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Transcript of Project Report(Final)
PROJECT REPORT
ON
“TRAINING AND DEVELOPMENT IN GODREJ AND BOYCE
MANUFACTURING CORPORATION LIMITED”
Submitted in the partial
Fulfillment of the Degree of
Master of Business Administration
Punjab Technical University, Jalandhar
Session 2007-2009
Supervised By Submitted by
Mrs. Ritu Khurana
Certificate
This is to certify that the project report titled “Training and
Development in Godrej and Boyce Manufacturing Corporation
Limited” submitted in partial fulfillment of the requirements for the degree
of Master of Business Administration is a bonafide research work carried out
by Ms. Sakshi Jindal under my supervision and guidance.
This is an original piece of work and has not been submitted in part
or full for any other degree to this or any other University/Institute.
Ritu Khurana
(Project Guide)
Acknowledgement
It is my immense pleasure to present the report titled, TRAINING
AND DEVELOPMENT IN GODREJ AND BOYCE
MANUFACTURING CORPORATION LIMITED.”
Here I would like to express my deep sense of gratitude to Mr.
AMAN KHERA (senior executive) for providing me the opportunity to
complete my project in such an esteemed organization Godrej & Boyce
Mfg. Co. Ltd. Without his timely guidance, valuable support and
encouragement this report would not have been possible. He guided me
sympathetically and patiently throughout the present research study.
I am very thankful to Mr. Rizwani (Location Head) and Mr. Amit
Kumar (Senior Manager), without their permission it wouldn’t be possible
for me to complete my project. I gratefully acknowledge the support and
favor bestowed upon on me by Mr.Sanjeev Chawla (Assistant Manager),
Mrs. Sajina Parmod, (Senior Manager) Mrs. Gurdeep Kohli (Deputy
Manager), Ms. Roma Narula (Deputy Manager) in HR Department. They
gave me guidance at every step whenever I needed. I am thankful that each
time they took spare time from their busy schedule for guiding me related to
various concepts.
I take this opportunity to express my deep gratitude to our esteemed
guide Mrs. Ritu Khurana, Lecturer, SAS Institute of Information
Technology and Research, Mohali for her constant encouragement,
guidance and valuable suggestions to carry the research work.
I would like to thank all the respondents who co-operated with me to
fill in the questionnaires patiently.
I shall be failing in my duty if I do not put a word of gratitude and
sense of profound indebtedness to all my family members and friends who
not only encouraged me in taking up this work but have also shared pains at
every moment of the work. I have no hesitation in admitting that without
their support, I would never have been able to complete this work.
Contents
Chapter numbers Chapter name Page number
Chapter 1 Introduction
Chapter 2 Company Profile
Part-A Introduction to the Company
Part-B Performance Appraisal System in the Company
Chapter 3 Review of Literature
Chapter 4 Research methodology
Chapter 5Analysis and Interpretation
Chapter 6Problems and Suggestions
Chapter 7 Conclusion
Bibliography
Annexure
Tables
Table No. Questions Page
No.
Table 1Does the organization conduct training and
development programmes?
Table 2 When does the organization provide you training?
Table 3What are the skills you need to be enhanced?
Table 4How far the training programmes of organization are helpful in improving the following aspects?
Table 5What are the reasons that make you motivated to attend
training programmes in the organization?
Table 6How do you assess the training programmes in the organization?
Table 7 How training should be done, whether through:–
Table 8In your opinion, why it is difficult to apply the skills that are learnt in training once you return to actual job?
Table 9After how long these training and development programmes have been conducted on the organization?
Table 10What feedback you would like to give regarding training programmes in the organization?
CHAPTER-1
INTRODUCTION
People are the assets on which competitive advantage is built, whether
in the public or private sector, whether in the corporate world or in the world
of education. In the words of the latest theory on human resource
management, people are an “inimitable” asset. People and their skills is the
one thing that competitor organizations cannot imitate. So, human resource
management and the practices associated with it have become accepted by
managers in all forms of organizations as one of the most important strategic
levers to ensure continuing success.
Human resource management (HRM) is the strategic and coherent
approach to the management of an organization's most valued assets - the
people working there who individually and collectively contributes to the
achievement of the objectives of the business. The Human Resources
Management widely replaced the phrase Personnel Management as a
representation of managing the people in the association. The Human
Resources Management always functions for the welfare of the employees,
as they are the valuable resource of the organization
HRM: where did it come from?
The modern concept of human resource management finds its roots in
the early 20th century notion of employee welfare. The large factories that
evolved in the United States in the late 19th and early 20th centuries presented
managers with major problems of workforce control. Part of the solution to
the problem of re-establishing management control on the factory floor was
found in the development of Scientific Management.
From its employee welfare roots, “personnel management” spread within
the USA and later into Europe and an increasing number of issues concerned
with the management of people in organizations came to find a home in the
personnel departments of the mid-20th century. By the 1960s, the notion of
personnel management had become well-established with a number of clear
areas of responsibility attached to it including:
• selection and recruitment
• training and development
• pay and conditions
• industrial relations
• employee welfare
• Occupational health and safety.
Modern HRM
In the 1980s, the concept of human resource management began to
gain ground at the expense of personnel management. The integration of
human resource management practices was to create an organizational
culture that allowed workers to identify their own success with that of the
corporation. Thus, organizational or corporate culture became an important
element in understanding the competitive success of firms and was a major
theme of management thinking in the early 1980s.
Training and Development
In the past, organizations developed managers by recognizing an
individual’s knowledge about the organization’s products or services. These
individuals were promoted to first-level positions that included work
direction. One cannot say they supervised in the current sense of the word,
that is, they usually didn't delegate, support career counseling, conduct
performance reviews, etc. Rather, they told workers what to do and workers
did it. These work directors had little training about supervision, e.g., about
delegating, interpersonal skills, stress management, career developments,
etc.
In 50s to 80s management training focused on covering certain
standard topics or types of activities in the organization, e.g., planning,
organizing, finances, sales, accounting, etc. However at that time, manager
in the workplace seldom solves a problem by applying his or her knowledge
of one specific topic then goes on to solve the next problem but not much
training was provided to executives as well as managers.
With the Human Relations movement, training programs recognized
the need to cultivate supervisory skills, e.g., motivating, coaching,
mentoring, etc.
Training
Training is the acquisition of knowledge, skills, and competencies as a
result of the teaching of vocational or practical skills and knowledge that
relate to specific useful competencies. Training is an organized procedure by
which people learn knowledge and skills for a specific purpose.The basic
training is required for all trades, occupations or professions. Now a days the
need for training is recognized to continue training beyond initial
qualifications to maintain, upgrade and update skills throughout working
life. People within many professions and occupations may refer to this sort
of training as professional development.
Difference between Training and Development
Training is distinct from development. Training is a short term
process utilizing a systematic and organized procedure by which non
managerial personnel learn technical knowledge and skills for a definite
purpose. Development is a long term educational process utilizing a
systematic and organized procedure by which managerial personnel learn
conceptual and theoretical knowledge for general purpose.
Training refers to instructions in technical and mechanical operations
like operation of a machine. Training helps an individual learn how to
perform his present job satisfactorily. Development involves preparing the
individual for future job and growth of individual in all respects. Training is
mostly the result of initiative taken by the management. It is the result of
some outside motivation development is mostly the result of internal
motivation. Development complements training because human resourses
can exert their full potential only when the learning process goes far beyond
simple routine. Development is a future oriented training, focusing on the
personal growth of the employee. Training and development process is self
directed or others directed. For self directed informal training will serve the
purpose whereas in other directed formal training is done.
Objectives of Training
1. The main objective is to develop capacities and capabilities of the
employees both new and old by upgrading their skills and knowledge.
2. Developing self consciousness among the employees and greater
awareness to recognize their responsibility and contribute their best to
the organization.
3. Another objective of training is to bring about efficiency and
effectiveness in an organization, so that the organization remains
competitive in highly competitive market situation and for the
achievement of the organizational goals. has its objective t
4. Training aims to help the existing employees in improving their levels
of performance on their present job assignments. In case of new
employees, training has its objective to provide them with basic
knowledge and skills which they need for an intelligent performance
of their specific skills.
5. The technical changes become like automation, highly computerized
systems, which may in their turn creates new problems, new methods,
new products, new jobs, new procedure, new skills- all these make the
functioning of training a must in the organization as the otherwise the
employees will find themselves helpless to handle and adapt to
changes.
6. Sometimes it is not possible for the management to fill in some
important work position from outside. Under such conditions, the
apprenticeship programmes aiming at improving the skills of the
present employee come to the aid of the company to tide over the
position by making available their requirements of the personnel from
within the organization.
