PROJECT REPORT

ON

“TRAINING AND DEVELOPMENT IN GODREJ AND BOYCE

MANUFACTURING CORPORATION LIMITED”

Submitted in the partial

Fulfillment of the Degree of

Master of Business Administration

Punjab Technical University, Jalandhar

Session 2007-2009

Supervised By Submitted by

Mrs. Ritu Khurana

Certificate

This is to certify that the project report titled “Training and

Development in Godrej and Boyce Manufacturing Corporation

Limited” submitted in partial fulfillment of the requirements for the degree

of Master of Business Administration is a bonafide research work carried out

by Ms. Sakshi Jindal under my supervision and guidance.

This is an original piece of work and has not been submitted in part

or full for any other degree to this or any other University/Institute.

Ritu Khurana

(Project Guide)

Acknowledgement

It is my immense pleasure to present the report titled, TRAINING

AND DEVELOPMENT IN GODREJ AND BOYCE

MANUFACTURING CORPORATION LIMITED.”

Here I would like to express my deep sense of gratitude to Mr.

AMAN KHERA (senior executive) for providing me the opportunity to

complete my project in such an esteemed organization Godrej & Boyce

Mfg. Co. Ltd. Without his timely guidance, valuable support and

encouragement this report would not have been possible. He guided me

sympathetically and patiently throughout the present research study.

I am very thankful to Mr. Rizwani (Location Head) and Mr. Amit

Kumar (Senior Manager), without their permission it wouldn’t be possible

for me to complete my project. I gratefully acknowledge the support and

favor bestowed upon on me by Mr.Sanjeev Chawla (Assistant Manager),

Mrs. Sajina Parmod, (Senior Manager) Mrs. Gurdeep Kohli (Deputy

Manager), Ms. Roma Narula (Deputy Manager) in HR Department. They

gave me guidance at every step whenever I needed. I am thankful that each

time they took spare time from their busy schedule for guiding me related to

various concepts.

I take this opportunity to express my deep gratitude to our esteemed

guide Mrs. Ritu Khurana, Lecturer, SAS Institute of Information

Technology and Research, Mohali for her constant encouragement,

guidance and valuable suggestions to carry the research work.

I would like to thank all the respondents who co-operated with me to

fill in the questionnaires patiently.

I shall be failing in my duty if I do not put a word of gratitude and

sense of profound indebtedness to all my family members and friends who

not only encouraged me in taking up this work but have also shared pains at

every moment of the work. I have no hesitation in admitting that without

their support, I would never have been able to complete this work.

Contents

Chapter numbers Chapter name Page number

Chapter 1 Introduction

Chapter 2 Company Profile

Part-A Introduction to the Company

Part-B Performance Appraisal System in the Company

Chapter 3 Review of Literature

Chapter 4 Research methodology

Chapter 5Analysis and Interpretation

Chapter 6Problems and Suggestions

Chapter 7 Conclusion

Bibliography

Annexure

Tables

Table No. Questions Page

No.

Table 1Does the organization conduct training and

development programmes?

Table 2 When does the organization provide you training?

Table 3What are the skills you need to be enhanced?

Table 4How far the training programmes of organization are helpful in improving the following aspects?

Table 5What are the reasons that make you motivated to attend

training programmes in the organization?

Table 6How do you assess the training programmes in the organization?

Table 7 How training should be done, whether through:–

Table 8In your opinion, why it is difficult to apply the skills that are learnt in training once you return to actual job?

Table 9After how long these training and development programmes have been conducted on the organization?

Table 10What feedback you would like to give regarding training programmes in the organization?

CHAPTER-1

INTRODUCTION

People are the assets on which competitive advantage is built, whether

in the public or private sector, whether in the corporate world or in the world

of education. In the words of the latest theory on human resource

management, people are an “inimitable” asset. People and their skills is the

one thing that competitor organizations cannot imitate. So, human resource

management and the practices associated with it have become accepted by

managers in all forms of organizations as one of the most important strategic

levers to ensure continuing success.

Human resource management (HRM) is the strategic and coherent

approach to the management of an organization's most valued assets - the

people working there who individually and collectively contributes to the

achievement of the objectives of the business. The Human Resources

Management widely replaced the phrase Personnel Management as a

representation of managing the people in the association. The Human

Resources Management always functions for the welfare of the employees,

as they are the valuable resource of the organization

HRM: where did it come from?

The modern concept of human resource management finds its roots in

the early 20th century notion of employee welfare. The large factories that

evolved in the United States in the late 19th and early 20th centuries presented

managers with major problems of workforce control. Part of the solution to

the problem of re-establishing management control on the factory floor was

found in the development of Scientific Management.

From its employee welfare roots, “personnel management” spread within

the USA and later into Europe and an increasing number of issues concerned

with the management of people in organizations came to find a home in the

personnel departments of the mid-20th century. By the 1960s, the notion of

personnel management had become well-established with a number of clear

areas of responsibility attached to it including:

• selection and recruitment

• training and development

• pay and conditions

• industrial relations

• employee welfare

• Occupational health and safety.

Modern HRM

In the 1980s, the concept of human resource management began to

gain ground at the expense of personnel management. The integration of

human resource management practices was to create an organizational

culture that allowed workers to identify their own success with that of the

corporation. Thus, organizational or corporate culture became an important

element in understanding the competitive success of firms and was a major

theme of management thinking in the early 1980s.

Training and Development

In the past, organizations developed managers by recognizing an

individual’s knowledge about the organization’s products or services. These

individuals were promoted to first-level positions that included work

direction. One cannot say they supervised in the current sense of the word,

that is, they usually didn't delegate, support career counseling, conduct

performance reviews, etc. Rather, they told workers what to do and workers

did it. These work directors had little training about supervision, e.g., about

delegating, interpersonal skills, stress management, career developments,

etc.

In 50s to 80s management training focused on covering certain

standard topics or types of activities in the organization, e.g., planning,

organizing, finances, sales, accounting, etc. However at that time, manager

in the workplace seldom solves a problem by applying his or her knowledge

of one specific topic then goes on to solve the next problem but not much

training was provided to executives as well as managers.

With the Human Relations movement, training programs recognized

the need to cultivate supervisory skills, e.g., motivating, coaching,

mentoring, etc.

Training

Training is the acquisition of knowledge, skills, and competencies as a

result of the teaching of vocational or practical skills and knowledge that

relate to specific useful competencies. Training is an organized procedure by

which people learn knowledge and skills for a specific purpose.The basic

training is required for all trades, occupations or professions. Now a days the

need for training is recognized to continue training beyond initial

qualifications to maintain, upgrade and update skills throughout working

life. People within many professions and occupations may refer to this sort

of training as professional development.

Difference between Training and Development

Training is distinct from development. Training is a short term

process utilizing a systematic and organized procedure by which non

managerial personnel learn technical knowledge and skills for a definite

purpose. Development is a long term educational process utilizing a

systematic and organized procedure by which managerial personnel learn

conceptual and theoretical knowledge for general purpose.

Training refers to instructions in technical and mechanical operations

like operation of a machine. Training helps an individual learn how to

perform his present job satisfactorily. Development involves preparing the

individual for future job and growth of individual in all respects. Training is

mostly the result of initiative taken by the management. It is the result of

some outside motivation development is mostly the result of internal

motivation. Development complements training because human resourses

can exert their full potential only when the learning process goes far beyond

simple routine. Development is a future oriented training, focusing on the

personal growth of the employee. Training and development process is self

directed or others directed. For self directed informal training will serve the

purpose whereas in other directed formal training is done.

Objectives of Training

1. The main objective is to develop capacities and capabilities of the

employees both new and old by upgrading their skills and knowledge.

2. Developing self consciousness among the employees and greater

awareness to recognize their responsibility and contribute their best to

the organization.

3. Another objective of training is to bring about efficiency and

effectiveness in an organization, so that the organization remains

competitive in highly competitive market situation and for the

achievement of the organizational goals. has its objective t

4. Training aims to help the existing employees in improving their levels

of performance on their present job assignments. In case of new

employees, training has its objective to provide them with basic

knowledge and skills which they need for an intelligent performance

of their specific skills.

5. The technical changes become like automation, highly computerized

systems, which may in their turn creates new problems, new methods,

new products, new jobs, new procedure, new skills- all these make the

functioning of training a must in the organization as the otherwise the

employees will find themselves helpless to handle and adapt to

changes.

6. Sometimes it is not possible for the management to fill in some

important work position from outside. Under such conditions, the

apprenticeship programmes aiming at improving the skills of the

present employee come to the aid of the company to tide over the

position by making available their requirements of the personnel from

within the organization.

Types of Training and Development

Informal Training

Informal training and development is rather casual and incidental. Typically,

there are no specified training goals as such, nor are their ways to evaluate if

the training actually accomplished these goals or not. This type of training

and development occurs so naturally that many people probably aren't aware

that they're in a training experience at all. Probably the most prominent form

of informal training is learning from experience on the job. Examples are

informal discussions among employees about a certain topic, book

discussion groups, and reading newspaper and journal articles about a topic.

Formal Training

Formal training is based on some standard. Formal training might include

declaring certain learning objectives or an extent of knowledge, skills or

abilities that will be reached by learners at the end of the training by using a

variety of learning methods to reach the objectives. A systematic formal

training involves carefully proceeding through the following phases:

a) Assessing what knowledge, skills and /or abilities are needed by

learners;

b) Designing the training, including identifying learning goals and

associated objectives, training methods to reach the objectives, and

means to carefully evaluate whether the objectives have been reached

or not;

c) Developing the training methods and materials;

d) Implementing the training; and

e) Evaluating whether objectives have been reached or not, in addition to

the quality of the training methods and materials themselves.

Reasons for Training and Development

Training and development can be initiated for a variety of reasons for an

employee or group of employees, e.g.

When a performance appraisal indicates performance improvement is

needed.

As part of an overall professional development program.

To help an employee to be eligible for a planned change in role in the

organization.

