF THE STUDY
• Due to some irrelevant behaviors, it was very difficult to collect the data from the

respondents.

• The study has been conducted among a few samples.

• Time limitation was a major limitation.

• Busy hours to the employees during the survey.

• All the employees are not available at the time of my visit.

CHAPTER-2
 Chapter-2

INDUSTRY PROFILE

A large goods vehicle (LGV), or heavy goods vehicle (HGV), in

the European Union (EU) is any lorry with a gross combination mass (GCM) of over
3,500 kg (7,716 lb). Sub-category N2 is used for vehicles between 3,500 kg and 12,000 kg
(26,455 lb) and N3 for all goods vehicles over 12,000 kg as defined in Directive 2001/116/EC.
The term medium goods vehicle is used within parts of the UK government to refer to goods
vehicles of between 3,500 and 7,500 kg which according to the EU are also "large goods
vehicles." Commercial carrier vehicles of up to 3,500 kg are referred to as light commercial
vehicles and come into category N1. Parts of the UK government also refer to these smaller
vehicles as "large goods vehicles" (also abbreviated "LGV").

To cross country borders in the EU, LGVs must not exceed 44 tonnes
laden weight or longer than 18.75 m (61.5 ft), but longer and heavier vehicles (LHVs) are used
within some EU countries, where they are known as Gigaliner, EuroCombi, EcoLiner,
innovative commercial vehicle, mega-truck, and under other names. They are typically 25.25
metres (82.8 ft) long and weigh up to 70 tonnes, and the implications of allowing them to cross
boundaries was considered in 2011.
Driver licensing

European Union

It is necessary to have an appropriate European driving license to drive a large goods vehicle
in the European Union. There are four categories:

• Category C1 allows the holder to drive a large goods vehicle with a maximum
authorized mass (gross vehicle weight) of up to 7,500 kg (16,535 lb) with a trailer
having a maximum authorized mass of up to 750 kg (1,653 lb). This license can be
obtained at 18 years of age and is the replacement for the HGV Class 3 in the UK
(the old HGV Class 3 being any two-axle goods vehicle over 7,500 kg).
• Category C1+E allows the holder to drive a large goods vehicle with a maximum
authorized mass (gross vehicle weight) of up to 7,500 kg with a trailer over 750 kg
maximum authorized mass, provided that the maximum authorized mass of the
trailer does not exceed the unladen mass of the vehicle being driven, and provided
that the combined maximum authorized mass of both the vehicle and trailer does
not exceed 12,000 kg (26,455 lb).
• Category C allows the holder to drive any large goods vehicle with a trailer having
a maximum authorized mass of up to 750 kg. This is effectively the new GV Class
2 in the UK, the old HGV Class 2 being any rigid goods vehicle with more than
two axles. A driver can commence training for a Category C license from 18 years
old.
• Category C+E: allows the holder to drive any large goods vehicle with a trailer
having a maximum authorized mass of over 750 kg. This license could only be
obtained after 6 months' experience with a Class 2 truck, but more recently the law
has changed so that it is now possible to take the tests back-to-back (Category C
first then C+E the following week). This is the new Class 1 licence.

Operator Licensing Operation of heavy goods vehicles for commercial

reasons in European Union requires an operator's license. This allows member states to regulate
companies operating these vehicles enforcing number of safety requirements which includes
driver's hours regulations and vehicle safety standards.
UK

Drivers who passed a Category B (car) test before January 1, 1997

will have received Categories C1 and C1+E (Restriction Code 107: not more than
8,250 kg [18,188 lb]) through the Implied Rights issued by the Driver and Vehicle Licensing
Agency (DVLA) (more commonly known as Grandfather Rights).All UK LGV license holders
must undergo a strict medical examination and eye test on application at age 45 and every 5
years thereafter. On reaching 65 years of age, a medical examination must be performed on an
annual basis.

Canada

In the Canadian province of Ontario, drivers holding a Full Class AZ

license can drive any truck/tractor trailer combination, a combination of motor vehicle and
towed vehicles where the towed vehicles exceed a total gross weight of 4,600 kg (10,100 lb)
and has air brakes, or a vehicle pulling double trailers. Drivers holding a Class B (school bus),
C (regular bus) or D (heavy truck) license can drive a truck with a gross weight or registered
gross weight exceeding 11,000 kg (24,000 lb) or any truck and trailer combination exceeding
11,000 kg gross weight or registered gross weight provided the towed vehicle is not over
4,600 kg.

New Zealand

There are four classes of heavy vehicle license: 2, 3, 4 and 5. Classes

1 and 6 are for light vehicles and motorcycles, respectively. The classes describe the
characteristics of the vehicle, the weight limits, and the maximum number of axles. Drivers
must begin with a class 2 (medium rigid vehicle) learner license before progressing to a class
3 medium combination vehicle license or a class 4 heavy rigid vehicle license. A class 5 (heavy
combination vehicle) license can only be earned after driving with a class 4 license for a
specific timeframe (depending on age) or completing an accelerated course. As New Zealand
has a graduated driver licensing system, drivers must pass a theory test before being allowed
to drive on the road. They can then drive with a supervisor for 6 months followed by a practical
test, or they can complete an accelerated heavy vehicle course.

Safety
LGVs and their drivers are covered by strict regulations in many
jurisdictions. For example, to improve safety, limit weight to that which will not excessively
wear the transport infrastructure (roads, bridges, etc.). The heavy weight of these vehicles leads
to severe consequences for other road users in crashes; they are over-involved in fatal
crashes, and in a 2013 study in London, were found to cause a disproportionate number of the
annual casualty toll of cy clists.