Types of Training and Development
Informal Training
Informal training and development is rather casual and incidental. Typically,
there are no specified training goals as such, nor are their ways to evaluate if
the training actually accomplished these goals or not. This type of training
and development occurs so naturally that many people probably aren't aware
that they're in a training experience at all. Probably the most prominent form
of informal training is learning from experience on the job. Examples are
informal discussions among employees about a certain topic, book
discussion groups, and reading newspaper and journal articles about a topic.
Formal Training
Formal training is based on some standard. Formal training might include
declaring certain learning objectives or an extent of knowledge, skills or
abilities that will be reached by learners at the end of the training by using a
variety of learning methods to reach the objectives. A systematic formal
training involves carefully proceeding through the following phases:
a) Assessing what knowledge, skills and /or abilities are needed by
learners;
b) Designing the training, including identifying learning goals and
associated objectives, training methods to reach the objectives, and
means to carefully evaluate whether the objectives have been reached
or not;
c) Developing the training methods and materials;
d) Implementing the training; and
e) Evaluating whether objectives have been reached or not, in addition to
the quality of the training methods and materials themselves.
Reasons for Training and Development
Training and development can be initiated for a variety of reasons for an
employee or group of employees, e.g.
When a performance appraisal indicates performance improvement is
needed.
As part of an overall professional development program.
To help an employee to be eligible for a planned change in role in the
organization.
To test the operation of a new performance management system.
To train about a specific topic.
Benefits of Training and Development
There are several benefits for supervisors to conduct training among
employees. These benefits include:
Increased job satisfaction.
Increased morale among employees.
Increased employee motivation.
Increased efficiencies in processes, resulting in financial gain and
better quality and quantity of production.
Increased capacity to adopt new technologies and methods. A trained
worker is more adaptable to change than an untrained person.
Increased innovation in strategies and products.
Reduced employee turnover and absenteeism. A trained person will be
more satisfied with the job than the untrained one. So there will be
less turnover and absenteeism with training.
Enhanced company image by conducting ethics training.
Risk management, e.g., training about sexual harassment, diversity
training.
Less supervision will be required by trained employee. Trained
employee may not give any opportunity to the supervisor for
complaint.
Less wastage will be there. As the trained workers may waste more
materials or damage machines and equipment and may not cause
accidents.
More employee development will be there. Training first helps in
finding talent in employees and then developing it to the maximum.
Identification of training needs
Training needs are to be identified to know what educational courses or
activities should be provided to employees to improve their work
productivity. In order to identify the training needs we can focus on the
following areas: -
To pinpoint if training will make a difference in productivity.
To decide what specific training each employee needs and what will
improve his or her job performance.
To differentiate between the need for training and organizational
issues.
And to bring about a match between individual aspirations and
organizational goals.
Identification of training needs if done properly provides the basis on which
all other training activities. Also requiring careful thought and analysis, it is
a process that needs to be carried out with sensitivity as people's learning is
important to them, and the reputation of the organization is also at stake.
Different Levels at which training is to be Conducted
Identification of training needs can be done at three levels to ascertain three
kinds of needs: -
Organizational Needs
This concern the performance of the organization as a whole. Here
identification of training needs is done to find out whether the organization
is meeting its current performance standards and objectives and if not,
exploring ways in which training or learning might help it to do so.
Sometimes organizational training needs are also identified when the
organization decides that it has to adopt a major new strategy, create a new
product or service, undergo a large-scale change programme, or develop
significant new relationships, such as joining with others to form new
partnerships.
Group Needs
Training needs are nowadays even identified at the group level. Training
needs here are concerned basically with the performance of a particular
group, which may be a team, department, function, sub-unit, or so on. It is
used to find out how efficiently a particular team or group goes about its
business and meets its current objectives.
Individual Needs
These concern the performance of one or more individuals (as individuals,
rather than as members of a group). Here identification of training needs is
about finding out to what extent individuals need to learn or be trained in
order to bring their current performance up to the required level as a result of
changes in methods and processes that call for new competencies and skills.
It also sees to it that there is continuous improvement initiative taken by
them. Moreover it also helps to find out whether individuals are comfortable
in working across boundaries, with people from different backgrounds. This
is especially important because there is so much work force diversity
observed today in organisations that it has become impossible to retain
workforce, which is not flexible enough to accommodate such changes into
their daily work schedule.
Sources for Identifying Training Needs
There are three sources for identifying training needs. Although they are
independent sources for gathering the necessary data but it is usually
beneficial if they are considered complementary to one another as the
objective of the exercise is to prepare as consolidated data of training needs
as possible. The three sources are as follows: -
Job Profile:-
It is a comprehensive description of all the functions and the responsibilities
that a person has to carry out in due course of his job. It is very common for
us sometimes to find that people of a particular department more or less
perform the same kind of job and therefore a comparative study can be done
on their performance to pinpoint on the training needs of those people who
have not performed up to the mark. Job analysis is included in order to have
a realistic and systematic appraisal of training needs. Inorder to do this first
we need to break up the functions and responsibilities into categories. Next
we have to classify these activities on the basis of their relative importance
to the nature of the job. And lastly we can compute a priority listing of these
tasks in order to have a catalogue of knowledge, skills and attitudes required
for effective performance of the job.
Experiences of the training agency
It is very common for organizations nowadays to hire professional training
agencies in order to look into the training matters. The training agency and
the trainers thus should also draw from their own experiences of organizing
programmes for comparable groups or in similar areas. However, earlier
experiences can only serve to facilitate the process. It cannot be the sole
basis, as training needs of majority of organizations are very specific.
Pre-training survey of the participant's needs
This is suggested as the best way to conduct a training need identification .A
pre-training survey is nothing but a survey of the needs and expectations of
the participants well in advance of the programme. And in this exercise it is
better to include the superiors also as they are in a good position to provide
necessary data on the training needs of their associates, especially in context
of their performance. This is generally done in a systematic manner with the
help of a structured questionnaire in order to reflect the genuine desire to
involve the participants and the organization in the planning process.
However it might happen in certain cases that it is not possible to actively
involve the superiors due to various reasons like lack of time etc but in that
case at least they must be kept fully informed of the proceedings.
Process of identification of training needs
Step 1: Define and chart part of the organization in which the work has to be
done. It is to have a focused approach of the study. It could either be a
particular department, a section, a unit, a specific group or a staff category.
Step 2: Use various data collection measures to collect both qualitative as
well as quantitative data.
Step 3: Analyze the entire data collected in order to find out causes of
problem areas and prioritize areas, which need immediate attention.
Step 4: Prioritize the different training programmes according to the
responses collected.
Step 5: Record and file the entire data so that it can be used for future
reference while designing the training programmes / training calendar.
Benefits of Training Needs Assessment
Needs assessment helps diagnose the causes of performance deficiency in
employees that require remedial actions. This being a generalized statement
there are certain specific benefits of needs assessment. They are as follows: -
The organization is informed about the broader needs of the
participants. Through this process it may be possible that certain new
training programmes, which were, previously not in their list may
come to the forefront.
The organization is able to reduce the perception gap between the
participant and his/her boss about their needs and expectations from
the training programme.
The organization is also able to pitch its course input closer to the
specific needs of the participants.
It also saves a lot of money for the organization as otherwise money is
just unnecessarily wasted on those training programmes, which are
either not needed by the employees or they have no interest in
undertaking them.
Lastly, time, which is the most important resource today, is also
saved, as the training programmes conducted are the ones, which are
actually needed by the participants.
Process for Training
There are various steps in the training are needed to be followed. Process
of training is as follows:-
1. Determining training needs: - The organization's needs and identify
training goals which, when reached, will equip learner's with
knowledge and skills to meet the organization's needs. Usually this
phase also includes identifying when training should occur and who
should attend as learners. Training needs can be identified through the
following types of analysis :
a) Organizational analysis: - it involves the study of entire
organization in terms of its objectives, its resources, resource
allocation, growth potential, its environment. Its purpose is to
determine where training emphasis should be placed within the
organization.
i. Analysis of Objectives: - this is the study of short term and
long term objectives and strategies followed at various levels to
meet the objectives. It is important to continuously review the
objectives in the light of the changing environment.
ii. Resource utilization analysis: - How the various or
organizational resources that is financial, physical, human are
put to use is the main focus of this analysis. The contribution of
various departments is also examined by establishing efficiency
indices for each unit. These indices will help to determine the
adequacy of specific work.
iii. Environmental scanning: - In this analysis, the economic,
social, political, technological environment of the organization
is examined so that to identify the factors which affect the
organization and which can be controlled.
iv. Organizational climate analysis: - the climate of the
organization affects the employee’s attitude. Without the
management support a training programme cannot be
successful. Analysis of organizational climate can reveal its
strengths and weaknesses also.
b) Task or role analysis: - It is the detailed study of job to
determine what specific skills, the job requires. Job description
and job specification are helpful in this.
c) Manpower analysis: - In this analysis, the person to be trained
and the changes required in the knowledge and skills and
aptitude of an employee are determined. There are three issues
to be resolved in this analysis :-
-Whether performance is satisfactory and training is required.
