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A PROJECT REPORT
ON
EVALUATION OF TRAINING EFFECTIVENESS IN
BRITANNIA INDUSTRIES LTD.
UNDER THE GUIDANCE OF
MR. MANI SAXENA
SUBMITTED BY
ANAMTA BEG
ROLL NO. 1205001887
OF
MBAIN
HUMAN RESOURCE
WINTER DRIVE 201
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PREFACE
This report presents a blue print about what I have done in my
summer training. The report has been prepared to have an insight
Human Resource in FMCG Industry.
This report contains a basic introduction of FMCG industry HR
Management I hope that this report provides sufficient information
regarding my wor! on the pro"ect.
I would consider my efforts to be fruitful if it proves useful to
somebody at latest stages.
ANAMTA BEG
M.B.A. IV S!".
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AC#NOWLEDGEMENT
#ehind every achievement lies an unfathomable sea of gratitude to
those who have e$tended their support and without whom it ever
has come into e$istence.
I would li!e to ta!e this opportunity to than! my pro"ect guide%
Mr. Mani &a$ena for their guidance and motivation without whom
the successful completion of this pro"ect would not have been
possible. Therefore constant support has given me an overall
learning e$perience.
Furthermore I would li!e to than! all other team members whose
valuable inputs have helped me gain a better understanding of the
pro"ect and the organi'ation.
ANAMTA BEG
M.B.A. IV S!".
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DECLARATION
I ()(MT( #*G hereby declared that the pro"ect report entitled
$EVALUATION OF TRAINING EFFECTIVENESS IN
BRITANNIA INDUSTRIES LTD.%under guidance of Mr. Mani
&a$ena% submitted in partial fulfillment of the re+uirement of the
award of the degree of M.#.(. I, &em. in my original wor!.
ANAMTA BEG
M.B.A. IV S!".
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BONAFIDE CERTIFICATE
Certified that this pro"ect report titled $EVALUATION
OF TRAINING EFFECTIVENESS IN BRITANNIA
INDUSTRIES LTD.% is the bonafide wor! of
$ANAMTA BEG% who carried out the pro"ect wor! under
my supervision.
SIGNATUREMR. MANI SAXENA
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TABLE OF CONTENTS
C&'()!*+1 , INTRODUCTION
-verview of the Industry
-verview of #ritannia Industries td
C&'()!*+2 , REVIEW OF LITERATURE
/rofile of the -rganisation
0 &1-T (nalysis
0 /roblems of the -rganisation in respect of Training needs
Conceptual 2iscussion
*valuating the *ffectiveness of Training
The *valuation Models
E-/) T*' A)3)!/ BIL
Training /rogrammes in #I
Training in #ritannia Industries td.
C&'()!*+ , RESEARCH METHODOLOGY
-b"ectives of the &tudy
&cope of the &tudy
Managerial 3sefulness of the &tudy
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Methodology
&election of &le &i'e
&ling Techni+ue 3sed 2ata Collection
&tatistical Tools 3sed
C&'()!*+4 , DATA ANALYSIS AND INTERPRETATION
C&'()!*+5 , SUMMARY
Findings
Recommendations
imitations of the &tudy
C&'()!*++ ANNEXURE
4uestionnaire
#ibliography
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CHAPTER+1
INTRODUCTION
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OVERVIEW OF THE INDUSTRY
The Indian economy continues to grow at a healthy pace with a 5.67
growth in the financial year 899:09; on the bac! of robust showing by
manufacturing and service sectors.
1ithin FMCG
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ACHIEVEMENTS
#ritannia is synonymous with the rise and growth of the biscuit
industry in India.
Throughout this process it has displayed an uncanny intuition about
emerging popular tastes for biscuits. This foresight% coupled with the will to
innovate and evolve new products% has been the impetus that has propelled
the #ritannia brand ahead of the rest. #eing the mar!et leader% #ritannia
Industries operates under an underlying principle of setting its own rules and
standards that have almost always become the adopted paradigm for the
entire biscuit industry.
It brought the health dimension to an industry that was traditionally
driven by taste alone. This is reflected in #ritannia that e$horted consumers to D*at Healthy% Thin! #etter
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0 #ritannia
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FACTS ABOUT BRITANNIA
#ritannia products are sold in over 8 million outlets% reaching millions of
consumers who buy appro$imately 8.: billion pac!s each year.
( small army !eeps #ritannia going0 over =99 stoc!0!eeping units% ?%999
employees% over =%;99 authori'ed whole sellers% ;? depots and :5
factories. The number of biscuits produced by #ritannia in one year
would be e+uivalent of one pac! of =8 biscuits for every two people in
the world.
#ritannia has had a long association with cric!et and its players. )early
half the members of the current Indian Cric!et team serve as its brand
ambassadors.
aunched in =66>% Tiger became the largest selling #ritannia biscuit
brand in "ust : months of its launch. It crossed the Rs = billion mar! in its
very first year and is still going stronger.
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CHAPTER+2
REVIEW OF
LITERATURE
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PROFILE OF THE ORGANISATION
#ritannia was incorporated in =6=@ as #ritannia #iscuits Co td in
Calcutta. In =68:% /ea! Freans% 3E ac+uired a controlling sta!e% which laterpassed on to the (ssociated #iscuits International A(#I a 3E based
company. 2uring the % the Government reserved the industry for small0scale sector%
which constrained #ritannias growth. #ritannia adopted a strategy of
engaging contract pac!ers AC/ in the small0scale sector. This led to several
inefficiencies at the operating level. In (pril % the Government deserved
the industry for small0scale sector% which constrained #ritannias growth.
#ritannia adopted a strategy of engaging contract pac!ers AC/ in the small0
scale sector. This led to several inefficiencies at the operating level.
In (pril % the Government deserved the biscuit sector from small
scale. #ritannia has e$panded captive manufacturing facilities and has
moderni'ed and upgraded its facilities in the last five years. Today #ritannia
is an organi'ation having its presence in both the national and international
mar!ets and heading towards a bright future.
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sold in over 8 million outlets% reaching millions of consumers who buy
appro$imately 8.: billion pac!s every year.