Manufacturers

Current (Worldwide)

• Daimler AG with subsidiaries

o Bharat Benz
o Mercedes-Benz
o Freightliner
o Mitsubishi Fuso
o Western Star
• Paccar with subsidiaries
o DAF
o Kenworth
o Leyland Trucks
o Peterbilt
• Traton Group with subsidiaries
o MAN Truck & Bus
o Navistar International
o Scania Trucks & Buses
o Volkswagen Caminhões e Ônibus
• Volvo Group with subsidiaries
o Dongfeng Commercial Vehicles (45%)
o Mack Trucks
o Renault Trucks
o UD Trucks
o Volvo Trucks
• Hyundai
Current (India)

• Tata Motors.
• Ashok Leyland.
• Mahindra & Mahindra.
• Bharat Benz.
• Eicher Motors.
• Hindustan Motors.
• Force Motors.

Heavy Commercial Vehicle

Heavy Commercial Vehicles have long been regarded as among

the best trucks. Heavy trucks are widely used by industry owners in India for a variety of
applications. A heavy commercial vehicle (HCV) is one that has a GVW of more than 40 tons.

Heavy-duty commercial trucks transport heavy commodities such as steel, cement, and
fertilizer. As a result, heavy commercial vehicles represent the highest volume and value
segment of the Indian trucking industry. The HCV vehicles segment includes haulage, multi-
axle, tipper, and tractor-trailer vehicles with GVWs ranging from 18.5T to 55T. Heavy-duty
trucks in India are used for a variety of purposes, including long-distance distribution, bulk
cargo transportation, closed container, flatbed trailer, mining & construction tippers, and
tractor-trailer for over-dimension cargo movement.With the lion’s share of the market, two top
domestic players—Tata Motors and Ashok Leyland—dominate this segment. However, players
such as Eicher, BharatBenz, Mahindra Truck, and Buses are aggressively expanding into the
critical segment, escalating competition.

Key Takeaways

In terms of value and volume, the medium and heavy commercial

vehicle segment of the truck market in India is the most significant. As a result, the HCV
vehicles segment is fiercely competitive, as well as a key battleground for truck manufacturers.
The segment includes trucks with GVWs ranging from 19T to 55 T. The massive trucks help
steer the wheels of the Indian economy by transporting heavy cargo across the country. This
segment has been dominated for decades by two domestic truck brands: Tata Motors and Ashok
Leyland. Given the segment’s growth potential, other key brands such as Eicher, Mahindra
Trucks and Buses, and BharatBenz are vying for market share from the leaders by offering
equally efficient trucks.

Best-Selling Heavy Commercial Vehicles in India

Tata LPT 4225 Cowl

Tata LPT 4225 Cowl Truck is built with cutting-edge technological solutions that deliver
exceptional performance. This HCV vehicle produces 950 Nm of torque, making it suitable for
a wide range of applications. It also has a 365 Ltr. fuel tank capacity and 14 tyres, making it a
heavy-duty diesel truck.

Tata Signa 4825.T

Tata Signa 4825.T Truck Plus is a commercial vehicle in the HCV vehicles Range. It is
equipped with a Cummins ISBe 6.7L CRDI TCIC engine for trouble-free operation.
Furthermore, this Heavy Commercial Vehicle has a GVW of 47500 and a fantastic top speed.

Ashok Leyland 5525

The Ashok Leyland 5525 Tractor has 6900 lengths, 2570 widths, and a height of 3110 MM. It
comes with the most powerful heavy-duty truck tyres, 295/90R20 – 16 PR front tyres and
295/90R20 – 16 PR rear tyres.
 BharatBenz 4228R

In the heavy commercial Trucks market, the BharatBenz 4228R truck has a distinct fan base.
It has a fuel tank capacity of 310 ltr and 14 tyres. Furthermore, this heavy commercial vehicle
produces 1100 pounds of torque, which is sufficient for a variety of tasks.

Mahindra Blazo X 46

The Mahindra Blazo X 46 Tractor plus is equipped with a mPower 7.2 Litre Fuel Smart engine
for trouble-free operation. The heavy-duty commercial truck has a fuel tank capacity of 415 ltr
and 18 tyres.
CHAPTER-1
 Chapter-3

Company profile

BharatBenz trucks and buses are tailored for India by Daimler Truck
AG, the world’s leading CV manufacturer. Engineered with globally proven technology, the
best-in-class safety, unmatched reliability and the lowest total cost of ownership, BharatBenz
leads the transformation in the Indian CV Industry.

First unveiled in February 2011, BharatBenz celebrated its market launch

in September 2012. Within ten years of our market entry, we delivered over 1,40,000+
BharatBenz trucks and buses to our customers, an unprecedented ramp-up in the Indian CV
industry. The BharatBenz brand offers a range of ultra-modern trucks in all weight categories
from 10 to 55 tones. In addition to our portfolio of trucks, we also supply school and staff
buses. These vehicles are specifically tailored for the Indian market.
BharatBenz trucks and buses are sold and serviced through a pan-Indian network of more than
300 touch points which is continuously expanded further also beyond the tier-2 and tier-3 cities.
A Unique Heritage

The names of the founding fathers of Daimler AG, Gottlieb Daimler

and Carl Benz, are inextricably linked with the creation of the automobile which began in 1886
with Daimler’s first motor carriage and Carl Benz’s three-wheeled vehicle. The DNA of
BharatBenz dates back to 1896 when Gottlieb Daimler built the world’s first truck!

