Training and Development Process in Hula

8/10/2019 Training and Development Process in Hula

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A

RESEARCH REPORT

ON

(Based on Advance Computer Network)(Under Partial fulfillment of Master of Business Administration)

SUBMITTED TO :

DR. HIMANSHU VERMA(Asst. Professor)

SUBMITTED BY :

SURENDER SINGH

ITERC, Duhai

MA, IV SEM

Ro!! No" ##$%&%'''



INSTITUTE O TECHNICA* EDUCATION AND RESEARCH CENTRE

DUHAI, GHA+IAAD, (U.P.)



STUDENT DEC*ARATION

I, ANNU UMARI student of MBA IV !M" from #AN$I NI%!$AN &'UP

IN$I$U$IN* M#IU++INPU'* M!!'U$ ,ere -. declares t,at t,e researc, report titled

/TRAINING AND DEVE*OPMENT PROCESS IN HU*0 is completed and su-mitted under

t,e valua-le 1uidance of /Mr. ANU- AGARA*0 acult. of Mana1ement* it is m. ori1inal

work"

$,e imperial findin1 in t,is report is -ased on t,e data collected -. me" $,is researc, ,as

not -een su-mitted to MTU, NOIDA or an. ot,er universit. for t,e purpose of compliance of

an. re2uirement of an. e3amination or de1ree"

+ate444444"

ANNU UMARI

MA IV SEM.



ACNO*EDGEMENT

It is m. pleasant dut. to offer m. service acknowled1ement to t,ose ,onora-le personalities of

t,e department w,o ,ave -een a constant source of ,elp and encoura1ement in carr.in1 out t,is

researc,"

irst of all I wis, to e3press m. inde-tness to Mr. ANU- AGARA* (#AN$I NI%!$AN

&'UP IN$I$U$IN* M#IU++INPU'* M!!'U$) for ,is valua-le su11estions and

1uidance t,rou1,out t,e researc,"

$,is researc, would not ,ave -een completed wit,out friendl. efforts of t,e all t,e concerned

aut,orities" Also t,is pro5ect ena-les me to ,ave t,e know6,ow of t,e effectiveness 7 workin1 of

t,e team spirit" Its we- like structure ,elps me to ,ave added potential in m.self to ad5ust easil.

to t,e tense 7 result oriented environment of t,e or1ani8ation"

ANNU UMARI



PREACE

$,e researc, report on /Trai0i01 2 De3e!o45e0t 4ro1ra55e i0 HU*6 ,as -een successfull.

done in #U9* a,i-a-ad" It ,elped me to 1ain lots of e3perience to motivate* to -rin1 out t,e

ma3imum efficienc. of t,e various +epartment of #uman 'esources"

$,is report enli1,tens t,e mana1ement skills used for t,e advancement of t,e emplo.ees" It

-rin1s out t,e lowest input and ma3imum output to 1ive ma3imum efficienc."

urt,er motivations and ideas come from t,e various reference -ooks" peciall.* I would -e

t,ankful to t,e -ooks* /!valuation of Control of trainin10* Mc &raw,ill* /$rainin1 Met,odolo1.

and +evelopment0" I would also like to remem-er t,e names of t,e persons w,o efficientl.

affected me in m. trainin1 period to 1ain new e3periences"

M. efforts in presentin1 t,is researc, report will -. a-l. rewarded if t,e invi1ilator and m.

senior mem-ers satisf. wit, m. researc, report" I would 1ratefull. acknowled1e t,e contri-ution

of t,e facult. mem-ers -. wa. of -rin1in1 to m. attention t,e errors and printin1 mistakes t,at

mi1,t ,ave inadvertentl. crept into t,e report"



CONTENTS

• +eclaration

• Acknowled1ement

• Preface

• Introduction

• cope of t,e stud.

• Compan. profile

• Competitive arena

• #"'" in #U9

• $rainin1 and development process

• -5ective of t,e stud.

• 'esearc, met,odolo1.

• +ata anal.sis 7 interpretation

•

Conclusions• 9imitations

• u11estions

• 'ecommendations

• uestionnaire

• Bi-lio1rap,.



;



INTRODUCTION

#uman resource development ,as in recent .ears -ecome t,e focus of attention of planner<s

polic. makers and administrators: #uman resource development is t,e process of increasin1 t,e

knowled1e* skills and capacities of people" It is important riot onl. tar an enterprise -ut for a

nation to develop its ,uman resources"

#uman resource development encompasses two main components* w,ic, are si1nificant in ever.

or1anisation"

(#) TRAINING AND EDUCATION"

$,e trainin1 in an. or1anisation is a process emplo.ees are increased to perform specific* 5o-s"

n t,e ot,er ,and education ,as wider scope and it is t,e process of increasin1 t,e -asic

knowled1e and under trainin1 of emplo.ees"

(7) TRAINING AND DEVE*OPMENT"

$rainin1 and development of t,e emplo.ees 1o ,and in ,and" $,e development of an.

or1anisation depends on -etter trainin1 of t,e emplo.ees" +evelopment is a lon1 term

educational process utili8es a s.stematic and or1ani8ed procedure -. w,ic, t,e mana1erial

personnel learn conceptual and t,eoretical knowled1e for 1eneral purpose" $rainin1 is present for

non6mana1er w,ereas development is provided to t,e mana1erial professionals"

In ever. or1anisation appropriate trainin1 pro1ramme is ver. necessar. to ac,ieve t,e trainin1

o-5ective trainin1 polic. represents t,e commitment of top mana1ement to emplo.ee trainin1" It

consists to rules and procedure concernin1 trainin1"

=



$,e efficienc. of * an. pro1ramme depends on -est trainin1 polic. in t,e compan." #ence we can

sa. t,at an ideal trainin1 pro1ramme Indicate t,e intention of "* t,e Compan. to develop its

emplo.ee> provide appropriate opportunities ?to emplo.ees for t,eir own -etterment* and identif.

critical areas w,ere trainin1 is to -e 1iven on a priorit. -asis"

A 1ood trainin1 polic. t,erefore s,ould ,e conducted to accelerate t,e 1rowt, of emplo.ees in

t,e or1ani8ation"

@



SCOPE O THE STUD8

#U9* as a massive or1anisation is a pu-lic compan. wit, a ,u1e manpower stren1t," $,is

or1anisation deems to ,ave t,e a11re1ate of a-out emplo.ees in w,ic, #U9 a,i-a-ad

,andles t,e overall manpower capacit. of a-out D@E appro3imatel." In t,e total* sc,edule caste

and sc,edule tri-e constitute to ;"FG and @"EEG respectivel. of t,e total stren1t," $,is it self

proves t,e si1nificance of trainin1 and development and its necessit. in t,e or1anisation"

$,e trainin1* and development pro1ramme at #U9* is conducted mainl. -. #'+C and #'+I"

Bot, t,ese a1encies nominate t,e emplo.ees of #U9 for t,e trainin1 pro1rammes conducted for

t,e development of t,e skills of t,e emplo.ees" Besides t,is* more t,an trade apprentices

are provided Ill trade facilities and l< t,e Apprentices Act"

IMPORTANCE O THE STUD8

$,e pro5ect encompasses t,e entire trainin1 and development of t,e #U9 emplo.ees and

acknowled1es wit, proper information pertainin1 to t,e socio6economic development t,at t,e

emplo.ees avail -. o-tainin1 suita-le trainin1 assistance from t,e or1ani8ation"

F



E



H



HLL Announces New Corporate Identity

Company name is now Hindustan Unilever Limited

Mumbai !une "# "$$% : #industan 9ever 9imited announced t,at it ,as o-tained

approval from t,e 1overnment for t,e c,an1e of t,e compan. name to Hi09usta0

U0i!e3er *i5ite9"

it, t,is t,e compan.<s new corporate identit. represented -. a new lo1o and t,e

new name #industan Unilever 9imited comes into effect" $,e s,are,olders of t,e

compan. ,ad earlier approved t,e proposal for c,an1e of name at t,e Compan.<s

Ht, Annual &eneral Meetin1 on Ma. ;* =H"

$,e Compan. -elieves t,at t,e new name provides t,e optimum -alance -etween

maintainin1 t,e ,erita1e of t,e Compan. and t,e s.ner1ies of 1lo-al ali1nment

wit, t,e corporate name of Unilever" Most importantl. t,e name retains

/#industan0 as t,e first word in its name to reflect t,e Compan.<s continued

commitment to local econom.* consumers* partners and emplo.ees" $,e new lo1o

is s.m-olic of t,e compan.<s mission of ?Addin1 Vitalit. to life<" It comprises of

=F different icons representin1 t,e or1ani8ation* its -rands and t,e idea of Vitalit."