To test the operation of a new performance management system.

To train about a specific topic.

Benefits of Training and Development

There are several benefits for supervisors to conduct training among

employees. These benefits include:

Increased job satisfaction.

Increased morale among employees.

Increased employee motivation.

Increased efficiencies in processes, resulting in financial gain and

better quality and quantity of production.

Increased capacity to adopt new technologies and methods. A trained

worker is more adaptable to change than an untrained person.

Increased innovation in strategies and products.

Reduced employee turnover and absenteeism. A trained person will be

more satisfied with the job than the untrained one. So there will be

less turnover and absenteeism with training.

Enhanced company image by conducting ethics training.

Risk management, e.g., training about sexual harassment, diversity

training.

Less supervision will be required by trained employee. Trained

employee may not give any opportunity to the supervisor for

complaint.

Less wastage will be there. As the trained workers may waste more

materials or damage machines and equipment and may not cause

accidents.

More employee development will be there. Training first helps in

finding talent in employees and then developing it to the maximum.

Identification of training needs

Training needs are to be identified to know what educational courses or

activities should be provided to employees to improve their work

productivity. In order to identify the training needs we can focus on the

following areas: -

To pinpoint if training will make a difference in productivity.

To decide what specific training each employee needs and what will

improve his or her job performance.

To differentiate between the need for training and organizational

issues.

And to bring about a match between individual aspirations and

organizational goals.

Identification of training needs if done properly provides the basis on which

all other training activities. Also requiring careful thought and analysis, it is

a process that needs to be carried out with sensitivity as people's learning is

important to them, and the reputation of the organization is also at stake.

Different Levels at which training is to be Conducted

Identification of training needs can be done at three levels to ascertain three

kinds of needs: -

Organizational Needs

This concern the performance of the organization as a whole. Here

identification of training needs is done to find out whether the organization

is meeting its current performance standards and objectives and if not,

exploring ways in which training or learning might help it to do so.

Sometimes organizational training needs are also identified when the

organization decides that it has to adopt a major new strategy, create a new

product or service, undergo a large-scale change programme, or develop

significant new relationships, such as joining with others to form new

partnerships.

Group Needs

Training needs are nowadays even identified at the group level. Training

needs here are concerned basically with the performance of a particular

group, which may be a team, department, function, sub-unit, or so on. It is

used to find out how efficiently a particular team or group goes about its

business and meets its current objectives.

Individual Needs

These concern the performance of one or more individuals (as individuals,

rather than as members of a group). Here identification of training needs is

about finding out to what extent individuals need to learn or be trained in

order to bring their current performance up to the required level as a result of

changes in methods and processes that call for new competencies and skills.

It also sees to it that there is continuous improvement initiative taken by

them. Moreover it also helps to find out whether individuals are comfortable

in working across boundaries, with people from different backgrounds. This

is especially important because there is so much work force diversity

observed today in organisations that it has become impossible to retain

workforce, which is not flexible enough to accommodate such changes into

their daily work schedule.

Sources for Identifying Training Needs

There are three sources for identifying training needs. Although they are

independent sources for gathering the necessary data but it is usually

beneficial if they are considered complementary to one another as the

objective of the exercise is to prepare as consolidated data of training needs

as possible. The three sources are as follows: -

Job Profile:-

It is a comprehensive description of all the functions and the responsibilities

that a person has to carry out in due course of his job. It is very common for

us sometimes to find that people of a particular department more or less

perform the same kind of job and therefore a comparative study can be done

on their performance to pinpoint on the training needs of those people who

have not performed up to the mark. Job analysis is included in order to have

a realistic and systematic appraisal of training needs. Inorder to do this first

we need to break up the functions and responsibilities into categories. Next

we have to classify these activities on the basis of their relative importance

to the nature of the job. And lastly we can compute a priority listing of these

tasks in order to have a catalogue of knowledge, skills and attitudes required

for effective performance of the job.

Experiences of the training agency

It is very common for organizations nowadays to hire professional training

agencies in order to look into the training matters. The training agency and

the trainers thus should also draw from their own experiences of organizing

programmes for comparable groups or in similar areas. However, earlier

experiences can only serve to facilitate the process. It cannot be the sole

basis, as training needs of majority of organizations are very specific.

Pre-training survey of the participant's needs

This is suggested as the best way to conduct a training need identification .A

pre-training survey is nothing but a survey of the needs and expectations of

the participants well in advance of the programme. And in this exercise it is

better to include the superiors also as they are in a good position to provide

necessary data on the training needs of their associates, especially in context

of their performance. This is generally done in a systematic manner with the

help of a structured questionnaire in order to reflect the genuine desire to

involve the participants and the organization in the planning process.

However it might happen in certain cases that it is not possible to actively

involve the superiors due to various reasons like lack of time etc but in that

case at least they must be kept fully informed of the proceedings.

Process of identification of training needs

Step 1: Define and chart part of the organization in which the work has to be

done. It is to have a focused approach of the study. It could either be a

particular department, a section, a unit, a specific group or a staff category.

Step 2: Use various data collection measures to collect both qualitative as

well as quantitative data.

Step 3: Analyze the entire data collected in order to find out causes of

problem areas and prioritize areas, which need immediate attention.

Step 4: Prioritize the different training programmes according to the

responses collected.

Step 5: Record and file the entire data so that it can be used for future

reference while designing the training programmes / training calendar.

Benefits of Training Needs Assessment

Needs assessment helps diagnose the causes of performance deficiency in

employees that require remedial actions. This being a generalized statement

there are certain specific benefits of needs assessment. They are as follows: -

The organization is informed about the broader needs of the

participants. Through this process it may be possible that certain new

training programmes, which were, previously not in their list may

come to the forefront.

The organization is able to reduce the perception gap between the

participant and his/her boss about their needs and expectations from

the training programme.

The organization is also able to pitch its course input closer to the

specific needs of the participants.

It also saves a lot of money for the organization as otherwise money is

just unnecessarily wasted on those training programmes, which are

either not needed by the employees or they have no interest in

undertaking them.

Lastly, time, which is the most important resource today, is also

saved, as the training programmes conducted are the ones, which are

actually needed by the participants.

Process for Training

There are various steps in the training are needed to be followed. Process

of training is as follows:-

1. Determining training needs: - The organization's needs and identify

training goals which, when reached, will equip learner's with

knowledge and skills to meet the organization's needs. Usually this

phase also includes identifying when training should occur and who

should attend as learners. Training needs can be identified through the

following types of analysis :

a) Organizational analysis: - it involves the study of entire

organization in terms of its objectives, its resources, resource

allocation, growth potential, its environment. Its purpose is to

determine where training emphasis should be placed within the

organization.

i. Analysis of Objectives: - this is the study of short term and

long term objectives and strategies followed at various levels to

meet the objectives. It is important to continuously review the

objectives in the light of the changing environment.

ii. Resource utilization analysis: - How the various or

organizational resources that is financial, physical, human are

put to use is the main focus of this analysis. The contribution of

various departments is also examined by establishing efficiency

indices for each unit. These indices will help to determine the

adequacy of specific work.

iii. Environmental scanning: - In this analysis, the economic,

social, political, technological environment of the organization

is examined so that to identify the factors which affect the

organization and which can be controlled.

iv. Organizational climate analysis: - the climate of the

organization affects the employee’s attitude. Without the

management support a training programme cannot be

successful. Analysis of organizational climate can reveal its

strengths and weaknesses also.

b) Task or role analysis: - It is the detailed study of job to

determine what specific skills, the job requires. Job description

and job specification are helpful in this.

c) Manpower analysis: - In this analysis, the person to be trained

and the changes required in the knowledge and skills and

aptitude of an employee are determined. There are three issues

to be resolved in this analysis :-

-Whether performance is satisfactory and training is required.

-Whether the employee is capable of being trained and the

specific areas in which training is needed.

-Whether training will improve the employees performance on

the job.

2. Establishing training policies: - Company’s policies play a vital role

in the formulation and designing of a training programme. Every

organization should have a well established training policy. Such a

policy represents the top management’s responsibility for training of

its employees and comprises rules and procedures governing the

standards and scope of training and development.

3. Setting goals and objectives of training: - Once specific training

needs have been determined and policies relating thereto established,

a stage comes for setting goals and objectives of training for fulfilling

these needs. Broadly speaking, immediate objective of training are to

help an employee to improve performance of his present job. Long

range objectives are to guide the qualified man in preparation for

positions involving greater responsibilities.

4. Preparing the training budget: - It is specifically concerned with the

allocation of funds to be provided for the training for carrying out the

training activities as envisaged in the plan.

5. Deciding about the training venue; - the decision about the training

venue depends invariably on the type of training to be given. For in

company and On the Job training, the venue naturally is the plant

itself. In the case of Off the Job training and training through external

sources, the venue has to be some what away from the trainees

working environment. The venue of the training will be the place

where the outside agency is located.

6. Deciding about the methods and techniques to be deployed: -

training may range from highly specified instructions in the

procedures to be adopted while performing a particular job, to very

general instructions concerning economy and society. Factors which

generally matter in the selection of a particular method of training are

as follows:-

- Depth of knowledge, nature of the skills called for in

particular jobs to be filled.

- Background of the trainees for assessing their capacities

and potentials and ascertaining their attitudes.

- Various kinds of operative problems confronted by the

organization or for achievement of any other specific

organization objectives which compel them to bring in

use particular method and techniques.

- Consideration of facilities by way of cost, time,

materials, equipments, etc as available for particular

training and particular situation.

- Number of persons to be trained and developed.

7. Implement the training package, including delivering the training,

support group feedback, clarifying training materials, administering

tests and conducting the final evaluation. This phase can include

administrative activities, such as copying, scheduling facilities, taking

attendance data, billing learners, etc.

8. Evaluation: - evaluation is the measurement of the effectiveness of

performance after training and collecting useful feedback for future

training. The four methods employed for the evaluation for training

are:-

- Judging and measuring the reactions of the employees.