Transforming Indian Trucking

From the very beginning, Daimler’s automobiles have been

positioned as the leading vehicles for quality, safety, and comfort. Today, we are the global
leaders in trucking which we are extremely proud of and now we bring the technology and
experience of this unique heritage to India, with our four leading principles of course! We at
BharatBenz are committed to play an important role in India’s economic advancement through
commercial mobility solutions that will accelerate the progress of business in India. The new
markets and opportunities that we create are the result of the value we place in excellence. Our
constant endeavour is to provide only the best in Truck-o-nomics. We believe in value-led
globally proven technology. As a technology leader we further stand for India’s safest and most
reliable trucks. At the beginning of our venture, we spent time in understanding what the Indian
trucking community wanted. The meticulous research captured on road-load data has given us
key insights of trucking, right from Kashmir to Kanyakumari.

Our trucks are being rigorously tested on our state-of-the-art test track which has a super
elevation track that enables testing at 3 different speeds. The testing facility also includes a
bump track with 40,832 cobblestones laid to precision, articulation and potholes, which
together stimulate the toughest conditions that a truck may have to traverse on Indian roads.
History

BharatBenz Tipper truck at exhibition IAA 2014 in Hanover, Germany

In 2008, Daimler AG planned to enter the Indian market in a joint venture

with Hero MotoCorp to build medium and heavy commercial vehicles. A joint venture named
Daimler Hero Commercial Vehicles (DHCV) was formed under a Memorandum of
Understanding (MOU) in July 2008 with 60% holding of Daimler AG and 40% holding of
Hero Group. Daimler AG and Hero Group announced they dissolve the Daimler Hero
Commercial Vehicles Ltd. joint venture on 15 April 2009 because of an economic downturn in
India. Hero group decided to focus on core operation and return the 40% stake in DHCV joint
venture to Daimler AG. With 100% stake, Daimler AG renamed DHCV as Daimler India
Commercial Vehicles (DICV).

BharatBenz MDT (Medium- Duty Truck) 914

The launch of the BharatBenz brand was announced on 17 February 2011 at

Chennai by Daimler AG Chairman Dieter Zetsche and the first BharatBenz truck was unveiled
on 4 January 2012 at the Delhi Auto Expo. The decision to launch the brand was prompted by
Daimler's determination to compete in the fast-growing Indian truck market against existing
Indian brands such as Ashok Leyland, Tata Motors and Indian ventures of other leading global
truck manufacturers like VE Commercial Vehicles (Volvo-Eicher Motors-Joint Venture). The
entire proposed truck line-up in the 9 to 49-tonne range was unveiled on 2 March 2012. Early
2014 BharatBenz launched the tractor trailer models and a construction model making itself a
full range player in the segment above 9T category spanning across medium and heavy-duty
truck segments. In May 2015, BharatBenz inaugurated its new bus manufacturing facility in
Oragadam, Chennai and unveiled its second wave of products – BharatBenz and Mercedes-
Benz buses as well as a new range of BharatBenz trucks and BharatBenz heavy-duty tractors.

Production facility

DICV set up a manufacturing plant for the BharatBenz trucks

in Oragadam, near Chennai in Tamil Nadu at an investment of over €700 million (₹44
billion). This is its biggest investment outside Europe. Construction area for plant is 400 acres,
out of which 47 acres are edicated to 3-lane 1.55-kilometer test track. Test track include a bump
track, pothole testing and articulation sections, a water trough, an inspection ramp and a control
tower. Initial production capacity at the plant was 36000 units per year for 2012 and was to be
expanded to 70,000 units per year by the start of 2013 with an additional investment of ₹3.5
billion. Series production started in June 2012 with the 2523R truck; sales began in September
2012. Currently, BharatBenz has over, 3500 employees including both Indian and German
staff. Localization rate for BharatBenz truck is 85% with more than 450 local suppliers out of
which 41 per cent are based in Tamil Nadu and 44 per cent are in rest of the country, with an
aim to exceed 90%.

Daimler has test driven its trucks a distance of 4.5 million km in various conditions at its test
track in Oragadam.

Research and development facility

DICV set up a research and development facility at Oragadam
manufacturing plant with an initial investment of ₹12 billion.

Bus manufacturing plant

On 27 May 2015, DICV inaugurated its new bus manufacturing
facility in Oragadam, Chennai. The new state-of-the-art bus manufacturing plant, constructed
within the existing premises of DICV spread across an area of 27.91 acres, will manufacture
and assemble buses under two brands: Mercedes-Benz and BharatBenz. With an investment of
Rs 425 crore, the bus plant is set up for an initial capacity of 1,500 units which can be further
expanded to 4,000 units subsequently.
Awards And Certifications
BharatBenz 1617R won the MCV cargo carrier of the Year award
July 20, 2018
DICV has won the “Flywheel Commercial Vehicles Manufacturers of the Year 2018”
July 11, 2018
CHAPTER-4
 Chapter-4

THEORETICAL FRAMEWORK
Training and development in Human Resources
Management (HRM) refers to a system of educating employees within a company. It includes
various tools, instructions and activities designed to improve employee performance. It is an
opportunity for employees to increase their knowledge and upgrade their skills.

Training is a short-term reactive process meant for

operatives and process while development is designed continuous proactive process meant for
executives. In training employees aim is to develop additional skills and in development, it is
to develop a total personality.