$,e discription of =F icons is followin1 6



D



;



COMPAN8 PROI*E

AT A G*ANCE

T8PE : Pu-lic

OUNDED : ;D@@

HEAD:UARTER : Mum-ai

CHAIRMAN : Mr" #aris, Manwani

INDUSTR8 : MC&

PRODUCTS : $ea* oap* +eter1ents*Cosmatic Products

EMP*O8EES : ;*

PARENT " Unilever

;;



COMPAN8 PROI*E

#industan Unilever 9imited (#U9) is IndiaJs lar1est ast Movin1 Consumer &oodscompan.* touc,in1 t,e lives of two out of t,ree Indians wit, over = distinct cate1ories in #ome

7 Personal Care Products and oods 7 Bevera1es" $,e. endow t,e compan. wit, a scale of

com-ined volumes of a-out million tonnes and sales of 's";* crores"

#U9 is also one of t,e countr.Js lar1est e3porters> it ,as -een reco1ni8ed as a &olden

uper tar $radin1 #ouse -. t,e &overnment of India" $,e mission t,at inspires #U9Js ;E*

emplo.ees* includin1 over ;*= mana1ers* is to Kadd vitalit. to life"K #U9 meets ever.da.

needs for nutrition* ,.1iene* and personal care wit, -rands t,at ,elp people feel 1ood* look 1ood

and 1et more out of life" It is a mission #U9 s,ares wit, its parent compan.* Unilever* w,ic,

,olds F;"FFG of t,e e2uit." $,e rest of t,e s,are,oldin1 is distri-uted amon1 @* individual

s,are,olders and financial institutions" HUL&s brands 6 like Lifebuoy, Lux, Surf Excel, Rin,

Wheel, Fair & Lovely, Pond's, Sunsilk, Clinic, Pepsoden, Close!up, Lak"e, #rooke #ond,

$issan, $norr!%nnapurna, $aliy Wall's L are ,ouse,old names across t,e countr. and span

man. cate1ories ! soaps, deerens, personal producs, ea, coffee, branded saples, ice crea"

and culinary producs( $,e. are manufactured over factories across India" $,e operations

involve over =* suppliers and associates" #U9Js distri-ution network* comprisin1 a-out *

redistri-ution stockists* coverin1 E"@ million retail outlets reac,in1 t,e entire ur-an population*

and a-out =F million rural consumers"

#U9 ,as traditionall. -een a compan.* w,ic, incorporates latest tec,nolo1. in all its

operations" $,e #industan 9ever 'esearc, Centre (#9'C) was set up in ;DF* and now ,as

facilities in Mum-ai and Ban1alore" #9'C and t,e &lo-al $ec,nolo1. Centres in India ,ave

over = ,i1,l. 2ualified scientists and tec,nolo1ists* man. wit, post6doctoral e3perience

ac2uired in t,e U and !urope"

;=



#U9 -elieves t,at an or1anisationJs wort, is also in t,e service it renders to t,e

communit." #U9 is focusin1 on ,ealt, 7 ,.1iene education* women empowerment* and water

mana1ement" It is also involved in education and re,a-ilitation of special or underprivile1ed

c,ildren* care for t,e destitute and #IV6positive* and rural development" #U9 ,as also responded

in case of national calamities adversities and contri-utes t,rou1, various welfare measures*

most recent -ein1 t,e villa1e -uilt -. #U9 in eart,2uake affected &u5arat* and relief 7

re,a-ilitation after t,e $sunami caused devastation in out, India"

In =;* t,e compan. em-arked on an am-itious pro1ramme* Shaki" $,rou1, ,akti*

#U9 is creatin1 micro6enterprise opportunities for rural women* t,ere-. improvin1 t,eir

liveli,ood and t,e standard of livin1 in rural communities" ,akti also includes ,ealt, and

,.1iene education t,rou1, t,e Shaki )ani Prora""e* and creatin1 access to relevant

information t,rou1, t,e i,akti communit. portal" $,e pro1ram now covers ;F states in India

and ,as over @;* women entrepreneurs in its fold* reac,in1 out to ;* villa1es and

directl. reac,in1 to ;F million rural consumers" B. t,e end of =;* ,akti aims to ,ave

;* ,akti entrepreneurs coverin1 F* villa1es* touc,in1 t,e lives of over E million

people"

#U9 is also runnin1 a rural ,ealt, pro1ramme L Lifebuoy Sashya Cheana" $,e

pro1ramme endeavours to induce adoption of ,.1ienic practices amon1 rural Indians and aims to

-rin1 down t,e incidence of diarr,oea" It ,as alread. touc,ed H million people in appro3imatel.

;F villa1es of states" $,e vision is to make a -illion Indians feel safe and secure"

If #industan Unilever straddles t,e Indian corporate world* it is -ecause of -ein1 sin1le6

minded in identif.in1 itself wit, Indian aspirations and needs in ever. walk of life"

;@



ORIGIN O *EVER

#industan Unilever 9imited (#U9) is IndiaJs lar1est fast movin1 consumer 1oods

compan. wit, leaders,ip in #ome 7 Personal Care Products and oods 7 Bevera1es"

In t,e summer of ;* visitors to t,e %olkata ,ar-our noticed crates full of unli1,t

soap -ars* em-ossed wit, t,e words KMade in !n1land -. 9ever Brot,ersK" it, it* -e1an an era

of marketin1 -randed ast Movin1 Consumer &ood (MC&)"

oon after followed 9ife-uo. in ;DF and ot,er famous -rands like Pears* 9u3 and Vim"Vanaspati was launc,ed in ;D; and t,e famous +alda -rand came to t,e market in ;D@H"

In ;D@;* Unilever set up its first Indian su-sidiar.* *indusan )anaspai +anufacurin

Co"pany* followed -. 9ever Brot,ers India 9imited (;D@@) and United $raders 9imited (;D@F)"

$,ese t,ree companies mer1ed to form *LL in 'ovember ()#* > #99 offered ;G of its e2uit.

to t,e Indian pu-lic* -ein1 t,e first amon1 t,e forei1n su-sidiaries to do so" nilever no holds

-.(--/ e0uiy in he co"pany" $,e rest of t,e s,are,oldin1 is distri-uted amon1 a-out @*

individual s,are,olders and financial institutions"

$,e erstw,ile Brooke BondJs presence in India dates -ack to ;D" B. ;D@* t,e

compan. ,ad launc,ed 'ed 9a-el tea in t,e countr." In ;D;=* Brooke Bond 7 Co" India 9imited

was formed" Brooke Bond 5oined t,e Unilever fold in ;D t,rou1, an international ac2uisition"

$,e erstw,ile 9iptonJs links wit, India were for1ed in ;D" Unilever ac2uired 9ipton in ;DH=*

and in ;DHH 9ipton $ea (India) 9imited was incorporated"

PondJs (India) 9imited ,ad -een present in India since ;DH" It 5oined t,e Unilever fold

t,rou1, an international ac2uisition of C,ese-rou1, PondJs UA in ;DE"

;



ince t,e ver. earl. .ears* #99 ,as vi1orousl. responded to t,e stimulus of economic

1rowt," $,e 1rowt, process ,as -een accompanied -. 5udicious diversification* alwa.s in line

wit, Indian opinions and aspirations"

$,e li-eralisation of t,e Indian econom.* started in ;DD;* clearl. marked an infle3ion in

#99Js and t,e &roupJs 1rowt, curve" 'emoval of t,e re1ulator. framework allowed t,e

compan. to e3plore ever. sin1le product and opportunit. se1ment* wit,out an. constraints on

production capacit."

imultaneousl.* dere1ulation permitted alliances* ac2uisitions and mer1ers" In one of t,e

most visi-le and talked a-out events of IndiaJs corporate ,istor.* t,e erstw,ile $ata il Mills

Compan. ($MC) mer1ed wit, #99* effective from April ;* ;DD@" In ;DDF* #99 and .et

anot,er $ata compan.* 9akme 9imited* formed a F:F 5oint venture* 9akme 9ever 9imited* to

market 9akmeJs market6leadin1 cosmetics and ot,er appropriate products of -ot, t,e companies"

u-se2uentl. in ;DD* 9akme 9imited sold its -rands to #99 and divested its FG stake in t,e

5oint venture to t,e compan."