-Whether the employee is capable of being trained and the
specific areas in which training is needed.
-Whether training will improve the employees performance on
the job.
2. Establishing training policies: - Company’s policies play a vital role
in the formulation and designing of a training programme. Every
organization should have a well established training policy. Such a
policy represents the top management’s responsibility for training of
its employees and comprises rules and procedures governing the
standards and scope of training and development.
3. Setting goals and objectives of training: - Once specific training
needs have been determined and policies relating thereto established,
a stage comes for setting goals and objectives of training for fulfilling
these needs. Broadly speaking, immediate objective of training are to
help an employee to improve performance of his present job. Long
range objectives are to guide the qualified man in preparation for
positions involving greater responsibilities.
4. Preparing the training budget: - It is specifically concerned with the
allocation of funds to be provided for the training for carrying out the
training activities as envisaged in the plan.
5. Deciding about the training venue; - the decision about the training
venue depends invariably on the type of training to be given. For in
company and On the Job training, the venue naturally is the plant
itself. In the case of Off the Job training and training through external
sources, the venue has to be some what away from the trainees
working environment. The venue of the training will be the place
where the outside agency is located.
6. Deciding about the methods and techniques to be deployed: -
training may range from highly specified instructions in the
procedures to be adopted while performing a particular job, to very
general instructions concerning economy and society. Factors which
generally matter in the selection of a particular method of training are
as follows:-
- Depth of knowledge, nature of the skills called for in
particular jobs to be filled.
- Background of the trainees for assessing their capacities
and potentials and ascertaining their attitudes.
- Various kinds of operative problems confronted by the
organization or for achievement of any other specific
organization objectives which compel them to bring in
use particular method and techniques.
- Consideration of facilities by way of cost, time,
materials, equipments, etc as available for particular
training and particular situation.
- Number of persons to be trained and developed.
7. Implement the training package, including delivering the training,
support group feedback, clarifying training materials, administering
tests and conducting the final evaluation. This phase can include
administrative activities, such as copying, scheduling facilities, taking
attendance data, billing learners, etc.
8. Evaluation: - evaluation is the measurement of the effectiveness of
performance after training and collecting useful feedback for future
training. The four methods employed for the evaluation for training
are:-
- Judging and measuring the reactions of the employees.
- Assessing and measuring how far the learning has been
gainful and effective. This is done back means of tests.
- Evaluating new and different behavioural changes in the
performance of the employees.
- Measuring results or changes in terms of costs,
grievances, quality and production.
Methods of training and development
The method by which training is delivered often varies based on the needs of
the company, the trainee, and on the task being performed. The method
should suit the audience, the content, the business¡¦ environment, and the
learning objective. Ideally, the method chosen will motivate employees to
learn, help employees prepare themselves for learning, enable the trainees to
apply and practice what they've been taught, help trainees retain and transfer
what they have learned, and integrate performance with other skills and
knowledge.
Other factors affecting the choice of a training method include:
-Age, gender, or level of education of the trainees
-Learning styles of the trainees
-Number of trainees
-Budget
-Trainer's skills and training style
There are various methods for providing training which are as follows:-
On the Job training
This is the most common method of training. The trainee is placed on the
job and the manager or mentor shows the trainee how to do the job. To be
successful, the training should be done according to a structured program
that uses task lists, job breakdowns, and performance standards as a lesson
plan. There is often a tendency to have a person learn by doing the job.
Job Instruction Technique (JIT):- Job Instruction Technique (JIT) uses a
strategy which focus on knowledge, skills and attitudes development.JIT
considers four steps:-
Plan – This step includes a written breakdown of the work to be done
because the trainer and the trainee must understand that
documentation is must and important for the familiarity of work. A
trainer who is aware of the work well is likely to do many things and
in the process might miss few things. Therefore, a structured analysis
and proper documentation ensures that all the points are covered in
the training program. The second step is to find out what the trainee
knows and what training should focus on. Then, the next step is to
create a comfortable atmosphere for the trainees’ i.e. proper
orientation program, availing the resources, familiarizing trainees with
the training program, etc.
Present – In this step, trainer provides the synopsis of the job while
presenting the participants the different aspects of the work. When the
trainer finished, the trainee demonstrates how to do the job and why is
that done in that specific manner. Trainee actually demonstrates the
procedure while emphasizing the key points and safety instructions.
Trial – This step actually a kind of rehearsal step, in which trainee
tries to perform the work and the trainer is able to provide instant
feedback. In this step, the focus is on improving the method of
instruction because a trainer considers that any error if occurring may
be a function of training not the trainee. This step allows the trainee to
see the after effects of using an incorrect method. The trainer then
helps the trainee by questioning and guiding to identify the correct
procedure.
Follow-up – In this step, the trainer checks the trainee’s job frequently
after the training program is over to prevent bad work habits from
developing.
Coaching
Coaching is one of the training methods, which is considered as a corrective
method for inadequate performance. The coaches are experts most of the
time outside consultants. It is one-to-one interaction who set major goals to
accomplish, develop an action plan, and support the learner to accomplish
the plan. The learner drives these activities and the coach provides
continuing feedback and support. It can be done on phone, meetings,
through e-mails, chat.
Mentoring
Hopefully, learners find experienced managers in the workplace who are
willing to take learners "under their wing" and provide ongoing mentoring.
Mentors help employees solve problems both through training them in skills
and through modeling effective attitudes and behaviors. Mentoring can take
place before, during, or after a shift. It gives the trainee individual attention
and immediate feedback. It also helps the trainee get information regarding
the business culture and organizational structure. If a properly trained
mentor is not chosen, the trainee can pick up bad habits.
Apprenticeships
For centuries, apprenticeships were the major approach to learning a craft.
The apprentice worked with a recognized master craftsperson. Particularly
during times of low unemployment, businesses are eager to get any kind of
help they can find. Seeking an apprenticeship may be a very useful and
effective way to eventually develop a new skill.
Job Assignments
Job assignments are wonderful opportunities from which to learn. We just
aren't used to thinking of them that way. To cultivate learning, consider
having employees write short reports, including an overview of what they
did, why they did it, what areas of knowledge and skills were used, how the
job might have been done better, and what areas of knowledge and skills
would be needed to improve the job.
Job Rotations
For the executive, job rotation takes on different perspectives. The executive
is usually not simply going to another department. In some vertically
integrated organizations, for example, where the supplier is actually part of
same organization or subsidiary, job rotation might be to the supplier to see
how the business operates from the supplier point of view. Learning how the
organization is perceived from the outside broadens the executive’s outlook
on the process of the organization. Or the rotation might be to a foreign
office to provide a global perspective. For managers being developed for
executive roles, rotation to different functions in the company is regular
carried out.
Off The Job Training
Role Play Training Method:
Role play is a simulation in which each participant is given a role to play.
Trainees are given with some information related to description of the role,
concerns, objectives, responsibilities, emotions, etc. Then, a general
description of the situation, and the problem that each one of them faces, is
given. For instance, situation could be strike in factory, managing conflict,
two parties in conflict, scheduling vacation days, etc. Once the participants
read their role descriptions, they act out their roles by interacting with one
another. Role Plays helps in developing interpersonal skills and
communication skills, Conflict resolution, Group decision making.
Programmed Instruction (PI)
Programmed instruction is a Computer-based training that comprises of
graphics, multimedia, text that is connected to one another and is stored in
memory. Programmed instruction is the procedure of guiding the
participants strategically through the information in a way that facilitates the
most effective and efficient learning. It provides the participant with content,
information, asks questions, and based on the answer goes to the next level
of information i.e. if the trainee gives the correct answer; one branch moves
the trainee forward to the new information. And if the trainee gives the
wrong answer then different branch is activated, taking the trainee back to
the review. This method allows the trainees to go through the content
according to the individual speed, and capability. Those trainees, who
respond better, move through the content rapidly. In programmed
instruction, trainees receive information in substantial amount and then
tested on their retention of information. If the trainees are not able to retain
the information, they are referred back to the original information. If the
trainees retain the information, they are referred to the next log of
information that is to be learned. Programmed Instruction also comes in
Printed form i.e. books, Tape, Interactive Video, etc.