Throughout its e$istence% #ritannia has operated on the principle of
providing products to consumer that are healthy and tasty. This is brought
about by the use of high +uality ingredients with a string focus on
naturalness and modern manufacturing practices. The company today has
a wide range of ba!ery products in the biscuit% bread and ca!e segments.
1ith its pioneering role in ba!ery sector% #ritannia
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#ritannia brand name has always stood for good wholesome food
values. #ritannia is the epitome of health% hygiene and nutrition. It has
undergone a change% which is truly comprehensive in nature. The dynamic
new motto *(T H*(THJ% THI)E #*TT*R is designed to captures the
very essence of purity% energy and freshness% implicit in all its food products
along with the e$isting products they have also e$panded their portfolio with
the introduction of #ritannia cheese and cheese spreads% #ritannia butter and
#ritannia dairy whitener. (ll of which have already created +uite a stir in the
mar!et.
Today% after over seven decades of being an in separable part of life in
India% #ritannia is now set to usher its customers into a healthier and tastier
future.
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B RITANNIA LOGO
ogo consists
of the Company
name and slogan.
The logo along with the corporate statement is asB
*(T H*(THJ% THI)E #*TT*R aims at positioning #ritannia as the
most credible source of healthy yet tasty food product. The corporate
statement captures the Indian concept of unity of body and mind. The
colours used in the logo have it own significance.
1ritten in three coloursB 0Red% 1hite and Green.
Red denotes *nergy and ,itality.
1hite denotes /urity.
Greenstands for )utrition and Freshness.
(lso there is green stro!e beneath the company name% which denotes
surety for health and +uality products.
The Hindi rendition of slogan SWASTH #HAO6 TAN MAN JAGAO.
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MISSION OF THE COMPANY
To dominate the food and beverage market in India through a
profitable range of tasty yet healthy products.
Regarding the basis of setting mission and vision statement% #ritannia
gives top most priority to customer satisfaction% followed by +uality%
mar!et leadership% increased profit variety% sales turnover and profit
ma$imi'ation.
Our markets are poised for exciting times. As a successful organization, we
must not only keep pace with consumer expectation, but also anticipate
them. Our new identity is to lay the base to project our future as a successful
'food' company, a company that proides high !uality and tasty, yet healthy
foods and beerages".
+N/ W'9'6 C&'*"'6 B*)'' I9/)*!/ L")!9.
"# conform to the iew that there are three kinds of companies $ those that
watch things happen% those that make things happen% and those that wonder
what happened. &e certainly wish to make things happen(y personal
commandment is )o unto others what you don't wish done unto you. #t's not
the big who swallow the small% it is the fast who swallow the slow".
-Sunil Alagh, !", #ritannia Industries $imited.
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OBJECTIVES OF THE COMPANY
The ob"ectives of the Company areB
Reduction in consumer complaints.
To start documentation of mar!et returns dealer wise.
To empower the wor!men on individual wor! area to ensure that only
+uality products are passed onto the ne$t stage of production.
Continuous training for the development of the human resources.
To minimi'e the accident rate.
/roviding the minimum training base for manpower. 9
The /rinciples and /olicies of the Company areB
2erives from the company mission% vision and cherished values.
#uild stronger bond between people.
Generating motivation to e$cel.
*nabling continuance learning and renewal of s!ills.
/roviding opportunities to perform and potential to growth.
Generating a climate of trust% respect and team wor!.
Installing a sense of pride and belongingness.
Creating a happy climate for wor!.
/roviding a base for retraining of manpower.
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SOCIAL RESPONSIBILITY
#ritannia recogni'es its social responsibilities% and these are
manifested in the following various waysB 0
T/'" R!!:+The #ritannia family responded to the process of relief and
rehabilitation by voluntary donations from the employees that were matched
with cash contribution by the company and given to the Indian Red Cross
&ociety. The Company also supplied products and other articles of need to
the affected people.
B*)'' , IMG0 #ritannia has been sporting the Indian Music Group at &t
Kavier College at Mumbai for 89 years now. The annual festival% which
ta!es place around anuary% has been recogni'ed as one of the most
significant music festivals in the country. (part from this it also support the
#ritannia IMG music centre in the college premises% which is a boasts of a
splendid music library and listening facilities.
T&!')*!0 #ritannia has been supporting theatre arts% a #angalore0based
company% for the production of high +uality *nglish theatre. The latest
production% the !iss of the &piderwoman was greeted with rave review in
#angalore.
T&! B*)'' A"*)*'; T!/ S&!"!0This is a scheme sponsored by
#ritannia% which is committed to producing high +uality tennis players of
India. The scheme has already produced several champions such as eander
/aes who have brought laurels to the country. The scheme is fully residential
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program. Training is being provided by the highest +uality coaches both
Indian and from overseas.
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BRITANNIA+THE CORPORATE CITI? &upport has been consistently provided to the
Missionaries of Charity AMother Teresa in Calcutta. ( special programme
called W! C'*! was run to provide opportunities to the under privileged.
2onations of biscuits% uniforms etc. are provided regularly.
S('/)@/ S=!)> =: #'*')''? #ritannia also supports the &pastic
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ORGANISATION CHART
*ig +.+$ he flowchart of Organization
PERSONNEL MANAGEMENT CHART
*ig +.-$ he flowchart of ersonnel )epartment
/*R&-))*M()(G*R
&(*&
M()(G*R
&T()2(R2&M()(G*R
FI)()C*
M()(G*R
/R-23CTI-)/())I)G
M()(G*R
&J&T*M
M()(G*R
3)IT H*(2
&*CR*T(RJ T-R./.M()(G*R
/*R&-))*-FFIC*R&
(&&I&T()T
/*R&-))* -FFIC*R&
R*GI-)(
/*R&-))*M()(G*R
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EXISTING ORGANISATION STRUCTURE OF THE
COMPANY
The e$isting organi'ation structure of #ritannia Industries td is
divisionalised as followsB
3nit Head L =
Managers L 89
-fficers L 65
Territory &ales Incharge L ?;
1or!ers L :9?
LABOUR UNIONS
There are two unions in #ritannia Industries td.
= Ma'door 3nion A#ritannia #iscuit Co.. It is affiliated to Indian Trade
3nion Council AI)T3C.
8 Earamchari 3nion A#ritannia Industries td.. It is affiliated to
Central Industrial Indian Trade 3nion ACIT3.