#99 formed a F:F 5oint venture wit, t,e U6-ased %im-erl. Clark Corporation in

;DD* %im-erl.6Clark 9ever 9td* w,ic, markets #u11ies +iapers and %ote3 anitar. Pads" #99,as also set up a su-sidiar. in Nepal* Nepal 9ever 9imited (N99)* and its factor. represents t,e

lar1est manufacturin1 investment in t,e #imala.an kin1dom" $,e N99 factor. manufactures

#99Js products like oaps* +eter1ents and Personal Products -ot, for t,e domestic market and

e3ports to India"

$,e ;DDs also witnessed a strin1 of crucial mer1ers* ac2uisitions and alliances on t,e

oods and Bevera1es front" In ;DD=* t,e erstw,ile Brooke Bond ac2uired %ot,ari &eneral oods*

wit, si1nificant interests in Instant Coffee" In ;DD@* it ac2uired t,e %issan -usiness from t,e UB

&roup and t,e +ollops Icecream -usiness from Cad-ur. India"

As a measure of -ackward inte1ration* $ea !states and +oom +ooma* two plantation

companies of Unilever* were mer1ed wit, Brooke Bond" $,en in ul. ;DD@* Brooke Bond India

;F



and 9ipton India mer1ed to form Brooke Bond 9ipton India 9imited (BB9I9)* ena-lin1 1reater

focus and ensurin1 s.ner1. in t,e traditional Bevera1es -usiness" ;DD witnessed BB9I9

launc,in1 t,e allJs ran1e of ro8en +esserts" B. t,e end of t,e .ear* t,e compan. entered into a

strate1ic alliance wit, t,e %walit. Icecream &roup families and in ;DDF t,e Milkfood ;G

Icecream marketin1 and distri-ution ri1,ts too were ac2uired"

inall.* BB9I9 mer1ed wit, #99* wit, effect from anuar. ;* ;DDE" $,e internal

restructurin1 culminated in t,e mer1er of PondJs (India) 9imited (PI9) wit, #99 in ;DD" $,e

two companies ,ad si1nificant overlaps in Personal Products* pecialit. C,emicals and !3ports

-usinesses* -esides a common distri-ution s.stem since ;DD@ for Personal Products" $,e two

also ,ad a common mana1ement pool and a tec,nolo1. -ase" $,e amal1amation was done to

ensure for t,e &roup* -enefits from scale economies -ot, in domestic and e3port markets and

ena-le it to fund investments re2uired for a11ressivel. -uildin1 new cate1ories"

In anuar. =* in a ,istoric step* t,e 1overnment decided to award H per cent e2uit. in

Modern oods to #99* t,ere-. -e1innin1 t,e divestment of 1overnment e2uit. in pu-lic sector

undertakin1s (PU) to private sector partners" #99Js entr. into Bread is a strate1ic e3tension of

t,e compan.Js w,eat -usiness" In ==* #99 ac2uired t,e 1overnmentJs remainin1 stake in

Modern oods"

In =@* #99 ac2uired t,e Cooked ,rimp and Pasteurised Cra-meat -usiness of t,e

Amal1am &roup of Companies* a leader in value added Marine Products e3ports"

#industan Unilever 9imited is IndiaJs lar1est ast Movin1 Consumer &oods (MC&)

compan." It is present in #ome 7 Personal Care and oods 7 Bevera1es cate1ories" #U9 and

&roup companies ,ave a-out ;E* emplo.ees* includin1 ;= mana1ers"

$,e fundamental principle determinin1 t,e or1anisation structure is to infuse speed andfle3i-ilit. in decision6makin1 and implementation* wit, empowered mana1ers across t,e

compan.Js nationwide operations" or t,is* #U9 is or1anised into two self6sufficient divisions 6

#ome 7 Personal Care 7 oods"

;E



ur deep roots in local cultures and markets around t,e world 1ive us our stron1

relations,ip wit, consumers and are t,e foundation for our future 1rowt," e will -rin1 our

wealt, of knowled1e and international e3pertise to t,e service of local consumers 6 a trul. multi6

local multinational"

ur lon16term success re2uires a total commitment to e3ceptional standards of

performance and productivit.* to workin1 to1et,er effectivel.* and to a willin1ness to em-race

new ideas and learn continuousl."

$o succeed also re2uires* we -elieve* t,e ,i1,est standards of corporate -e,aviour

towards ever.one we work wit,* t,e communities we touc,* and t,e environment on w,ic, we

,ave an impact" $,is is our road to sustaina-le* profita-le 1rowt,* creatin1 lon16term value for

our s,are,olders* our people* and our -usiness partners"

;H



+irst Manu,a-turin. Unit/

In Se4te5;er #&<=* after more t,an a decade of discussions in 9ondon and in India* a

9ever factor. was allowed to sprout on t,e land t,at ,ad -een reclaimed -. t,e Bom-a. Port$rust at Se>ri" rom ,ere* a mont, later rolled out t,e first ?a@e of Su0!i1ht soa4 to -e

manufactured in India" $,e same .ear* 9ever Brot,ers took over t,e Gar9e0 Rea?h a?tor in

%olkata"

$oda. t,e compan. ,as more t,an manufacturin1 units across India"

+a-tories In Ba-0ward 1reas/

•

%,am1aon and Oavatmal (Ma,aras,tra)

• C,,indwara (Mad,.a Prades,)

• rai* umerpur and %,alila-ad (Uttar Prades,)

• #aldia (est Ben1al)

• ilvassa (+adra 7 Na1ar #aveli)

• Pondic,err.* &oa* +oom +ooma (Assam)

• #aridwar (Uttaranc,al)

• Barotiwala (#imac,al Prades,)"

;



E2ports/

$oda.* #U9 is IndiaJs lar1est e3porter of -randed ast Movin1 Consumer &oods" It ,as

-een reco1nised -. t,e &overnment of India as a &olden uper tar $radin1 #ouse" #U9

e3ports a-out #7B of t,e compan.Js turnover" #U9Js !3ports 1eo1rap,. comprises* at present*

countries in Asia* Australia* Africa* Nort, America and !urope"

E2ports

#PC

Bevera1es

Marine Products 'ice

Castor

;D



:UA*IT8 PO*IC8

#industan 9ever 9imited considers 2ualit. as one of t,e principal strate1ic o-5ectives to

1uarantee its 1rowt, and leaders,ip in t,e markets in w,ic, it operates"

$,e compan. is committed to fulfill its le1al and statutor. o-li1ations and international

standards of product safet. and ,.1iene and will not knowin1l. sell product t,at is ,armful to

consumers or t,eir -elon1in1s"

$,e compan. will maintain an open communication c,annel wit, its consumers andcustomers and will carefull. monitor t,e feed-ack to continuousl. improve its products and

services and set 2ualit. standards to fulfill t,em"

=



MARET 2 SA*ES OPERATORS

or mana1in1 sales operations* #U9 divides t,e countr. into four re1ions* wit, re1ional

-ranc,es in +el,i* %olkata* C,ennai and Mum-ai" #eaded -. a 'e1ional Mana1er* t,e.

comprise 'e1ional ales Mana1ers and Area ales Mana1ers* assisted -. dedicated field forces*

comprisin1 ales fficers and $erritor. ales Inc,ar1es"

In Marketin1* eac, cate1or. ,as a Marketin1 Mana1er w,o ,eads a team of Brand

Mana1ers dedicated to eac, or a 1roup of -rands"

ales officers comes under t,e territor. sales inc,ar1e w,ose 5o- is to ,andle t,e rural

distri-uter sales mana1er* su-6stockest and retailers also"

==



3

=



HUMAN RESOURCE MANAGEMENT IN HU*

#. INDUSTRIA* RE*ATION DURING 7''77''<

$,e Industrial 'elations at various manufacturin1 units and service division of t,e compan.

were ,armonious and cordial t,rou1,out t,e .ear" $,e t,rust on participative culture continued

durin1 t,e .ear" A uni2ue meetin1 of t,e ape3 level -ipartite forum (oint Committee) was ,eld

in a orks,op format for two da.s in Au1ust ==" $,e leaders of t,e Central $rade Unions and

t,e Union representatives from various plants of #U9 participated ver. ent,usiasticall. in t,is

orks,op" Various issues of concern to t,e Compan. were discussed and fruitful su11estions

presentations were made"

imilar orks,op for t,e representative of upervisors and !3ecutives was also ,eld for two

da.s in cto-er ==" $,e t,eme of t,e orks,op was /!n,ancin1 or1ani8ational

effectiveness"0

$,ere were two meetin1s of t,e oint Committee durin1 t,e .ear" imilarl. EF meetin1 of t,e

Plant Councils and @ meetin1s of t,e ,op Councils were ,eld durin1 t,e .ear in various Units

of t,e Compan."

