A STUDY ON

‘TRANING AND DEVELOPMENT’

WITH REFERENCE TO
‘SCHINDLER INDIA LTD’

A Project report submitted to the Jawaharlal Nehru Technological

university, Kakinada
In partial fulfillment for the award of the degree of

MASTER OF BUSINESS ADMINISTRATION (MBA)

Submitted by
Xxxxxxxxxx
Xxxxxxxxxxxxxxxxxxx

Under the guidance of

Xxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxx

DEPARTMENT OF MANAGEMENT STUDIES

VIJAYA INSTITUTE OF MANAGEMENT SCIENCES FOR WOMEN

(an ISO 9001-2008 certified institute, approved by AICTE,
affiliated to JNTU-K
Enikepadu, Vijayawada-521108
 PREFACE

A WELL-PLANNED, PROPERLY EXECUTED AND EVALUATED

INDUSTRIAL TRAINING HELPS A LOT IN INCULCATING
GOOD WORK CULTURE. IT PROVIDES THE LINKAGE
BETWEEN THE STUDENT AND INDUSTRY IN ORDER TO
DEVELOP THE AWARENESS OF INDUSTRIAL APPROACH TO
PROBLEM SOLVING BASED ON BROAD UNDERSTANDING
OF THE PLANT, MACHINERY PROCESS AND MODE OF
OPERATION OR INDUSTRIAL ORGANIZATION.

MY PROJECT HAS ENABLED ME TO HAVE BROADER

KNOWLEDGE ABOUT THIS SYSTEM AND WHAT ARE THE
METHODS AND TECHNIQUES POLICY ADOPTED FOR
WORKING CAPITAL. THIS TRAINING ALSO PROVIDED AN
OPPORTUNITY TO GAIN PRACTICAL KNOWLEDGE

THROUGH THIS REPORT, I HAVE TRIED TO SUMMARIZED

ALL MY OBSERVATION EXPERIENCE AND KNOWLEDGE
ACQUIRED IN THIS REPORT.

THOMMANDU SUMITHRA RANI

 ACKNOWLEDGEMENT

This project report is an integral part of my MBA program with Vijaya

Institute of Management Sciences for women, since it helped me to
apply management studies during the first year program in this
project.

At the outset, I take this opportunity to express my immense

gratitude towards my Project Guide “Mr. K. Raghunandan
Reddy” at “Schindler INDIA Limited, who helped me throughout
the project. I also want to thank Mr. “Jatin Desai”(GM) who gave
me the opportunity to do training in “Schindler INDIA Limited”.

I would also like to express my gratitude towards all line

workers, supervisors and Executives for their constant help and
support during the entire course of my training.

Last but not the least; I would like to thank the whole Schindler
family for their immense help and cooperation during my tenure
at Schindler INDIA Limited.

I shall always remain indebted to Schindler INDIA Limited for this

highly learning experience.

THOMANDRU
SUPRIYA RANI

CRTIFICATE OF ORIGINALITY
This is to certify that the project titled “SCHINDLER INDIA LTD” is an

original work of THOMANDRU SUPRIYA RANI submitted in partial

fulfillment for the award of the “MASTER’S DEGREE IN BUSINESS

ADMINISTRATION” of GURGAON COLLEGE OF

ENGINEERING . This report has not been submitted earlier either to this

University or to any other University/Institution for the fulfillment of the

requirement of a course of study.

SIGNATURE OF SIGNATURE OF
SUPERVISOR STUDENT

DECLARATION
I, thommandru supriya rani Roll No.17NP1E0025 M.B.A Department
of management studies Vijaya institute of management studies h ereby
declare that Summer Training Report entitled “SCHINDLER INDIA
LTD’.” is an original work and the same has not been submitted to any other
institute for the award of other degree
A seminer presentation of the Training. Report was made on date
and the suggestions as approved by the faculty wera duly incorporated.

Presentation In-charge Signature of the Candidate

Signature :
Name of the Faculty :

Countersigned

Director of the Institute

 VIJAYA INSTITUTE OF MANAGEMENT SCIENCES

FOR WOMEN

JAWAHARLAL NEHRU TECHNOLOGICAL UNIVERSITY-

KAKINADA

PERFORMA FOR APPROVAL OF PROJECT PROPOSAL

NAME OF THE STUDENT ……………………………………

CLASS ROLL NO ………………………………………

Institute’s Name ………………………………………….

Title of the project ………………………………………….
Subject Area ………………………………………….
Name and Designation of the supervisor …………………………

Signature of the supervisor Signature of the student

Signature of the principal/director

Date:
 TABLE OF CONTENTS

 Preface
 Acknowledgement
 Certificate
 Declaration
 Executive Summary
 Introduction
 Training and Development
 Review of Literature
 Scope of The Project
 Significance
 Project Objectives
 Company Profile
. Company introduction
. About Schindler Group
. About Schindler history
. Our Culture
. Our Vision & Mission
. Our Value
. Our Commitment to Quality
. Product & Services
. Customers
. Awards
. About Schindler INDIA Ltd., Dharuhera

 Methodology
 Sample
 Data Collection
  Limitation
 Training and Development at Schindler INDIA Ltd.
 Results
 Analysis and Conclusion
 Recommendations
 Scope of Further Research
 Bibliography
 EXECUTIVE SUMMARY

Never before has the rapid increase in new knowledge and technology and
in the base of change and itself demanded a learning response as great as
what is now required to remain competitive. Today individuals and
organizations must become continuous learners to survive and hence it is
not surprising to find that most successful organizations operate in a
continuous learning mode.

The challenge of globalization, technological innovation increasing

competition and growth through expansion, diversification and acquisition
has had a wide-ranging and far reaching impact on HRD. There is a need
for a continuous process that aims at providing fresh knowledge and skill
inputs to the employees so as to ensure the development of their
competencies, dynamism, motivation and effectiveness in a systematic and
planned way, thereby improving the productivity and overall
organizational effectiveness. As a result, training and development
activities have acquired great significance and are now firmly centre -stage
in most of the organizations. Hence it can be said that with the advent of
free market economy rapid change in the environment, training and
development activities have assumed an importance never before
witnessed in Indian corporate history.

Training is the process of assisting a person in enhancing his efficiency

and effectiveness at work by improving and updating his professional
knowledge developing his personal skills relevant to his work and
cultivating in him appropriate behavior and attitude towards his work and
people he is working with. Development takes place as a result of training
and essentially implies growth plus change. Thus, training and
development go hand in hand. My endeavor has been to gain an in -depth

1
insight into the process of discovering, harnessing and developing of the
human capital to the benefit of both the individual and the organization
into days highly dynamic and competitive business world through a
comprehensive study and analysis of the latest training and development
techniques used by Schindler INDIA Limited.

2
 TRAINING AND DEVELOPMENT –

SCALING NEW HEIGHTS

Corporate success depends upon having and retaining talented people.

This is true today as it has always been. The shortage of such people is
widely accepted and training, at long last, is beginning to be recognized
as part of the solution and hence the total investment in training is on the
rise. This is true for all organizations. There really is no alternative than
to make sure that human skill so vital to the corporate success are
recognized, harnessed, developed and suitably maintained.

Training is not however, one ‘one-off’ investment. It is a continuing

investment. Not only is it needed to create the skilled workforce, but also
maintain the high levels of skills demanded by the eve r changing, highly
dynamic work place.

The return on investment on HRD is still controversial in view of the

time variable in achieving the desired change and effectiveness in the
employees. The top management looks at the loss and profit equation for
any activity. It is interested in the benefits to the organization in the terms
of increased productivity, increased profitability, reduction in wastage
etc in return for investment in training. Hence, evaluation of training
programmers and introduction of the necessary corrective measures also
assumes considerable significance.