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The membership fee at each union is Rs ;0. The terms and conditions are
governed by long0term settlement for ? yrs. The last settlement was done in
899=. There occurred little agitation at the time of settlement.
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PRODUCTS
#I&C3IT&
C(E*&
#R*(2
/0A1) )2340##O1
CR*(M TR*(T &andwich Cream #iscuit
CH*EE*R& 1afer Cream #iscuit
G--2 2(J #iscuits with Real #utter
)3TRI CH-IC* Health #iscuits
MIE #IEI& Mil! #iscuits
TIG*R Health Force #iscuits
M(RI*G-2 &emi sweet% ight% Teatime #iscuits
ITT* H*(RT& &ugar Gla'ed /uffed /astry #iscuits
;90;9 &weet and &alt Crac!ers
&)(K Fla!y &alted Crac!ers
M*RRI C(E* &ingle &lice Ca!es
&liced #ar Ca!es
/R*MI3M #(E* &liced &andwich #read
&oft% 1hite #read
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SWOT ANALYSIS
The &1-T analysis of the company refers to the strengths
wea!nesses inherent in the organi'ation the opportunities threats facedby them from the environment% internal as well as e$ternal. This analysis is
the foundation stone of the strategic planning process as well as short0term
plans needed to attain the strategic ob"ective of the organi'ation.
The analysis has been done in order to have a better understanding of
the organi'ation. The information given by the organi'ation has been used to
carry out the analysis. The strengths% wea!nesses% opportunities threats
identified are enumerated as followsB
STRENGTHS?
1orld
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WEA#NESSES?
,ery limited product e$ports.
imited product portfolio.
In terms of training needs% the Company does not have systematic
training policies.
OPPURTUNITIES?
,ast mar!et for the e$ports.
(mple scope for the product diversification.
,ast potential in tapping new sales territories.
&cope for entering in the strong rural mar!et.
In terms of training needs% the Company can formulate in0house
training programmes for its officers and staff.
THREATS?
&evere competition from the e$isting competitors.
Invasion of foreign brands in this segment.
Competition from small0scale regional players.
The Company may loose highly trained staff to its competitors.
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PROBLEMS OF THE ORGANISATION IN RESPECT OF
THE TRAINING NEEDS
The training department of the Company is confronted with the
following problemsB
0 There is no regular training schedule for the officers and staff.
0 The training given to the employees is not standardi'ed.
0 )o wor!0study has been done on the re+uirement of training.
0 )o in0house training programmes have been conducted.
EVALUATING THE EFFECTIVENESS OF TRAINING
(n Investor in /eople evaluates the investment in training and
development to assess achievement and improve future effectiveness.
#!'*/ A=66: suggests that there are four groups of Dmeasures< of
training effectiveness% which are used by organi'ation. The groups are as
followsB
0 )o Measurement
0 &ub"ective Measures
0 4ualitative Measures
0 -b"ective Measures
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The first group% in which no real measurement occurs% includes
activities underta!en as an (ct of Faith% where no form of measurement is
attempted% such as initiatives to improve communications in organi'ation%
which seem to ma!e people feel good and appear to have wor!ed in some
intangible manner.
The second group includes sub"ective responses from traineescourse
delegates% as e$emplified by the Happy &heet. The main +uestion as!ed is
about how individuals feel after the training. -rgani'ations often ma!e the
assumption that positive responses indicate training success and therefore
value to the organi'ation. However% course delegates may well give strong
positive response scores for a number of reasons% including the
presentational s!ills of the trainer% the +uality of the venue% and the feel
good factor of indulging in a creative wor! group% and so on.
4uality measures appear to be more ob"ective than the previous
group% but are often flawed by sub"ectivity as well. They are typified by
+uestionnaires as!ing delegates to put a value on the li!ely benefits of a
training programme.
-b"ective measures are the only really meaningful ones. However%
they challenge the provider of training to demonstrate how their training
activities feed through to the bottom lineB in terms of return on investment
and return on the capital employed. There has often been an assumption% in
times past% that training somehow "ustifies itself% because it is all about
developing people. However% it is incumbent on organi'ations to loo!
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critically at the ways in which they evaluate their training activities% lest they
fall prey to the sub"ect approach and are badly caught out when a rigorous
analysis of all the functions of the organi'ation
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The climate of the training organi'ation% the relationship between
participants and trainers% the general attitude% and approaches of the trainers%
training methods% etc are some of the important elements of the training
process which also needs to be evaluated.
E3'')= =: )*' =)="!/
Measuring the carry0home value of a training programme in terms of
what has been achieved and how much is the main tas! of evaluation. This%
however% is a comple$ technical and professional tas!. #enefits of a training
programme are not obvious and they are not readily measurable. /ayoffsfrom training are intangible and rather slow to become apparent. ( central
problem is the absence of ob"ective criteria and specific definitions of
relevant variables by which to measure the effectiveness either of specific
programmes or changes in employee behaviour. )evertheless% the good
personnel managers do ma!e an effort to systematically appraise the benefits
and results of their programmes.
In "ob0related training% the ob"ective is to train people for specific "ob
s!ills so that their productivity may increase. *valuation can be done either
to the direct criterion of increase in output or to the indirect criteria of
decrease in cost% brea!age or re"ects. *ven more indirect are measures that
point out changes in absenteeism or turnover. The most difficult problems of
evaluation lie in the area of human relations s!ill training% which is given to
the supervisors and middle0 level managers. &upervisory and managerial
training programmes are% for this reason% less amenable to ob"ective review
procedures. Much sub"ectivity enters into evaluations of these programmes%
since e$act standards and criteria are hard to devise.
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THE EVALUATION MODELS
The process of evaluating the training effectiveness involves the
consideration of various constraints. Many researchers have developed
various methods and models in order to facilitate this process. &ome of the
models are described as belowB 0
CIRO MODEL OF EVALUATION
2eveloped originally by 1(RR A=6>@% this theoretical model is based on
evaluation being carried out at four different levelsB
C=)!-) E3'')=B -btaining and using information about the current
operational conte$t i.e. about individual difficulties% organi'ational
deficiencies etc. in practice% this mainly implies the assessment of training
needs as a basis for decision. This involvesB
*$amining the e$pectations and perceptions of the people.