In training, the initiative is taken by the management

with the objective of meeting the present need of employee. In development, initiative is taken
by the individual with the objective to meet the future needs of an employee.

Definition:

According to Flippo, “training is the act of increasing

the knowledge and skills an employee for doing a practical job”.

Basic information:

Information:

At the most basic at the most basic form, a piece of

information about something is a “unit of awareness” about the thing. Some people think that
this awareness occurs only in the brain and therefore usually comes from some form of
thoughtful stop other people also accept information as a form of realization from other forms
of inquiry example intuition.

Knowledge:

Knowledge is obtained by organizing information.

Typically, information evolves to knowledge by the learner’s gaining context, perspective and
scope about the information.
Skills:

Skills are applying knowledge in an effective and efficient manner

to get something done. One notices skills in an employee by their behaviors.

Task:

The task is typically defined as a unit of work, that is, a set of

activities needed to produce some result ex: vacuuming a carpet, writing a memo, sorting the
mail, etc., complex positions in the organization may include a large number of tasks, which
are sometimes referred to as functions.

Job:

A job is a collection of tasks and responsibilities that an employee

is responsible to conduct. Jobs have titles.

Role:

A role is the set of responsibilities or expected results associated

with a job. A job usually includes several roles.

Learning:

Typically, learning is viewed as enhancing one’s knowledge,

understanding or skills. Some people see learning as enhancement to one’s knowledge,
awareness and skills. Some professionals view learning as enhancing one’s capacity to perform.
Some view learning as a way of being that includes strong value on receiving feedback and
increasing understanding.

Continuous learning:

Simply put, learning is the ability to learn. Learning need to be a linear

event where a learner goes to a formal learning program, gains area of knowledge and skills
about the process, and then the learning ceases. If the learner can view life including work as a
“learning program”, then the learner can continue to learn from almost everything in life. As a
result, the learner continues to expand his or her capacity for living, including working.
Training:

Term is often interrupted as the activity when an expert and learner

work together to effectively transfer information from the expert to the learner so the learner
can better perform your current task or job.

Education:

This term seems toto be the most general of the key terms in
employee training. Some professionals view education as accomplishing a personal context
and understanding of the world, so that once life and work are substantially enhanced. Example
“Go get an education”. Others use the term as the learning required to accomplish a new task
or job.

Development:

This term is often viewed as a broad, ongoing multifaceted set of

activities training activities among them to bring someone or an organization up to and the
threshold of performance. This development often includes a wide variety of methods example
orienting about your role, training in a wide variety of areas, ongoing training on the job,
coaching, mentoring and forms of self- development, some new development as a lifelong goal
and experience.

Training and Development:

Organization and individual should develop and progress

simultaneously for their survival and attainment of mutual goals. So, every modern
management has to develop the organization through human resource development. Employee
training is the most important subsystem of human resources development. Training is a
specialized function and is one of the fundamental operative functions for human resource
management.

Social skills:

The employees are provided opportunities to acquire and sharpen

such behavioural and human relations skills as they are necessary for improved interpersonal
relationship better teamwork and effective leadership.
Techniques:

This involves teaching of applications of knowledge and skill to

dynamic situations.

Experience:

It cannot be taught in classroom. It is the result of practicing the

use of knowledge, skills, techniques and attitudes over a period of time in different work
situations.

Objectives:

The objectives of this study is to bring all the manpower profile of

the back and the range of varying inputs which will remain the development and growth of
human resources.

Activities:

➢ Adopt A planned approach towards training needs

➢ Design and conduct suitable training package for freshers at various intake levels
incorporating concepts of job enrichment and multi skill approach to work
➢ Design and conduct suitable training package for the employees as per need to develop
skills, knowledge and attitude
➢ Existing developing standard operating or maintenance practices for technological
areas of the organization
➢ To expose selected employees to adopt work practice in abroad
➢ Motivate and develop internal training facility
➢ Knowledge sharing and giving adequate opportunities to the employees for self-
development
➢ To make training productive and cost effective
➢ Organize training of apprentices as per act obligations

Importance of training:

Training enhances 4C’s for the organization:

➢ Competence
➢ Commitment
 ➢ Creativity
➢ Control

History of training and development:

To understand training and development a bit better, let’s go back

in time and look at it through a historical lens. It all started during the World War-2 period in
the United States. All of sudden, the need for skilled workers started growing.

It was at this time the US labor movement was established. This

movement largely contributed to the rise of employee training and development.

In the early 1900s, corporation schools were formed to provide

production workers with the needed skills for their tasks. It was also that at this time that people
started using personal computers to train employees.

This computer-based training became the foundation of today’s modern employee training
systems.

Types of training:

• Induction
• On-the-job
• Off-the-job

Induction training:

Industrial training is the process of introducing new hires to

their roles and organization. This program provides them with relevant information for
successfully transitioning into their position. It ensures that they feel welcome as they adjust to
their work environment. The induction program is part of the on-boarding process for new
employees, and its responsibility of the human resources (HR) department.
The induction process typically consists of several sessions
covering important information about the company, the employee’s role, and possible career
opportunities. HR personnel provide ample support to help onboarding employees succeed in
their roles. The following are some topics for internal induction programs.

Importance of induction training:

 The main purpose of the induction process is to provide new hires with
knowledge and understanding of their new employment. It also serves as an introduction to
organization. An effective induction program benefits both the organization and new
employees.