Training is the most important function that contributes directly to the

development of human resources. If human resources have to be
developed, the organization should create conditio ns in which people
acquire new knowledge and skills and develop healthy patterns of

3
behavior and styles. One of the main mechanisms of achieving this
environment is training.

Training is essential because technology is developing continuously and

at a fast rate. Systems and practices get outdated soon due to new
discoveries in technology, including technical, managerial and
behavioral aspects. Organizations, which do not develop mechanisms to
catch up with and use the growing technology, soon become out dated.
However, developing individuals in the organization can contribute to
the effectiveness of the organization.

Training and development are important activities in all organizations,

large and small. Every organization, regardless of size, needs to ha ve
well-trained employees in its workforce who are prepared to perform
their jobs.

The term 'Training' refers to the acquisition of specific skills or

knowledge. Training programs attempt to teach trainees to perform a
specific job and a particular activity.

The term 'Development' usually refers to improving the intellectual or

emotional abilities needed to do a better job.

4
PRINCIPLES AND EVALUATION OF TRAINING

Training is the process of assisting a person for enhancing his efficiency and
effectiveness at work by improving and updating his professional knowledge, by
developing skills relevant to his work and cultivating appropriate behaviour and
attitude towards work and people. Training could be designed either for improving
present capabilities at work or for preparing a person for assuming higher.
Responsibilities in future which would call for additional knowledge and superior
skills.

Training is different from education particularly formal education. While education

is concerned mainly with enhancement of knowledge, training aims essentially at
increasing knowledge, stimulating aptitude and imparting skills related to a specific
job.

In India, considerable importance has been accorded to training in social

development and this is evident form the fact that the community spends roughly
six million dollars annually on training every year. But there are complains about
the ineffectiveness of training and possible waste of resources because of the use of
stereotyped and conventional methods in training which are often not set completely
in tune with job requirements.

It is a continuous process

Training is a continuous and life long process. Right form the time a child
is born he starts receiving training form his mother for a variety of needs,
so that he becomes a social being. His training continues in the school
and the college situations. However training as an organized effort ,
designed with certain objectives, for example to help the trainees to be
informed of the subject matter which they have to use in their work
situation. Apart from change of attitudes, their skills have to be improved
and knowledge or information has to be imparted through effective

5
methods. In other worlds, training provides and synthesizing with the
help of the trainers, the information already available on the subject.
Training is a time-bound programme. Thus there is a separate specialized
discipline of trainers specializing in the field of human activity.

Prevailing concept New concept

1. The acquisition of subject matter 1. Motivation and skills lead to action.

knowledge by a participant leads to Skills are acquired through practice.
action.

2. The participant learns what the 2. Learning is a complex function of the

trainer teaches. Learning is a simple
function of the capacity of the
participant to learn and the ability of
the trainer to teach.
motivation and capacity of the
individual participant, the norms of
the training groups the training
methods and the behaviour of the
trainers and the general climate of the
institution. The participant's
motivation is influenced by the
climate of his work organization.

3. Individual action leads to 3. Improvement on the job is complex

improvement on the job.
function of individual learning the
norms of the working group and the
general climate of the organization.
Individual learning used leads to
frustration.

4. Training is the responsibility of the 4. Training is the responsibility of three

training institution. It begins and partners: the participant organization
ends with the course. the participant, and the training
institution. It has a preparatory
pertaining and a subsequent, post-

6
 training phase. All are equally
important to the success of training.

There has been in some quarter’s criticism of training and it is often argued that
personnel can acquire administrative capabilities and work skills through
apprenticeship capabilities and work skills through apprenticeship rather than
through formal training. While the training cannot by itself guarantee the success
of a development programme, its untrained personnel are unlikely to prove
effective. It is in this context that expert; administrators and planners greschindlery
appreciate the relevance of training in development process.

7
 INTERACTION BETWEEN TRAINING & DEVELOPMENT AND
OTHER HUMAN RESOURCE FUNCTIONS

Training opportunities reduce the

demand for highly qualified applicants
Staffing

Careful Selection may reduce the need

for training. But hiring additional
employees adds to training needs
Training helps employees perform
better
Performance
Performance evaluations provide evaluation
information that helps to assess training
needs
Training and
development
Training should improve performance
and result in higher levels of pay
Compensation
Financial incentives can create greater
enthusiasm for training and increased
participation

Skilled employees should perform

better, reducing the probability of
grievances and discipline Employee
relations
Unions may participate in the design
and presentation of the training

8
The Training Cycle

A training cycle consists of a series of steps which lead to a training

event being undertaken. Evaluation provides feedback which links back
to the initial stages of training design. Indeed, it is the evaluation/
feedback process which makes this a cyclical event without it training
would be a linear process leading from initiating training through to its
implementation. The steps in the cycle are: -

Stage1: Identification of training needs. Examining what skills and

attributes are necessary for the job to be undertaken, the skills and
attributes of the job holder and the extent of the gap.

Stage2: Design, preparation and delivery of training.

Stage 3: Discovering the trainee’s attitude to training (reaction) and

whether the training has been useful from the point of view of training.
Reaction involves the participant’s feelings towards the training process,
including the training content, the trainer and the training methods used.
Learning is the extent to which the trainee has actually absorbed the
content of the learning event.

Stage 4: Discovering whether the lessons learnt during training have been
transferred to the job and are being used effecti vely in doing the job.

Identification of
training needs

DESIGN,

PREPARATI
Reaction to and
learning from the
ON
training
9
DELIVERY
Transferring training
Stage5: Evaluating the effects of the training on the organization. Thus is
the area on which there is perhaps most confusion, subsequently little real
action to clear it.

Stage 6: Reinforcement of positive behavior. It is optimal that positive

outcomes are maintained for as long as possible. It is not rare event for
changes in behavior to be temporary, with a gentle slide back to previous
ways of working. It is important to note the feedback loops. Feedback on
the process of actually delivering the training can come from the reaction
and learning stage, the transfer of the training to the work place and the
evaluation of the impact of the training. The main, feedback for the
identification of training needs comes from an assessment of the transfer
of work to the training and the evaluation of the impact on the
organization.

10
It is important to note that these feedback loops may consist of two very
different types of information.

 To determine the worth of training to the organization - a process best

done by quantitative methods and with hard, numerical data.

 Allowing insights into the method of learning, where the experience

of those involved are the main focus, thus using mainly softer,
qualitative information.

Identification of training needs

The procedure of identifying training and development needs is crucial

for the success of the training function and requires to be carried out
systematically on a regular basis, preferably every year.

How are training needs identified to match the organizational

requirements in terms of technology /task/ people? Has the training
bought the desired change in the individuals’ performance and if so, how
is it assessed? These are the focal points, which require attention of the
HR professionals to assess the training needs of the employees working
in the organization.

Many organizations have their own system to identifying training needs

every year. However, need identification exercise can do real harm if the
needs are not met by conducting suitable programs. Managers must
perceive that their recommendations are grown due consideration and
suitable actions are initiated to satisfy the felt needs. Only then, they will
take this exercise seriously. Hence, formulation of suitable and need
based training programs and their timely implementation is very
important for the success of any training program.

Evaluation of Training Programs

11
Training programs are conducted with a view to help the employees to
acquire the knowledge, skills and attitude necessary to perform the task
assigned to them. They are conducted in order to bring about a planned
change which in turn involves substantial investment of money, time and
efforts. Therefore, one has to know whether such an investment in training
yielded the desired results. This desire naturally leads to evaluation of
training.

Evaluation means literally, the assessment of value or worth. Strictly

speaking the act of evaluating training is the act of judging whether or not
it was worthwhile in terms of some criterion of value, in the light of the
information available. Evaluation is the tool whereby information about
the result of trainees, interaction with the learning experiences
systematically collected and analyzed. Thus, evaluation can provide useful
data both for improvement of training and enhancement of learning. In
brief it is important in 3 ways.