Internships
Internships are offered usually by organizations to college students wanting
to find work experience during the summer months. The internships offer
precious, real-life job experience and the organizations often get skilled,
highly dedicated service. Many times, interns go on to be hired by the
organizations, as well.
Conference
The conference training method is a good problem-solving approach. A
group considers a specific problem or issue and they work to reach
agreement on statements or solutions. There is a lot of trainee participation.
The trainees build consensus and the trainer can use several methods
(lecture, panel, and seminar) to keep sessions interesting. Opinions
generated at the conference may differ from people to people causing
conflict.
Electronic training
Computer-Based Training
IN THE COMPUTER BASED TRAINING, THE TRAINER USES
COMPUTER BASED to interactively increase his knowledge or skills. In
this method, the tests are taken on computer so that management can
monitor each trainee’s progress and needs. This training tends to be flexible
which can be used almost any time and thus gets training when they prefer.
The feedback from this technique is rich and colourful. Limitation of this
technique is of its high cost.
Electronic Performance Support System:-
People do not remember everything by heart what they have learnt. The
training, in this method focuses on the skills the employees need every day
for performing their jobs. EPSS are a set of computerized tools and displays
that automate training, documentation and phone support system and
provide support that is faster, cheaper and more effective than traditional
methods.
Other developmental methods
Behavior Modeling
Behavior Modeling uses the innate inclination for people to observe others
to discover how to do something new. It is more often used in combination
with some other techniques. In this method, some kind of process or
behavior is videotaped and then is watched by the trainees. The trainee first
observes the behavior modeled in the video and then reproduces the
behavior on the job. In Behavior Modeling the skills that are required to
build up are defined, then a brief overview of the theory is provided to the
trainers. Then, trainees are given instructions that what specific learning
points or critical behavior they have to watch. Then the expert is used to
model the suitable behaviors, after that the trainees are encouraged to
practice the suitable behavior in a role play. Trainees are then provided with
some opportunities to give reinforcement for appropriate imitation of the
model’s behavior. In the end, trainer ensures that trainees appropriately
reinforce the behavior on the work place Behavior modeling focuses on
developing behavioral and interpersonal skills.
IN-Basket Technique
In-Basket Technique – It provides trainees with a log of written text or
information and requests, such as memos, messages, and reports, which
would be handled by manger, engineer, reporting officer, or administrator.
In this technique, trainee is given some information about the role to be
played such as, description, responsibilities, general context about the role.
The trainee is then given the log of materials that make up the in-basket and
asked to respond to materials within a particular time period. After all the
trainees complete in-basket, a discussion with the trainer takes place. In this
discussion the trainee describes the justification for the decisions. The trainer
then provides feedback, reinforcing decisions made suitably or encouraging
the trainee to increase alternatives for those made unsuitably. A variation on
the technique is to run multiple, simultaneous in-baskets in which each
trainee receives a different but organized set of information. It is important
that trainees must communicate with each other to accumulate the entire
information required to make a suitable decision.
Case Studies
A case study is a description of a real or imagined situation which contains
information that trainees can use to analyze what has occurred and why. The
trainees recommend solutions based on the content provided. It can present a
wide variety of skills in which applying knowledge is important. The trainer
must be creative and very skilled at leading discussions, making points, and
keeping trainees on track.
Projects
Projects require the trainees to do something on the job which improves the
business as well as helps them learn about the topic of training. It might
involve participation on a team, the creation of a database, or the forming of
a new process. The type of project will vary by business and the skill level
of the trainee. Projects can be chosen which help solve problems or
otherwise improve the operation. Trainees get first-hand experience in the
topic of the training. Little time is needed to prepare the training experience.
Without proper introduction to the project and its purpose, trainees may
think they are doing somebody else’s work. Also, if they do not have an
interest in the project or there is no immediate impact on their own jobs, it
will be difficult to obtain and maintain their interest.
Transactional Analysis
Transactional Analysis offers a model of personality and dynamics of self
and its relationship to others that makes possible a clear and meaningful
understanding of behaviour. It is used in industry as a method of analyzing
and understanding interpersonal behavior. When people interact there is a
social transaction in which one person responds to another. The study of
these transactions is called Transactional Analysis. Companies these days
are using this method to improve self understanding, interpersonal
effectiveness, communication, leadership.
Evaluation of Training
Evaluation is the application of systematic methods to periodically and
objectively assess the effectiveness of programs in achieving expected
results. Typically, evaluators look for validity, accuracy and reliability in
their evaluations. Evaluators are looking for evaluation approaches that are
practical and relevant.
Training and development activities can be evaluated before, during and
after the activities. These phases look at the following questions:-
Before the Implementation Phase
Will the selected training and development methods really result in
the employee's learning the knowledge and skills needed to perform
the task or carry out the role? Have other employee's used the methods
and been successful?
Do the methods conform to the employee's preferences and learning
styles? Have the employee briefly review the methods, e.g.,
documentation, overheads, etc. Does the employee experience any
difficulties understanding the methods?
During Implementation of Training
Ask the employee how they're doing. Do they understand what's being
said?
Periodically conduct a short test, e.g., have the employee explain the
main points of what was just described to him, e.g., in the lecture.
Is the employee enthusiastically taking part in the activities? Is he or
she coming late and leaving early. It's surprising how often learners
will leave a course or workshop and immediately complain that it was
a complete waste of their time. Ask the employee to rate the activities
from 1 to 5, with 5 being the highest rating. If the employee gives a
rating of anything less than 5, have the employee describe what could
be done to get a 5.
After Completion of the Training
Give him or her test before and after the training and development,
and compare the results.
Interview him or her before and after, and compare results.
Watch him or her performs the task or conduct the role.
Assign an expert evaluator from inside or outside the organization to
evaluate the learner's knowledge and skills.
Criteria for Evaluation:
In the past, the public sector focused on the measurement of resources used
while providing training, delivering training and how many training sessions
are conducted, how many days training were delivered. However, now a day
the focus is on the measurement of outcomes. The organizations should look
at the impacts of executive training on the level of knowledge of participants
and, to the extent possible, the impact on the participants’ use of this new
knowledge in their job and the extent to which this improves their job
performance.
Donald Kirkpatrick had suggested four steps of evaluation which are as
follows:-
1. Reaction: - This level measures initial reactions of participants by
questioning regarding their perceptions and satisfaction. Evaluation
should be based on that whether their reaction are favorable or not?
Their reactions can be evaluated with the help of program evaluation
sheets, interviews, questionnaires and participant comments
throughout the program. Learners might be asked to comment on
whether they will use the new skills, if they plan to change their
behavior, if they expect improvements in results. This level does not
measure what is learned, nor will it ensure quality results from
learning.
2. Learning: - This level measures the extent participant’s learning and
knowledge. Evaluation checks that what did the participants learn?
Although measurement is more difficult at this level, pre-testing and
post-testing can help evaluators determine the amount of learning
acquired. Potential methodologies include pre-post testing,
observations by tutors, managers and/or peers, team and self-
assessment, interviews and surveys. This level provides a higher
measure of training effectiveness but does not measure if participants
liked the program, if they will behave differently or if expected results
will be achieved.
3. Behavior: - This level measures the extent to which a change in
behavior in the post-training environment. It checks that did the
participant’s learning affect their behavior? Are the newly acquired
skills being used in the everyday environment? Measurement is
difficult and it is often impossible to predict when changes in behavior
occur. Therefore, when and how to evaluate are important decisions.
Potential methodologies include pre-post testing, observations, focus
groups, interviews, surveys of people who observe the performer, and
questionnaires. This level does not determine if participants liked the
training or if the new behavior led to results, but it can determine the
degree to which learning has been transferred to the post-training
environment.
4. Results: - This level measures final results that have been achieved as
a result of the learning acquired, the transfer or impact on society. It
checks that did the participant’s behavioral changes affect the
organization? Although in level four, overall reason for a training
program is assessed. Potential indicators include increased
productivity, citizen satisfaction, reduced costs, increased employee
satisfaction and decreased turn over. Determining these outcomes is
difficult, and they cannot always be causally linked to the training.
This level does not determine if participants liked or understood the
training, or if it affected their preferred behaviors.
Total evaluation process
The process is summarized below:
Training needs identification and setting of objectives by the
organization.
Planning, design and preparation of the training programmes
according to the objectives.
Pre-course identification of people with needs and completion of the
preparation required by the training programme.
Provision of the agreed training programmes.