Benefits of induction process to the organization:

One of the most significant benefits of having an induction

program in place is its contribution to creating a positive workplace culture. It allows new hires
to access essential support as they try to navigate the demands of their new job. The following
are the other benefits of induction to the organization:

▪ Reduces employee turnover rate

▪ Increases employee retention
▪ Improves productivity because employees understand their respective roles before
actual deployment
▪ Enhances the reputation of the organization because it creates a positive professional
impression

Benefits of induction process to the organization:

The new hires benefit largely from undergoing the induction process. It
enables them to gain a better understanding of their new role within the organization. This
program is also beneficial to the new employees because of the following reasons:
▪ Informs new hires of the organization’s expectations of them, which can help them
perform their duties effectively
▪ Provide them with the necessary information and resources to succeed in their new roles
▪ Makes them feel they are valued members of the organization from the very start, which
may create a strong sense of loyalty and commitment to their jobs
▪ Helps them understand the organization’s culture, values and goals which can make it
which can make it easier for them to fit in and work harmoniously with their new
colleagues
▪ Gives them the opportunity to make a good first impression on their colleague’s
supervisors, which can help create a positive working relationship from the start

On- the- job training:

 This is the traditional method of learning which is designed to
maximize learning while allowing the employee to perform his job under the supervision and
guidance of a trained worker.

Types:

➢ JIT (Job Instruction Training)

➢ Apprentice
➢ Job rotation
➢ Coaching
➢ Under study
➢ Mentoring
➢ Vestibule training
➢ Training by experience workmen
➢ Training by supervisors
➢ Demonstrations and examples
➢ Simulation

Advantages:

❖ The job is learned by the workers in actual conditions and in a physical environment
❖ This type of training is not very expensive
❖ This type of training program is under certain supervision
❖ Any kind of production is not affected or is not suffered
❖ The person or the trainee learns the maximum amounts of rules and regulations

Disadvantages:

❖ Sometimes this training process may be in a disorganized manner.

❖ There are chances to take the training process in an inappropriate way
❖ Sometimes certain experienced trainers may not be available at all times

Off- the- job training:

 This type of method involves a trainee leaving their work for the time
being and they need to give or devote their entire work time for getting the necessary training
required.

Types:

➢ Lectures
➢ Stimulations
➢ Case study
➢ Role play
➢ In- basket
➢ Seminars
➢ Conference
➢ Group discussions
➢ Sensitive training
➢ Syndicates
➢ Programmed instructions

Advantages:

❖ This method is practically useful for a group of members who are extremely dedicated
for training process.
❖ It is more like a classroom teacher
❖ This method is economically liable for the company in the long run
❖ High productivity rates are maintained

Disadvantages:

❖ This method is completely detached from the workplace

❖ There are chances for deteriorated quality

Purpose of training and development:

An organization that invests in its employees will most

likely reap the rewards of improved financial performance. One significant statistic from the
association for Talent Development (ATD) proves this.
 Their research shows that the companies with higher
employee training expenditures reported to 218% more income per employee. They also
experienced 24% higher profit margins.

Employee training and development isn’t just for

earnings growth, though. Below are the purposes of training and development in HRM:

• Increase company productivity

• Improve product or service quality
• Lessen employee turnover
• Decrease costs and errors

Processes in training and development:

• Assessment of training needs and resources

• Motivation of trainers and trainees
• Design of training programs and materials
• Delivery of training
• Process and outcome evaluation

Training programs at BharatBenz:

The willingness to learn is therefore an essential condition

to be employed by BharatBenz. First and foremost, training I done on-the-job. Guiding and
coaching is part of the responsibility of each manager and is crucial to make each one progress
in his or her position. Formal training programs are generally purpose-oriented and designed
to improve relevant skills and competencies. Therefore, they are proposed in the framework of
individual development programs and not as a reward.

Literacy training:

Most of BharatBenz’s people development programs

assume good basic education on the part of employees. However, in the number of countries,
we have decided to offer employees the opportunity to upgrade their essential literacy skills. A
number of BharatBenz’s companies have therefore setup special programs of those who, for
one reason or another, missed a large part of their elementary schooling.
 These programs are especially important as they introduce
increasingly sophisticated production techniques in into each country where they operate. As
the level of technology in BharatBenz factories has steadily risen, the need for training has
increased at all at all levels.

Much of this is on-the-job training to develop the specific

skills to operate more advanced equipment. But it’s not only new technical abilities that are
required. It’s sometimes new working practices. For example, more flexibility and more
independence among work teams are sometimes needed if equipment is to operate at maximum
efficiency.

BharatBenz Apprenticeship Program:

Apprenticeship programs have been an essential part of

BharatBenz training where the young trainees spent three days a week at work and two at
school. Positive results observed but some of these soon ran into a problem. At the end of
training, many students were hired away by other companies which provided no training of
their own.

Local training:

2/3 of all employees work in factories, most of which

organize continuous training to meet their specific needs. In addition, a number of operating
companies run their own residential training centers. The result is that local training is the
largest component of BharatBenz’s people development activities worldwide and the
substantial majority of the company’s 240000 employees receive training every year.

Ensuring appropriate and continuous training is an official

part of every manager’s responsibility and, in many cases; the manager is personally involved
in the teaching. For this reason, part of the training structure in every company is focused on
developing managers own coaching skills. Additional courses are held outside the factory when
required, generally in connection with the operation of new technology.