 It indicates whether appropriate monetary investment is made on the

implementation of training programs.

 It determines the degree of effectiveness and success of the training

programs.

 It provides a basis for introductory the necessary corrective measures.

The benefits of constructive, practical evaluation of training substantially

outweigh the costs six direct benefits of evaluating training programs
are:-

Quality Control: Quality control systems are designed to ensure that

products or services are fit for their intended purpose. Evaluation in
training will assess the extent to which work-related results can be
demonstrated to arise from the training. Successful, positive elements of

12
training can be maintained and reinforced, whilst negative elements
removed or revised. If results cannot be justified, then it becomes hard to
justify the commitment of any resources to the training activity and they
can be re-allocated to

Where they may make a greater impact.

Efficient training design: It throws an emphasis on those elements of a

training system which matter, such as proper definition of objectives and
setting criteria on now these objectives are to be measured.

Enhanced professional esteem: Training professionals can gain

enhanced stature from having systematic evaluation of data rather than
intuitive assessment of their contribution to the business. Being assessed
on their contribution to the ‘bottom-line’ of the business puts the HRD
function on the same footing as other functions, instead of claiming that
the nature of their work does not allow an application of the same criteria.
This helps to break down the barriers facing the integration of HRD
professionals within the organization.

Enhanced negotiating power: On much the same tack evaluation makes

it possible for the HR function to demonstrate a successful contribution
to the business over a period of time. When resources are to be allocated
and new investment decisions to be made, them being able to show the
outcomes of training would be invaluable.

Appropriate criteria of assessment: Individuals within an organization

will make judgments about how effective the training function is,
regardless of whether an evaluation system is in place or not. Given this,
it is very important that the HR controls the choices of appropriate
criteria, which it can most safely do on the back of a formal evaluation
process.

13
Intervention strategy: Evaluation can be a tool for changing the way that
training is integrated into the organization. It offers a means by which the
HR function can build on its enhanced esteem and negotiating power to
play a more active role in developing policies.

14
 SYSTEMS MODEL FOR TRAINING
Assessment Phase
Assess Training
needs and
training
resources

Identify training
objective
Training and development
phase
Select training
Pretest methods and
Develop criteria
trainees learning
principles
Evaluation
phase
Compare
Conduct Monitor training
training training outcomes
against criteria

Feed back

15
BENEFITS OF TRAINING:

Training usually is a strategic human resource activity because it plays a major role
in determining the effectiveness and efficiency of an organization. A successful
training and development program will achieve the following benefits:

1. Improve the quality and quantity of work done.

2. Reduce the learning time required for employees to reach acceptable

standards of performance.

3. Create more favourable attitudes, loyalty and cooperation.

4. Satisfy human resource planning requirements.

5. Reduce the number and cost of accidents.

6. Help employees in their personal development and advancement.

7. Help organizations to respond to dynamic market conditions and changing

consumer demands.

Different jobs require different capabilities. These capabilities can be considered

under four categories:

1. Technical

2. Managerial

3. Behavioural

4. Conceptual

16
TECHNICAL CAPABILITIES:

They deal with the technology of the job or the tasks the employee is expected to
perform. They include information, skills and knowledge.

MANAGERIAL CAPABILITIES:

They include the ability to organize, coordinate, plan, monitor, evaluate and
redesign a variety of activities. As managers have the task of getting things done by
others with optimal use of resources for achieving the best possible results, they
need to possess managerial capabilities. Knowledge of management techniques like
PERT, systems analysis, performance budgeting etc. are evidences of managerial
capabilities. Management skills involve the application of these techniques for
better planning, better coordination, better monitoring, and for better achievement
of results.

BEHAVIOURAL CAPABILITIES:

These include leadership skills, ability to motivate others, communication skills,

ability to work as a team member, dynamism, initiative etc. Mere knowledge of
behavioral sciences does not ensure that person has behavioral capabilities.
Attitudes and orientations play an important role in determining the effectiveness
of the employees to a great degree.

17
CONCEPTUAL CAPABILITIES:

These involve conceptual understanding of one's own tasks in relation to those of

others, imagination, futuristic thinking, model building capabilities and perception
of various tasks and their interrelationships within the organization and outside it.

TYPES OF TRAINING:

1. Orientation/Induction Training:

The orientation or induction training is given to employees as soon as they join an

organization. The purpose of this training is to orient the employee to the company
and its tasks, to help his role in detail and see the link his role has with other roles
in the company, to help him understand the expectations of other employees from
him, and to give him a feel of the organization and feel part of it.

The induction training normally does not focus on skill development. It focuses
more on perspective development and understanding of the organization. Without
such understanding of the organization, its mission etc., the employee may soon
feel alienated. Induction training is one way in which culture and traditions are
established and maintained through socialization of the new employees into the
culture of that organization.

18
2. On-The-Job Coaching:

On-the-job coaching is another way of training employees. This type of training is

given to employees who are new to a given job (not necessarily to the organization).
The purpose of this kind of training is to equip the employee with the capabilities
required to perform various tasks of his job. This may involve skill training by the
supervisor of the employee, either on a day-to-day basis or periodically. On-the-job
training techniques also include job instruction training, job rotations, internships,
coaching and counseling. On-the-job training should be particularly stressed upon
during the early stages of their careers.

3. Apprentice Training:

Apprentice training is given to those who have just completed their studies and are
about to enter the organizational world. The apprenticeship involves practical
training under the guidance of one or more instructors designated by the
organization to train the trainees.

IN-HOUSE TRAINING:

In-house training programs are programs offered exclusively for the employees of
an organization by the organization. The Training Department assesses the training
needs of various categories of employees periodically, invite suggestions from the
senior executives of that company on the training needs as perceived by them, keep
in touch with the new developments taking place in the outside world that have
relevance to their own organizational activities and periodically invite outside
trainers to train their employees.

In the in-house training programmes, the training department may use its own senior
employees as trainers or may depend exclusively on outsiders or may use both sets
of resources.

SPONSORED TRAINING:

19
As most organizations do not have sizeable units of training, it is easier for them to
sponsor a few employees for training by outside agencies.

DISTANCE TRAINING:

Distance training is the training conducted without the trainer being physically
present near the trainee. The most well known forms of distance training are
correspondence courses, INDIA-teaching machines, programmed instruction
materials, video and audio cassette programs, alumni bulletins etc. This form of
training is useful mainly to keep the trainee informed about various developments
in his field or to acquaint him with new technology, processes etc.

CAREER DEVELOPMENT PROGRAMS

Career Development programs help people grow and continue after they begin their
employment. Career Development refers to helping individuals plan their future
careers within the organization. The objectives of career development are to help
individuals achieve maximum self-development and also to help the organization
achieve its objectives.

INDIVIDUAL BENEFITS:

For the individual, the most immediate benefits of career development include a
better job, more money, increased responsibility, greater mobility, and the
acquisition of skills that improve productivity. Career Development also provides
less tangible benefits for individuals, such as increased job satisfaction, the
development of a career orientation rather than a job orientation, increased
involvement at work, greater exposure, a better understanding of what is expected
and broader knowledge of additional areas of career interest.

ORGANIZATIONAL BENEFITS:

Through the development of competent employees, organizations are able to

identify future managers and prepare them to achieve organizational goals. By

20
developing competent replacement managers, an organization is able to practice
promotion from within, which increases the level of motivation for aspiring
managers.

Employees who remain in the same position for an extended period typically
become obsolete, either because of a lack of training or a lack of motivation. Career
planning helps to prevent the problems of obsolescence by providing employee
training by moving employees into different jobs, and by motivating employees to
make valuable contributions to the organization. An organization that tries to help
employees’ plan their careers can benefit directly through lower turnover and
personal costs.