- Assessing and measuring how far the learning has been

gainful and effective. This is done back means of tests.

- Evaluating new and different behavioural changes in the

performance of the employees.

- Measuring results or changes in terms of costs,

grievances, quality and production.

Methods of training and development

The method by which training is delivered often varies based on the needs of

the company, the trainee, and on the task being performed. The method

should suit the audience, the content, the business¡¦ environment, and the

learning objective. Ideally, the method chosen will motivate employees to

learn, help employees prepare themselves for learning, enable the trainees to

apply and practice what they've been taught, help trainees retain and transfer

what they have learned, and integrate performance with other skills and

knowledge.

Other factors affecting the choice of a training method include:

-Age, gender, or level of education of the trainees

-Learning styles of the trainees

-Number of trainees

-Budget

-Trainer's skills and training style

There are various methods for providing training which are as follows:-

On the Job training

This is the most common method of training. The trainee is placed on the

job and the manager or mentor shows the trainee how to do the job. To be

successful, the training should be done according to a structured program

that uses task lists, job breakdowns, and performance standards as a lesson

plan. There is often a tendency to have a person learn by doing the job.

Job Instruction Technique (JIT):- Job Instruction Technique (JIT) uses a

strategy which focus on knowledge, skills and attitudes development.JIT

considers four steps:-

Plan – This step includes a written breakdown of the work to be done

because the trainer and the trainee must understand that

documentation is must and important for the familiarity of work. A

trainer who is aware of the work well is likely to do many things and

in the process might miss few things. Therefore, a structured analysis

and proper documentation ensures that all the points are covered in

the training program. The second step is to find out what the trainee

knows and what training should focus on. Then, the next step is to

create a comfortable atmosphere for the trainees’ i.e. proper

orientation program, availing the resources, familiarizing trainees with

the training program, etc.

Present – In this step, trainer provides the synopsis of the job while

presenting the participants the different aspects of the work. When the

trainer finished, the trainee demonstrates how to do the job and why is

that done in that specific manner. Trainee actually demonstrates the

procedure while emphasizing the key points and safety instructions.

Trial – This step actually a kind of rehearsal step, in which trainee

tries to perform the work and the trainer is able to provide instant

feedback. In this step, the focus is on improving the method of

instruction because a trainer considers that any error if occurring may

be a function of training not the trainee. This step allows the trainee to

see the after effects of using an incorrect method. The trainer then

helps the trainee by questioning and guiding to identify the correct

procedure.

Follow-up – In this step, the trainer checks the trainee’s job frequently

after the training program is over to prevent bad work habits from

developing.

Coaching

Coaching is one of the training methods, which is considered as a corrective

method for inadequate performance. The coaches are experts most of the

time outside consultants. It is one-to-one interaction who set major goals to

accomplish, develop an action plan, and support the learner to accomplish

the plan. The learner drives these activities and the coach provides

continuing feedback and support. It can be done on phone, meetings,

through e-mails, chat.

Mentoring

Hopefully, learners find experienced managers in the workplace who are

willing to take learners "under their wing" and provide ongoing mentoring.

Mentors help employees solve problems both through training them in skills

and through modeling effective attitudes and behaviors. Mentoring can take

place before, during, or after a shift. It gives the trainee individual attention

and immediate feedback. It also helps the trainee get information regarding

the business culture and organizational structure. If a properly trained

mentor is not chosen, the trainee can pick up bad habits.

Apprenticeships

For centuries, apprenticeships were the major approach to learning a craft.

The apprentice worked with a recognized master craftsperson. Particularly

during times of low unemployment, businesses are eager to get any kind of

help they can find. Seeking an apprenticeship may be a very useful and

effective way to eventually develop a new skill.

Job Assignments

Job assignments are wonderful opportunities from which to learn. We just

aren't used to thinking of them that way. To cultivate learning, consider

having employees write short reports, including an overview of what they

did, why they did it, what areas of knowledge and skills were used, how the

job might have been done better, and what areas of knowledge and skills

would be needed to improve the job.

Job Rotations

For the executive, job rotation takes on different perspectives. The executive

is usually not simply going to another department. In some vertically

integrated organizations, for example, where the supplier is actually part of

same organization or subsidiary, job rotation might be to the supplier to see

how the business operates from the supplier point of view. Learning how the

organization is perceived from the outside broadens the executive’s outlook

on the process of the organization. Or the rotation might be to a foreign

office to provide a global perspective. For managers being developed for

executive roles, rotation to different functions in the company is regular

carried out.

Off The Job Training

Role Play Training Method:

Role play is a simulation in which each participant is given a role to play.

Trainees are given with some information related to description of the role,

concerns, objectives, responsibilities, emotions, etc. Then, a general

description of the situation, and the problem that each one of them faces, is

given. For instance, situation could be strike in factory, managing conflict,

two parties in conflict, scheduling vacation days, etc. Once the participants

read their role descriptions, they act out their roles by interacting with one

another. Role Plays helps in developing interpersonal skills and

communication skills, Conflict resolution, Group decision making.

Programmed Instruction (PI)

Programmed instruction is a Computer-based training that comprises of

graphics, multimedia, text that is connected to one another and is stored in

memory. Programmed instruction is the procedure of guiding the

participants strategically through the information in a way that facilitates the

most effective and efficient learning. It provides the participant with content,

information, asks questions, and based on the answer goes to the next level

of information i.e. if the trainee gives the correct answer; one branch moves

the trainee forward to the new information. And if the trainee gives the

wrong answer then different branch is activated, taking the trainee back to

the review. This method allows the trainees to go through the content

according to the individual speed, and capability. Those trainees, who

respond better, move through the content rapidly. In programmed

instruction, trainees receive information in substantial amount and then

tested on their retention of information. If the trainees are not able to retain

the information, they are referred back to the original information. If the

trainees retain the information, they are referred to the next log of

information that is to be learned. Programmed Instruction also comes in

Printed form i.e. books, Tape, Interactive Video, etc.

Internships

Internships are offered usually by organizations to college students wanting

to find work experience during the summer months. The internships offer

precious, real-life job experience and the organizations often get skilled,

highly dedicated service. Many times, interns go on to be hired by the

organizations, as well.

Conference

The conference training method is a good problem-solving approach. A

group considers a specific problem or issue and they work to reach

agreement on statements or solutions. There is a lot of trainee participation.

The trainees build consensus and the trainer can use several methods

(lecture, panel, and seminar) to keep sessions interesting. Opinions

generated at the conference may differ from people to people causing

conflict.

Electronic training

Computer-Based Training

IN THE COMPUTER BASED TRAINING, THE TRAINER USES

COMPUTER BASED to interactively increase his knowledge or skills. In

this method, the tests are taken on computer so that management can

monitor each trainee’s progress and needs. This training tends to be flexible

which can be used almost any time and thus gets training when they prefer.

The feedback from this technique is rich and colourful. Limitation of this

technique is of its high cost.

Electronic Performance Support System:-

People do not remember everything by heart what they have learnt. The

training, in this method focuses on the skills the employees need every day

for performing their jobs. EPSS are a set of computerized tools and displays

that automate training, documentation and phone support system and

provide support that is faster, cheaper and more effective than traditional

methods.

Other developmental methods

Behavior Modeling

Behavior Modeling uses the innate inclination for people to observe others

to discover how to do something new. It is more often used in combination

with some other techniques. In this method, some kind of process or

behavior is videotaped and then is watched by the trainees. The trainee first

observes the behavior modeled in the video and then reproduces the

behavior on the job. In Behavior Modeling the skills that are required to

build up are defined, then a brief overview of the theory is provided to the

trainers. Then, trainees are given instructions that what specific learning

points or critical behavior they have to watch. Then the expert is used to

model the suitable behaviors, after that the trainees are encouraged to

practice the suitable behavior in a role play. Trainees are then provided with

some opportunities to give reinforcement for appropriate imitation of the

model’s behavior. In the end, trainer ensures that trainees appropriately

reinforce the behavior on the work place Behavior modeling focuses on

developing behavioral and interpersonal skills.

IN-Basket Technique

In-Basket Technique – It provides trainees with a log of written text or

information and requests, such as memos, messages, and reports, which

would be handled by manger, engineer, reporting officer, or administrator.

In this technique, trainee is given some information about the role to be

played such as, description, responsibilities, general context about the role.

The trainee is then given the log of materials that make up the in-basket and

asked to respond to materials within a particular time period. After all the

trainees complete in-basket, a discussion with the trainer takes place. In this

discussion the trainee describes the justification for the decisions. The trainer

then provides feedback, reinforcing decisions made suitably or encouraging

the trainee to increase alternatives for those made unsuitably. A variation on

the technique is to run multiple, simultaneous in-baskets in which each

trainee receives a different but organized set of information. It is important

that trainees must communicate with each other to accumulate the entire

information required to make a suitable decision.

Case Studies

A case study is a description of a real or imagined situation which contains

information that trainees can use to analyze what has occurred and why. The

trainees recommend solutions based on the content provided. It can present a

wide variety of skills in which applying knowledge is important. The trainer

must be creative and very skilled at leading discussions, making points, and

keeping trainees on track.

Projects

Projects require the trainees to do something on the job which improves the

business as well as helps them learn about the topic of training. It might

involve participation on a team, the creation of a database, or the forming of

a new process. The type of project will vary by business and the skill level

of the trainee. Projects can be chosen which help solve problems or

otherwise improve the operation. Trainees get first-hand experience in the

topic of the training. Little time is needed to prepare the training experience.

Without proper introduction to the project and its purpose, trainees may

think they are doing somebody else’s work. Also, if they do not have an

interest in the project or there is no immediate impact on their own jobs, it

will be difficult to obtain and maintain their interest.

Transactional Analysis

Transactional Analysis offers a model of personality and dynamics of self

and its relationship to others that makes possible a clear and meaningful

understanding of behaviour. It is used in industry as a method of analyzing

and understanding interpersonal behavior. When people interact there is a

social transaction in which one person responds to another. The study of

these transactions is called Transactional Analysis. Companies these days

are using this method to improve self understanding, interpersonal

effectiveness, communication, leadership.

