Britania 1

8/12/2019 Britania 1

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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 &ample &i'e

&ampling 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


48/99

,(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


49/99

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


50/99

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


51/99

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.


52/99

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.


53/99

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


54/99

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


55/99

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


58/99

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


60/99

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


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


Can


74/99

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.


79/99

= 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.


80/99

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


81/99

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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84/99

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.


85/99

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


86/99

?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%


87/99

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


88/99

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.


89/99

#etter technological aids and methods should be used to ma!e the

training sessions e$citing.


90/99

CHAPTER+5

SUMMARY


91/99

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.


93/99

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


94/99

CH(/T*R05

())3K*R*


95/99

!/)='*!

)(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


96/99

;. 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


97/99

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


98/99

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


99/99

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

Britania 1

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