=F



7. VO*UNTAR8 RETIREMENT SCHEME

ocused Voluntar. 'etirement c,eme was in operation in t,e Compan. durin1 t,e .ear" In all

@@ emplo.ees (@ !3ecutives E upervisors and ==D orkmen) opted for retirement

order t,is sc,eme"

<. HUMAN RESOURCE DEVE*OPMENT

$,e overall manpower stren1t, at t,e end of t,e .ear was HF;E s,owin1 a decrease of =G

over t,e previous .ear" $,is decline in manpower is mainl. due to introduction of Voluntar.

'etirement c,eme for t,e t,ird consecutive .ear and also restrictin1 fres, induction to onl.

critical areas"

#U9 nominates t,e emplo.ee for trainin1 pro1rammes conducted in6,ouse -. #'+I 7 #'+C<s

and -. ot,er e3ternal a1encies" +urin1 t,e .ear =;6==* a total of ;H= participants

nominated -. #U9 attended various trainin1 pro1rammes" Besides @@@@ $rade Apprentices were

provided trainin1 facilities under t,e Apprentices Act"

=E



DESIGN AND IMP*EMENTATION O DESIGN AND IMP*EMENTATION O

TRAINING AND DEVE*OPMEN PROGRAMMES

Most or1ani8ations under1o five different p,ases in t,eir stru11le for e3istence and 1rowt,"

$,ese five p,ases form t,e or1ani8ational c.cle"

!ac, p,ase of an or1ani8ation e3,i-its special c,aracteristics* w,ic, differ from t,e

c,aracteristics of ot,er p,ases of t,e or1ani8ational c.cle" ,at makes an or1ani8ation

uccessful or uII;uICcessful depends upon t,e efforts put in to mo-iles ,uman resources most

appropriatel. to meet its dire need" In t,is conte3t* trainin1 functions as one of t,e inte1ratin1

forces for -uildin1 up an or1ani8ation and 1uidin1 its activities for its continuous 1rowt," ,en

an or1ani8ation is in its first p,ase* t,at of concept and development of -usiness* 1reater

emp,asis is 1iven to manpower plannin1 and role clarit." $rainin1 pla.s a vital role at t,is sta1e"

+urin1 t,e ne3t p,ase* one of rapid 1rowt, and e3pansion of t,e or1ani8ation* trainin1 e3plores

more avenues for its 1rowt, and takes care of ,uman resources development" ,en it reac,es

t,e t,ird p,ase* of it and sta-ilit. t,ere is a tendenc. to reac, a state of plateau" $,is sta1e is a

ver. critical sta1e for t,e or1ani8ation" If t,e plateauin1 continues for a lon1er time* it ma. lead

t,e or1ani8ation to its fourt, p,ase one of decline" !fforts are needed to turn t,e or1ani8ation

around eit,er t,rou1, diversification or -. enlar1in1 e3pandin1 t,e product ran1e" $rainin1 is t,e

,i1,est resource -uilder at t,e time of crisis of t,is nature"

=H



DEINITION

$rainin1 is defined as t,e process of en,ancin1 efficienc. and effectiveness6 of persons at work

-. improvin1 and developin1 sills relevant to work" It is clone -. cultivatin1 appropriate attitude

and -e,avior towards work and people" It ,elps people to improve t,eir present capa-ilities at

work and prepares t,em to assume 1reater responsi-ilities in future trainin1 aims essentiall. at

increasin1 knowled1e* stimulatin1 aptitude and impartin1 skills related to a specific* 5o- or

people" In t,is endeavor* trainin1 is a continuous and life lon1 process" As an or1ani8ed effort* it

is desi1ned wit, certain o-5ectives to ,elp participants -e informed of t,e su-5ect mater w,ic,

t,e. ,ave to appl. in t,eir da.6to6da. work situations" Apart from c,an1e of attitudes* t,eir skills

,ave to -e improved and knowled1e or information ,as to -e imparted t,rou1, effective

met,ods" In ot,er words* trainin1 provides an atmosp,ere of s,arin1 and s.nt,esi8in1 wit, t,e

,elp or trainers"

!mplo.ees w,o take trainin1 learn faster t,an t,ose w,o take not trainin1" Avera1e participants

reac, t,e !3perienced orker tandard (!) in less time as compared to ot,ers w,o learn

t,rou1, trial and error"

Accordin1 to learnin1 t,eor. people w,o attain t,e plateau state continue to dwell t,ere* wit,out

w,ic, improvement in t,eir performance" $rainin1 ,elps t,em to reac, a ,i1,er plateau t,rou1,

ac2uisition of new skills* knowled1e and attitude"

APPROACHES TO TRAINING

Ver. often* trainin1 faces a 1reat dilemma -etween t,eor. and practice" ome trainers insist on

t,eor.* 1ivin1 ver. little importance to practice and some avoid t,eor. clue to t,eir strop" ait,

onl. in practice t,eor. and practice ,as to -e -alanced" or t,e accomplis,ment of trainin1*

=



t,eor. contri-utes more towards total perspective and practice towards ac2uisition of task6

oriented sills" Use of -ot, ,ave to -e encoura1ed for effective trainin1 and transfer of learnin1"

Anot,er difficult option wit, trainin1 is w,et,er to focus on t,e trainee ,imself or t,e task lie ,as

to perform in t,e field" #ere a1ain* a -alance ,as to -e struck -etween t,e task and t,e trainee"

$asks ,ave to -e focused so t,at trainees can compre,end t,e actual situation and develop

t,emselves to perform a task successfull."

=D



ASIC CONSIDERATIONS

In order to -e effective* t,e followin1 -asic consideration ,as to -e taken care of* w,ile

conductin1 trainin1 pro1rammes"

• $rainin1 ,as to -e viewed as all or1anic process f 1rowt,* correspondin1 to d.namics of

t,e ,eld and t,e -od. of e3periences constantl. -ein1 1enerated"

• $rainin1 pro1ramme ,as to -e fle3i-le multidimensional in its formal as well as

su-stantive aspects in order to full. utili8e t,e feed-ack from t,e resource"

• $rainin1 is no lon1er considered #I an au3iliar. or su-sidiar. component of

development as t,e role ;< ,uman factor in development ,as -een well reco1ni8ed"

TRAINING C8C*E

$rainin1 is t,e most important component of #uman 'esources +evelopment (#'+) p,ilosop,.

of modern or1ani8ations* w,ic, rel. oil trainin1" It ,elps t,em to find solutions to t,eir da.6to6

da. pro-lems -. identif.in1 t,eir pro-lems and 1uidin1 t,em in t,e ri1,t direction" It functions

as a c.cle from identification of t,e needs to evaluation and feed-ack" $rainin1 as a constructive

c.cle mo-ili8es all availa-le resources in or1ani8ations and moves t,em towards attainment of

,uman 1oals"

$,e trainin1 c.cle ,as seven steps* w,ic,* in a se2uence* form a constructive c.cle"

$,e seven steps are:

;" Identification of trainin1 needs and anal.sis"

=" ettin1 up of terminal o-5ectives

@" election and desi1nin1 of pro1rammes"

@



" election and developin1 of audio6visual aids

F" r1ani8in1 trainin1 pro1rammes

E" !valuation of trainin1

H" eed-ack leadin1 to furt,er identification of trainin1 needs" $,ese steps provide a ,olistic

approac, to trainin1" $,e. are interlinked wit, on anot,er* providin1 a wider scope for

t,e improvement of t,e trainin1 process" !ac, step is anal.8ed to evaluate ,ow it can -e

improved for t,e total effectiveness of t,e pro1ramme"

@;



@=



STEP #" IDENTIICATION O TRAINING NEEDS AND ANA*8SIS

$rainin1 needs are classified under two ma5or ,eads" $,e. are individual needs and 1roup needs"

$,e followin1 process identifies individual needs:

+ialo1ue it, t,e Individual

+ialo1ue it, t,e superior

+ialo1ue wit, peers

+ialo1ue wit, su-ordinates

THE O**OING PROCESSES IDENTI8 GROUP NEEDS"

Bu88in1 session

tructured surve.

Unstructured surve.