DEVELOPMENTAL PROGRAMS:

1. Mentoring:

Some organizations assign an experienced employee to serve as a mentor for new

employees. A mentor is a trusted counselor, coach or advisor who provides advice
and assistance. Effective mentors teach these new employees a number of things,
which include:

1. Provide instruction in specific skills and knowledge critical to successful job

performance.

2. Help in socializing them in the culture of the organization and understanding

the unwritten rules of the organization.

3. Answer questions and provide useful insights.

4. Offer emotional support and encouragement.

5. Serve as a role model.

6. Create an environment in which mistakes can be made without losing self-

confidence.

2. Career Counseling:

21
Most organizations provide some form of career counseling on various occasions:
during employment interviews when employees are first hired, during employees'
annual performance evaluation interviews, and as part of the special career
counseling that is provided for high-potential employees. Career counseling
typically occurs as part of the day-to-day relationship between a supervisor and a
subordinate. Moreover, some organizations provide special career counseling by
conducting psychological assessments of employees and helping them interpret
their individual results.

3. Career Pathing:

Career pathing refers to identifying a sequence of jobs through which an individual

can expect to progress towards high levels of management. Some organizations
provide job progression plans for all new employees, while others do it only for
exceptionally bright and promising candidates. Career path information must be
provided to the employees before a possible career path can be charted out for them.

4. Career Development Programs:

Career development includes any and all activities that prepare a person for
progression along a designated career path. Career development usually involves
both formal and informal means. These programs maybe conducted in-house or by
external sources, such as professional organizations or colleges and universities and
are organized by the T&D department of an organization.

Internal Mobility

There is a possibility in organizations that over a period of time an employee will

change his role or position, from one job to another – laterally or vertically in the
organization structure. This kind of employees’ movement within an organization
is known as internal mobility. Internal mobility includes a cluster comprising, may
take place between jobs in section, sections, departments, division or even between
plants in multi - plant operations.

22
Promotion

Promotion is the upward reassignment of an individual in an organization’s

hierarchy, accompanied by increased responsibilities, enhanced status, and usually
with increased income, though not always so. On being promoted, the promoter’s
duties and responsibilities increase, and the higher one goes in an organization the
greater the implications of the individual’s decisions on the viability of the
enterprise. After promotion, an individual’s duties and responsibilities usually
becomes qualitatively different from those of this earlier job.

The following are the objectives of promotion:

1. It is recognition of a job well done by an employee.

2. It is a device to retain and reward and employee for his years of service to the
company.

3. It is to increase individual and organizational effectiveness.

4. It is to promote a sense of job satisfaction in the employee.

5. It is to build loyalty, morale and a sense of belongingness in the employee.

6. It is to impress upon others that opportunities are open to them also in the
organization, if they perform well.

An internal mobility system also needs as supportive information system to make it

viable.

It is desirable to have a central, maintain a detailed inventory of the skills of all

employees and coordinate all information – promo -table posts available, posts
vacant, number of employees on transfer, permanent and temporary posts.

When making internal mobility decisions, organizations tend to place emphasis on

their objectives, filling job vacancies, eliminating employee surpluses, correcting
behavioral problems, etc. Promotion maintains organizational effectiveness through
maintenance of employee moral and favorable attitudes towards the organization.

23
Demotions frequently used as from of disciplinary action since it represents loss of
status and earning.

Transfers are required in the process of organization job requirements, job rotations
and filling in absenteeism, separations and termination, such as discharge and
dismissal, from a part of the outward mobility of an organization.

24
 REVIEW OF LITERATURE

A number of studies on the identification of training needs in India are

available. Some of them deal with the general framework while others are
specific company based studies.

For training activity to be meaningful, Dayal (1970a) suggests that a

detailed study of jobs and skill analysis is absolutely necessary. The
training, thus, imparted would help the employee to adjust to their job
requirements. As far as the supervisory cat egory is concerned. Sundaram
(19709) points out that the training needs for supervisors can be identified
through careful observation of their work which is indicative of poor
performance, low production, high cost, poor product quality, high scrap,
spoilage, wastage, accidents, absenteeism, and turnover. The day-to-day
complaints and grievances also form useful sources for identifying their
training needs. Given that supervisors are the first contact point for the
workers. Ghosh (1984) stresses the need for behavioral inputs in any
training programme organized for managers. Srinivasan (1977)
recommends that their training programmes should focus on corporate
planning, organizational development, and personnel management.

Bhatia (1981) sees a shift from knowledge to attitude as the main objective
of training. He identifies three areas of training- technical skills and
knowledge, knowledge of organization and external systems, and
conceptual and interpersonal skills. He suggests that the emphasis on these
three must vary according to the level of the employee. The workers
training should focus on technical skills and knowledge followed by
conceptual and interpersonal skills, and knowledge of organization and
external systems. In the case of supervisors, conceptual and interpersonal
skills should be emphasized followed by technical skills and knowledge,

25
and knowledge of organisation and external environment. As far as
managers are concerned, the sequence is the same as that for supervisors
except that the order of knowledge of organization and external
environment and technical skills and knowledge is interchanged.

Seth (1984) administered a 720item questionnaire on 119 personnel

managers. The cluster analysis revealed personnel managers to be more
employee oriented; able to recognize the utility of group processes, and
having fait in workers ability to take initiative and handle responsibility.
On the basis of results. Seth suggested that training for personnel managers
should be directed towards attitudes and b eliefs underlying managerial
philosophy and their inter relatedness.

As far as identifying training needs by the company is concerned, Glaxo

Laboratories considers the following factors.

1. Level and rapidity of technological and administrative changes

2. Level of individual and group performance.

3. Changing organizational structure

4. Perceived organizational imbalances.

At the individual level, the person himself identifies the need for training
and records it or the appraise discusses the individuals training needs in
view of this deficiencies on the job. Since Glaxo uses the MBO system,
this process helps a great deal in making training useful to both the
employees and the organisation (lawande, 1980)

Studies on the identification of training needs thus emphasise not only the
organisational analysis but job and individual role analysis as well. It is
also useful to note that many studies emphasise the need for training in
human resources management.

26
Johnson (1967) suggests that clues for training needs can also com e from
a number of written sources. He lists 17 sources for identifying training
needs. Some of them are highlighted below.

1. Articles: Articles published in journals or magazines often indicate

individual company’s experiences with personnel utilizations and the
ways organizations improve productivity. Such individual experiences
could be a good source of learning from the experiences of others.

2. Books: Knowledge in training and development is increasing at a faster

speed today than before. Many books are published every year on
training and they provide useful sources in learning newer techniques
developed in identifying training needs.

3. Case studies: In an attempt to find solutions to specific problems

people often show gaps in understanding. These can become useful
themes for training.

4. Companies: All organizations in organizations provide useful data for

preparing people to not only face such situations but learn to avoid
them in future.

5. Crisis: Crisis situations in organizations provide useful data for

preparing people to not only face such situations but learn to avoid
them in future.

6. Factual data: Factual information such aspects as absenteeism,

wastage, turnover, machine breakdown, sales, and the like also open
avenues to identify what can possibly be done to improve upon them.

7. Grievances: Formal grievances are important sources to identify

training needs.

27
8. Reports: Often reports submitted by many departments provide useful
clues on what is lacking or what should be reinforced.

9. Rumours and grapevine: Taken seriously, they provide useful feed-

back on the total activity of an organisation and may often identify
gaps in various areas of organizational functioning.

10. Suggestions: A number of organisations are very particular about

suggestions and take them very seriously. Since suggestions have a
base in experience they provide useful clues for training needs.