*$amining whether the training needs were accurately identified.
/utting the specific training event in the wider conte$t of other training
activities.
*stablishing whether the trainers en"oyed the confidence of the trainees
and whether the latter are comfortable with the level and focus of the
training.
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I() E3'')=B 2etermine using factor and opinion about the available
human and material training resources in order to choose between alternative
training methods. This involvesB
*stablishing the ade+uacy of the resource base and its cost.
Considering the choice and effectiveness of the training methods and
techni+ues.
Identifying the numbers who successfully completed the program
compared with those who started and draw appropriate inferences.
*stablishing whether the trainers were perceived to be credible as far as
the trainees are concerned.
*stablishing whether the psychological and emotional climate of learning
was appropriate.
R!')= E3'')=B Monitoring the training as it is in progress. This
involves continuous e$amination of administrative arrangements and
feedbac! from trainees. This involvesB
oo!ing at the reactions of trainees to the content and method of training.
*stablishing the reaction of other people% particularly line managers to
the early results of the training program.
2iscussing the views and observations of the trainers.
O)="!/B It implies the measuring of the conse+uences of training. This
involvesB
*stablishing whether e$pectations of results were met.
Identifying whether all or some of the learning ob"ectives were met.
Finding out what were the end course views about the training.
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The three levels of outcome evaluation may be distinguishedB
0 Immediate -utcomes B The changes in the trainee
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The processes% which occur as a result of a successful training programme%
can be divided into : levels. The evaluation can be carried out at any of the
following levelsB
R!')= L!3!B It measures the reactions of the trainees to the content
and methods of the training% not the trainer% and to any other factors
perceived as relevant. It determines what the trainee thought about the
training.
L!'* L!3!B It measures the learning attitude of the trainees duringthe learning period. It collects information that did the trainees learn what
was intended.
J= B!&'3=* L!3!B The "ob behaviour of the trainees in the wor!
environment at the end of the training period i.e. did the training got
transferred to the "obN
E::!) = )&! D!('*)"!)B Has the training helped the trainees in
improving the department
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*ig 5.5$ *lowchart of 6amblin7s (odel
Training
-=
Reactions
-b"ectives
-8earning
-b"ectives
*8earning
*ffects
-?ob #ehaviour
-b"ectives
*?ob #ehavior
*ffects
-:
-rgani'ation-b"ectives
*:
-rgani'ation*ffects
-;
3ltimate ,alue
-b"ectives
*;
3ltimate ,alue
*ffects
*=
Reaction
*ffects
M!'/* T!&!/
')
E'& L!3!
Reaction )oteboo!s
-bserver
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MODEL USED IN THIS REPORT FOR EVALUATION AND
RECOMMENDATIONS
The Eir!patric! Model establishes the effectiveness in terms of
assessing the e$tent to which the ob"ectives are met. Combining the four
levels of this model and an optimum cost benefit strategy would enable the
management to ascertain the e$tent to which a programme is contributing to
the effectiveness of the organi'ation. Therefore% this techni+ue is used to
identify and recommend certain measures in order to improve the training
effectiveness at #I.
The details of Eir!patric! Model are e$plained in the succeeding
paragraph.
THE #IR#PATRIC# MODEL
/erhaps the most influential approach to training evaluation wasdeveloped by 2.. EIRE/(TRICE A=6>; which% according to #ornbrauer
A=6@>% despite its age and common sense approach to the sub"ect% remains
validB because of its comprehensiveness% simplicity% and applicability to a
variety of training situations.
L!3! O!+R!')=
This level in the Eir!patric! model is seen to offer some useful insights
into the early e$periences of trainees% but precisely because it is concerned
with feelings and first reactions% the results need to be viewed with some
caution.
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Measurement can be done throughB
Reaction sheetsB Reaction sheets Aoften referred to as Dhappy sheets
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/ost0courses reviewB 2elegates should meet with their lime manager soon
after the course to discuss what learning has ta!en place and how this will be
applied. They should then meet at agreed intervals to review how much
progress is being made.
(ction plansB #y re+uiring delegates to complete action plans at the end of
course% we imply that we are e$pecting them to implement some learning
from the course and ma!e some changes in the way they wor!.
L!3! T&*!!+ E::!)/ O I939' P!*:=*"'!
Recogni'ing that the purpose of training is to create new "ob capabilities
means that evaluation must be e$tended to the wor!ing environment. (bove
all% this level of evaluation draws attention to the fact that training does not
end at the completion of the training programme% but has to embrace issues
such as the transfer of training% support for the use of new s!ills and
competences and the support provided by line managers.
Measurement can be done throughB
/ost0 course review with line managerB 2elegates should meet with their
lime manager soon after the course to discuss what learning has ta!en place
and how this will be applied. They should then meet at agreed intervals to
review how much progress is being made.
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Follow0up +uestionnaireB The trainer circulates a +uestionnaire to all
delegates and their managers as!ing +uestions about how the learning from
the course is being applied.
Follow0up callsB The trainer% or a nominated person% chooses a random
sample of delegates from a course and then contacts them and their line
managers to as! a series of +uestions about the application of learning from
the course.
Re0testingB If the training is very s!ills0 based and has culminated with a
test% it is possible Aalthough time0consuming to re0test delegates on regular
basis and then to retrain if necessary.
L!3! F=*+ E::!)/ O O*'')=' P!*:=*"'!
The ultimate level and one that represents an attempt to establish what is
often described as the impact of training on the bottom line must be
measured.
(s with level three evaluations% in order to assess the effects of training on
an organi'ation% measures need to be ta!en prior to the training being carried
out. *$amples of such measures areB
&taff attitude surveys
/rofit levels
1astage
evels of consumables used
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(ccidents and damage rates
Customer complaints
1or!ing rates
*rror rates
1or! outstanding
Tas! completed per hourdaywee!
&elf0assessment of performance by team members
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TRAINING PROGRAMMES IN BIL
#ritannia Industries td follows the philosophy to establish and build
a strong performance driven culture with greater accountability and
responsibility at all levels. To that e$tent the Company views capability as a
combination of the right people in the right "obs% supported by the right
processes% systems% structure and metrics.