Identification of trainin1 needs of individuals and 1roups is t,e first and most Important tep In

t,e trainin1 process for ac,ievin1 t,e 1oals of individuals* 1roups and or1ani8ations" It ,elps to

-rin1 to t,e surface t,e prevalent attitude of individuals and t,e climate of or1ani8ations"

&roup needs emer1e from t,e wa. t,e 1roup is formed and functionin1" In t,e process of

identif.in1 t,eir needs* t,e e3pectations of individuals and t,e 1roup will -e -rou1,t into

limeli1,t"

$rainin1 need anal.sis depends upon t,e p,ase and conte3t of 6n or1ani8ation" In t,e wake of

modern tec,nolo1ical inventions and innovations* individual trainin1 needs are ver. man." It

impels an or1ani8ation to -e6d.namic" $rainin1 need anal.sis is not a one6tulle Activit. -ut it ,as

to -e periodicall. sensed" It is like t,e c,an1in1 needs of a mountaineerin1 team" ,en t,e team

@@



mem-ers reac, 1reater ,ei1,ts t,eir needs arc different and cater effort ,as to -e made to cater to

t,em" &roup needs" It not e summation of Individual needs" It prepares t,e ?1roup for

ascertainin1 t,e trainin1 o-5ectives"

STEP7" SETTING UP O TERMINA* O-ECTIVES

A trainin1* pro1ramme must clearl. la. down its o-5ectives" $rainin1 normall. intends to fulfill

t,e followin1 o-5ectives:

#elps trainees in ac2uirin1 knowled1e of t,e su-5ect matter"

#elps to -rin1 a-out a c,an1e III t,e attitude and -e,avior of trainees"

#elps in developin1 knowled1e a-out sell to an e3tent t,at ena-les trainees to develop t,eir

potentials"

#elps in interaction amon1 trainees t,emselves* w,o learn from eac, ot,er<s e3perience"

Aims at en,ancin1 t,e capacit. of trainees so as t,e ena-le t,em to increase t,eir pro-lem6

solvin1 capa-ilit."

Aims at ,elpin1 t,e process of learnin1 and developin1"

Aims at -rid1in1 t,e 1ap -etween e3pected level of performance and t,e actual level of

performance"

Aims at providin1 a scientific -ase for ac2uisition of knowled1e and skills"

-5ectives spell out t,e real mission of an or1ani8ation" $,ese also ,elp individuals to -e aware

of t,eir own o-5ectives in relation to t,e or1ani8ational o-5ectives" A sense off direction is

ac,ieved -. settin1 up terminal o-5ectives"

@



-5ectives ,ave to -e e3pressed in -e,avioral terms" $,e. ,ave to -e e3pressed In terms of

measura-le 2uantit. and 2ualit.* w,ic, can -e seen in action" A -e,avioral o-5ective defines t,e

standards of accepta-le performance"

$rainers ,ave to 1ive specific o-5ectives* stated in terms of w,at emplo.ees will -e a-le to do

w,en t,e. leave t,e trainin1 pro1ramme and return to t,eir 5o-s" Be,avioral o-5ective* w,en t,e.

are properl. written* are powerful tool for t,e trainer to use in -rin1in1 a-out mana1ement<s

commitment to trainin1 pro1rammes" Properl. desi1ned and accepted o-5ectives form a road

map for desi1nin1 trainin1 pro1rammes"

It is relativel. eas. to write a 1ood trainin1 o-5ective if t,e trainer follows a few simple steps"

$,e trainer keeps in mind t,at descriptions relate to w,at participants will -e a-le to do at end of

a trainin1 pro1ramme* conditions under w,ic, t,e. will ,ave to perform and criteria for success"

ollowin1 are t,e steps a trainer s,ould use in writin1 -e,avioral o-5ectives"

@F



Des?ri4tio0 Ea54!e

;" rite out t,e task or 5o- Conduct a disciplinar. ,earin1

t,at is to -e clone usin1 a

ver- and a noun

=" Add t,e 2uantit. standards Conduct one disciplinar. ,earin1

or criteria t,at will -e

applied to t,e -e,avioral

o-5ective

@" Add t,e 2ualit. criteria Conduct one disciplinar. ,earin1

t,at will -e included in t,e wit,out violatin1 an. clauses of

-e,avioral o-5ective t,e la-our a1reement"

" Add t,e circumstances i"e"* &ive a case stud. involvin1 an

t,e tools and e2uipment emplo.ee w,o ,as -een a-sent

wit, w,ic, trainees will -e on t,e 5o- repeatedl.* conduct a

performin1 t,e o-5ective"

eha3iora! o;e?ti3e 4ro3i9e the 0e?essar i04ut for e3a!uatio0 trai0i01 4ro1ra55es

@E



STEP<" SE*ECTION AND DESIGNING O A TRAINING AND

De3e!o45e0t 4ro1ra55e

Preparative efforts for anal.8in1 t,e needs and derivin1 o-5ectives from t,e need anal.sis

,ave to -e inte1rated wit, t,e resources and ric, e3periences availa-le in an or1ani8ation

w,ile desi1nin1 a pro1ramme" 'esearc, on a e3perience wit, trainin1 of adults ,ave also

demonstrated t,e validit. of t,e followin1 relevant 1uidelines

Adults learn w,en t,e. feel a need to learn

Adults learn -est -. doin1

Adults learn -est t,rou1, pro-lem solvin1

Adults want o know ,ow t,e. are doin1

Adults prefer and informal learnin1 environment

$rainin1 will -e more effective and successful if t,e a-ove c,aracteristics are considered

w,ile desi1nin1 t,e pro1ramme"

ASIC ACTORS IN DESIGNING TRAINING PROGRAMME

!ac, pro1ramme ,as its own special demands or needs to -e fulfilled" ften we -ecome t,e

victims of 1enerali8ation and retard t,e effective process of learnin1"

$,e feasi-ilit. of transformin1 o-5ectives into outcomes depends mainl. on t,e followin1

factors:

;" 9evel of participants

=" Content of t,e pro1ramme

@H



@" !ffective trainin1 met,odolo1.

" acult. resources

F" !valuation .stem

E" Bud1et provisions

$,e trainer is t,e desi1ner of a trainin1 pro1ramme" #e takes 1reat care of all factors t,at would

increase and improve t,e effectiveness of a pro1ramme"

$,e level of participants is assessed t,rou1, some pretest" It ,elps t,e trainer to frame a s.lla-us

most suita-le for t,e 1roup"

$,e appropriate trainin1 met,odolo1. is decided on various factors like t,e nature of t,e topic*

time* receptivit. level of participants and availa-ilit. a facult. resources" e are all livin1 in t,e

da.s of speciali8ation" An inte1rated pro1ramme ,as to -e prepared wit, t,e cooperation of all

t,e specialists"

+esi1nin1 an evaluation s.stem well in advance per,aps ,elps trainers to consolidate t,eir efforts

in t,e ri1,t direction for its effectiveness"

Bud1et provisions pla. a ver. important role in desi1nin1 trainin1 pro1rammes" $,e

pro1rammes* facult. resources* met,odolo1. etc" are all decided accordin1 to funds availa-le in

t,e -ud1et"

@



STEP =" SE*ECTION AND DEVE*OPING O TRAINING METHODS AND AIDS

$rainin1 aids are supportive to learnin1 and s,ould ,e carefull. selected and sued in appropriate

conte3t so t,at t,e. are ,elpful in t,e learnin1 process" It is a trainer<s 5o- to make all possi-le

efforts to make learnin1 more effective and interestin1" It is necessar. to use trainin1 aids and

e2uipments to en,ance t,e intensit. and pace of learnin1:

Accordin1 to recent researc,* retention of learnin1 takes place wit, ;G stemmin1 from si1,t*

;;G from ,earin1 and G from ot,er senses"

Audio6Visual aids* w,en properl. used in teac,in1 situation* can accomplis, t,e followin1:

Prepare a concrete -asis of conceptual t,inkin1

Create a ,i1, de1ree of interest for trainees

Make learnin1 more permanent

ffer real e3perience w,ic, stimulates sell6activit. on t,e part of trainees

+evelop a continuit. of t,ou1,t

Provide ric, e3periences not easil. o-tained t,rou1, ot,er materials

Contri-ute to t,e efficienc.* dept, and variet. of learnin1"

$,e followin1 1uidelines will -e ,elpful w,ile preparin1 and usin1 AV aids for trainin1

pro1rammes"

Prepared AV aids s,ould -e woven into lessons and teac,in1 modules" $,e. s,ould -ecome

inte1ral parts of t,e learnin1 situation"

AV aids are not allowed to -ecome a kind of entertainment"

electin1 t,e appropriate t.pe of AV aids wit, reference to 1roup* su-5ect* times etc"

&reat care is taken to preview all AV aids prepared"

Updatin1 of AV aids keepin1 in view t,e time and treatment of topics"

@D



STEP " ORGANI+ING TRAINING PROGRAMMES

$rainin1 is done accordin1 to t,e pro1ramme desi1ned wit,in a stipulated period" In t,e process

of trainin1* participants ,ave to -e motivated to develop a keen interest for learnin1" $,e trainers<

responsi-ilit. lies in leadin1 participants towards a 1oal desi1ned at different sta1es wit, t,e full

cooperation of t,e participants" In t,e process of skill and knowled1e trainin1* participants are

facilitated to test t,eir skill and knowled1e t,rou1, 2uestions and some practical e3ercises"<