Evaluation of Training

Evaluation is the application of systematic methods to periodically and

objectively assess the effectiveness of programs in achieving expected

results. Typically, evaluators look for validity, accuracy and reliability in

their evaluations. Evaluators are looking for evaluation approaches that are

practical and relevant.

Training and development activities can be evaluated before, during and

after the activities. These phases look at the following questions:-

Before the Implementation Phase

Will the selected training and development methods really result in

the employee's learning the knowledge and skills needed to perform

the task or carry out the role? Have other employee's used the methods

and been successful?

Do the methods conform to the employee's preferences and learning

styles? Have the employee briefly review the methods, e.g.,

documentation, overheads, etc. Does the employee experience any

difficulties understanding the methods?

During Implementation of Training

Ask the employee how they're doing. Do they understand what's being

said?

Periodically conduct a short test, e.g., have the employee explain the

main points of what was just described to him, e.g., in the lecture.

Is the employee enthusiastically taking part in the activities? Is he or

she coming late and leaving early. It's surprising how often learners

will leave a course or workshop and immediately complain that it was

a complete waste of their time. Ask the employee to rate the activities

from 1 to 5, with 5 being the highest rating. If the employee gives a

rating of anything less than 5, have the employee describe what could

be done to get a 5.

After Completion of the Training

Give him or her test before and after the training and development,

and compare the results.

Interview him or her before and after, and compare results.

Watch him or her performs the task or conduct the role.

Assign an expert evaluator from inside or outside the organization to

evaluate the learner's knowledge and skills.

Criteria for Evaluation:

In the past, the public sector focused on the measurement of resources used

while providing training, delivering training and how many training sessions

are conducted, how many days training were delivered. However, now a day

the focus is on the measurement of outcomes. The organizations should look

at the impacts of executive training on the level of knowledge of participants

and, to the extent possible, the impact on the participants’ use of this new

knowledge in their job and the extent to which this improves their job

performance.

Donald Kirkpatrick had suggested four steps of evaluation which are as

follows:-

1. Reaction: - This level measures initial reactions of participants by

questioning regarding their perceptions and satisfaction. Evaluation

should be based on that whether their reaction are favorable or not?

Their reactions can be evaluated with the help of program evaluation

sheets, interviews, questionnaires and participant comments

throughout the program. Learners might be asked to comment on

whether they will use the new skills, if they plan to change their

behavior, if they expect improvements in results. This level does not

measure what is learned, nor will it ensure quality results from

learning.

2. Learning: - This level measures the extent participant’s learning and

knowledge. Evaluation checks that what did the participants learn?

Although measurement is more difficult at this level, pre-testing and

post-testing can help evaluators determine the amount of learning

acquired. Potential methodologies include pre-post testing,

observations by tutors, managers and/or peers, team and self-

assessment, interviews and surveys. This level provides a higher

measure of training effectiveness but does not measure if participants

liked the program, if they will behave differently or if expected results

will be achieved.

3. Behavior: - This level measures the extent to which a change in

behavior in the post-training environment. It checks that did the

participant’s learning affect their behavior? Are the newly acquired

skills being used in the everyday environment? Measurement is

difficult and it is often impossible to predict when changes in behavior

occur. Therefore, when and how to evaluate are important decisions.

Potential methodologies include pre-post testing, observations, focus

groups, interviews, surveys of people who observe the performer, and

questionnaires. This level does not determine if participants liked the

training or if the new behavior led to results, but it can determine the

degree to which learning has been transferred to the post-training

environment.

4. Results: - This level measures final results that have been achieved as

a result of the learning acquired, the transfer or impact on society. It

checks that did the participant’s behavioral changes affect the

organization? Although in level four, overall reason for a training

program is assessed. Potential indicators include increased

productivity, citizen satisfaction, reduced costs, increased employee

satisfaction and decreased turn over. Determining these outcomes is

difficult, and they cannot always be causally linked to the training.

This level does not determine if participants liked or understood the

training, or if it affected their preferred behaviors.

Total evaluation process

The process is summarized below:

Training needs identification and setting of objectives by the

organization.

Planning, design and preparation of the training programmes

according to the objectives.

Pre-course identification of people with needs and completion of the

preparation required by the training programme.

Provision of the agreed training programmes.

Pre-course briefing meeting between learner and line manager.

Pre-course or start of programme identification of learners' existing

knowledge, skills and attitudes.

Programme proceeds.

Assessment of terminal knowledge, skills, etc., and completion of

perceptions/change assessment.

Completion of end-of-programme reactionaries.

Completion of end-of-programme Learning Questionnaire or Key

Objectives Learning Questionnaire.

Post-course debriefing meeting between learner and line manager.

Review meetings to discuss progress of implementation.

Final implementation review meeting.

Methods of Evaluation:

Questionnaire: - Comprehensive questionnaires could be used to obtain

opinions, reactions, and views of trainees.

Tests: - Standard test could be used to find out whether trainees have learnt

anything during and after training.

Interviews: - Interviews could be conducted to find the usefulness of

training offered to operatives.

Human resource factors: - Training can also be evaluated on the basis of

employee satisfaction, which in turn can be examined on the basis of

decrease in employee turnover, absenteeism, accidents, grievances,

discharges, dismissal, etc.

Cost benefit analysis:- The cost of training(cost of hiring, tools to learn,

training centre, wastage, production stoppage, opportunity cost of trainers

and trainees) could be compared with its value(in terms of reduced learning

time, improved learning, superior performance) in order to evaluate a

training a programme.

Feedback: - After the evaluation, the situation should be examined to

identify the probable causes for gaps in performance. The training

information should be provided to the instructors, trainees and other parties

concerned for control, correction and improvement of trainees activities.

Therefore there are various benefits of training and training needs are

to be identified in advance through knowing the objectives of the

organization. There is proper procedure to identify the training needs in the

organization that is taught in this chapter. Before imparting training proper

procedure is followed. In this chapter various methods for providing training

is shown.

CHAPTER -2

INTRODUCTION TO GODREJ

Part-A

INDIAN APPLIANCE INDUSTRY

The Indian appliance industry consists of at least fifteen white-goods

manufacturing plants set up by seven leading players in the Indian market.

The major players in this segment include the Indian stalwarts like Godrej,

Videocon and IFB as well as the multinational giants like whirlpool,

Electrolux, LG, Samsung.

Even though globally the home appliance manufacturing industry is

considered as one of the low profile one, as compared to others like

automotive industry, the Indian appliance industry is currently running on a

growth curve and is catching up fast with most of its global counterparts.

MAJOR PLAYERS

GODREJ

Godrej is one of the prominent manufacturers of home appliance in India.

Its domestic appliances products include refrigerators, washing machines, air

conditioners and cooking ranges. Godrej, an old warehouse continues to

enjoy the most trusted brand status in Indian market. It increases its product

(electronic and home appliances) offering in Indian market an increase plant

automation to increase efficiency and drive down costs.

LG

LG electronics is a South Korean company and was established in India in

1997. They started their business with manufacturing of colour television,

washing machines, air conditioners and microwave ovens and other

electronic products. LG is the current market leader in Indian appliances

industries and has been able to provide the right mix of quality products at

affordable prices and marketing pool to Indian masses. The company is also

one of the leading appliances exporters from India. Till date it has gained a

reputed name and serving their customers satisfactorily for past one decade.

SAMSUNG

Samsung India has its head offices in Delhi and 19 branches all over the

country. It manufactures a comprehensive range of home appliances such as

microwave oven, refrigerators, air conditioners and washing machines.

These entire products come in various sizes and styles and offer various

functions according to consumer need and budget. The company has

successfully positioned itself as a technology leader in the Indian market

with its targeted market efforts.

VIDEOCON

There are number of home appliances companies in India among which

Videocon is one of them who tops the list. There domestic product include

refrigerators of various types, microwave ovens, mixer grinder, television

etc. Videocon has recently bought out Electrolux’s plant even though the

company launch innovative product like washy- talky, a fridge which

standby battery options etc the company could not crack the Indian market

and create a consumer pool for its product.

COMPANY PROFILE

M/S Godrej & Boyce Mfg. Co. ltd is well known Indian company

with largest engineering and consumer products having varied interests from

engineering to personal care products. It is one of the most respected

corporate houses known for philanthropy and initiation of labor reforms

besides being recognized for values of fair, transparent and ethical dealings.

Everyday, every Indian encounters the ‘Godrej’ name sometime

somewhere. A person may begin the day bathing with a Godrej soap,

shaving with a Godrej shaving cream, storing clothes in a Godrej store well

cupboard, cooking food in a Godrej cooking oil and preserving it in Godrej

refrigerator .Money and valuables are kept in Godrej safe, work is done on a

Godrej computer or typewriter while sitting on a Godrej chair and drinking a

Godrej fruit drink. And after all days hard work it is Godrej’s “Good

Knight” that ensure that a person sleeps well by keeping the mosquitoes at

bay. Innovation has been the key for Godrej. It is this spirit that has built

Godrej and carried it for more than hundred years.

INCORPORATION

Established in 1897, the company was incorporated with limited

liability on March 1932, Indian companies act, 1913.

BOARD OF DIRECTORS: J.N Godrej (chairman and managing

director), A.B Godrej, N.B Godrej, V.M Krishna, K.N Petigara, B.A

Hathikhanavala, F.P Sarkari, P.D Lam, K.A Palia and P.P Shah.

Hierarchy of Godrej and Boyce, Mohali

BUSINESSES

1. Appliances: Refrigerators, washing machines, microwave ovens and

DVD players.

2. Furniture: Office furniture, seating and desking systems, computer

furniture and open plan office systems, office and home store wells,

sofas and recliners, home furniture, filing cabinets and filing systems,

book stacks and cases, sliding /tambour door units, personal industrial

lockers, customized storage systems, roll-formed slides and

components for furniture.