The variety of programs is very extensive. They start with

continuation training for ex-apprentices who have the potential to become supervisors or
section leaders, and continue through several levels of technical, electrical and maintenance
engineering as well as IT management.
 The degree to which factories develop” home-grown”
specialist varies considerably, reflecting the availability of trained people on the job market in
each country. On-the-job training is also a key element of career development in commercial
and administrative positions. Here too, most courses are delivered in-house by BharatBenz
trainers but, as the level raises, collaboration with external institutions increases.

Virtually every national BharatBenz company organizes

management training courses for new employees with high school or university qualifications.
But their approaches vary considerably. In Japan, for example, they consist of a series of short
courses typically lasting 3 days each. Subjects include human assessment skills, leadership and
strategy as well as courses for new supervisors and new key staff. In Mexico, BharatBenz setup
a national training center in 1965.

In addition to those following regular training programs,

some hundred people follow programs for young managers there every year. These are based
on a series of modules that allows tailored courses to be offered to each participant. BharatBenz
India runs 12-month programs for management trainings in sales and marketing, finance and
human resources, as well as in milk collection and agriculture services. These involve periods
of field work, not only to develop to broad range of skills but also to introduce new employees
to company organization and systems.

The scope of local training is expanding. The growing

familiarity with information technology has enabled “distance learning” to become a valuable
resource, and many BharatBenz companies have appointed corporate assistants in this area. It
has a great advantage of allowing students to select courses that meet their individual needs
and do their work at their own pace, at convenient times.

In Singapore, to quote just one example, staff is given

financial help to take evening courses in job related subjects. Fees and expenses are reimbursed
for successfully followed courses leading to a trade certificate, high school diploma, university
entrance qualifications, and a bachelor degree.

International training:

BharatBenz’s success in growing local companies in

each country has been highly influenced by the functioning of its International Training Center,
located near company’s corporate headquarters in Switzerland. For over 30 years, the Rive-
Reine International Training Centre has brought together managers from around the world to
learn from senior BharatBenz managers and from each other.

Country managers decide who attends which course,

although there is central screening for qualifications, classes are carefully composed to include
people with a range of geographic and functional backgrounds. Typically, class contains 15 to
20 nationalities. The center delivers some 70 courses, attended by about 1700 managers each
year from over 80 countries. All course leaders are BharatBenz managers with many years of
experience in a range of countries. Only 25% of the teaching is done by outside professionals,
as the primary faculty is the BharatBenz senior management.

The programs can be broadly divided into two groups:

• Management courses:
These account for about 66% of all courses at Rive-Reine. The
participants have typically been with the company for four to five years. The intention
is to develop a real appreciation of BharatBenz values and business approaches. These
courses focus on internal activities.
• Executive courses:

These classes often contain people who have attended a management course 5 to 10
years earlier. The focus is on developing the ability to represent BharatBenz externally
and to work with outsiders. It emphasizes industry analysis, often asking: “What would
you do if you were a competitor?”
CHAPTER-5
 Chapter-5
DATA ANALYSIS & INTERPRETATION

1. How many training programs have you attended in last 5 years?

No. of programs No. of respondents % of respondents

0-5 8 40%
6-10 5 25%
10-15 4 20%
More than 15 3 15%
Total 20 100%

% of respondents

15%
0-5
40%
6_10
20%
10_15
more than 15

25%

Interpretation:

25% 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. 40% of the officers have attended
only 0-5 training programmes, which needs to be evenly monitored by the organization. 20%
of the officers have attended 10-15 training programmes and 15% of the officers attended more
than 15 training programmes.
2. Does the programme objectives were known to you before attending it?

Options No. of respondents % of responses

Strongly agree 5 25%
Moderately agree 7 35%
Can’t say 3 15%
Moderately disagree 1 5%
Strongly disagree 4 20%
Total 20 100%

% of responses

20%
25% Strongly agree
Moderately agree
5%
Can't say
Modeately disagree
15%
strongly disagree
35%

Interpretation:

35% of the respondents moderately agree to the fact of knowing the training objectives
beforehand, in addition to 25% who strongly agree. But 5% of respondents moderately
disagrees as 20% strongly disagrees. Training objectives should therefore be made known
compulsorily before imparting training in the organization. 15% of the respondents could not
comment on the question.
3. Does the training programme was relevant to your developmental
needs?

Options No. of respondents % of respondents

Strongly agree 6 30%
Moderately agree 8 40%
Can’t say 3 15%
Moderately disagree 2 10%
Strongly disagree 1 5%
Total 20 100%

% of respondents

5%
10%
Strongly agree
30%
Moderately agree
15%
Can't say
Moderately disagree
Strongly disagree
40%

Interpretation:

70% of the respondents feel that the training programees 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.
4. Does the period of training session was sufficient for the learning?
Options No. of respondents % of respondents
Strongly agree 6 31%
Moderately agree 4 21%
Can’t say 4 21%
Moderately disagree 3 16%
Strongly disagree 2 11%
Total 20 100%

% of respondents

11%
Strongly agree
31%
16% Moderately agree
Can't say
Moderately Disagree

21% Strongly disagree

21%

Interpretation:
31% respondents feel that limit of the training programme was adequate but 21% feel that
it was sufficient. 21% could not comment on the question. 16% of the respondents agreed
moderately and 11% of the respondents strongly disagreed it. All the respondents though
feel that increase in time of the programmes would certainly be beneficial and the
organization should plan for this to be implemented in the near future.
5. Does the training methods used during the training were effective for
understanding the subject?