Attitudinal c,an1es are attempted mostl. t,rou1, e3periential leanin1"

$rainin1 ,as to -e oriented to t,e level of participants< a1e* 2ualification* knowled1e and

e3perience" $rainin1 provides full scope for learnin1 and t,e effectiveness of trainin1 would

depend upon t,e learnin1 t,at ,as taken place" C,arles !" atson su11ests four levels of learnin1

to cause a voluntar. and rational -e,avioral c,an1e" $,e. are:

'eac,in1 t,e knowin1 6a-out level

'eac,in1 t,e understandin1 level

'eac,in1 t,e acceptance level

'eac,in1 t,e a-ilit. 6to6appl. level

$,ese four levels of learnin1 s,ould not necessaril. -e construed as four successive levels" As a

practical matter* ,owever* learnin1 t.picall. does proceed in successive sta1es* -e1innin1 wit,

knowin1 6a-out and endin1 wit, a-ilit.6to6appl." In 1eneral* people usuall. need to know a-out

somet,in1 -efore t,e. can -e1in to accept it* and to accept somet,in1 -efore t,e. are willin1 to

appl. it"



REACHING THE NOINGAOUT *EVE*

In a trainin1 situation* awareness creates a t,irst for knowin1 certain concepts and prompts t,e

learner to ac2uire as muc, knowled1e t,at is needed for performin1 a task" !ffective trainin1

-rin1s people to t,e knowin16a-out level wit, an attitude of knowin1 more a-out t,e concept so

t,at t,e. can appl. it successfull. and ac,ieve t,e results t,e. desire"

Inclination to know more will not take place wit, t,ose w,o feel t,e. ,ave attained t,e /know6

all0 level"

$rainin1 met,ods suc, as case studies* role6pla.in1* mana1ement 1ames* in6-asket e3ercises and

simulations can cause t,e knowin16a-out level to occur" $,ese met,ods can -ot, introduce

trainees to new concepts sand demonstrate t,eir usefulness to new concepts and t,e de1ree to

w,ic, trainees understand* accept and possess t,e a-ilit. to appl. t,em"

;



REACHING THE UNDERSTANDING *EVE*

$,e understandin1 level is reac,ed w,en t,e followin1 two conditions e3ist"

irstl.* trainees know w,. t,ere is a cause6effect relations,ip -etween correct or appropriate

application of a concept or principle 1iven in a situation and t,e pro-a-le outcome* and t,e. also

know ,ow t,is ?cause and effect< relations,ip operates"

econdl.* trainees know t,e t,eor. underl.in1 a concept or principle sufficientl. will to -e a-le

to modif. or adapt it* t,us maltin1 it appropriate for most 1iven situations"

Creation of a situation t,at permits trainees to discover trut,s and make ?1enerali8ation for

t,emselves -ecomes a successful strate1. for a num-er of reasons>

People understand new ideas onl. from t,eir own frame of reference"

People understand t,in1s more full. and deepl. w,en t,e. discover t,em for t,emselves t,an

w,en t,e. 5ust ,ear a-out t,em"

People remem-er t,in1s t,e. discover for t,emselves for a lon1er period* compared to t,ose

t,in1s* w,ic, t,e. ,ave merel. -een told a-out"

$o reac, a level of deep understandin1* learnin1 s,ould -e trainee centered* not instructor6

centered" $,e instructor esta-lis,es learnin1 conditions and trainees are responsi-le for teac,in1

t,emselves t,rou1, a process of self6discover."

%nowin1 a-out and understandin1 a concept does not 1uarantee t,at it will -e accepted"

Acceptance is reac,ed w,en people<s values* attitudes and -eliefs are not so stron1l. contrar. to

a concept or principle"

=



INPUT EVA*UATION

Input evaluation assesses t,e appropriateness and ade2uac. of all resources t,at 1o into a trainin1

pro1ramme" It focuses on t,e elements of desi1n* performance* o-5ective* instructional met,od

and ot,er p,.sical resources" $,e p,.sical and ,uman resources identified must -e capa-le of

reac,in1 t,e standard alread. visuali8ed and set"

PROCESS EVA*UATION

Process evaluation deals wit, implementation of a pro1ramme desi1n" It calls for ,ow trainers

utili8e t,e p,.sical and ,uman resources for reali8in1 -e,avioral o-5ectives" It indicates t,e level

at w,ic, t,e pro1ramme is -ein1 conducted durin1 normal and e3istin1 situations" $,e success

and failure of a pro1ramme is decided -. t,e efforts taken durin1 process evaluation"

PRODUCT EVA*UATION

Product evaluation assesses t,e competence of participants" It also evaluates ,ow t,e. are

performin1 in t,eir on6t,e6lo- ituation" 'esults f pre6tests and post6tests can -e compared to

determine trainees< 1ain in knowled1e* skills and attitudes in t,eir 5o- situation" uperiors are

also involved to assess participants"

IMPACT EVA*UATION

It assesses t,e cumulative diffidence t,at trainin1 efforts ,ave made in an or1ani8ation<s

productivit.* efficienc. and profita-ilit." It can -e measured from t,e resultin1 c,an1es -rou1,t

a-out in downtime* accidents* a-senteeism* customer complaints etc6 positive improvements

made in t,ese factors en,ance t,e role of trainin1 and development"



IMP*ICATION O EVA*UATION

If a satisfactor. met,od of evaluatin1 trainin1 performance can -e found* t,e -enefits can -e

reaped -. ever.one"

irstl.* t,e or1ani8ation is -etter e2uipped to meet its o-li1ations and t,e mana1ement<s decision

to invest mone. in t,is activit. is vindicated* encoura1in1 it to continue to provide resources"

econd* t,e emplo.ee is more fulfilled and is stimulated to put more effort into work" $,ird* t,e

-oss of t,e emplo.ee ,as ever.t,in1 to 1ain from ,avin1 an effective work unit and is likel. to

release emplo.ees for trainin1 in future"

inall.* t,e trainin1 staff en5o.s 5o- satisfaction of a ,i1, order w,en t,e. see t,at t,eir efforts

are producin1 t,e desired results" $,e. can row from stren1t, to stren1t, in appl.in1 t,e

e3perience and knowled1e t,e. ,ave o-tained front successful activities" $,ere is no dou-t t,e

evaluation of trainin1 is a profita-le investment from ever.one<s point of view"

F



STEP%" EEDAC *EADING TO URTHER IDENTIICATION O TRAINING

NEEDS

rom t,e evaluation of trainin1 pro1rammes a feed-ack report is prepared and cor;;n;unicated

to participants* facult. mem-er* trainercoordinators and sponsors* so t,at t,e. ma. -enefit from

t,e results of t,e evaluation"

!ac, one is lookin1 for different kind of information and interpretation form t,e evaluation"

,ile some will -e lookin1 for t,e content* some ot,ers for process anal.sis"

it, t,e ,elp of feed-ack participants come to know* t,eir level of ac,ievements t,rou1, t,e

trainin1 pro1ramme" Immediate feed-ack 1iven to participants -ased on t,e evaluation of

trainin1 pro1rammes will ,elp t,em to know t,e performance t,e. will -e a-le to ac,ieve and

t,e kinds of efforts needed to improve t,eir effectiveness" $rainers are ver. an3ious to know

w,et,er t,eir efforts ,ave .ielded t,e desired results" A detailed anal.sis of t,e feed-ack would

,elp t,em to modif. t,eir approac,es" It would ena-le t,em to desi1n future trainin1

pro1rammes takin1 into consideration all t,e successes and failures of t,e pro1rammes takin1

into consideration all t,e success and failures of t,e pro1ramme" ponsors or mana1er<s w,o

,ave nominated t,e participants* are ver. curious to know ,ow well t,e. ,ave performed durin1

t,e trainin1 pro1ramme" $,e feed-ack report received from trainers will ,elp t,em to look for

specific c,an1es in t,e -e,aviour of t,e participants" $o -e precise* it ,elps t,em to s,arpen t,eir

point of view of took for anticipated c,an1es in t,eir da.6to6da. situation"

E



CONC*USION

$rainin1 pla.s a ver. vital role in ,uman 'esources +evelopment (#'+)* -ased on t,e feed-ack*

trainin1 s.stem are revitali8ed and #'+ efforts are improved" It is ver. clear t,at trainin1* in t,e

process of developin1 people* improves related su-6s.stems for overall effectiveness of an

or1anisation" $rainin1 ,elps to improve performance appraisal s.stem* potential appraisal

s.stem* career plannin1 s.stem etc"

It is a c,allen1e to modern mana1ers to -e conversant wit, t,e trainin1 c.cle and process of

operatin1 t,em for 1ettin1 -etter results" $rainin1 can create ,i1, credi-ilit. in an or1anisation v

its continued commitment and devotion to t,e r1anisation"

H



A si1nificant o-5ective of trainin1 is to prevent t,e o-solesce of t,e emplo.ees -. updatin1 t,eir

skills 7 knowled1e" $rainin1 -ecomes necessar. to update emplo.ees* so t,at t,eir efficienc.

does not suffer -ecause of lack of understandin1 of new tec,nolo1."