A more direct approach for identifying training needs was used by

Kanitkar etc. al.(1994). Instead of going to HRM department, they
approached section heads and senior managers of 73 milk unions
associated with National Dairy Development Board. Their study revealed
five contents of training that were identified by a very large majority of
respondents. These were cost consciousness, loss control, marketing,
sanitation and hygiene, and operations and maintenance of utilities.

Who needs what kind of training was the focus of a study by Singh et.al.
(1998). In a study of 92 Anganwadi workers, they found that the need for
training correlated inversely with age and in service training. In other
words those who were older did not feel ten needs for training and if
offered in service they did not want to go through it. However the need for
training correlated significantly and positively with education, years of
experience, communication skill, job satisfaction, knowledge level and
attitude towards integrated Child Development Service. Scheme.

Mayo and DuBois (1987) cite eight criteria for including a task in a
training course. Think about how you would apply these criteria to a task
area that you teach (e.g., performance appraisals,. World processing,
project management, etc.)

28
Criteria for selecting a Training task

1. The percentage of job incumbents who actually perform the tasks

2. The percentage of total work time that job incumbents spend on the
task.

3. How critical the task is.

4. The among of delay that can be tolerated between the time when the
need for performance of the task becomes evident and the time when
actual performance must begin.

5. The frequency with which the task is performed.

6. The difficulty or complexity of the task.

7. The probability of deficient performance of the task on the part of job

incumbents.

8. How soon the task must be performed after a person is assigned to a

job that involves it.

Finally, the selection of training objectives may hinge on one’s under

standing of adult learning needs.

29
 SIGNIFICANCE

The significance of the study on training and development by the new

researchers has increased due to rapidly changing technology and work
culture in industrial environment due to an increasingly skilled workforce
and very competitive global marketing.

Training is very much essential to upgrade skills of employees in this

scenario, for the development of self as well as the organization.

Thus, study on Training and Development is extremely important as it

reveals and identifies the lacunas in the training policy and the areas
where the organization can improve for the betterment of the organization
as well as the industry.

30
 PROJECT OBJECTIVES

The objective of my study is to examine the training and development

process being followed by Schindler INDIA Ltd by-

 Honing up identified functional skill areas of personnel, for more

effective contribution to the organization.

 Providing platforms for professional growth and exploration leading

to overall improved organizational health and quality of life.

 Developing human resources in consonance with broader corporate

horizon and long range vision of the organization.

This will be done on the basis of four parameters which forms the basis
of the questionnaire-

1. Purpose of training- What is the purpose of training at Schindler

INDIA Ltd.

2. Identify training needs- How will the training needs be identified

3. Administration set up for training-What is the set up like

4. Effectiveness-How effective is the system

This analysis will be based solely on the perception of individuals who

have gone through this process. The outcome will depict whether
difference in perception exists between two levels of employees or no t.

31
COMPANY
PROFILE

COMPANY PROFILE

32
 About Schindler India
Schindler India is a 100% owned subsidiary of
Schindler Group. Founded in Switzerland in 1874, the
Schindler Group is a leading global provider of
elevators, escalators and related services. Its
innovative and environmentally-friendly access and
transit-management systems make an important
contribution to mobility in urban societies. Behind the
company's success are over 60,000 employees in
more than 100 countries
“Leadership through Customer Service”, is the
cornerstone of Schindler India`s growth strategy and
which is evident with our service presence across 50
major cities which include our 14 branch offices in the
country and is head-quartered in Mumbai.

World Class Training Centers

ISO 9001:2008 Certified, Schindler's Training Centers are present

across 4 major centers in India. The focus is to build a skilled workforce
of technicians and engineers who can provide best in class service and
do installations of global standards.

33
 Customer satisfaction
Schindler has one of the highest ratings for customer
satisfaction in the industry. All the customer concerns
are monitored through a closed loop process by an
external agency till they are resolved and the customer
is satisfied.

Superior Service
With Schindler Fieldlink, all your needs are in the palm
of our hand. One of the most comprehensive service
instrument in the industry helps us complete your
service call quickly and correctly.

Your Safety, our Priority

Safety is a culture in Schindler. Customer and
Employee Safety is of prime importance in the
company's strategy and is visible across all platforms
which includes all products, installation sites, offices
and factories etc.

History
Schindler was founded in 1874 in
Lucerne, Switzerland, by precision
engineer Robert Schindler. 125 years
later, in 1998, the company established

34
 its 100% owned subsidiary in India and
this is where our great journey began!
2017
 Inaugurated the escalator factory at Chakan, making
us the first MNC to have both elevator & escalator
factories in India
 Schindler India won the iconic contract of the Nagpur
Metro Rail project
 Schindler India won prestigious projects - Amazon
Office Building - Hyderabad, Oberoi - Sky city, Eternia
& Enigma, Marathon - Monte South, Imperial - Edge
 Schindler India won iconic contract of the Greater
Noida Metro Extension project
 Schindler University inaugurated at Chakan, Pune.
 Schindler India won the Gold Trophy at the ACEF
awards
2016
 Establishment of world class Schindler Training
Centre, Pune (4th Training Facility in the country)
 Schindler India won modernization order of the World
Trade Centre, Mumbai
 Schindler India won prestigious projects - Flipkart
Office Building- Hyderabad, Vasantha
City- Hyderabad and Delhi One - Noida (Mixed
Township)
 Schindler India won iconic contract of the Greater
Noida Metro Rail project

35
 2015
 Establishment of new Corporate R & D building at
Schindler Elevator Factory Campus, Pune
 Schindler India won landmark project - WAVE ONE,
Noida (First PORT-Transit Management
technology installation in NCR region)
 Schindler India won iconic projects- New Cuffe
Parade, Mumbai (Premium Residential Project) City
Capital Mall, Hyderabad (Retail Mall)
2014
 Schindler India achieved Elevator & Escalator
maintenance portfolio of more than 30,000 units, which
is one of the fastest in the industry.
 Inauguration of Schindler India's first Greenfield
Elevator factory at Chakan, Pune.
2013
 Schindler India wins Schindler Global's most
prestigious award - The Schindler Trophy.
2012
 Construction of Schindler's first greenfield elevator
factory started in Pune, India.
 New global product line the Schindler 3100 IN
launched in India.
2011
 Schindler New Installation Sales cross 5000 mark
thereby further consolidating Schindler's market share
in the ever-growing Indian market.

36
 Schindler opens two more world class ISO 9001:2008
Certified Training centres at Delhi & Bangalore in
addition to the existing one at Mumbai.
 Schindler establishes its first Corporate R&D Centre in
India.
2010
 Schindler crosses 10000 in elevator maintenance
portfolio, one of the fastest in the industry especially
considering the fact that the company started
Greenfield only twelve years back.
 The company implemented OSC(One Single Client) as
a part of the group initiative to bring all Schindler
KGs/countries across the globe to a common working
platform.
 The launch of Schindler FieldLink, one of the most
comprehensive service instrument in the industry
which helps service technicians complete the service
calls quickly and correctly
2009
 Schindler starts its first training centre at Mumbai. The
initiative was a stepping stone to setting an industry
benchmark on world class training facilities and more
importantly the People Development
2008
Schindler introduces 3300 IN not only to address the
market needs but also to ensure that the product
line gives us a sustainable competitive advantage in
the Indian market for years to come and deliver best in
class quality.

37
 1998-2007
 Schindler India starts Greenfield and becomes 100%
subsidiary of Schindler Holding AG., Switzerland.
 Schindler bags it's first order at New Delhi.
 Introduction of Smart MRL and SAP implementation
for a better enterprise resource planning.
 Schindler introduces a new product line known as
Schindler Easy, a product which would prove to be a
great success in years to come
 In its 140-year history, Schindler has grown from

a local manufacturer of machines into a global

elevator and escalator business. On the way, it
has shaped the industry, defined best practice as
a mobility provider and as an employer, and
prospered in a highly competitive global
environment.