Pre-course briefing meeting between learner and line manager.
Pre-course or start of programme identification of learners' existing
knowledge, skills and attitudes.
Programme proceeds.
Assessment of terminal knowledge, skills, etc., and completion of
perceptions/change assessment.
Completion of end-of-programme reactionaries.
Completion of end-of-programme Learning Questionnaire or Key
Objectives Learning Questionnaire.
Post-course debriefing meeting between learner and line manager.
Review meetings to discuss progress of implementation.
Final implementation review meeting.
Methods of Evaluation:
Questionnaire: - Comprehensive questionnaires could be used to obtain
opinions, reactions, and views of trainees.
Tests: - Standard test could be used to find out whether trainees have learnt
anything during and after training.
Interviews: - Interviews could be conducted to find the usefulness of
training offered to operatives.
Human resource factors: - Training can also be evaluated on the basis of
employee satisfaction, which in turn can be examined on the basis of
decrease in employee turnover, absenteeism, accidents, grievances,
discharges, dismissal, etc.
Cost benefit analysis:- The cost of training(cost of hiring, tools to learn,
training centre, wastage, production stoppage, opportunity cost of trainers
and trainees) could be compared with its value(in terms of reduced learning
time, improved learning, superior performance) in order to evaluate a
training a programme.
Feedback: - After the evaluation, the situation should be examined to
identify the probable causes for gaps in performance. The training
information should be provided to the instructors, trainees and other parties
concerned for control, correction and improvement of trainees activities.
Therefore there are various benefits of training and training needs are
to be identified in advance through knowing the objectives of the
organization. There is proper procedure to identify the training needs in the
organization that is taught in this chapter. Before imparting training proper
procedure is followed. In this chapter various methods for providing training
is shown.
CHAPTER -2
INTRODUCTION TO GODREJ
Part-A
INDIAN APPLIANCE INDUSTRY
The Indian appliance industry consists of at least fifteen white-goods
manufacturing plants set up by seven leading players in the Indian market.
The major players in this segment include the Indian stalwarts like Godrej,
Videocon and IFB as well as the multinational giants like whirlpool,
Electrolux, LG, Samsung.
Even though globally the home appliance manufacturing industry is
considered as one of the low profile one, as compared to others like
automotive industry, the Indian appliance industry is currently running on a
growth curve and is catching up fast with most of its global counterparts.
MAJOR PLAYERS
GODREJ
Godrej is one of the prominent manufacturers of home appliance in India.
Its domestic appliances products include refrigerators, washing machines, air
conditioners and cooking ranges. Godrej, an old warehouse continues to
enjoy the most trusted brand status in Indian market. It increases its product
(electronic and home appliances) offering in Indian market an increase plant
automation to increase efficiency and drive down costs.
LG
LG electronics is a South Korean company and was established in India in
1997. They started their business with manufacturing of colour television,
washing machines, air conditioners and microwave ovens and other
electronic products. LG is the current market leader in Indian appliances
industries and has been able to provide the right mix of quality products at
affordable prices and marketing pool to Indian masses. The company is also
one of the leading appliances exporters from India. Till date it has gained a
reputed name and serving their customers satisfactorily for past one decade.
SAMSUNG
Samsung India has its head offices in Delhi and 19 branches all over the
country. It manufactures a comprehensive range of home appliances such as
microwave oven, refrigerators, air conditioners and washing machines.
These entire products come in various sizes and styles and offer various
functions according to consumer need and budget. The company has
successfully positioned itself as a technology leader in the Indian market
with its targeted market efforts.
VIDEOCON
There are number of home appliances companies in India among which
Videocon is one of them who tops the list. There domestic product include
refrigerators of various types, microwave ovens, mixer grinder, television
etc. Videocon has recently bought out Electrolux’s plant even though the
company launch innovative product like washy- talky, a fridge which
standby battery options etc the company could not crack the Indian market
and create a consumer pool for its product.
COMPANY PROFILE
M/S Godrej & Boyce Mfg. Co. ltd is well known Indian company
with largest engineering and consumer products having varied interests from
engineering to personal care products. It is one of the most respected
corporate houses known for philanthropy and initiation of labor reforms
besides being recognized for values of fair, transparent and ethical dealings.
Everyday, every Indian encounters the ‘Godrej’ name sometime
somewhere. A person may begin the day bathing with a Godrej soap,
shaving with a Godrej shaving cream, storing clothes in a Godrej store well
cupboard, cooking food in a Godrej cooking oil and preserving it in Godrej
refrigerator .Money and valuables are kept in Godrej safe, work is done on a
Godrej computer or typewriter while sitting on a Godrej chair and drinking a
Godrej fruit drink. And after all days hard work it is Godrej’s “Good
Knight” that ensure that a person sleeps well by keeping the mosquitoes at
bay. Innovation has been the key for Godrej. It is this spirit that has built
Godrej and carried it for more than hundred years.
INCORPORATION
Established in 1897, the company was incorporated with limited
liability on March 1932, Indian companies act, 1913.
BOARD OF DIRECTORS: J.N Godrej (chairman and managing
director), A.B Godrej, N.B Godrej, V.M Krishna, K.N Petigara, B.A
Hathikhanavala, F.P Sarkari, P.D Lam, K.A Palia and P.P Shah.
Hierarchy of Godrej and Boyce, Mohali
BUSINESSES
1. Appliances: Refrigerators, washing machines, microwave ovens and
DVD players.
2. Furniture: Office furniture, seating and desking systems, computer
furniture and open plan office systems, office and home store wells,
sofas and recliners, home furniture, filing cabinets and filing systems,
book stacks and cases, sliding /tambour door units, personal industrial
lockers, customized storage systems, roll-formed slides and
components for furniture.
3. Locks: padlocks, cylindrical locks, mechanical and electromechanical
door locks and related hardware.
4. Security equipment & solutions: strong room doors, safe deposit
lockers, cash boxes and coffers, data/ATM safes, burglary and fire
resisting safes, record and filing cabinets, electronic coffers, currency
sorters and cash counting machines, fire/security doors, fire and
burglar alarms/premises security systems, video door phones, CCTV
systems, access control systems.
5. Prime office equipment: office automation – photocopiers, fax,
multifunction devices and mechanical type writers (available in over
thirty languages); conferencing products and solution projectors,
video and teleconferencing equipment, plasma display and electronic
print boards; vending machines.
6. Storage solutions: it includes multiplex and heavy duty storage
systems, tool storage cabinets, gravity-flow, mobiles and drive-in
system components, mezzanine floors, cantilever storage systems,
workshop equipment and special solutions.
7. Material handling equipment: Forklift trucks(diesel, electric and
LPG)and attachments, container handling trucks, warehousing and
personnel access equipment , spare parts, services and maintenance
contracts.
8. Industrial products: precision tooling ( press tools/plastic injection
moulds/ vacuum forming moulds/pressure die casting dies),special
purpose machines, high precision components/pressure dies- casting
dies), special purpose machines, high precision components/
equipment for engineering and allied industries, sheet metal working
machines- sales and service.
9. Process plant and equipment: It deals in pressure vessels, columns,
reactors, electro polished reactors, shell and tube heat exchangers,
trays, tower internals and other custom built fabrication.
10.Construction and real estate: Ready mix concrete, construction
projects, property development, horticulture and envirotech services.
11.Electrical and electronics: Electrical power distribution system,
compressed air control system, electronic technology solution
provider (hardware, software, retrofitting, process control and
instrumentation, industrial automation), energy conservation,
electrical contracts.
Godrej & Boyce Ltd. is the one of the leading manufacturer of
refrigerators in India. The company has the experience of over 100 years in
this business.
Godrej & Boyce ltd set up the Mohali refrigerating unit on 28th Feb,
1996. The factory is located at Sahibzada Ajit Nagar (S.A.S Nagar), which is
an important township of Punjab and has recently emerged as a major venue
for setting up wide range of industries .The spot was well chosen because it
is near to Chandigarh, the state capital. The factory was mainly set up by
considering future expansion, to feed northern parts of India and in
accordance with its export strategies.
DESCRIPTION OF VARIOUS DEPARTMENTS IN G&B- A, DIV.