The Company organi'es various training and development
programmes% both in0house and at other places in order to enhance the s!illsand efficiency of its employees. These training and development
programmes are conducted at various levels i.e. for wor!ers and for officers
etc.
TH* ,(RI-3& TR(I)I)G /R-GR(MM*& (TT*)2*2 #J TH*
-FFIC*R& -F #IB 0
3.n
o
raining programmes )uratio
n
1o. of
participants
)esignation
= #a!ing with &oy 8 days = -fficer
8 and Mar! &eminar = day ; Manager%
-fficers
? Contract abour = day 8 Managers
: ean Manufacturing
Implementation
8 days 8 Managers
; Ris! assessment in wor!
place
= day = -fficer
5 /roductivity and 8 days : -fficers
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(ccomplishment
> (dv. Technology mgmt
for prevention and
control of pollution
8 days = -fficer
@ #earing Maintenance
technology
= day = -fficer
6 Good (uditing /ractices = day = Manager
=9 H(CC/GM/GH/ 8 day : -fficers
== -ccupational health and
safety
8 day = -fficer
=8 &ales training
programme
? days ? &ales territory
Incharge=? (ssessment centre 8 days =5 -fficers
=: andmar! Forum
/rogramme
? days > Managers%
officers
=; *$cellence in
Manufacturing by
eliminating stoc!0outs
8 days ? -fficers
=5 KI, training programme
in #iscuit manufacture
: days : -fficers
=> -ccupation and health 8 days = -fficer
=@ Training for I)E*T
printer
: days > Managers%
officers
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,(RI-3& TR(I)I)G /R-GR(MM*& -RG()I&*2 F-R TH*
1-RE*R& I) #IB0
3.no raining rogrammes )uration 4onducted by
= I&- 6999 and I&- =:999
refresher programme
= day 1or!er teachers
8 /ersonality development 8 days 1or!er teachers
? 1or!er teacher 1or!er
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TRAINING IN BRITANNIA INDUSTRIES LTD.
#ritannia Industries td. provides training to all its employees as per
the policy of the organi'ation.
/3R/-&* -F TR(I)I)GB To ensure availability of trained manpower.
&C-/*B (ll categories of employees in #iscuit plant.
FLOW CHART OF TRAINING PROCEDURE
*ig 8.+ he training procedure
Identification of )eeds
/reparation of Training /lan
Imparting Training
Feedbac!
Induction Training
Training *ffectiveness
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IDENTIFICATION OF NEEDS
M''!"!) S)'::
The /erformance (ppraisal form of the organi'ation has a section in
which the training and development needs are filed up. The person whom
the concerned employee is reporting fills the /erformance (ppraisal form
annually. &uch person may be a branch head or department head.
Identification of training need is done at the *$ecutive -ffice A*-
level for the managers through the /erformance (ppraisal forms annually
and the records are maintained at the *$ecutive -ffice. Managers are
nominated for the various training courses by the *$ecutive
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PREPARATION OF TRAINING PLAN
-n the basis of identified training needs% the annual training calendar
is prepared by the /ersonnel officer and approved by the /ersonnel Head.
(nnual Training #udget is prepared by #ranch /ersonnel Head and is
approved by *$ecutive -ffice. This gives the final list of training activities
in a particular year. It is attempted to carry out all the programmes to fulfill
the identified needs. The Head of the /ersonnel 2epartment monitors the
actual training conducted vis0P0vis the identified training needs on a monthly
basis.
IMPARTING OF TRAINING
(ctual training is imparted with the help of in0house and outside
agencies. The selection of these agencies is done on the basis of reputationQ
programmes offered by them% past e$perience and feedbac! received from
the earlier participants.
Training is also imparted by nominating the concerned employee for
an e$ternal training programme. (ll records of the training are maintained at
branch as per Record of Training in the /ersonnel folder and the same is
intimated to the *$ecutive -ffice /ersonnel through the Monthly /ersonnel
Report.
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FEEDBAC#
( feedbac! is ta!en from the participants through a +uestionnaire on
the programme and their impressions in order to further improve upon the
same. There are three such +uestionnaires available and one of these is used
depending upon the nature of the training programme and the level of
participants. (lso% a person from the personnel department sits through the
final session of the programme and ta!es the verbal feedbac! about the
programme.
INDUCTION TRAINING
S)':: O::!*/ M''!*/
This is carried out as the very first step for any new entrant into the
branch at the &taff -fficer Manager level.
The department prepares a schedule for the employee as per which he
is re+uired to spend specific time in each department. 2uring such period% he
is reporting to the respective department head.
The ob"ective of the induction programme is to familiari'e the
participant to the function of different department. The copies of the same
are sent to the General Manager and all concerned. (t the end of the
induction% the trainee has to submit a report to the /ersonnel 2epartment.
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W=*!*/
In the case of a new entrant% he is called in General shift for 8 days for
training under a senior wor!er to familiari'e him with the welfare facilities
li!e card punching% canteen% public conveniences% rules and regulations%
standing orders% shift timings% spell outs% medical facilities% leave procedures
etc. (fter two days of training% he is deployed in the concerned department.
The /ersonnel -fficer organi'es this.
M''!"!) T*'!!@/ T*'
Management trainees are given a fortnight of induction programme.
Corporate HR advises it as per Management Trainee Training programme
designed by them.
Thereafter% a detailed training programme is carried out whereby the
incumbent is to understand in depth of wor!ing of each department at
various locations as per the programme given by the Corporate HR.
Corporate HR maintains all relevant records pertaining to Management
Trainee
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0 /rogramme ob"ectivesB )eed of the training and what are the ob"ectives
that this training aims to achieve% what li!ely outcomes are e$pected to
come out of impact of this training.
0 /rogramme contentB Topics being covered during the training.
0 Methodology adopted.
0 /rogramme faculty.
0 /ersonnel to be covered.
0 Training methodology.
0 Training effectiveness criteria and scale.
The training effectiveness is measured by measurement of the achievement
of the ob"ectives. This lists down the measurement indicators% achievement
of which will ensure that programme ob"ectives are achieved.
( person gets nominated for the training programme in the following
two waysB
a Training programme flowing from the training needs.
b Training programme for testing out the training increased awareness
general information omnibus training types etc.