Why Schindler
At Schindler our commitment to people
development has created an
environment where every individual can
succeed to their full potential.
Whether you want to follow a career in the Field or
maybe even follow a career in General Management
and become one day the Chief Executive Officer.
Schindler is a highly successful Swiss company
operating globally in markets all around the world. The

38
true differentiator for Schindler is the way we treat our
people.
If you believe in the values that we have at Schindler
and you can imagine following a career with us, then
really do please get in touch. We would love to hear
from you.
Join us
We are constantly looking for passionate and
enthusiastic people with the energy and drive to build
relationships and networks. At Schindler you will find a
highly motivated and engaged working environment
that lets you grow as an individual and allows you to
plan your career. Join us today.

Benefits
Each Schindler company follows the
Group compensation policy, which
takes into account profitability, internal
equity, individual performance and
relevant market practices.
Remuneration at Schindler includes
base salary, bonuses and other
benefits.

Our compensation policy reinforces a culture of

performance and recognizes employees’ contribution

39
 to the business through competitive salaries and
justified incentives by taking into account:
 Business Profitability
 Internal Equity
 Individual Performance
 Relevant Market Practices
We regularly conduct salary benchmarks not only to
align compensation components (base salary, bonus,
and other benefits) with industry related practices, but
also to encourage a constant optimization of our
compensation package.

Who we look for

We strive to be the preferred employer
in our industry. We look for people who
create exceptional value for our
customers. We want to provide a
platform for your Growth and
Development in Schindler.
We all embrace Schindler values. Our leaders plan the
business, engage their people and achieve results. We
all work to continuously create exceptional value for
our customers.
Job opportunities at Schindler will appeal to a diverse
range of people with different backgrounds, industry
experience and academic level. Having a technical

40
background or business knowledge can give you a
head start.

In our Operations
You can provide direct value to our
customers by building your career path
in any of the following functions.
Field Operations
As a colleague in our Field Operations division, you
will take part in conducting the day-to-day operations
of the branch office you work at. This includes
administering Schindler resources and knowledge for
managing market-focused activities, for ensuring
customer satisfaction, maximum profitability, and
employee safety, commitment and development.
Existing Installations,
Modernizations, New Installations
Working for our Existing Installations (EI),
Modernizations (MOD) and New Installatons (NI)
division, you will be focused on identifying customer
needs for each segment market, defining sales
strategies, managing the product and its fulfillment to
improve customer satisfaction, efficiency and profit.

41
 Technical and Field Support
A career in our Technical and Field Support
organization puts you on the front line of our business.
You will contribute to providing best-in-class
engineering, introducing excellent installation and
maintenance methods and standards. You will help
your branch office guarantee highest levels of field
training, field documentation and technician
certification, as well as delivering top field support for
complex technical assignments.
Schindler Vision
Leadership through customer service.

At Schindler our vision is to achieve market leadership

through providing exceptional value to our customers.
In addition to providing competitive products, we must
deliver industry leading services and world class
customer care.

In order to do so our business processes must be

designed to serve our customers in a hassle free and
responsive manner.

Schindler Values
Safety
Over 60,000 Schindler employees work around the
clock to serve 1 billion people using our elevators and

42
escalators everyday. Safety for each one of our
customers and employees is first and foremost.
Create value for the customer
As a service company, we rely on a strong customer
orientation as the basis for design and delivery of all
products and services as well as the continuous
optimization of our internal processes.
Commitment to people development
Schindler’s commitment to be perceived as a valuable
partner for its customers can only be achieved through
talented, engaged and skilled employees. We develop
our people to effectively understand our customers’
needs and tailor the most efficient solutions from our
innovative products and services portfolio.We
empower our people at all levels of the organization to
develop leadership and decision making skills in order
to shape the company’s successful future. Schindler
nurtures a culture where passion, ambition and
collaboration are the key enablers of its people.
Integrity & trust
All our employees, regardless of position, function or
location adhere to the Schindler Code of Conduct.
Schindler fosters open and trustworthy relationships
between employees as well as with customers.
Quality
Schindler aims to reflect genuine Swiss quality not
only in product design but also in its delivery,
maintenance and modernization. Our century old
legacy and track record in delivering value, is nothing

43
but a consequence of our ability to deliver reliable
solutions.

Reliability and
efficiency when it
matters most
When designing mobility solutions for
healthcare facilities reliability is
paramount. Schindler products are
designed to make patients feel
comfortable and safe. And they make
building managers happy by operating
with maximum efficiency and low power
consumption.
Contact us
For more information, kindly contact your nearest
Schindler branch location:

Select location

44
 Durable by design
Schindler’s bed elevator is designed especially for
healthcare, retirement and beauty spa facilities. It’s not
only durable and attractive. It’s also large enough for
patients and equipment, and it’s easy to clean. And
special control options for emergency services and
cleaning staff are available as well.
Accurate by technology
Healthcare facilities are sensitive environments full of
people. For patient transport, accuracy in elevator
travel and stop-leveling is crucial to comfort. Schindler
elevator doors open accurately every time. Expertly
applied Swiss precision for this highly demanding
environment.

Schindler 5300
Professional service. Easy to plan. You
always keep moving with our
passenger elevator for small
commercial buildings. The machine-
room-less technology is one of the
greatest breakthroughs the elevator
industry has encountered in the past
few decades. This technology became
very popular among the building
45
industry, as it had many tangible
benefits for everyone – the architects,
building owners, users and the
environment.
Larger than large.
The cabin of the Schindler 5300 is spacious. With our
load carrying element, standardised shafts are able to
hold cabins that are up to 47 cm wider and
accommodate up to five additional passengers in
conventional shafts.
Exactly right.
Are you looking for an elevator for a small commercial
building? The Schindler 5300 is the right choice for
you. The elevator is designed ingeniously, it is highly
standardised and flexible to install. An attractive
solution.
Strikingly quiet.
The Schindler 5300 represents peace and quiet. The
cabin moves very quietly due to the load carrying
element. An advantage that benefits the entire
building.
Superior quality.
We use only high-quality materials for our cabin
interior. Select from three different lines. In addition to

46
stainless steel models, various colours are available in
attractive designs so that you will find exactly what you
want.
Satisfyingly energy-saving.
The Schindler 5300 is environmentally friendly and
economical in the use of energy, which contributes to
lower operating expenses
Simply Higher Standards
INDIAmatic evacuation is a standard feature of our
elevator systems. Even in the event of a power failure,
the Schindler 5300 will take you safely to the next floor

OUR CULTUR

. We aspire to share collaborative & trustworthy relationship with our

employees, customers and stakeholders .

Our continuous aim is to focus on caring and retaining our people by

developing values and potential through continuous learning and
organization development activities.

is a Cohesive & Dynamic Organization, where people enjoy functional

INDIAnomy resulting in consistent growth of the organization

47
OUR HR MISSION

The Human Resources team will lead by example, working to build a culture
that drives high-energy committed professionals,
who understand the relevance of continuous improvement and customer
service for every position,
to develop Schindler Organization as a recognized employer of choice

Our Vision & Mission

Vision

We aspire to be the most preferred and reliable provider of

INDIAmotive components & supplies globally, with an unflinching
commitment towards technological excellence.