MOHALI
Godrej & Boyce- Appliance Div. Mohali basically manufactures direct cool
refrigerators and compressors. It has two plants; Refrigerator plant and
compressor plant. In the refrigerators model like Axis, Godrej No.1 is
manufactured here. The new model on the block is Edge. The compressors
produced here are used in the manufacturing of refrigerators and also for
services
PRODUCTION
REFERIGERATER PLANT
COMPRESSOR PLANT
Finance Logistics StoresPurchase HR
Powder Coating
Vacuum Foaming
Door Foaming
Cabinet Foaming
Press Shop Assembling
Press Shop
GODREJ & BOYCE, MOHALI
Compressor plant Common functions Refrigerator plant
Machine Shop
Unit Shell & Dome
Assembly Quality
Part-B
Training procedure in Godrej
Training procedure starts when a need for training is felt from any
department. Whenever an individual need training, he or she can approach
divisional head regarding a particular kind of training. Then an arrangement
is done to provide training to employees whether in the organization itself or
a support is taken from outside agencies.
Policy for skill enhancement of employees
Objectives:
1. Building a core of competent employees with all round business
prospective.
2. Opportunity for continuous learning.
3. Job satisfaction reduced monotony of work.
4. Better team work through proper understanding of expectations of
internal customers.
Skill Enhancement of Employees done through:
– Skill assignments in the same job
– Intra-functional job rotation
– Inter-function job rotation with a view to develop general
management skills
Effective date:
These guidelines supersede the earlier policy dated 27th May, 1996 and will
be effective from 1st May, 1998
Special Assignment, Cross functional teams and Intra-functional job
rotation:
Individual should be encouraged to take a special assignment and be
part of task-force, cross-functional team, project team, lead
individuals and group projects, in addition to their existing
assignments.
To enable individual to develop functional expertise prior to general
management skills, ideally, the first two jobs (or one job rotation) at
the entry level should be intra-functional i.e. within the same function
for which employee is recruited at the entry level.
Employees with intra-functional job rotation will be preferred for jobs
in professional and tactical bands.
It is recommended that a certificate of recognition be issued to any
employee who has successfully undergone intra-functional job-
rotation or has participated in cross functional team or taken up as a
special assignment. A copy of this is to be marked to corporate HR
department for the individual’s personal file.
Examples of Special Assignment and Cross Functional team:
Individual fulfilling the role of key users project leaders for
implementation of ERP Solution while carrying out their normal jobs
in either manufacturing, materials, accounts, system or personnel.
Carrying out a market survey while handling a job in the
sales/services department.
Designing and implementing the HRIS while carrying out job in
personnel/HR.
Being a part of team evaluating project feasibility while carrying out
his/her regular job.
Being a part of team developing a system to optimize inventory levels
while handling a job in manufacturing.
Some examples of intra-functional job rotation:-
1. Manufacturing:– Rotation amongst sub function line Assembly,
fabrication, Machine shop, quality assurance, Process Planning
(materials planning) Industrial engineering amongst others.
2. Marketing:–Rotation amongst sub-functions like project
management, advertising, marketing services, logistics, exports,
movement between branches clearly define business group.
3. Materials:–Rotation amongst sub-functions like capital purchase,
credit purchase, cash purchase, inventory management, corporate
purchase.
4. Accounts:–Rotation amongst sub-functions like costing divisional
accounts, corporate MIS, treasury, financial accounting, taxation,
auditing amongst others.
5. Personnel/HR:–Rotation amongst sub-functions like divisional
HR/IR, recruitment and compensation, training and development,
performance appraisal, corporation IR, corporate HRD, corporate
communication.
Inter/cross functional job rotations:
-Individual should take on inter-functional/cross-functional to develop
general management skills (i.e. a multi-function perspective, ability to
reconcile/integrate competing interest etc.)
-Other things being equal, candidates with inter-functional experience get
preference for promotions (the only section will be the head of corporate
function where in depth and all around intra-functional knowledge is
advantageous.
List of functions:
Rotation among functions will be treated as inter-functional job rotation.
This will be subject to eligibility criteria.
-Manufacturing
-Materials
-Marketing
-Accounts
-Personnel
-System
-Design
-Corporate Services
Procedure for Job Rotation:
The individuals who want a new job rotation can approach the
Divisional Head through his immediate superior or Divisional
Personnel Head. He can also express his desire using the employees
performance Review Form.
In case the Job Rotation is agreed upon, the Divisional; Head may
arrange for the same within the Division. Alternatively he may
approach corporate HRD for exploring possibilities of Job Rotation in
other Divisions.
Training and Induction:
Ideally, necessary functional/skill training should be arranged for the
individuals due for a job rotation by the HR department before the
individual takes charge of his/her new assignment.
To ensure effective induction into the new assignment, it will be
essential for the superior to guide/ provide adequate support to the
new incumbent. The job rotated individual, the immediate superior
and the Hr representatives will meet in the first 6 months for a
feedback session to enhance the effectiveness of the job rotation. The
feedback should also be given to HR for records.
Incentives for job rotation:-
An individual will be eligible for one job rotation increment(as per
table given below) for inter-functional job rotation as per the current
Job Band of the individuals
Band O P T E S
Amount 200 300 500 800 1200
This incentive/reward will however be given at the discretion of the
Divisional/Corporate functional Head subject to a review of the
performance of upto 6 months in the new job.
For special assignment in the same job and intra-functional job
rotation, individual will not be eligible for such an incentive/ reward.
In those rare cases where even after one year the performance of an
individual who has undertaken a job rotation is not satisfactory, the
individual may be transferred to another job. In this case, the
individual will jot be eligible for an incentive in the new job.
Individuals who after job rotation come back to their original jobs will
not be again eligible for a job rotation incentive as going back to the
original job does not involve acquiring new skills.
The management reserves the right to amount/ withdraw the above
policy at any time in future, based on feedback received from the user
departments concerned.
Courses conducted in Godrej:
- There are various courses that are conducted in Godrej:-
Analytical skills Assertiveness Assessors Training workshop Basic selling Skills Business communication Channel Management conflict management corporate etiquette customer relationship management Developmental Programme (management graduate batch 2006) Energy conservation
Environment Occupational Health and safety First aid training General management HRD Summits Innovation and creativity Inter-personnel skills Leadership skills Managerial skills Manufacturing Motivation Ms office Negotiating skills
- Oriental Programme- these programmes are conducted so that the
new employees can know their company.
- Planning and organizing:-
Planning for future Presentation skills Problem solving and Decision making Product training Project Management Quality Quality concepts training Safety and Security Sales and Marketing service Strategic management Strategic mapping Summits and exhibitions Supervisory skills Team building Time and stress management
Tie-ups of Godrej with various organizations:-
AOTs Japan Training Programme
TVC Institute of Management presents diploma in indirect tax
management
Training Centre
Activities of Training Centre
Implementation of Apprentices Act, 1961 (governing training of ITI
passed personnel).
Implementation of Apprentices Act, 1973 (amend) (governing training
of diploma/degree engineer and sandwich pattern student of
engineering colleges/ poly-technical/technical institutes)
Implementation of Apprentices Act, 1986 (amend) (governing training
of 10+2 vocational students in commercial and technical trades
Arranging for the practical training of the students of the technical
institutes as required in their curriculum (not under the act).
Organizing and conducting leadership development programme
(EDP) for workman.
Need based activities.
Apprentices:
Statutory requirement:– the number of apprentices to be trained is in
the organization in various trades is decided and revised from time to
time by the state Apprenticeship advisor.
Employee’s obligation:–Employees obligation is limited to training
of apprentices. It is not obligatory for the employer to employ the
apprentices after completion of apprenticeship.
Quota:–The Company has a quota of 250 apprentices in 18 different
trades.
Selection of Candidates for Apprenticeship training:
Source:–ITIs in Maharashtra through campus visits.
Period of campus visits:- March to May
Criteria for selection: - marks in SSC and marks in company’s written
test.
Shop floor training: - Practical training on shop floor for 4 and half days
per week.
Related Instructions (RI):- Apprentices in some trades to attend RI
classes at companies Training Centre on one day per week.
Role of Manufacturing Heads:
Arrange to provide appropriate work for Apprentices in Division.
To observe performance and conduct of apprentices during training
period.
To send Quarterly shop floor training report to training centre.
Role of Performance Heads/Time Office:
Absence without intimation:-to intimate in writing to Training
Centre details of apprentices remaining absent for 10 days or more.
Compensatory Off: - to give compensatory off to apprentices who
attend RI classes at the government centers on company holidays.
Injury on Duty: - In the event of injury while on duty to inform
training centre. Payment for the day of injury will be full. For
subsequent days the payment will be the half the stipend.
Therefore training and development procedure in Godrej starts when a need
for training is felt from any department. Then an arrangement is done to
provide training to employees whether in the organization it or a support is
taken from outside agencies.
GODREJ APPLIANCES LTD.