<. PREPARING OR UTURE ASSIGNMENT

People are not satisfied* if t,e. continue to work in t,e same position for lon1" ne of t,e o-5ects

of trainin1 is to provide t,e emplo.ee an opportunit. to clim- up t,e promotional ladder"

$,us t,e trainin1 ,as -ecome 2uite important for an. or1anisation* to keep in peace wit, t,e

e3ternal c,an1in1 environment and wit, increasin1 competition"

D



IDENTI8ING TRAINING NEEDS

It is t,e process t,at involves esta-lis,in1 areas w,ere individual lack kill* knowled1e* and

a-ilit. in effectivel. performin1 t,e 5o-s and also identif.in1 or1ani8ational constraints t,at are

creatin1 road ,icks in t,e performance"

TRAINING METHODS

A variet. of trainin1 met,ods are availa-le and used -. trainin1 a1encies and or1ani8ation" ome

of t,e most prevalent met,ods of trainin1 are follows

*ECTURE

As t,e name indicates* it refers to a presentation -. t,e trainer or ideas* concepts* t,eories 7

issues" $,e met,od focuses on transmission of knowled1e" It entails t,e ma3imum active role -.

trainer 7 little overt activit. -. t,e participants" It is economical* as a lar1e num-er of people can

-e trained at one time savin1 cost in terms of man* ,ours 7 mone."

ONTHE-O TRAINING METHOD

$,e trainin1 t,at takes place is centered around t,e 5o-" $,e trainee used mac,ines and tools t,at

,e will use once t,e trainin1 is completed" $,e trainin1 takes place in surroundin1s were lie will*

in future -e workin1 at t,is re1ular tasks"

F



F=



OBJECTIVES OF STUDY

• $o understand 7 o-serve t,e practical work in #U9"

• $o 1ain more practical knowled1e a-out t,e /$rainin1 and development pro1rammers to

workers in #U90

• $o seeks out t,e difference -etween t,e t,eoretical 7 practical work"

• $o o-serve t,e functions of various departments of #U9* a,i-a-ad"

• $o ,ave a direct contact wit, t,e emplo.ees of #U9* a,i-a-ad 7 to know a-out t,eir

workin1 condition and attitude towards #U9"

• $o know t,e policies of Bi6I!9* in respect of $rainin1 7 +evelopment"

F@



F



RESEARCH METHODO*OG8 ADOPTED OR THE STUD8

$,e purpose of t,e met,odolo1. is to descri-e t,e researc, procedure" $,is includes overall

researc, desi1n* t,e samplin1 procedure* t,e data collection met,od* and anal.sis procedure"

$,e sample procedure c,osen for t,is are statistical samplin1 met,od" #ere randoml. emplo.ees

are selected and interviewed" Information* w,ic, I collected* was -ased on t,e 2uestionnaires

filled up -. t,e sample emplo.ees"

Under secondar. met,od I took t,e ,elp of various reference -ooks w,ic, I ,ave mentioned in

-i-lio1rap,. and also -. wa. of surfin1 t,rou1, t,e compan. we-site"

$,e findin1s* conclusion* su11estion* anal.sis of t,e report is -ased on t,e primar. data collected

t,rou1, surve. met,od and t,e secondar. data collected -. me"

or t,e surve. of /$rainin1 and development pro1rammes to emplo.ees in #U9* a,i-a-ad0*

t,e met,odolo1. adopted is of /Personal Interview 7 c,edulin10"

or t,e purpose of surve.* interviews were taken personall. of t,e emplo.ees -ot, on t,e -asis

of structures 7 unstructured from" $,en furt,er anal.sis 7 interpretation of collected data were

made 7 finall. report is -ein1 prepared"

$,e secondar. data is collected t,rou1, various ma1a8ines* -ooks* compan.<s personnel manual*

annual reports and t,e calendar of event pu-lis,ed -. t,e various trainin1 a1encies

FF



CHAPTERI+ATION

$,e pro5ect work ,as -een cate1ori8ed into si3 c,apters"

irst c,apter delineates Introduction to ,uman resource mana1ement and t,e importance and

o-5ectives of t,e stud.* scope* importance* met,odolo1.* limitations and c,apteri8ation"

econd c,apter discuss an overview of #U9 #uman resource mana1ement in #U9* unctionin1

of various cells in #U9"

$,ird c,apter discuss information re1ardin1 desi1n and Implementation of trainin1 and

development pro1rammes"

ourt, c,apter contains a-out impact of trainin1 pro1rammes on emplo.ees in #U9 a,i-a-ad

and su11estion for t,eir improvement"

ift, c,apter contains su11estion for t,e improvement of trainin1 and development pro1rammes

for emplo.ees and conclusion"

FE



F



INDINGS AND ANA*8SIS

6; Is t,ere an. need of trainin1Q

No" of respondent 6 F

Oes F

No

Influences:

In t,e surve. I find ;G trainers sa.s .es"

6= Are t,ere an. trou-le makers in .our trainin1 7 developmentQ


FD



Oes @F

No ;F

Influences:

In t,e surve. I find more HG trainers sa.s Oes" And second more @G emplo.ee

sa.s No"

E



6@ +oes t,e promotion polic. is fair in .our compan.Q


Oes @

No =

Influences:

In t,e surve. I find more EG emplo.ee sa.s Oes" And second more G

emplo.ee sa.s No"

E;



6 +oes $op6level mana1ement ,ave sincere interest in t,e trainin1 concernQ


Oes @F

No ;F

Influences:

In t,e surve. I find more ;G emplo.ee sa.s Oes" And second more G

emplo.ee sa.s No"

E=



6F Are .ou satisfied wit, .our trainin1 pro1ramsQ


Oes @

No =

Influences:


emplo.ee sa.s No"

E@



6H Are .ou satisfied wit, t,e trainin1 met,od w,ic, is used in .our compan.Q


Oes

No ;

Influences:

In t,e surve. I find more G trainers sa.s Oes" And second more =G trainers

sa.s No"

EF



6 ,at do .ou t,ink can -e improved a-out t,e department via trainin1 and

developmentQ


Oes @

No =

Influences:


emplo.ee sa.s No"

6D Is t,ere an. mana1ement<s support for t,e efforts to improve t,e weaknessesQ

EE



Oes

No ;

Influences:


sa.s No"

6;; Is t,ere an. -onus and incentivesQ


Oes ;

No

E



Influences:

In t,e surve. I find more =G trainers sa.s Oes" And second more G trainers

sa.s No"

6;= Are 5o- skills* knowled1e and a-ilit. considered in assessin1 trainin1 needsQ


Oes @F

No ;F

ED



Influences:

In t,e surve. I find more HG trainers sa.s Oes" And second more @G trainers

sa.s No"

6;@ Are t,e results of trainin1 pro1rams monitored and evaluatedQ


Oes @

No =

H



Influences:


emplo.ee sa.s No"

6; Is t,ere a reference li-rar. of trainin1 and development material for

emplo.ee useQ


Oes

No ;

H;



Influences:


sa.s No"

H=



H@



It is a c,allen1e to modern mana1ers to -e conversant wit, t,e trainin1 c.cle and

process of operatin1 t,em for 1ettin1 -etter results" $rainin1 can create ,i1,

credi-ilit. in an or1ani8ation its continued commitment and devotion to t,e

r1ani8ation"

In c,akrad,ar* t,ere is a need of trainin1" $,ere are man. trou-le makers in t,e

compan." $,e promotion polic. is fair and t,e top6level mana1ement ,ave sincere

interest in t,e trainin1 concern" Via trainin1 and development t,e. can improve t,e

department" $,e results of t,e trainin1 pro1rams are monitored and evaluated"

HF



HE



*IMITATIONS

,ile makin1 t,is pro5ect followin1 limitation were encountered:

• A period of one semester is a ver. s,ort period to know completel. a-out

trainin1 and development pro1rammes of a -i1 or1ani8ation like

c,akrad,ar"

• ome data is collected t,rou1, interviews> it ma. -e possi-le t,at t,e

emplo.ees ma. ,ave reacted over ent,usiasisticall."