Options No. of respondents % of respondents

Strongly agree 4 20%
Moderately agree 8 40%
Can’t say 3 15%
Moderately disagree 3 15%
Strongly disagree 2 10%
Total 20 100%

% of respondents

10%
20%
Strongly agree
15% Moderately agree
Can't say
Moderately disagree
15%
Strongly disagree
40%

Interpretation:

40% of the respondents believe that the training methods used the programmes were helpful in
the understanding the subject and 20% people strongly agreed it, yet 25% disagree to this
notion. 15% of the people could not respond to the question. The organization should use better,
hi-tech methods to enhance the effectiveness of the methods being used during the training
programmes.
6. Does the training sessions were exciting and a good learning
experience?

Options No. of respondents % of respondents

Strongly agree 5 25%
Moderately agree 8 40%
Can’t say 2 10%
Moderately disagree 3 15%
Strongly disagree 2 10%
Total 20 100%

% of respondents

10%
25% strongly agree
15% Moderately agree
Can't say
10% Moderately disagree
Strongly disagree
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 some are
moderately disagreed and some are strongly disagreed. 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.
7. Does the training aids used were helpful in improving the overall
effectiveness of the programme?

Option No. of respondents % of respondents

Strongly agree 4 20%
Moderately agree 5 25%
Can’t say 7 35%
Moderately disagree 3 15%
Strongly disagree 1 5%
Total 20 100%

% of respondents

5%
20%
15% Strongly agree
Moderately agree
Can't say
Moderately disagree
25%
35% Strongly disagree

Interpretation:

45% of the respondents believe that he training aids used were helpful in improving the overall
effectiveness, yet 20% disagreed. 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.
8. Does the training was effective in improving on- the- job efficiency.

Options No. of respondents % of respondents

Strongly agree 3 15%
Moderately agree 6 30%
Can’t say 4 20%
Moderately disagree 4 20%
Strongly agree 3 15%
Total 20 100%

% of respondents

15% 15%
Strongly agree
Moderately agree
20% Can't say
30% Moderately disagree
Strongly disagree
20%

Interpretation:

45% respondents believe that the training programmes increase their job efficiency but 35%
disagree to this and 20% of the officers could not respond to the question. The view of the
respondents 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.
9. What is your opinion on the numbers of training programmes organized
during the year were sufficient for officers of BharatBenz cellular?

Options No. of respondents % of respondents

Strongly agree 2 10%
Moderately agree 3 15%
Can’t say 5 25%
Moderately disagree 2 10%
Strongly agree 8 40%
Total 20 100%

% of respondents

10%
Strongly agree
15% Moderately agree
40%
Can't say
Moderately disagree

25% Strongly 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 and 25% respondents could not respond to this
question. 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 organization
regularly.
10. What motivated you to attend the training programme?
Option No. of % of
respondents respondents
To update job knowledge 8 55%
To enhance skills 5 19%
To contribute more on the job 4 15%
Because the organization was asked to 3 11%
attend
Total 20 100%

% of respondents

11% To update job knowledge

15% To enhance skills

55% To contribute more on the job

19% Because the organization was asked

to attend

Interpretation:
The above pie diagram represents that’s 55% of the employees says the training programs is
important for improving the motivated updated job knowledge. 19% of the employees to
enhance skills, 15% are to improve to contribute more on the job and 11% are showing their
own interest attending for training.
11. Which one of the following methodologies do you find are more effective
in training?
Options No. of % of
respondents respondents
Lectures and Demonstrations 5 23%
Lectures and Discussions 1 15%
Lectures, Demonstrations, Discussions 3 19%
Lectures, Demonstrations, Discussions, 7 43%
Case studies
Total 20 100%

% of respondents

Lectures and Demonstrations

23%
Lectures and Discussions
43%
Lectures, Demonstrations,
15% Discussions
Lectures, Demonstrations,
19% Discussions, Case studies

Interpretation:
From the above pie diagram, 23% of employees feel, 15% of the employees feel, 19% of the
employees feel and nearly 43% of employees feel that options are better methodologies.
12. Please indicate whether employees participate in the training
programmes and share their experiences during the programmes.
Options No. of respondents % of respondents
To some extent 13 70%
To full extent 5 24%
Not at all 2 6%
Total 20 100%

% of respondents

6%

24% To some extent

To full extent
Not at all
70%

Interpretation:
From the above pie diagram, 70% of the employees feel that the training will help some extent
in work life, 24% of the employees feel that the training will help to full extent in work life and
6% are feel not at all help in work life of done by training programs.
13. List the factors which are required for an organization to be called as
learning organization.
Options No. of % of
respondents respondents
Employee exchange knowledge in work 4 25%
area
Employee exchange ideas in work area 3 16%
Cordial relations among the employees 2 11%
All the above 11 46%
Total 20 100%

% of respondents

Employee exchange knowledge in

26% work area
Employee exchange ideas in work
47% area
Cordial relations among the
employees
16%
All the above
11%

Interpretation:
From the above pie diagram, 25% of the employees feel that the training will effectiveness to
improve quality of work life at employee’s exchange knowledge in work area, exchange of
ideas 16% employee attended training programs voluntary, 11% cordial relations among the
employees.
14. Do you notice continuous improvements in training programmes

conducted?
Options No. of respondents % of respondents
Yes 15 65%
No 5 35%
Total 20 100%

% of respondents

35%
Yes
No
65%

Interpretation:
The above pie diagram represents 65% of employees feel yes and 35% feel no about continuous
improvements in training programs.
15. How do you feel after attending the training programmes?
Options No. of respondents % of respondents
Feeling higher responsibility 6 35%
Getting more recognition 5 25%
Able to perform better 9 40%
Total 20 100%

% of respondents

35% Feeling higher responsibility

40%
Getting more recognition
Able to perform better

25%

Interpretation:
The above pie diagram represents 35% feel higher responsibility, 25% feel getting more
recognition and 40% employees feel better to perform about attending the training programs.
CHAPTER-6
 CHAPTER-6

FINDINGS

➢ I found that the frequency of training programs which are held in BharatBenz are not

quite effective for the trainees to meet the organization goal or to perform the work

efficiently.