3. Locks: padlocks, cylindrical locks, mechanical and electromechanical

door locks and related hardware.

4. Security equipment & solutions: strong room doors, safe deposit

lockers, cash boxes and coffers, data/ATM safes, burglary and fire

resisting safes, record and filing cabinets, electronic coffers, currency

sorters and cash counting machines, fire/security doors, fire and

burglar alarms/premises security systems, video door phones, CCTV

systems, access control systems.

5. Prime office equipment: office automation – photocopiers, fax,

multifunction devices and mechanical type writers (available in over

thirty languages); conferencing products and solution projectors,

video and teleconferencing equipment, plasma display and electronic

print boards; vending machines.

6. Storage solutions: it includes multiplex and heavy duty storage

systems, tool storage cabinets, gravity-flow, mobiles and drive-in

system components, mezzanine floors, cantilever storage systems,

workshop equipment and special solutions.

7. Material handling equipment: Forklift trucks(diesel, electric and

LPG)and attachments, container handling trucks, warehousing and

personnel access equipment , spare parts, services and maintenance

contracts.

8. Industrial products: precision tooling ( press tools/plastic injection

moulds/ vacuum forming moulds/pressure die casting dies),special

purpose machines, high precision components/pressure dies- casting

dies), special purpose machines, high precision components/

equipment for engineering and allied industries, sheet metal working

machines- sales and service.

9. Process plant and equipment: It deals in pressure vessels, columns,

reactors, electro polished reactors, shell and tube heat exchangers,

trays, tower internals and other custom built fabrication.

10.Construction and real estate: Ready mix concrete, construction

projects, property development, horticulture and envirotech services.

11.Electrical and electronics: Electrical power distribution system,

compressed air control system, electronic technology solution

provider (hardware, software, retrofitting, process control and

instrumentation, industrial automation), energy conservation,

electrical contracts.

Godrej & Boyce Ltd. is the one of the leading manufacturer of

refrigerators in India. The company has the experience of over 100 years in

this business.

Godrej & Boyce ltd set up the Mohali refrigerating unit on 28th Feb,

1996. The factory is located at Sahibzada Ajit Nagar (S.A.S Nagar), which is

an important township of Punjab and has recently emerged as a major venue

for setting up wide range of industries .The spot was well chosen because it

is near to Chandigarh, the state capital. The factory was mainly set up by

considering future expansion, to feed northern parts of India and in

accordance with its export strategies.

DESCRIPTION OF VARIOUS DEPARTMENTS IN G&B- A, DIV.

MOHALI

Godrej & Boyce- Appliance Div. Mohali basically manufactures direct cool

refrigerators and compressors. It has two plants; Refrigerator plant and

compressor plant. In the refrigerators model like Axis, Godrej No.1 is

manufactured here. The new model on the block is Edge. The compressors

produced here are used in the manufacturing of refrigerators and also for

services

PRODUCTION

REFERIGERATER PLANT

COMPRESSOR PLANT

Finance Logistics StoresPurchase HR

Powder Coating

Vacuum Foaming

Door Foaming

Cabinet Foaming

Press Shop Assembling

Press Shop

GODREJ & BOYCE, MOHALI

Compressor plant Common functions Refrigerator plant

Machine Shop

Unit Shell & Dome

Assembly Quality

Part-B

Training procedure in Godrej

Training procedure starts when a need for training is felt from any

department. Whenever an individual need training, he or she can approach

divisional head regarding a particular kind of training. Then an arrangement

is done to provide training to employees whether in the organization itself or

a support is taken from outside agencies.

Policy for skill enhancement of employees

Objectives:

1. Building a core of competent employees with all round business

prospective.

2. Opportunity for continuous learning.

3. Job satisfaction reduced monotony of work.

4. Better team work through proper understanding of expectations of

internal customers.

Skill Enhancement of Employees done through:

– Skill assignments in the same job

– Intra-functional job rotation

– Inter-function job rotation with a view to develop general

management skills

Effective date:

These guidelines supersede the earlier policy dated 27th May, 1996 and will

be effective from 1st May, 1998

Special Assignment, Cross functional teams and Intra-functional job

rotation:

Individual should be encouraged to take a special assignment and be

part of task-force, cross-functional team, project team, lead

individuals and group projects, in addition to their existing

assignments.

To enable individual to develop functional expertise prior to general

management skills, ideally, the first two jobs (or one job rotation) at

the entry level should be intra-functional i.e. within the same function

for which employee is recruited at the entry level.

Employees with intra-functional job rotation will be preferred for jobs

in professional and tactical bands.

It is recommended that a certificate of recognition be issued to any

employee who has successfully undergone intra-functional job-

rotation or has participated in cross functional team or taken up as a

special assignment. A copy of this is to be marked to corporate HR

department for the individual’s personal file.

Examples of Special Assignment and Cross Functional team:

Individual fulfilling the role of key users project leaders for

implementation of ERP Solution while carrying out their normal jobs

in either manufacturing, materials, accounts, system or personnel.

Carrying out a market survey while handling a job in the

sales/services department.

Designing and implementing the HRIS while carrying out job in

personnel/HR.

Being a part of team evaluating project feasibility while carrying out

his/her regular job.

Being a part of team developing a system to optimize inventory levels

while handling a job in manufacturing.

Some examples of intra-functional job rotation:-

1. Manufacturing:– Rotation amongst sub function line Assembly,

fabrication, Machine shop, quality assurance, Process Planning

(materials planning) Industrial engineering amongst others.

2. Marketing:–Rotation amongst sub-functions like project

management, advertising, marketing services, logistics, exports,

movement between branches clearly define business group.

3. Materials:–Rotation amongst sub-functions like capital purchase,

credit purchase, cash purchase, inventory management, corporate

purchase.

4. Accounts:–Rotation amongst sub-functions like costing divisional

accounts, corporate MIS, treasury, financial accounting, taxation,

auditing amongst others.

5. Personnel/HR:–Rotation amongst sub-functions like divisional

HR/IR, recruitment and compensation, training and development,

performance appraisal, corporation IR, corporate HRD, corporate

communication.

Inter/cross functional job rotations:

-Individual should take on inter-functional/cross-functional to develop

general management skills (i.e. a multi-function perspective, ability to

reconcile/integrate competing interest etc.)

-Other things being equal, candidates with inter-functional experience get

preference for promotions (the only section will be the head of corporate

function where in depth and all around intra-functional knowledge is

advantageous.

List of functions:

Rotation among functions will be treated as inter-functional job rotation.

This will be subject to eligibility criteria.

-Manufacturing

-Materials

-Marketing

-Accounts

-Personnel

-System

-Design

-Corporate Services

Procedure for Job Rotation:

The individuals who want a new job rotation can approach the

Divisional Head through his immediate superior or Divisional

Personnel Head. He can also express his desire using the employees

performance Review Form.

In case the Job Rotation is agreed upon, the Divisional; Head may

arrange for the same within the Division. Alternatively he may

approach corporate HRD for exploring possibilities of Job Rotation in

other Divisions.

Training and Induction:

Ideally, necessary functional/skill training should be arranged for the

individuals due for a job rotation by the HR department before the

individual takes charge of his/her new assignment.

To ensure effective induction into the new assignment, it will be

essential for the superior to guide/ provide adequate support to the

new incumbent. The job rotated individual, the immediate superior

and the Hr representatives will meet in the first 6 months for a

feedback session to enhance the effectiveness of the job rotation. The

feedback should also be given to HR for records.

Incentives for job rotation:-

An individual will be eligible for one job rotation increment(as per

table given below) for inter-functional job rotation as per the current

Job Band of the individuals

Band O P T E S

Amount 200 300 500 800 1200

This incentive/reward will however be given at the discretion of the

Divisional/Corporate functional Head subject to a review of the

performance of upto 6 months in the new job.

For special assignment in the same job and intra-functional job

rotation, individual will not be eligible for such an incentive/ reward.

In those rare cases where even after one year the performance of an

individual who has undertaken a job rotation is not satisfactory, the

individual may be transferred to another job. In this case, the

individual will jot be eligible for an incentive in the new job.

Individuals who after job rotation come back to their original jobs will

not be again eligible for a job rotation incentive as going back to the

original job does not involve acquiring new skills.

The management reserves the right to amount/ withdraw the above

policy at any time in future, based on feedback received from the user

departments concerned.

Courses conducted in Godrej:

- There are various courses that are conducted in Godrej:-

Analytical skills Assertiveness Assessors Training workshop Basic selling Skills Business communication Channel Management conflict management corporate etiquette customer relationship management Developmental Programme (management graduate batch 2006) Energy conservation

Environment Occupational Health and safety First aid training General management HRD Summits Innovation and creativity Inter-personnel skills Leadership skills Managerial skills Manufacturing Motivation Ms office Negotiating skills

- Oriental Programme- these programmes are conducted so that the

new employees can know their company.

- Planning and organizing:-

Planning for future Presentation skills Problem solving and Decision making Product training Project Management Quality Quality concepts training Safety and Security Sales and Marketing service Strategic management Strategic mapping Summits and exhibitions Supervisory skills Team building Time and stress management

Tie-ups of Godrej with various organizations:-

AOTs Japan Training Programme

TVC Institute of Management presents diploma in indirect tax

management

Training Centre

Activities of Training Centre

Implementation of Apprentices Act, 1961 (governing training of ITI

passed personnel).

Implementation of Apprentices Act, 1973 (amend) (governing training

of diploma/degree engineer and sandwich pattern student of

engineering colleges/ poly-technical/technical institutes)

Implementation of Apprentices Act, 1986 (amend) (governing training

of 10+2 vocational students in commercial and technical trades

Arranging for the practical training of the students of the technical

institutes as required in their curriculum (not under the act).

Organizing and conducting leadership development programme

(EDP) for workman.

Need based activities.

Apprentices:

Statutory requirement:– the number of apprentices to be trained is in

the organization in various trades is decided and revised from time to

time by the state Apprenticeship advisor.