Training programmes flowing from training needsB
The programmes are divided into three broad categoriesB
0 Functional
0 #ehavioral
0 General -mnibus programmes
=. F)='?The outcome of the training is measured by comparing the
data pre0training and post0training. ( scale is developed for measuring
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the effectiveness of training based on the 7 achievement of the
ob"ectives.
8. B!&'3=*'?The effectiveness of the training of this nature is measured
annually. This is seen through the training need identification for the
coming year for the employee. If the training need is repeated there% then
the training provided is ta!en as ineffective. If the training need is
repeated but with focus on a part of the need% then the training is partially
effective. If not repeated% then the training is effective.
?. G!!*'? These are the training needs flowing directly from the
organi'ational needs. *$amples of these can be I&- 6999 training% I&-
=:999 training and any awareness training. These are omnibus training
programmes% which are run for a large number of employees.
The effectiveness of the training is measured byB
0 (chievement of those organi'ational ob"ectives within the time lines.
0 )umber of audit issues raised on the areas covered in the training.
0 (ny other such thing as defined in the training brochure.
The effectiveness of the outside training programme is measured on
the same line as above. However% no detailed brochure is prepared for the
same. The measurement criterion for the programme is defined in the
beginning of the programme and effectiveness measured against the same.
( consolidated effectiveness report of the training programme is prepared at
the end of the year. The programmes that are found to be ineffective are
rewor!ed.
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Training programme for testing out the training
(lso there are training programmes% which are not flowing directly from the
training needs measurement of effectiveness of the training is not needed to
be measured.
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TRAINING OF AN OFFICER
*ig 8.- *lowchart for raining of an Officer
Identificationof
Training needs
Consolidation
ofTraining needs
(nnualTraining
Calendar
(pproval from
the /ersonnel2epartment
(nnual
Training
#udget
Imparting
Training
Collecting
Feedbac! forFurther
Improvement
Monitoring of
(ctual Trainingvis0a0vis the
Identified needs
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TRAINING OF A WOR#ER
*ig 8.5 *lowchart for raining of a &orker
-rgani'ational
Thrust(reas
Company
&trategy and
/olicy
)ew*merging
(reas
Identification
-f
Training needs
Consolidation-f
Training needs
(nnual
TrainingCalendar
(pproval fromthe /ersonnel
2epartment
(nnual
Training#udget
Imparting
Training
CollectingFeedbac! for
Further Training
Monitoring of(ctual vs the
Identified
Training needs.
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CH(/T*R0?
R*&*(RCH
M*TH-2--GJ
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OBJECTIVES OF THE STUDY
The first foremost step in any research wor! is to identify the
problems or ob"ectives on which the researcher has to wor! on. There are
two types of ob"ectives met in this study% as e$plained belowB
M(-R -#*CTI,*
To analy'e the e$isting training practices% its effectiveness and
recommend measures to improve the training practices in the
organi'ation.
MI)-R -#*CTI,*&
To study the fre+uency of training% training methods and their effects
on the trainees and recommend certain measures for improvement.
To understand the present practices enforced in respect of training at
the personnel department and recommend any changes if necessary.
To ta!e feedbac! and analy'e the level of satisfaction amongst the
employees in respect of training activities and suggest alternatives.
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SCOPE OF THE STUDY
Training *ffectiveness is the process wherein the management finds
out how effective it has been at training and developing the employees in an
organi'ation.
This study gives some suggestions for ma!ing the present training and
development system more effective.
It gives organi'ation the direction% how to deal differently with
different employees.
It identifies the training development needs present among the
employees.
MANAGERIAL USEFULNESS OF THE STUDY
The effectiveness of the training programmes can be established
through this study.
This study helps to understand% analy'e apply the core concepts of
training in an organi'ation.
Managers would be able to identify the need of training for its
employees.
Managers would !now what employees thin! of the training and
development programmes and ma!e changes if necessary.
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METHODOLOGY
*very pro"ect wor! is based on certain methodology% which is a way
to systematically solve the problem or attain its ob"ectives. It is a very
important guideline and lead to completion of any pro"ect wor! through
observation% data collection and data analysis.
According to 4lifford &oody,
0esearch (ethodology comprises of defining 9 redefining problems,
collecting, organizing 9ealuating data, making deductions 9researching
to conclusions.:
(ccordingly% the methodology used in the pro"ect is as followsB 0
2efining the ob"ectives of the study
Framing of +uestionnaire !eeping ob"ectives in mind Aconsidering the
ob"ectives
Feedbac! from the employees
(nalysis of feedbac!
Conclusion% findings and suggestions.
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SELECTION OF SAMPLE SI
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DATA COLLECTION
To determine the appropriate data for research mainly two !inds of
data was collected namely primary secondary data as e$plained belowB
/RIM(RJ 2(T(
/rimary data are those% which were collected afresh for the first
time and thus happen to be original in character. However% there are many
methods of collecting the primary dataQ all have not been used for the
purpose of this pro"ect. The ones that have been used areB
4uestionnaire
Informal Interviews
-bservation
&*C-)2(RJ 2(T(
&econdary data is collected from previous researches and literature to
fill in the respective pro"ect. The secondary data was collected throughB
Te$t #oo!s
(rticles
ournals
1ebsites
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TOOLS USED
The main tools used for the collection and analyses of data in this
pro"ect areB
4uestionnaire
/ie Charts
Tables
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CHAPTER+4
DATA ANALYSIS
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=How many training programmes have you attended in last ; yearsN
)o. of
/rogrammes
)o. of Respondents 7 of
Responses90; @ :97
50=9 ; 8;7
=90=; : 897
More than =; ? =;7
Total 89 =997
More than 15
15%
10_15
20%
0_5
40%
6_10
25%
I)T*R/R*T(TI-)
:;7 of the officers have attended 50=; training programmes in the last ;
years% which is an indication of an effective training policy of the
organi'ation. However% :97 of the officers have attended only 90; training
programmes% which needs to be evenly
monitored by the organi'ation.
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8 The programme ob"ectives were !nown to you before attending it.
-ptions )o. of
Respondents
7 of
Responses&trongly agree ; 8;7
Moderately agree > ?;7
Can
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ob"ectives should therefore be made !nown compulsorily before imparting
training in the organi'ation.
? The training programme was relevant to your developmental needs.