➢ The training sessions are very short in manner.

➢ I think they didn’t much focus on the personal and professional development of their

employees.

➢ They lack in identifying required developmental needs for training.

➢ Poor infrastructure and lack of peaceful conditions in office is also a major drawback

for the effective training programme.

➢ Employees finding difficult to grasp the core meaning of the training programmes by

using the existing methods.

➢ I found that changes are required in the training programme in order to get their

employees to be competent in the existing world.

 SUGGESTIONS
The major suggestions for changes in the existing training program are as follows:

➢ The frequency of the training programmes organized in a year should be increased.

➢ At the duration of the training session should be amplified.

➢ New programs for personal as well as professional development of the officer should

be developed.

➢ Officers should be referred for the training programs as per the developmental needs.

➢ The training programmes should be organized outside the office or in house for the

officers as per their convenient and also to avoid disturbances in the work.

➢ Better presentation technologies should be used in order to increase the effectiveness

of the programmes.

➢ The course curriculum for the training programmes should be current in terms of the

new developments in the world.

 Conclusion

Although we know that the BharatBenz is a company that under the

one of the biggest heavy vehicle manufacturing companies. BharatBenz is a brand of Daimler
India Commercial Vehicles (DICV), itself a wholly owned subsidiary of the German
manufacturer Daimler Truck AG. which has its own advantages like brand value, diversified
brand portfolio but it does have some drawbacks like criticism, controversies. Even though
BharatBenz conducts effective training programmes for their employees but it requires some
adaptive changes in the training to make the employees more effective in their work that may
make BharatBenz to get competitive advantages and can make it more successful than now.
CHAPTER-7
 CHAPTER-7

BIBILOGRAPHY

S. Name of the book Name of the Author Year

No publisher
1 Human Resource Management, Excel Books V.S.P. Rao 2006
Text and Cases
2 Human resources Development: Akansha Harish Chandra 2006
Theories and Practices Publishing
3 Essentials of Human Resource Himalaya P. Subbarao 1999
management and Industrial Publishing House
Relations
4 Training and Development Dreamtech Press Dr.B.Janakiram 2007
5 Training and Development: SAGE Texts Dipak Kumar 2015
Theories and Applications Bhattacharyya

I referred this BharatBenz information from:

➢ Wikipedia
➢ BharatBenz company’s website
 QUESTIONNAIRES
1. How many training programmes have you attended in last 5 years?
a) 0-5
b) 6-10
c) 10-15
d) More than 15
2. Does the programme objectives were known to you before attending it?
a) Strongly agree
b) Moderately agree
c) Can’t say
d) Moderately disagree
e) Strongly disagree
3. Does the training programme was relevant to your developmental needs?
a) Strongly agree
b) Moderately agree
c) Can’t say
d) Moderately disagree
e) Strongly agree
4. Does the period of training session was sufficient for the learning?
a) Strongly agree
b) Moderately agree
c) Can’t say
d) Moderately disagree
e) Strongly disagree
5. Does the training methods used during the training were effective for understanding the
subject?
a) Strongly agree
b) Moderately agree
c) Can’t say
d) Moderately disagree
e) Strongly disagree
6. Does the training sessions were exciting and a good learning experience?
a) Strongly agree
b) Moderately agree
c) Can’t say
d) Moderately disagree
e) Strongly disagree
7. Does the aids used were helpful in improving the overall effectiveness of the programme?
a) Strongly agree
b) Moderately agree
c) Can’t say
d) Moderately disagree
e) Strongly disagree
8. Does the training was effective in improving on- the- job efficiency?
a) Strongly agree
b) Moderately agree
c) Can’t say
d) Moderately disagree
e) Strongly disagree
9. What is your opinion on the number of training programmes organized during the year were
sufficient for officers of BharatBenz cellular?
a) Strongly agree
b) Moderately agree
c) Can’t say
d) Moderately disagree
e) Strongly disagree
10. What motivated you to attend the training programme?
a) To update job knowledge
b) To enhance skills
c) To contribute more on the job
d) Because the organization was asked to attend
11. Which one of the following methodologies do you find more effective in training?
a) Lectures and Demonstrations
b) Lectures and Discussions
c) Lectures, Demonstrations, Discussions
d) Lectures, Demonstrations, Discussions, Case studies
12. Please indicate whether employees participate in the training programmes and share their
experience during the programmes.
a) To some extent
b) To full extent
c) Not at all
13. List the factors which are required for an organization to be called as learning organization.
a) Employee exchange knowledge in work area
b) Employee exchange ideas in work area
c) Cordial relations among the employees
d) All the above
14. Do you notice continuous improvements in training programmes conducted?
a) Yes
b) No
15. How do you feel after attending the training programmes?
a) Feeling higher responsibility
b) Getting more recognition
c) Able to perform better