Employee’s obligation:–Employees obligation is limited to training

of apprentices. It is not obligatory for the employer to employ the

apprentices after completion of apprenticeship.

Quota:–The Company has a quota of 250 apprentices in 18 different

trades.

Selection of Candidates for Apprenticeship training:

Source:–ITIs in Maharashtra through campus visits.

Period of campus visits:- March to May

Criteria for selection: - marks in SSC and marks in company’s written

test.

Shop floor training: - Practical training on shop floor for 4 and half days

per week.

Related Instructions (RI):- Apprentices in some trades to attend RI

classes at companies Training Centre on one day per week.

Role of Manufacturing Heads:

Arrange to provide appropriate work for Apprentices in Division.

To observe performance and conduct of apprentices during training

period.

To send Quarterly shop floor training report to training centre.

Role of Performance Heads/Time Office:

Absence without intimation:-to intimate in writing to Training

Centre details of apprentices remaining absent for 10 days or more.

Compensatory Off: - to give compensatory off to apprentices who

attend RI classes at the government centers on company holidays.

Injury on Duty: - In the event of injury while on duty to inform

training centre. Payment for the day of injury will be full. For

subsequent days the payment will be the half the stipend.

Therefore training and development procedure in Godrej starts when a need

for training is felt from any department. Then an arrangement is done to

provide training to employees whether in the organization it or a support is

taken from outside agencies.

GODREJ APPLIANCES LTD.

PROGRAM FEEDBACK FORM

PROGRAM DETAILS:

NAME OF PROGRAM : DATE : NAME OF FACILITATORS : Please answer the following questions to help us evaluate the above program better:

1. Give your specific learning’s from this program?

2. How do you plan to implement your learning in future?

3. What did you like about the program & Why?

4. What are your suggested improvements to make this programme more effective in future?

5. Overall rating on a scale of 10 (0 = Poor, 5 = Average, 10 = Excellent)

6. Remarks if any.

Signature : Name : Salary Code : Dept. :

Training in Other Companies

Oracle India

The HR Approach in Oracle India is to balance desired values, skills

and culture relevant to Oracle objectives with employee values and

expectations. Oracle India has a high reputation in the market, fast paced

work environment; focus on results, creative and innovative. Oracle India

provides various opportunities for higher education for the employees from

Oracle University and Harvard Management. Oracle India also aspires to

grow through career development programs, talent models, competency

mapping, performance management systems, job rotations and international

placements.

Dr Reddy's Laboratory

Dr Reddy's Laboratories has emerged as a fast growing pharmacy

company focusing on research. The HR function is divided into following

four sub-functions i.e. learning and development, Talent Management, Legal

and Welfare and Human Resources Information System. The learning and

development department focuses its attention on facilitating learning and

development of managers at various levels to be future leaders. They

organize development centers, training programmes, leadership development

initiatives, technology related programmes, international networking,

knowledge management, climate service and other OD interventions. A new

and major initiative of L&D is the e campus where on line learning is

facilitated for interested executives.

NTPC

National Thermal Power Corporation was established in 1975 to play

a key role in Indian Power Sector. Today, it is the pioneer in the power

generation. It has about 24000 employees as in 2004 and has capacity to

generate 20,749 M.W.s of power. NTPC has undertaken various

interventions in the recent years. The NTPC also encourages its employee to

undertake bachelors and master level education programme. Another

initiative that encourages talent development is NOCET (NTPC Open

Competition for Executive Talent). In this executives get an opportunity to

prepare debate and discuss issues and improve their own capacities to

diagnose and present tackle issues of importance to NTPC. Development is

done through various development centers with help of TVRLS, and

external consultancy firm facilitating these interventions.

Johnson & Johnson

At Johnson & Johnson there are 1419 employees with over $41,000

million global sales J&J constantly encourages its employees to upgrade

their skills and knowledge through short-term programmes at institutes like

the IIMs, XLRI etc. apart from rotating employees on challenging tasks.

Monsanto India

Monsanto India has 354 employees with nearly $ 5,000 million global

sales. Monsanto sets stiff targets for employees, but trains employees with a

rare rigour so that they get a fair shot at those. People identified as future

leaders are given internal international positions. Monsanto India also

follows job rotation training.

P&G

P&G consists of over Rs. 750 crore sales and powerful brands like

Vicks, Tide, Ariel Pantene, Whisper, Pampers, Head and Shoulders, etc.

P&G relies on the promote-from-within philosophy’. It hires freshers

straight out of B-school, trains and empowers them to handle challenging

jobs from day 1.

CHAPTER-3

REVIEW OF LITERATURE

In the past some studies relating to training and development have been

conducted. A brief review of the dispersed efforts at research in the field of

training and development is attempted in the following paragraphs.

Nicola Mindell (1995) studied that the training and development

should be devolved to the line managers in the organization. He reports that

most organizations see training and development as the province of the

human resource department. He proposes in his study that the responsibility

for this should be placed in the hands of the line manager. This study

investigates how the responsibility for training and development can be

successfully transferred to the line manager and concludes with a series of

key learning points which help in the implementation of this strategy.

Cecilia Wong, J.Neill Marshall, Neil Alderman, Alfred Thwaites

(1997) examined the impact of management training and development on

the organization and performance of small and medium-sized enterprises

(SMEs), via a variety of quantitative and qualitative research techniques and

including both cross-sectional and longitudinal approaches to analysis. They

demonstrated the value of management training and development in SMEs

and demonstrate a series of one-off and longer lasting effects on their

organization and performance. They also highlight the conditions under

which management development projects are likely to be more successful.

Finally, they extend the schema and show the indirect and complex links

between management training and firm performance.

Luiz C.R. Carpinetti, Fernando C.A. Santos, M.A. Goncalves

(1998) conducted a study in manufacturing companies (large to medium

size) located in the central region of Sao Paulo State, Brazil aiming at

characterizing the companies in regard to quality and human resource

management practices. The study showed that human resource management

may co-operate with the success of total quality programmes, emphasizing

the competitive advantages which can be created from this partnership,

namely organizational learning, organizational culture management and

team-based management.

D. J. Storey (2002) examined the relationship between training and

firm performance in middle-sized UK companies. It recognizes that there is

evidence that “high performance work practices” appear to be associated

with better performance in large US companies, but argues that this

relationship is less likely to be present in middle-sized companies. Their key

contribution is to justify the wider concept of education, training and

development (ETD) as applicable to such companies. It then finds that

clusters of some ETD variables do appear to be associated with better

middle-sized company performance.

Colin Hughes (2006) studied training and development in the Irish

financial services sector. His study focused primarily on management and

not employees – recipients of Training and Development (T&D). He

explained the lacunas of research into the effectiveness of T&D in

organizations, as information about T&D spend and the technique used does

not help in assessing effectiveness. He chooses to take a holistic approach

(in focusing on various levels of employees) to T&D in the Irish Financial

Services Sector and consists of four research objectives. The objectives of

the study seek to ascertain the importance placed on T&D, to assess the

various T&D approaches used to determine the drivers and barriers to

employee involvement in T&D. The effectiveness of T&D in one

organization is also assessed.

After reviewing up the above literature, it is noted that efforts have

been put in from time to time by researchers, academicians, etc. to find out

the effectiveness of the training and development programmes. In short, it

can be stated an attempt has been made to study the training and

development programmes in Godrej and Boyce Manufacturing Corporation

Limited.

OBJECTIVES AND SCOPE OF THE STUDY

Objectives:

To recognize the training need in the Godrej & Boyce – Appliance

Division, Mohali.

To identify when training is required.

To know what kind of training is needed by the employees of Godrej.

To identify the impact of training in various aspects.

To recognize the way of conducting a training in Godrej.

Scope:

The scope is to study the training and development procedure being

followed in Godrej for the improvement of the team associates (TA) of the

organization. Whenever they need training, they are being approached to the

divisional head regarding a particular kind of training. Then an arrangement

is done to provide training to employees whether in the organization itself or

a support is taken from outside agencies.

CHAPTER-4

RESEARCH METHODOLOGY

Meaning of research methodology:-

Research is a common parlance refers to a search for knowledge. One can define research as a scientific and systematic search for pertinent information on a specific topic. In fact, research is an art of scientific investigation. According to Clifford Woody , “Research comprising defining an redefining problems , formulating hypothesis or suggested solutions selecting , collecting , organizing and evaluating data, making data and reaching conclusions and at last carefully testing the conclusions to determine whether they fit the formulating hypothesizes.”

Objectives of research:-

1) To gain familiarity with new insights. 2) To portray accurately the characteristics of particular individuals,

situations or a group. 3) To determine the frequency with which something occurs or with

which it is associated with something else. 4) To test a hypothesis of a casual relationship between variables

Research design:-

Research design constitutes the blue print for the collection, measurement and analysis of data. The design includes an outline of what the researcher will do from writing the hypothesis and its operational implications to the final analysis of data.

Need for research design:-

Research design is needed because it facilitates the smooth sailing of the various research operations, thereby making research as efficient as possible

yielding maximum information with minimum expenditure of effort, time and money.

Data collection:-

The task of data collection begins after a research problem has been defined and research design is made. While deciding about the method of data collections, a researcher should keep ion mind two types for data .i.e. primary and secondary data.

Sources of data

1. Primary data:-It is a first hand data which happened to be original in character. Data was collected from employees (Team Associates) of Godrej & Boyce Mjg. Co. Ltd. The limitations involve high cost, time consuming and respondents may not be willing answer readily.-Cross functional and evaluation of various processes being carried out within the unit to identify areas where improvements can be done and also determine possible measures-Visits to other departments involved to understand back end processes and their strengths and weaknesses-Visit the plant to understand the working culture of the organization

2. Secondary data:-These are those data which have already been collected by some one else. Various studies on topics, articles, journals, thesis, internet sites and books on training and development and research methodology were consulted to secondary data which was relevant to the research.