PROGRAM FEEDBACK FORM
PROGRAM DETAILS:
NAME OF PROGRAM : DATE : NAME OF FACILITATORS : Please answer the following questions to help us evaluate the above program better:
1. Give your specific learning’s from this program?
2. How do you plan to implement your learning in future?
3. What did you like about the program & Why?
4. What are your suggested improvements to make this programme more effective in future?
5. Overall rating on a scale of 10 (0 = Poor, 5 = Average, 10 = Excellent)
6. Remarks if any.
Signature : Name : Salary Code : Dept. :
Training in Other Companies
Oracle India
The HR Approach in Oracle India is to balance desired values, skills
and culture relevant to Oracle objectives with employee values and
expectations. Oracle India has a high reputation in the market, fast paced
work environment; focus on results, creative and innovative. Oracle India
provides various opportunities for higher education for the employees from
Oracle University and Harvard Management. Oracle India also aspires to
grow through career development programs, talent models, competency
mapping, performance management systems, job rotations and international
placements.
Dr Reddy's Laboratory
Dr Reddy's Laboratories has emerged as a fast growing pharmacy
company focusing on research. The HR function is divided into following
four sub-functions i.e. learning and development, Talent Management, Legal
and Welfare and Human Resources Information System. The learning and
development department focuses its attention on facilitating learning and
development of managers at various levels to be future leaders. They
organize development centers, training programmes, leadership development
initiatives, technology related programmes, international networking,
knowledge management, climate service and other OD interventions. A new
and major initiative of L&D is the e campus where on line learning is
facilitated for interested executives.
NTPC
National Thermal Power Corporation was established in 1975 to play
a key role in Indian Power Sector. Today, it is the pioneer in the power
generation. It has about 24000 employees as in 2004 and has capacity to
generate 20,749 M.W.s of power. NTPC has undertaken various
interventions in the recent years. The NTPC also encourages its employee to
undertake bachelors and master level education programme. Another
initiative that encourages talent development is NOCET (NTPC Open
Competition for Executive Talent). In this executives get an opportunity to
prepare debate and discuss issues and improve their own capacities to
diagnose and present tackle issues of importance to NTPC. Development is
done through various development centers with help of TVRLS, and
external consultancy firm facilitating these interventions.
Johnson & Johnson
At Johnson & Johnson there are 1419 employees with over $41,000
million global sales J&J constantly encourages its employees to upgrade
their skills and knowledge through short-term programmes at institutes like
the IIMs, XLRI etc. apart from rotating employees on challenging tasks.
Monsanto India
Monsanto India has 354 employees with nearly $ 5,000 million global
sales. Monsanto sets stiff targets for employees, but trains employees with a
rare rigour so that they get a fair shot at those. People identified as future
leaders are given internal international positions. Monsanto India also
follows job rotation training.
P&G
P&G consists of over Rs. 750 crore sales and powerful brands like
Vicks, Tide, Ariel Pantene, Whisper, Pampers, Head and Shoulders, etc.
P&G relies on the promote-from-within philosophy’. It hires freshers
straight out of B-school, trains and empowers them to handle challenging
jobs from day 1.
CHAPTER-3
REVIEW OF LITERATURE
In the past some studies relating to training and development have been
conducted. A brief review of the dispersed efforts at research in the field of
training and development is attempted in the following paragraphs.
Nicola Mindell (1995) studied that the training and development
should be devolved to the line managers in the organization. He reports that
most organizations see training and development as the province of the
human resource department. He proposes in his study that the responsibility
for this should be placed in the hands of the line manager. This study
investigates how the responsibility for training and development can be
successfully transferred to the line manager and concludes with a series of
key learning points which help in the implementation of this strategy.
Cecilia Wong, J.Neill Marshall, Neil Alderman, Alfred Thwaites
(1997) examined the impact of management training and development on
the organization and performance of small and medium-sized enterprises
(SMEs), via a variety of quantitative and qualitative research techniques and
including both cross-sectional and longitudinal approaches to analysis. They
demonstrated the value of management training and development in SMEs
and demonstrate a series of one-off and longer lasting effects on their
organization and performance. They also highlight the conditions under
which management development projects are likely to be more successful.
Finally, they extend the schema and show the indirect and complex links
between management training and firm performance.
Luiz C.R. Carpinetti, Fernando C.A. Santos, M.A. Goncalves
(1998) conducted a study in manufacturing companies (large to medium
size) located in the central region of Sao Paulo State, Brazil aiming at
characterizing the companies in regard to quality and human resource
management practices. The study showed that human resource management
may co-operate with the success of total quality programmes, emphasizing
the competitive advantages which can be created from this partnership,
namely organizational learning, organizational culture management and
team-based management.
D. J. Storey (2002) examined the relationship between training and
firm performance in middle-sized UK companies. It recognizes that there is
evidence that “high performance work practices” appear to be associated
with better performance in large US companies, but argues that this
relationship is less likely to be present in middle-sized companies. Their key
contribution is to justify the wider concept of education, training and
development (ETD) as applicable to such companies. It then finds that
clusters of some ETD variables do appear to be associated with better
middle-sized company performance.
Colin Hughes (2006) studied training and development in the Irish
financial services sector. His study focused primarily on management and
not employees – recipients of Training and Development (T&D). He
explained the lacunas of research into the effectiveness of T&D in
organizations, as information about T&D spend and the technique used does
not help in assessing effectiveness. He chooses to take a holistic approach
(in focusing on various levels of employees) to T&D in the Irish Financial
Services Sector and consists of four research objectives. The objectives of
the study seek to ascertain the importance placed on T&D, to assess the
various T&D approaches used to determine the drivers and barriers to
employee involvement in T&D. The effectiveness of T&D in one
organization is also assessed.
After reviewing up the above literature, it is noted that efforts have
been put in from time to time by researchers, academicians, etc. to find out
the effectiveness of the training and development programmes. In short, it
can be stated an attempt has been made to study the training and
development programmes in Godrej and Boyce Manufacturing Corporation
Limited.
OBJECTIVES AND SCOPE OF THE STUDY
Objectives:
To recognize the training need in the Godrej & Boyce – Appliance
Division, Mohali.
To identify when training is required.
To know what kind of training is needed by the employees of Godrej.
To identify the impact of training in various aspects.
To recognize the way of conducting a training in Godrej.
Scope:
The scope is to study the training and development procedure being
followed in Godrej for the improvement of the team associates (TA) of the
organization. Whenever they need training, they are being approached to the
divisional head regarding a particular kind of training. Then an arrangement
is done to provide training to employees whether in the organization itself or
a support is taken from outside agencies.
CHAPTER-4
RESEARCH METHODOLOGY
Meaning of research methodology:-
Research is a common parlance refers to a search for knowledge. One can define research as a scientific and systematic search for pertinent information on a specific topic. In fact, research is an art of scientific investigation. According to Clifford Woody , “Research comprising defining an redefining problems , formulating hypothesis or suggested solutions selecting , collecting , organizing and evaluating data, making data and reaching conclusions and at last carefully testing the conclusions to determine whether they fit the formulating hypothesizes.”
Objectives of research:-
1) To gain familiarity with new insights. 2) To portray accurately the characteristics of particular individuals,
situations or a group. 3) To determine the frequency with which something occurs or with
which it is associated with something else. 4) To test a hypothesis of a casual relationship between variables
Research design:-
Research design constitutes the blue print for the collection, measurement and analysis of data. The design includes an outline of what the researcher will do from writing the hypothesis and its operational implications to the final analysis of data.
Need for research design:-
Research design is needed because it facilitates the smooth sailing of the various research operations, thereby making research as efficient as possible
yielding maximum information with minimum expenditure of effort, time and money.
Data collection:-
The task of data collection begins after a research problem has been defined and research design is made. While deciding about the method of data collections, a researcher should keep ion mind two types for data .i.e. primary and secondary data.
Sources of data
1. Primary data:-It is a first hand data which happened to be original in character. Data was collected from employees (Team Associates) of Godrej & Boyce Mjg. Co. Ltd. The limitations involve high cost, time consuming and respondents may not be willing answer readily.-Cross functional and evaluation of various processes being carried out within the unit to identify areas where improvements can be done and also determine possible measures-Visits to other departments involved to understand back end processes and their strengths and weaknesses-Visit the plant to understand the working culture of the organization
2. Secondary data:-These are those data which have already been collected by some one else. Various studies on topics, articles, journals, thesis, internet sites and books on training and development and research methodology were consulted to secondary data which was relevant to the research.
Questionnaire design
Items are generated on the basis of studying the various aspects in books and magazines and on the basis of personal judgments.