-ptions )o. of
Respondents
7 of
Responses
&trongly agree 5 ?97
Moderately agree @ :97
Can
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I)T*R/R*T(TI-)
>97 of the respondents feel that the training programmes were in
accordance to their developmental needs. =;7 respondents could not
comment on the +uestion and =;7 thin! that the programmes are irrelevant
to their developmental needs and the organi'ation must ensure programmes
that satisfy the developmental needs of the officers.
: The period of training session was sufficient for the learning.
-ptions )o. of
Respondents
7 of
Responses
&trongly agree 5 ?=7
Moderately agree : 8=7
Can
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moderately
disagree16%
can't say
21%
strongly agree
31%
moderately
agree
21%
strongly
disagree
11%
I)T*R/R*T(TI-)
;87 respondents feel that the time limit of the training programme was
ade+uate but 8;7 feel that it was insufficient. (lso% 8=7 could not comment
on the +uestion. (ll the respondents though felt that increase in time limit of
the programmes would certainly be beneficial and the organi'ation shouldplan for this to be implemented in the near future.
; The training methods used during the training were effective for
understanding the sub"ect.
-ptions )o. of
Respondents
7 of
Responses
&trongly agree : 897
Moderately agree @ :97
Can
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2isagree
Total 89 =997
stronglydisagree
10%
moderately
agree
40%
strongly agree
20%
can't say
15%
moderately
disagree
15%
I)T*R/R*T(TI-)
:97 of the respondents believe that the training methods used during the
programmes were helpful in understanding the sub"ect% yet 8;7 disagree to
this notion. The organi'ation should use better% hi0tech methods to enhance
the effectiveness of the methods being used during the training programmes.
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5 The training sessions were e$citing and a good learning e$perience.
-ptions )o. of
Respondents
7 of
Responses&trongly agree ; 8;7
Moderately agree @ :97
Can
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e$citing if the sessions had been more interactive and in line with the current
practices in the mar!et.
> The training aids used were helpful in improving the overall effectiveness
of the programme.
-ptions )o. of
Respondents
7 of
Responses
&trongly agree : 897
Moderately agree ; 8;7
Can ?;7
Moderately
2isagree
? =;7
&trongly
2isagree
= ;7
Total 89 =997
can't say
35%
strongly
disagree5%
moderately
agree
25%
strongly agree20%
moderatelydisagree
15%
I)T*R/R*T(TI-)
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:97 of the respondents believe that the training aids used were helpful in
improving the overall effectiveness% yet 897 disagree to this notion. ?;7
respondents did not comment on the issue. Jet the total mindset of the
respondents was that the organi'ation should use better scientific aids to
enhance the presentation and acceptance value of the training programme.
@ The training was effective in improving on0 the0 "ob efficiency.
-ptions )o. of
Respondents
7 of
Responses
&trongly agree ? =;7
Moderately agree 5 ?97
Can
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strongly
disagree
15%
moderately
agree
30%
strongly agree
15%
can't say
20%
moderately
disagree
20%
I)T*R/R*T(TI-)
:;7 respondents believe that the training programmes increase their "ob
efficiency but ?;7 disagree to this. The view of the respondents were
towards having more technological and current topics for the training
programmes which could help them satisfy their creative urge andsimultaneously increase their on0the0"ob efficiency.
6 In your opinion% the numbers of training programmes organi'ed during
the year were sufficient for officers of #I.
-ptions )o. of
Respondents
7 of
Responses
&trongly agree 8 =97Moderately agree ? =;7
Can
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2isagree
Total 89 =997
strongly
disagree
40%
moderately
agree
15%
strongly agree
10%
can't say
25%moderately
disagree10%
I)T*R/R*T(TI-)
8;7 respondents have the opinion that the fre+uency of the training
programmes is sufficient but ;97 of the respondents differ to this. They
believe that the number of training programmes organi'ed in a year should
be increased and some in house training programmes should also be
organi'ed by the organisation regularly.
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=9 /lease suggest any changes you would li!e to have in the e$isting
training programmes.
The ma"or suggestions for changes in the e$isting training
programmes are as followsB0
The fre+uency of the training programmes organi'ed in a year should
be increased.
The duration of the training sessions should be amplified.
)ew programmes for personal as well as professional development of
the officers should be developed.
-fficers should be referred for the training programmes as per their
developmental needs.
The training programmes should be organi'ed outside the office in
order to avoid disturbance in the wor!.
&ome training sessions should also be organi'ed in house for the
officers who find it difficult to attend them if held outside the office
premises.
#etter presentation technologies should be used in order to increase
the effectiveness of the programmes.
The course curriculum for the training programmes should be current
in terms of the new developments in the world.
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= How many training programmes have you attended during the last yearN
)o. of
/rogrammes
)o. of Respondents 7 of
Responses3pto 8 8; 587
?0; =9 8;7
50@ : =97
More than @ = ?7
Total :9 =997
6_8
10%
More than 83%
Upto 2
62%
3_5
25%
I)T*R/R*T(TI-)
?;7 of the wor!ers have attended ?0@ training programmes in the last year%
which is the clue of a useful training policy of the organi'ation. However%
587 of the wor!ers have attended only 908 training programmes% which
should be effectively seen by the organi'ation. (lso% every wor!er should be
given chances to attend as many trainingprogrammes as possible.
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8 The training given is useful to you.
-ptions )o. of
Respondents
7 of
Responses&trongly agree =6 :>7
Moderately agree =9 8:7
Can
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organi'ation must ensure programmes that are useful and prove to cater to
the developmental needs of the wor!ers.
? The time limit of the training programme was sufficient.
-ptions )o. of
Respondents
7 of
Responses
&trongly agree > =@7
Moderately agree =: ?:7
Can
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:87 respondents feel that the time limit of the training programme was
ade+uate but ?;7 feel that it was insufficient. (lso% =?7 could not comment
on the +uestion. (ll the respondents though felt that increase in time limit of
the programmes would certainly be advantageous and the organi'ation
should ta!e some steps in this direction.
: The time limit of the training programme% if increased would ma!e it
more effective.