Questionnaire design

Items are generated on the basis of studying the various aspects in books and magazines and on the basis of personal judgments.

A structured questionnaire covering important aspects of performance appraisal system, method of performance appraisal, performance review

system (quarterly reviews, yearly reviews, etc.), application of performance appraisal system in real job situations, what is the purpose of performance appraisal system.

Sampling process

Sampling may be defined as selection of an aggregate or the totality on the basis of which judgment or influence about the aggregate or totality is made. Representative group from the population is selected and is termed as sample and then it is subjected to statistical investigation.

Sample frame

All individuals employed in Godrej & Boyce Mjg. Co. Ltd. who worked as Team Associates were interviewed. Extract was cull out from the questionnaire filled by 60 respondents.

Population

Respondents were the residents of Chandigarh, Mohali as well as from various other far off places between the age from 20 and above. Most of the individuals who were interviewed were between the age group of 20-40.

Sample size

Sample size was of 60 respondents.

CHAPTER-5

ANALYSIS AND INTERPRETATION

This chapter relates to the analysis and interpretation supplied by the

respondents. Extractions from the data have been explained by the way of

tables and diagrams.

Table 1

Does the organization conduct training and development programmes?

(Value figures in number and others in percent)

Does the organization conduct the training and development programmes?

Number of respondents Percentage

Yes 60 100

No 0 0

Source: My own primary survey

Table 1 show that all the respondents say that the organization do conducted

different training and development programmes for the enhancement of the

skills of its employees.

Figure 1

yes

no

0

10

20

30

40

50

60

respondents

yes no

Do the organization conduct Training Programmes?

Source: - Table 1

Figure 1 show that training and development programmes have

been conducted by the organization.

Table 2

Out of the following reasons, when does the organization provide you training?

(Value figures in number and others in percent)

When does the organization provide you training?

Number of respondents Percentage

Change in technology 15 25

Low performance rating 8 13.3

Promotions 7 11.6

Changing process of work 14 23.3

Newly joined 16 26.6

Source: My own primary survey

Table 2 states that mainly the organization provides training when the

employee newly joins the organization (26.6 percent). The organization

provides training when there is a change in technology (25 percent) and in

the process of work (23.3 percent). Also, when there are low performances

and promotions the training is been given 13.3 percent and 11.6 percent

respectively.

Figure 2

When does the organization provide you training?

25%

13%

12%23%

27%

Change in technology Low performance rating Promotions

Changing process of work Newly joined

Source: - Table 2

Figure 2 shows that when the employee joins the organization or when there

is some change in technology then the organization provides them training

to the maximum.

Table 3

What are the skills you need to be enhanced?

(Value figures in number and others in percent)

Skills you need to enhance?

Factor Least Average Highest

Stress Management 16 27 17

Leadership 10 27 23

Team Building 10 27 23

Conflict Management 17 18 25

Training related to machines 12 16 32

Communication Skills 16 14 30

Time Management 21 16 23

Total 102 145 173

Percentage 24.3 34.5 41.2

Source: My own primary survey

Table 3 shows the number of respondents who need to enhance their

various skills. It is evident that 41.2 percent of the respondents wanted to

enhance their skills and 24.3 percent respondents disagree with this. If we

see it deeply, the maximum respondents want to take training related to

machines and equipment, communication skills, conflict management,

leadership, team building and time management and stress management.

Figure 3

What skills you need to enhance?

0 5 10 15 20 25 30 35

Stress Management

Leadership

Team Building

ConflictManagement

Training related tomachines

CommunicationSkills

Time Management

Fact

ors Highest

Average

Least

Source: - Table 3

Figure 3 depicts the least, average, highest number of respondents who need

to enhance their various skills such as skill management, leadership, team

building, conflict management, training related to machines, communication

skills, time management. This figure shows that highest number of

respondents wanted training related to machines, communication skills and

conflict management.

Table 4

How far the training programmes of organization are helpful in improving the

following aspects? (Value figures in number and others in percent)

How far the training programmes of organization are helpful in improving the following aspects?

Factors Least Average Highest

Performance 7 22 31

Job Satisfaction 11 27 22

Motivation 7 17 36

Self development 4 13 43

Promotion 13 27 20

Team building 8 22 30

Group problem solving 9 20 31

Leading Others 8 19 33

Knowledge of latest technological development

17 11 32

Total 84 178 278

Percentage 15.5 32.9 51.4

Source: My own primary survey

In table 4, the impact of training in various aspects is judged. It is seen that

43 percent respondents are able to improve themselves through training.

Their motivation level, leadership quality, knowledge of new technology,

performance and group problem solving, team building, job satisfaction and

promotions has also been improved through training and development

programmes held in the organization whereas only 15.5 percent are not able

to improve themselves when providing training.

Figure 4

0

5

10

15

20

25

30

35

40

45

Factors

How training helps in improving skills?

Least Average Highest

Least 7 11 7 4 13 8 9 8 17

Average 22 27 17 13 27 22 20 19 11

Highest 31 22 36 43 20 30 31 33 32

Performan

Job Satisf

Motivation

Self devel

Promotion

Team buildi

Group

Leading

Knowledge

Source: - Table 4

In figure 4, the impact of training programme in various aspects is shown.

Further, it describes that the maximum number of respondents are able to

develop themselves, their motivation level, leadership quality, their

knowledge related to new technological developments, performance,

teambuilding skills, group problem solving skills. And the small blue

coloured axis shows that very small numbers of respondents are not able to

improve themselves in different skills after training.

Table 5

What are the reasons that make you motivated to attend training

programmes in the organization?

(Value figures in number and others in

percent)

What are the reasons that make you motivated to attend training in the organization?

Factors Least Average Highest

Skill enhancement 10 14 36

Leads to promotion 11 24 25

Easy problem solving 9 17 34

Appropriate decision making 5 21 34

For more efficiency and effectiveness 7 18 35

Total 42 94 164

Percentage 14 31.3 54.7

Source: My own primary survey

Table 5 shows the reasons that motivate the employees to attend the training

in the organization. Precisely, it could be stated that 54.7 percent employees

believe that they attend training due to the reasons such as skill

enhancement, for more efficiency and effectiveness, easy problem solving

and appropriate decision making and leads to promotion whereas 31.3

percent employees gave their average responses and only 14 percent

employees did not agree with these factors.

Figure 5

0

5

10

15

20

25

30

35

40

Skill

enhancement

Leads toprom

otion

Easy problem

solving

Appropriatedecisionm

aking

For more

efficiency andeffectiveness

Factors

Reasons which motivate you to attend these programmes

Leas t

Average

Highest

Source: - Table5

Figure 5 depicts that the employees in the organization attend training and

development programmes due to the reasons such as skill enhancement,

leads to promotion, easy problem solving, appropriate decision making, for

more efficiency and effectiveness

Table 6

How do you assess the training programmes in the organization?

(Value figures in number and others in percent)

How do you access the present training programme?

Factors Least Average Highest

The topic was fully covered 9 28 23

Method of presentation 9 21 30

Technique used to clarify things 8 27 25

Length of training programme 22 24 14

Interesting training programme 6 22 32

Were you able to relate yourself with training 5 32 23

Feedback after training 10 19 31

Total 69 173 178

Percentage 16.4 41.2 42.4

Source: My own primary survey

In table 6, it is seen that how the employees of the organization assess the

training and development programmes provided to them. It was estimated

that 42.4 percent employees believe that these programmes are interested,

they also give feedback after that, good method of presentation, techniques

used are also good, the topics are being fully covered and they are able to

relate themselves with the training. 41.2 percent respondents gave their

average responses and 16.4 percent gave their responses in negative relating

to the assessment of these programmes.

Figure 6

0

5

10

15

20

25

30

35

Factors

How you assess training programmes in organization?

Least 9 9 8 22 6 5 10

Average 28 21 27 24 22 32 19

Highest 23 30 25 14 32 23 31

The topic

Method of

Technique

Length of

Interesting

Were you

Feedback

Source: - Table 6

Figure 6 shows that how do the employees access the training and

development programmes being held in the organization. These programmes

are interesting, have good method of presentations, good use of techniques,

cover the full topic and the employees are also able to relate their work and

themselves with the training given to them.

Table7

How training should be done?

(Value figures in number and others in percent)

How training should be done, whether through:–

Factors Least Average Highest

Presentations 9 17 34

Quiz 14 15 31

Group discussion 9 10 41

Reports 11 25 24

Conducting work of higher responsibility 7 18 35

Seminars 8 16 36

Total 58 101 201

Percentage 16.1 28.1 55.8

Source: My own primary survey

Table 7 shows that how training should be done. 55.8 percent respondents

believe that training should be done through group discussion, seminars, by

conducting high responsibility work, presentations, quiz and reports but 28.1

percent respondents gave average responses towards these forms of

imparting training where as 16.1 percent respondents believe that training

should not be done through this way. But if we observe all the factors

individually then we see that respondents are very much interested in

training through group discussion as well as seminars.

Figure 7

05

1015202530354045

Factors

How trainind should be done?

LeastAverageHighest

Least 9 14 9 11 7 8

Average 17 15 10 25 18 16

Highest 34 31 41 24 35 36

Presentations

Quiz Group discussio

Reports Conducting work of

Seminars

Source: - Table 7

Figure 7 indicates that how training should be imparted to the employees.

According to the figure, most of the employees want training through group

discussion as the pole of the group discussion is the highest among all other

factors.

Table 8

Why it is difficult to apply the skills that are learnt in training once you

return to actual job? (Value figures in number and others in percent)

In your opinion, why it is difficult to apply the skills that are learnt in training once you return to actual job?

Factors Least Average Highest

Casual Attitude towards Training 31 14 15

Lack of Understanding 23 26 11

Improper work Culture 22 24 14

Improper time to practice the same 20 26 14

Training not related to task 30 16 14

Lack of feedback after Training 28 18 14

Total 154 124 82

Percentage 42.8 34.4 22.8

Source: My own primary survey

Table 8 relates to the reason for facing difficulty in application of learning

from training in actual job situations. It can be inferred that 42.8 percent of

respondents do not agree with the factors which are responsible for low

application of learning in the actual job situation that is casual attitude

towards training, training not related to task, lack of feedback after training,

lack of understanding, improper work culture, improper time and 34.4

percent respondents gave average responses whereas only 23 percent

respondents agrees with it.