• $,e pro5ect work contains details onl. of c,akrad,ar* Mu8affarna1ar

w,ile w,at ot,er c,akrad,ar in t,e countr. are conductin1 for trainin1

and development is not known"

• $,ere is s,orta1e of timin1 to complete t,eir work"

• $,e workers of t,e c,akrad,ar are not interested in fillin1 up t,e

2uestionnaire"

• $,ere is s,orta1e of mone. to accomplis, t,e 1oals of t,e compan."

• $,ere is no -onus and incentives"

• $,ere is not an. mana1ement<s support for t,e efforts to improve t,e

weakness"

HH



H



SUGGESTIONS OR EECTIVE TRAINING AND

DEVE*OPMENT

$o ,ave effective trainin1 and development pro1rammed must accomplis, t,e

1oals of modif.in1 skills attitudes and -e,avior so I su11est t,e followin1

activities and policies"

;" $o trainee director must -e asked to evaluate trainin1 and

development tec,ni2ues and particular Performa for t,e

feed-ack from t,e workers and mana1ers must -e provided so

t,at t,e difficulties in $7+ pro1ramme can -e sou1,t out"

=" -5ective of $7+ is to determine a-ilit. of participants and

perform 5o-s for w,ic, t,e. are well trained" $,e specific nature

of trainin1 deficiencies w,et,er t,e trainees re2uire an.

additional on t,e 5o- trainin1 and t,e e3tent of trainin1 is not

re2uire for t,e participants to meet 5o- re2uirement"

@" $,e personnel Mana1er s,ould accuratel. assess trainees 5o-s

performance wit,in two to four mont,s after t,e completion of

trainin1"

HD



" ome writers ,ave su11ested t,at four -asic cate1ories of

outcomes can -e measured"

a. Rea?tio0 !valuate t,e trainee<s reaction to t,e pro1ramme"

+id t,e like t,e pro1rammeQ +id ,e t,ink it wort,w,ileQ

a" *ear0i01 did t,e trainee learn t,e principles* skills and fact t,at

t,e supervisor or t,e trainer wanted t,em to learnQ

-" eha3ior ,et,er t,e trainee<s -e,aviour on t,e 5o- c,an1ed

-ecause of t,e trainin1 pro1ramme"

c" Resu!ts w,at final results ,ave -een ac,ievedQ +id ,e learn ,ow to

work on mac,ineQ +id scrap pa1e costs decreaseQ as turnover

reducedQ Are production 2uotas now -ein1 metQ !tc"

F" :uestio00aires or stru?ture9 i0ter3ie>s wit, t,e trainees are

accepta-le met,ods for o-tainin1 feed-ack on trainin1" $,e

supervisor is asked to rate t,e former trainee on 5o- proficienc.

directl. related to t,e trainin1 o-5ectives"

E" Anot,er approac, is to involve t,e use of e4eri5e0ta! a09

?o0tro! 1rou4s. !ac, 1roup is randoml. selected* one of

receive trainin1 (e3perimental) and t,e ot,er not to receive

trainin1 (control)"



H" $,e mana1ement development pro1ramme must -e launc,ed -.

t,e c,ief e3ecutive officer of an or1ani8ation or -. a committee

consistin1 of t,e c,ief e3ecutive -ecause t,is pro1ram involves

fundamental polic. issues* decision of far6reac,in1 importance*

and an e3penditure of considera-le sum of mone."

" Incentive must -e t,ere" $o indicate t,e -oss<s interest* a

memorandum from ,im ma. -e circulated in advance of a

course<s inau1uration> t,e top mana1ement ma. ,ave a preview

of t,e course"

D" urt,er* matters suc, as temperature* ventilation* -ack-oards*

seatin1 arran1ements* provision of lavatories* name plates and

freedom from noise and interruptions need to -e 1iven a careful

consideration"

;



=



RECOMMENDATIONS

IMP'VIN& !!C$IV!N! $'AININ& 7 +!V!9PM!N$

$,e trainin1 and development pro1rammes can -e made effective if t,e

followin1 ,ints are considered:

;" pecific trainin1 o-5ectives s,ould -e outlined on t,e -ases of t,e

t.pe of performance re2uired to ac,ieve or1ani8ational 1oals and

o-5ectives" And audit of personal needs compared wit, operational

re2uirements will ,elp to determine t,e specific trainin1 needs of

individual emplo.ees" $,is evaluation s,ould form a well6 defined

set of performance standards towards w,ic, eac, trainee s,ould -e

directed"

=" Attempt s,ould -e made to determine if t,e trainee ,as t,e

intelli1ence* maturit.* and motivation to successfull. complete t,e

trainin1 ma. -e postponed or cancelled till improvements are

visi-le"

@" $,e trainee s,ould -e ,elped to see t,e need for trainin1 -. makin1

,im aware of t,e personal -enefits ,e can ac,ieve t,rou1, -etter

performance" #e s,ould -e ,elped to discover t,e rewards and

@



satisfactions t,at mi1,t -e availa-le to ,im t,rou1, c,an1es in

-e,aviour"

" $,e trainin1 7 +evelopment pro1ramme s,ould -e planned so t,at

it is related to t,e trainee<s previous e3periences and -ack1round"

$,is -ack1round s,ould -e used as a foundation for new

development and new -e,avior"

F" Attempts s,ould -e made to create or1ani8ational conditions t,at

are conducive to a 1ood learnin1 environment" It s,ould -e made

clearl. w,. c,an1es are needed" An. distractions* in t,e wa. of

learnin1 environment* s,ould -e removed"

$,e support of t,e upper levels of mana1ement s,ould -e o-tained

-efore appl.in1 trainin1 at lower levels"

E" If necessar.* a com-ination of trainin1 met,ods s,ould -e selected so

t,at variet. is permitted and as man. of t,e senses as possi-le are

utili8ed"

H" It s,ould -e reco1nition t,at all t,e trainees do not pro1ress at t,e

same rate" $,erefore* fle3i-ilit. s,ould -e allowed in 5ud1in1 t,e

rates of pro1ress in t,e trainin1 pro1ramme"



" If possi-le* t,e personal involvement or active participation of t,e

trainee s,ould -e 1ot in t,e trainin1 pro1ramme" #e s,ould -e

provided wit, opportunit. to practice t,e newl. needed -e,avior

norms"

D" As t,e trainee ac2uires new knowled1e* skills or attitudes and

applies t,em in 5o- situations* ,e s,ould -e si1nificantl. rewarded

for ,is efforts"

;" $,e trainee s,ould -e provided wit, re1ular* constructive feed-ack

concernin1 ,is pro1ress in trainin1 and implementation of t,e

newl. ac2uired a-ilities"

F



E



:UESTIONNAIRE

;" Is t,ere an. trainin1 needsQ

(a) tron1l. satisfied R (-) atisfied R

(c) +issatisfied R (d) tron1l. dissatisfied R

=" Are t,ere an. trou-le makers in .our 1roupQ

(a) Oes R (-) No R

@" +oes t,e promotion polic. is fair in .our compan.Q

(a) Oes R (-) No R

" +oes $op6level mana1ement ,ave sincere interest in t,e trainin1 concernQ

(a) Alwa.s R (-) Most of time R

(C) 'arel. R (d) Never R

F" Are .ou satisfied wit, .our trainin1 pro1ramsQ


(C) +issatisfied R (d) tron1l. dissatisfied R

H



;" Is t,ere an. -onus and incentivesQ

(a) Oes R (-) No R

;;" +oes 5o- skills* knowled1e and a-ilit. considered in assessin1 trainin1

needsQ


(C) +issatisfied R (d) tron1l. dissatisfied R

;=" +oes t,e results of t,e pro1rams monitored and evaluatedQ

(a) Alwa.s R (-) Most of time R

(C) 'arel. R (d) Never R

;@" Is t,ere a reference li-rar. of trainin1 and development material for

emplo.ee useQ

(a) Oes R (-)No R

D



D



I*IOGRAPH8

• C" '" %ot,ari /'esearc, Met,odolo1.0 econd !dition* is,wa Prakas,an"

• +onald " $ull * +ell I" #awkins / Marketin1 'esearc,0 i3t, !dition*

Pu-lis,ed -. As,ok k" &,os, * Prentice6#all f India Pvt" 9td"

• #uman 'esource Mana1ement: V" " P" 'ao ($e3t and causes)4";st!dition

• +ecen8o A" +avid 7 'o--ins P" tep,en* 4ersonnel5H6 Mana.ement ,

Prentice #all* @rd !dition* C,apters E* H 7 * pa1es ;;H6=D"

Ma1ai0es

• India $oda.

• $oda.<s travelers

•

Business $oda.

N e>s Pa4er

• $imes of India

Training and Development Process in Hula

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Transcript of Training and Development Process in Hula