-ptions )o. of
Respondents
7 of
Responses
&trongly agree =@ :;7
Moderately agree @ 897
Can
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2isagree
Total :9 =997
moderately
disagree
15%
can't say
13%
strongly agree
37%
moderatelyagree
25%
stronglydisagree
10%
I)T*R/R*T(TI-)
587 respondents believe that the training programmes increase their "ob
efficiency but 8;7 disagree to this. The respondents were of the opinion that
having current topics for the training programmes and also some sessions by
an e$ternal faculty would help them increase their on the "ob efficiency.
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5 The training aids used were effective in improving the overall
effectiveness of the programme.
-ptions )o. of
Respondents
7 of
Responses
&trongly agree =9 8;7
Moderately agree : =97
Can
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?97 could not comment on the issue. The organi'ation should ensure
positive awareness about the training aids used. (lso% the use of better
presentation aids should be facilitated.
> The number of training programmes organi'ed for wor!ers in a year are
sufficient.
-ptions )o. of
Respondents
7 of
Responses
&trongly agree > =@7
Moderately agree 5 =;7Can7
&trongly
2isagree
@ 897
Total :9 =997
strongly
disagree
20% moderately
agree
15%
strongly agree
18%
can't say10%
moderately
disagree
37%
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I)T*R/R*T(TI-)
??7 respondents believe that the number of training programmes organi'ed
in a year are sufficient% but a ma"ority of ;>7 disagrees to this. The
organi'ation should ensure multiple programmes for the wor!ers and hence
enable them in improving their s!ills and !nowledge.
@ The participation of wor!ers in training programme would help increase
its effectiveness.
-ptions )o. of
Respondents
7 of
Responses
&trongly agree 89 :67
Moderately agree 6 8?7Can
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I)T*R/R*T(TI-)
>87 respondents feel that participative and interactive training session could
provide more awareness and !nowledge in a small span of time as compared
to classroom teaching. =?7 respondents could not comment on this and =;7
disagree to it.
6 P!'/! /!/) '> &'!/ >= =9 ! )= &'3! )&!
!-/) )*' (*=*'""!/.
The ma"or suggestions for changes in the e$isting training
programmes are as followsB0
The wor!ers were of the opinion that e$ternal faculty should be
appointed for the training programmes.
The period of the training sessions should be augmented.
The rate of the training programmes organi'ed in a year should be
increased.
*very one should get a chance to attend the training programmes.
2ocumentaries and other films relating to issues of motivation% team
building should be screened.
/ractical e$amples should be used to ma!e things easy to understand
during the training sessions.
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#etter technological aids and methods should be used to ma!e the
training sessions e$citing.
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CHAPTER+5
SUMMARY
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FINDINGS
The ma"or findings of the pro"ect are enumerated as followsB
The respondents consider training as a positive step towards
augmentation of the !nowledge base.
The respondents prior to attending them broadly !new the
ob"ectives of the training programmes.
The training programmes were ade+uately designed to cater to
the developmental needs of the respondents.
&ome of the respondents suggested that the time period of the
training programmes were less and thus need to be increased.
The respondents believed that the training methods used were
effective
&ome respondents believe that the training sessions could be
made more e$citing if the sessions had been more interactive
and in line with the current practices in the mar!et.
The training aids used were helpful in improving the overall
effectiveness of the training programmes.
The training programmes were able to improve on0the0"ob
efficiency.
Few respondents also recommended that the number of training
programmes be increased.
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RECOMMENDATIONS
#ased on the data collected through the +uestionnaire and
interactions with the -fficers and 1or!ers of #I the following
recommendations are made for considerationB
The organi'ation may utili'e both sub"ective and ob"ective
approach for the training programmes.
The management training given to the employees should be in
sync with the current mar!et practices.
The organi'ation can arrange the training programmes
department wise in order to give focused attention towards the
departmental re+uirements.
Training methods such as business games should be employed
more often as they help in improving team building s!ills.
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LIMITATIONS OF THE STUDY
The following are the limitations of the studyB
The sample si'e was small and hence the results can have a degree of
variation.
The response of the employees in giving information was lu!ewarm.
-rgani'ation
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CH(/T*R05
())3K*R*
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!/)='*!
)(M*B (G*B
&*KB -CC3/(TI-)B
/(C*B
=. 2o you eat biscuitsN
a. J*& b. )-
8. If no% please specify the reasons.- Jou don
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;. Rate the buying factors on a scale of = to ;A= being least preferred to ;
being most preferred.
0 /rice
0 #rand name
0 Flavours
0 )utritional content
0 (vailability
5. Tic! the brand that you normally prefer
0 #ritannia
0 ITC &unfeast
0 /arle
0 #is! farm
0 (nmol
0 -thers
>. 1hat is the first thing that comes to your mind about #ritanniaN
0The recent add
0The #ritannia ingleAting ting tiding
0The #ritannia Tagline
0(ny other
@. 1hat% according to you% is the tagline of #ritanniaN
0Sindagi mein life
0#aahar se !uchh% andar se !uchh aur
0*at healthy% thin! better
0o de "itne !i sa!ti
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6. 2o you remember any advertisement of #ritanniaN
Jes
)o
=9. 1hich #ritannnia T, commercial appeals to you the mostN
0 Goodday station master
0 )ew tasty tiger
0 Mariegold bai
0 Mil!bi!is
==. If #ritannia is not available in the shop% will you loo! for it in the ne$t
shopN
Jes
)o
=8. If the retailer gives you another brand of biscuits% will you buyN
Jes
)o
=?. I li!e #ritannia becauseAran! the following statements on a scale of = to ;Q
= being least
preferred to ; being most preferred
0I li!e the different flavours it offers
0It !eeps me healthy
0It is an all0time snac!s
0It is tasty
0It is available everywhere
0It satisfies my hunger
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0It gives me a sense of en"oyment
0It is affordable
=:. Tic! the #ritannia biscuits you li!e.
0#ritannia ;90;9
0#ritannia Treat
0#ritannia Greetings
0#ritannia )utrichoice
0#ritannia Timepass
0#ritannia MarieGold
0#ritannia Tiger
0#ritannia Mil! #i!is
0#ritannia Goodday
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BIBLIOGRAPHY
*ffective /lanning in Training and 2evelopment eslie Rae
1orld Class Training Eaye Thorne
Training in /ractice #lac!well
Human Resource Management C.#.Gupta
Human Resource Management T.).Chabra
Human Capital ournal
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