48
 Mission

Schindler Group seeks to create value for all its stakeholders by

providing high value environmental friendly products and services

constantly innovating and ensuring timely supply of quality products at

competitive prices

setting standards of excellence through global benchmarking

maintaining ethical standards

OUR VALUE PROPOSITION

OUR VALUES

49
 Our value proposition rests on the following key pillars that form the
foundation of excellence throughout our organisation:

 Customer focus
 Openness & Transparency
 Commitment to excellence
 Team spirit
 Learning Organisation
 Commitment to Society & Environment

Our Commitment to Quality:

Drive continual improvement of products and services by building quality

into all processes throughout the organisation

50
Achieve enhanced customer satisfaction and world-class quality through
stringent quality systems that comply with quality standards like TS 16949
and ISO14001
Exceed global manufacturing benchmarks through systematic
deployment of Lean and Six Sigma strategy

Promote quality across functions and businesses via Schindler Business

Excellence Programme (ABEP)

Encourage quality down the line through development of a Supply Chain

network using a Supplier Technical Assistance (STA) group

METHODOLOGY

Sampling Technique

A sample size of 40 was taken, which consisted of 14 employees who were

senior managers and above and 20 employees who were of the level senior
officers to assistant managers

Primary

Questionnaire- A questionnaire was designed and administered to the

training incharge professionals, and employees drawn from various levels
and various departments in the organization.

Internal – Information regarding the training policies and procedures was also
obtained through personal discussions with trainers, senior managers and assistant
managers.

51
Secondary

 This involved extensive research on Krishna’s databases.

 Training/HRD manuals, company reports, house journal records etc.

 Latest books and magazines on HRD

The Questionnaire

The questionnaire consisted of 9 questions which were a combination of

multiple and open ended questions.

52
 LIMITATION

The topic was such that it required vast and thorough study necessitating complete
enumeration of the organization and analysis of several issues that considerable
time which was a major limiting factor. Collecting information from people during
the working hours was also critical. Besides this, the issue of confidentiality was a
tough obstacle to conquer. But finally persuasion won and the study was completed
with a degree of comprehensiveness.

53
 TRAINING & DEVELOPMENT AT

SCHINDLER INDIA LTD.

Training and Development (T&D) at SCHINDLER is classified for two

categories of employees: New Recruits and Others. Currently, the T&D
process is evolving and undergoing many changes. This document
provides the current process as it exists as well as the new process as it
is envisaged by the Corporate T&D group.

Process As It Exists Future Requirement System should SCHINDLER

Today if Different provide to Give
I. New Recruits:
New recruits go through -same- Linkage from Recr. Sample
an Induction programme Module Programme
Introduction routing schedule
to be provided by Position chart
the system Recording
Recording of Format
Indusction Recording
programmes and Format
attendees Recording
of Training Details
for each attendee
Classroom Training exists -same- Drawing up
for groups joining Introduction list Recording
simultaneously (e.g. In from recruitment Format
Mkt. Currently) module Recording Recording
of Introduction and Format
attendees Recording
of Training Details
for each attendee

54
II. Other Employees:
Training Needs Analysis –
There are two kinds of System to provide
training needs that get data from previous Sample
generated for all The appraiser should cycle training need Training
employees – complete identified and Needs
Those that arise from the training Sample
Appraisal (Appraisal Trng programmes Training
needs) (Detailed after attended, Needs
next bullet)
Those that arise from
Business Needs (Business
Trng. Needs) Only in
Marketing at present. Appraisal
Needs analysed jointly by Format ISO
Corp. Trng. Group and Formats
Marketing

Appraisal Training Needs

Analysis
The appraiser at the end of
the appraisal session,
completes the
‘Identification of Training
Needs’ form.
HoD collects and sends the ISO form, which Action plan Format for
these forms to Corp. HR could replace the generated, collation
Corp. HR copies each Identification of completed and rated Format for
form onto an ISO format Training Needs Form deciding on
and sends it back to the batches (e.g.
appraiser for signatures INDIAmatic Not more than
Appraiser sends it back to collation needs and ‘x’ number
Corp. HR duly signed -same- planning out of from a
Corp. HR collates and training batches for location,
sorts the training needs. -same- each subjects grouped by
grades/locatio
ns etc.)
Calendar
format

Normination To be done by HOD, Nomination list to Nomination

HR decides on nomination based on training be generated by format
of employees across the calendar and list of system highlighting
company for Training persons with similar training completed

55
Programmes, based on needs, both to be against budget, past
training needs generated provided by HR year training data.
in the appraisal.
HR to send the System to generate
HR sends the nominees’ nomination letters, letter
names to respective addressed to the Sample Letter
HOD’s and letters to employee, to be
nominees handed over by the
HOD.

Training Session -same-

Training programme Held Complication of Feedback
Feedback from Trainee -same- feedback format Action
obtained -same- Average feedback plant format
Action plan follow scores of faculty, Action plan
through after 3 months -same- faculty record follow through
Following records -same- updation system format
updated: trigger and mails to
Training Record -same- be sent out Snapshot
Training Card history to be Training
-same- stored?? record format
Training Card
format
Generation of Training Number of training System to generate Report format
Reports Does not exist at days attended by all reports to be provided
present given employee
against given budget:
Of 2 days per
employee in plants
7 days per employee
in Mkt.
2 days per employee
in Corp.
Number of training
days completed by
give
unit/location/departm
ent/group against
budget.
Number of training
days completed by
company as a whole
against budget.

56
Parallel Processes 1. -same-
Vendor Selection
The vendor for training -same-
programes can be either a
company or a faculty
member.
In case of a company, the -same- System to Profile format
crosscheck
Concerned faculty Profile against
member’s profile is template??
sought
In all cases faculty is first -same-
given a pilot programme
If average rating in Faculty card and Initiate and 2 Formats
feedback sheet is 4.2 or faculty record to be maintain company
avove for normal created, similar to and faculty record
programmes (or 3.5 for Training card and
confrontational, lab type training record.
programmes), faculty is
finalized.

Parallel Process -sane-

2. Internal Faculty
(Trainer) Selection
There is a ‘Train the -same- Maintain records of Certification
Trainer’ programme internal trainers and format
which results in a prompt/suggest
certification process at names while
theend, for all internal compiling
faculty programme batches

57
 GOALS OF HRD SYSTEM AT

SCHINDLER INDIA LTD.

 To create on enabling climate that continuously identity, nurtures and

utilize the capabilities of employees.

 To develop the capacity of each employee as an individual

 To develop the capacity of each employee in relation his/her present

job/role.

 To develop the capacity of each employee in his/ her expected future

job/role

 To develop a mutually supporting relationship between each

employee and his/her supervision.

 To develop team spirit and effective functioning of every subsystem

of the organization.

 To develop overall health and self reasoning capabilities in the

organization.

The goals of HRD system at SCHINDLER are realized through various

sub systems practiced on the company. They are as follows:

 Performance appraisal

 Suggestion scheme

 Training

 Awards

 Grievance procedure for the employees

 Incentive and reward scheme

58
 Employee participation

 Communication policies

 Socio cultural activities

 Employee welfare and quality of work life

Training and Development

Keeping in view the principle of Right person for the management

position, SCHINDLER take adequate care while selecting the employee.
Merit is always recognized and given weight age.

To meet the demands of competition, high premium is attached to training

activities.

Training Objectives

High premium is placed on training and development activities in the

organization keeping in view the following objectives -

 To achieve systematic integration of training in the organizations

mission.

 To upgrade skills, abilities and capabilities of the employees.

 To establish a distinctive work culture in the organization.

 To meet the organizations need for success, better performance and

growth.

 To prepare employees the job meant for them while on first

application, on transfer or on promotion and impact to them, the
required skills and knowledge.

 To assist the employees to function more effectively in their present

positions by exposing them to the latest concepts, information,

59
 techniques and developing the skills that would be required in the
particular fields.

SCHINDLER is relentlessly trying to materialize these obje ctives to the

fullest extent

TRAINING SET UP

Main thrust areas of training

 Management training in house

 External programs

 Overseas programs

 Training of trainees

 Pre employee training scheme

 Apprentrenship training

 Vocation training coming from other institutions

 Other training programs

Training policy

Formulation of training policy

Training and development function

Responsibility of Training and development

60
 RESULTS

GENERAL

Q. No 1. Are you a new employee or a long – standing employee of the

company?