Figure 8

Why its difficult to apply the training?

010203040506070

Fact

ors

Least Average Highest

Highest 15 11 14 14 14 14

Average 14 26 24 26 16 18

Least 31 23 22 20 30 28

Casual Attitude

Lack of Understanding

Improper work Culture

Improper time to practice the

Training not related to task

Lack of feedback after

Source: - Table 8

Figure 8 indicates that maximum numbers of respondents are not able to

apply the training provided to them in their work because of their lack of

understanding the concept, their casual attitude towards the training, the

improper work culture and time to practice.

Table 9

After how long these training and development programmes have been

conducted on the organization?

(Value figures in number and others in

percent)

After how long training should be conducted?

Factors Least Average Highest

After one month 46 6 8

After every two months 44 9 7

After every six months 15 12 33

After one year 32 7 21

Total 137 34 69

Percentage 57.1 14.2 28.7

Source: My own primary survey

Table 9 attributes that after how long training should be conducted.

Observations shows that 57.1 percent of employees believe that training

should be conducted neither after one month nor after two months or one

year. But if we consider these factors individually then we observe that

maximum employees need training after six months and there are very less

employees who want training after one month( 8 employees), two month ( 7

employees) or after one year( 21 employees).

Figure 9

0

5

10

15

20

25

30

35

40

45

50

After one month After every twomonths

After every sixmonths

After one year

Factors

When these programmes sholud be counducted?

Least Average Highest

Source: - Table 9

Figure 9 show that there is higher demand for training after 6

months from the employees rather than training after one month,

two months, or one year.

Table 10

What feedback you would like to give regarding training programmes

in the organization?

(Value figures in number and others in

percent)

What feedback you would like to give regarding training programme?

Factors Least Average Highest

Practical application of content 14 20 26

Learning from training 5 21 34

Helped in improving work 7 15 38

Total 26 56 98

Percentage 14.4 31.1 54.4

Source: My own primary survey

Table 10 provides the feedback of employees of the organization related to

the training and development programmes in the organization. 54.4 percent

of employees are satisfied with the training and development programmes of

the organization. Maximum numbers of respondents are able to improving

their work, learn from training and are able to practically apply the content

that is learnt through the training. Whereas 31.1 percent of employees gave

their responses in average and 14.4 percent of employees gave their

responses in least. So in an average, the employees are satisfied with the

training and development programmes been conducted in the organization.

Figure 10

Source: - Table 10

Figure 10 depicts the feedback of employees regarding the training and

development programmes been conducted in the organization. In this figure,

the green colour is highest which shows that the employees are satisfied with

the training and development programmes that are imparted in the

organization for the betterment of its employees.

The chapter describes that the training and development programmes

conducted in the organization are being provided when somebody newly

joins the organization (26.6 percent) and when there is some change in the

technology (25 percent) followed by low performance rating, promotions,

changing process of work. It is evident that 41.2 percent of the respondents

wanted to enhance their skills and 24.2 percent respondents disagree with

this. Maximum number of respondents opines that they were able to improve

their performance as well as motivation, team building, group problem

solving after training. But apart from this they were not getting promotions

after training and they were not very much satisfied with the organization.

Maximum employees believe that they attend training due to the reasons

such as skill enhancement, leads to promotion, easy problem solving,

appropriate decision making, for more efficiency and effectiveness and only

few disagreed on this. After assessing the training and development

programmes of the organization, it was seen that they were satisfied with the

topic which was covered, method of presentation. They find the training and

development programmes are interesting but the employees were not fully

satisfied with duration of training and development programmes as well as

they did not find the content familiar. Large number of respondents believes

that training and development should be imparted through presentations,

quiz, group discussion, reports and seminars. Maximum respondents are

dissatisfied with the factors such as casual attitude towards training, lack of

understanding, improper work culture, improper time, training not related to

task, lack of feedback after training which were believed to be responsible

for low application of learning in the actual job situation. But at the same

time it was seen that respondents were not able to fully understand the

concept which is being taught as well as they are too busy to practice in

daily routine. Maximum individuals require training after six months.

Maximum respondents were able to learn from training and were able to

practically apply the content that is learnt through the training and they also

believed that training helped in improving their work.

CHAPTER-6

SUGGESTIONS AND RECOMMENDATIONS

1) Training by seniors or outside staffs should be given which can

encourage the employees to the great extent.

2) Training related to confidence building, personality development

should be provided which is very much required in the organization.

3) Training related to safety should also be regularly imparted from time

to time so that an employee keeps on remembering it.

4) Before providing training to the employees the performance should be

properly judged so that it can be very well known which employee

require more training.

5) All employees should be given the chance to participate in various

activities of the organization. After training some kind of projects

should be given to the employees so that they get to know that how

much they have actually learnt. They will not be demoralized with it.

6) Not only training related to employee relations with supervisors

should be done but also training related to problem solving,

motivation, etc. should be given.

7) Training should be provided at regular interval of time.

8) After training a proper procedure for promotion should be followed.

9) Material which is being taught should be very easy so that individuals

can understand the message which the trainee wants to convey.

10) Group discussion type of training should be imparted to the

employees as employees were also very much interested in it. Also

through group discussion, the individual become active, and they feel

that they are participating in something. So team spirit among

employees also increases.

CHAPTER-7

CONCLUSION

Training is the acquisition of knowledge, skills, and competencies as a

result of the teaching of vocational or practical skills and knowledge that

relate to specific useful competencies. Training is an organized procedure by

which people learn knowledge and skills for a specific purpose.The basic

training is required for all trades, occupations or professions. Training refers

to instructions in technical and mechanical operations like operation of a

machine. Training helps an individual learn how to perform his present job

satisfactorily.

Chapter 1 concludes that there are various benefits of training and

training needs are to be identified in advance through knowing the objectives

of the organization. There is proper procedure to identify the training needs

in the organization that is taught in this chapter. Before imparting training

proper procedure is followed. In this chapter various methods for providing

training is shown.

Chapter 2 includes the introduction to Indian appliance industries.

The home appliance manufacturing industry is considered as one of the low

profile one, as compared to others like automotive industry. In this chapter

information related to Godrej is also provided. Godrej is well known Indian

company with largest engineering and consumer products having varied

interests from engineering to personal care products.

Training procedure in Godrej starts when the need for training is felt

from any department. Whenever individual need training, he or she can

approach divisional head regarding a particular kind of training. Then an

arrangement is done to provide training to employees whether in the

organization itself or a support is taken from outside agencies.

Chapter 3 includes the efforts put in from time to time by the

researchers, academicians, etc to cover each and every aspect of training and

development programmes. In short it can be stated that an attempt has been

made to study the training and development programmes in Godrej and

Boyce Manufacturing Corporation Limited.

Chapter 4 of this study relates to the database and the research

methodology adopted. We made use of Factor analysis apart from the

regular statistical tools i.e. percentages, tabular and diagrammatic

representations.

Chapter 5 relates to the analysis and interpretation of the collected

data. The chapter describes that the training and development programmes

conducted in the organization are being provided when somebody newly

joins the organization (26.6 percent) and when there is some change in the

technology (25 percent) followed by low performance rating, promotions,

changing process of work. It is evident that 41.2 percent of the respondents

wanted to enhance their skills and 24.2 percent respondents disagree with

this. Maximum number of respondents opines that they were able to improve

their performance as well as motivation, team building, group problem

solving after training. But apart from this they were not getting promotions

after training and they were not very much satisfied with the organization.

Maximum employees believe that they attend training due to the reasons

such as skill enhancement, leads to promotion, easy problem solving,

appropriate decision making, for more efficiency and effectiveness and only

few disagreed on this. After assessing the training and development

programmes of the organization, it was seen that they were satisfied with the

topic which was covered, method of presentation. They find the training and

development programmes are interesting but the employees were not fully

satisfied with duration of training and development programmes as well as

they did not find the content familiar. Large number of respondents believes

that training and development should be imparted through presentations,

quiz, group discussion, reports and seminars. Maximum respondents are

dissatisfied with the factors such as casual attitude towards training, lack of

understanding, improper work culture, improper time, training not related to

task, lack of feedback after training which were believed to be responsible

for low application of learning in the actual job situation. But at the same

time it was seen that respondents were not able to fully understand the

concept which is being taught as well as they are too busy to practice in

daily routine. Maximum individuals require training after six months.

Maximum respondents were able to learn from training and were able to

practically apply the content that is learnt through the training and they also

believed that training helped in improving their work.

In chapter 6 we have discussed about various suggestions in order to

improve the training and development programme in Godrej. The series of

suggestions given by me can go a long way in providing the higher level of

training and development programme.

Bibliography

USEFUL BOOKS

Rao,V.S.P: “Human Resource Management”, Excel Books, New

Delhi, 2005

Dessler, Gary: “Human Resource Management”, Prentice Hall,

New Delhi, 2005

Gupta, Shashi K & Joshi, Rosy “ Human Resource Management”,

Kalyani Publisher, New Delhi, 2007

Pareek, Udai & Rao, TV “ Designing & Managing Human

Resource Systems”, Oxford & IBM Publishing Co. Pvt. Ltd., New

Delhi, 2005

USEFUL SITES

http://www.coolavenues.com

www.cipd.co.uk

http://www.managementhelp.org

http://www.tbs-sct.gc.ca

http://www.sciencedirect.com

http://www.blackwell-synergy.com

http://www.informaworld.com

http://www.questia.com

digitalcommons.ilr.cornell.edu

http://www.bls.gov

http://arrow.dit.ie

www.athenpro.org

http://www.emeraldinsight.com

QUESTIONNAIRE