Ans. Yes No

Q.No 2. How long have you been in your present job?

Ans. 0-2 Years 3-5 Years

6-10 Years above 10 Years

Q. No 3. Do you have a duty statement for your job?

Ans. Yes No

Q. No 4. Is your job accurately described in the duty statement?

Ans. Yes No

Q. No 5. Is duties which are no longer part of your job can be deleted form your
duty statement?

Ans. Yes No

JOB ANALYSIS

Q. No 6 Are there tasks you regularly perform that are critical to carrying out you
job effectively.

Ans. Yes No

Q. No 7. Describe the type of equipment you are required to use (for example,
keyboard machinery, tools of trade, etc.)

Ans. Machine INDIAmatic

Computer Others
Q. No 8. Do you require a high degree of technical knowledge for your job?

61
Ans. Yes No

Q. No 9. How do your work? Please circle

Ans. Alone Part of a team

Q. No 10 If you work as part of a team, do you perform the same of different work
to members of your team?

Ans. Generally Occasionally

Sometime Rarely

Q. No 11. To what extent does you job require you to work closely with other
people, such a customer, clients or people in you own organization? Please tick

Ans. Very little Moderately A lot

TRAINING NEEDS

Q. No 12. To perform you job: - what training do you still need (either on the job
or a formal course) to perform your current job competently.

Ans. Engineer Computer

Behavior Others
21 9

Q. No 13. To perform other jobs in the organization: - What training or experience

would be required.

Ans. Machine operation Negotiation skill

Occupational Health Others

RECOGNITION OF PRIOR LEARNING

Q. No. 14 How many training have your attended with in the last three year? (This
will help identify if any training sessions have been missed or if any refresher
training is required.)

Ans. 0-2 Years 3-5 Years

5-7 Years above 7 years

62
Q. No 15. What training or skill have you acquired outside your current job that
may be relevant to the wider organization?

Ans. …………………………………………………………………………..…
………………………………………………………………………………………
………………………………………………………………………………………

ANALYSIS AND CONCLUSION

Q. NO 01. CONSISTANCY & LOYALTY OF THE EMPLOYEE IN

THE COMPANY

25

20

15

10

0
YES NO
Series1 16 24

63
Q. NO 02. EXPERIENCE OF THE CONDIDATE IN THE
COMPANY. THE EXPERIENCE AND THE TRAINING
QUANTITY BOTH ARE RELATED.

18

16

14

12 18

10

8 12 Series1
6

4
5
2 5

0
0-2 Years .03-05 .6-10 Years ABOVE 10
Years Years

64
Q. NO 03. Job Responsibility is there or not. If it is then they are
bounded by some guidelines.

40

30
No's of
Person 20

10

0
YES NO
No's 37 3

Q. NO 04. Job Responsibility is clear or training need is there for

the clearity of the job responsblity.

40

30
No's of
Pe rson 20

10

0
YES NO
No's 37 3

65
Q. No 05. This gives the information about something not required /
not important in job responsinbilities.

40

30
No's of
Person 20

10

0
YES NO
No's 40 0

Q. No 06. Effeciency and effectiveness of the condidate can be

judge. Training need for the job can be judge.

No's

YES

NO

Q. No 7. TYPE OF SKILLS USED IS IDENTIFIED HERE. SOME

NEED TECHNICAL SKILL AND SOME BEHAVIROUR.

66
 Others, 4
Machine , 07

Computer, 15

Automatic, 14

Q. No. 08. Lackness of technical skills & Training needs

identification for technical skills.

NO 13

No's of persons

YES 27

67
73.68% of senior officers to assistant managers felt that training needs
are identified through performance appraisal whereas only 2.6.31% of
senior managers and above felt the same.

66.63% of senior officers to assistant managers felt that discussion with

superiors is a method of identifying training needs whereas 36.36% of
senior managers and above felt the same.

40% of senior officer to assistant managers felt that training needs ar e

identified by the training department and 60% of senior managers and
above felt the same.

Hence a significant difference in perception exists between the two levels

when it comes to identifying training needs.

The analysis also shows that none of the emp loyees at both the felt that
after job rotation was a means of identifying training needs.

Q. No 09. Team Sprit can be identified by this question.

Part a Team 32

No's of persons

Alone 8

Q. No 10. Can be a part of Team or not can be identified.

68
 Rarely 4

Sometime 7

No's of persons

Occasionally 22

Generally 7

Q. No 11. The spirit of team player can be identified by the

responses.

A lot, 6 Very Little, 5

Moderately, 29

Q. No 12. Need Identification for different kinds of trainings can be

identified. Somebody need technical but some need the behavior

69
 training.

25
21
20

No of 15
Persons

10 9
7

5 3

0
Engineer Computer Behaviour Others

No of Persons

Q. No 13. Along with the technical training, the behavioral need also
identified.

25
21
20

15
9
No of 10 7
Persons 3
5

on ill lt
h er
a ti S k
ea th
r O
pe on lH
O ti a
ia on
ne ot ti
hi eg pa
ac N cu
M c
O

No of Persons

Q. No 14. Training programmes attended are directly proportional to

the experience.

70
 25

20

25
15

10 Series1

5
7
4 4
0
0-2 Years .03-05 Years .5-7 Years Above 7
Years

Q.No.15

As the response for this question following responses are obtained.

 Some need computer training along with their work.

 Some need behavior trainings.

 Some demand for the training of the discipline.

 Some demanded for the negotiation skills.

 Some require the mechanical skills training.

 Some require the training related to the quality.

Some ask for the training to increasing the productivity.

71
 RECOMMENDATIONS

1. Training should be given according to the job profile of the

employees.

e.g. Managers should be made to attend more of team oriented

workshops since they are required to work in teams. Whereas an
officer level employee needs to enhance his computer skills. Hence
training programmes have to be designed accordingly.

2. Since a few employees felt that the training they had undergone in the
last two years didn’t help them at all, a feedback session should be
made mandatory after every training session, in order t o ascertain
whether the above idea behind the training programme had been
accomplished or not.

3. Every now and then the employees should be encouraged to identify

their own training needs which would enhance employee morale and
also shift the burden from the superior to the employee him self.

4. Rather than just investing money on various training programmes,

Schindler INDIA Ltd.. should also concentrate on regular training
evaluation.

72
 SCOPE OF FURTHER RESEARCH

The training needs analysis is the base for all training activities in

Schindler INDIA Ltd.. Efforts at all levels of the organisation are made

to identify and meet the training needs of the employees. Priority is given

to ‘need base training’ which can have direct impact on the employees’

performance and improve work efficiency. The training and development

department takes into consideration the annual appraisal report of the

employees for analysing the training needs.

The training programmes usually provided valuable inputs to the trainees

for performing present as well as future roles effectively.

Also, at the end of each training session trainers impressions about the

session should be recorded in a register which gives a weight into the

trainee’s performance during the training period. The timely feedback of

both the trainers and the trainees helps in taking corrective action for

future training programmes.

This analysis has depicted what common training and development

techniques are adopted by from and has provided an insight into the

training and development system followed by Schindler INDIA Ltd..

But still much more can be done. Suitable strategies can be framed to

develop a team of highly motivated and committed work force so that the

company can make inroads into the international markets and build a

favourable image there. The quest for improvement should never end as

it is an endless journey.

73
 BIBLIOGRAPHY

 www.krishnagroup.com

 Schindler INDIA Ltd. Induction Book

 HR.com

 Mirza S. Saiyadain - Human Resource Management 2nd Edition

Publishers – Tata McGraw-Hill.

 V.K. Dubey – Management of Training and Development and

Motivation Skills.

74