A structured questionnaire covering important aspects of performance appraisal system, method of performance appraisal, performance review
system (quarterly reviews, yearly reviews, etc.), application of performance appraisal system in real job situations, what is the purpose of performance appraisal system.
Sampling process
Sampling may be defined as selection of an aggregate or the totality on the basis of which judgment or influence about the aggregate or totality is made. Representative group from the population is selected and is termed as sample and then it is subjected to statistical investigation.
Sample frame
All individuals employed in Godrej & Boyce Mjg. Co. Ltd. who worked as Team Associates were interviewed. Extract was cull out from the questionnaire filled by 60 respondents.
Population
Respondents were the residents of Chandigarh, Mohali as well as from various other far off places between the age from 20 and above. Most of the individuals who were interviewed were between the age group of 20-40.
Sample size
Sample size was of 60 respondents.
CHAPTER-5
ANALYSIS AND INTERPRETATION
This chapter relates to the analysis and interpretation supplied by the
respondents. Extractions from the data have been explained by the way of
tables and diagrams.
Table 1
Does the organization conduct training and development programmes?
(Value figures in number and others in percent)
Does the organization conduct the training and development programmes?
Number of respondents Percentage
Yes 60 100
No 0 0
Source: My own primary survey
Table 1 show that all the respondents say that the organization do conducted
different training and development programmes for the enhancement of the
skills of its employees.
Figure 1
yes
no
0
10
20
30
40
50
60
respondents
yes no
Do the organization conduct Training Programmes?
Source: - Table 1
Figure 1 show that training and development programmes have
been conducted by the organization.
Table 2
Out of the following reasons, when does the organization provide you training?
(Value figures in number and others in percent)
When does the organization provide you training?
Number of respondents Percentage
Change in technology 15 25
Low performance rating 8 13.3
Promotions 7 11.6
Changing process of work 14 23.3
Newly joined 16 26.6
Source: My own primary survey
Table 2 states that mainly the organization provides training when the
employee newly joins the organization (26.6 percent). The organization
provides training when there is a change in technology (25 percent) and in
the process of work (23.3 percent). Also, when there are low performances
and promotions the training is been given 13.3 percent and 11.6 percent
respectively.
Figure 2
When does the organization provide you training?
25%
13%
12%23%
27%
Change in technology Low performance rating Promotions
Changing process of work Newly joined
Source: - Table 2
Figure 2 shows that when the employee joins the organization or when there
is some change in technology then the organization provides them training
to the maximum.
Table 3
What are the skills you need to be enhanced?
(Value figures in number and others in percent)
Skills you need to enhance?
Factor Least Average Highest
Stress Management 16 27 17
Leadership 10 27 23
Team Building 10 27 23
Conflict Management 17 18 25
Training related to machines 12 16 32
Communication Skills 16 14 30
Time Management 21 16 23
Total 102 145 173
Percentage 24.3 34.5 41.2
Source: My own primary survey
Table 3 shows the number of respondents who need to enhance their
various skills. It is evident that 41.2 percent of the respondents wanted to
enhance their skills and 24.3 percent respondents disagree with this. If we
see it deeply, the maximum respondents want to take training related to
machines and equipment, communication skills, conflict management,
leadership, team building and time management and stress management.
Figure 3
What skills you need to enhance?
0 5 10 15 20 25 30 35
Stress Management
Leadership
Team Building
ConflictManagement
Training related tomachines
CommunicationSkills
Time Management
Fact
ors Highest
Average
Least
Source: - Table 3
Figure 3 depicts the least, average, highest number of respondents who need
to enhance their various skills such as skill management, leadership, team
building, conflict management, training related to machines, communication
skills, time management. This figure shows that highest number of
respondents wanted training related to machines, communication skills and
conflict management.
Table 4
How far the training programmes of organization are helpful in improving the
following aspects? (Value figures in number and others in percent)
How far the training programmes of organization are helpful in improving the following aspects?
Factors Least Average Highest
Performance 7 22 31
Job Satisfaction 11 27 22
Motivation 7 17 36
Self development 4 13 43
Promotion 13 27 20
Team building 8 22 30
Group problem solving 9 20 31
Leading Others 8 19 33
Knowledge of latest technological development
17 11 32
Total 84 178 278
Percentage 15.5 32.9 51.4
Source: My own primary survey
In table 4, the impact of training in various aspects is judged. It is seen that
43 percent respondents are able to improve themselves through training.
Their motivation level, leadership quality, knowledge of new technology,
performance and group problem solving, team building, job satisfaction and
promotions has also been improved through training and development
programmes held in the organization whereas only 15.5 percent are not able
to improve themselves when providing training.
Figure 4
0
5
10
15
20
25
30
35
40
45
Factors
How training helps in improving skills?
Least Average Highest
Least 7 11 7 4 13 8 9 8 17
Average 22 27 17 13 27 22 20 19 11
Highest 31 22 36 43 20 30 31 33 32
Performan
Job Satisf
Motivation
Self devel
Promotion
Team buildi
Group
Leading
Knowledge
Source: - Table 4
In figure 4, the impact of training programme in various aspects is shown.
Further, it describes that the maximum number of respondents are able to
develop themselves, their motivation level, leadership quality, their
knowledge related to new technological developments, performance,
teambuilding skills, group problem solving skills. And the small blue
coloured axis shows that very small numbers of respondents are not able to
improve themselves in different skills after training.
Table 5
What are the reasons that make you motivated to attend training
programmes in the organization?
(Value figures in number and others in
percent)
What are the reasons that make you motivated to attend training in the organization?
Factors Least Average Highest
Skill enhancement 10 14 36
Leads to promotion 11 24 25
Easy problem solving 9 17 34
Appropriate decision making 5 21 34
For more efficiency and effectiveness 7 18 35
Total 42 94 164
Percentage 14 31.3 54.7
Source: My own primary survey
Table 5 shows the reasons that motivate the employees to attend the training
in the organization. Precisely, it could be stated that 54.7 percent employees
believe that they attend training due to the reasons such as skill
enhancement, for more efficiency and effectiveness, easy problem solving
and appropriate decision making and leads to promotion whereas 31.3
percent employees gave their average responses and only 14 percent
employees did not agree with these factors.
Figure 5
0
5
10
15
20
25
30
35
40
Skill
enhancement
Leads toprom
otion
Easy problem
solving
Appropriatedecisionm
aking
For more
efficiency andeffectiveness
Factors
Reasons which motivate you to attend these programmes
Leas t
Average
Highest
Source: - Table5
Figure 5 depicts that the employees in the organization attend training and
development programmes due to the reasons such as skill enhancement,
leads to promotion, easy problem solving, appropriate decision making, for
more efficiency and effectiveness
Table 6
How do you assess the training programmes in the organization?
(Value figures in number and others in percent)
How do you access the present training programme?
Factors Least Average Highest
The topic was fully covered 9 28 23
Method of presentation 9 21 30
Technique used to clarify things 8 27 25
Length of training programme 22 24 14
Interesting training programme 6 22 32
Were you able to relate yourself with training 5 32 23
Feedback after training 10 19 31
Total 69 173 178
Percentage 16.4 41.2 42.4
Source: My own primary survey
In table 6, it is seen that how the employees of the organization assess the
training and development programmes provided to them. It was estimated
that 42.4 percent employees believe that these programmes are interested,
they also give feedback after that, good method of presentation, techniques
used are also good, the topics are being fully covered and they are able to
relate themselves with the training. 41.2 percent respondents gave their
average responses and 16.4 percent gave their responses in negative relating
to the assessment of these programmes.
Figure 6
0
5
10
15
20
25
30
35
Factors
How you assess training programmes in organization?
Least 9 9 8 22 6 5 10
Average 28 21 27 24 22 32 19
Highest 23 30 25 14 32 23 31
The topic
Method of
Technique
Length of
Interesting
Were you
Feedback
Source: - Table 6
Figure 6 shows that how do the employees access the training and
development programmes being held in the organization. These programmes
are interesting, have good method of presentations, good use of techniques,
cover the full topic and the employees are also able to relate their work and
themselves with the training given to them.
Table7
How training should be done?
(Value figures in number and others in percent)
How training should be done, whether through:–
Factors Least Average Highest
Presentations 9 17 34
Quiz 14 15 31
Group discussion 9 10 41
Reports 11 25 24
Conducting work of higher responsibility 7 18 35
Seminars 8 16 36
Total 58 101 201
Percentage 16.1 28.1 55.8
Source: My own primary survey
Table 7 shows that how training should be done. 55.8 percent respondents
believe that training should be done through group discussion, seminars, by
conducting high responsibility work, presentations, quiz and reports but 28.1
percent respondents gave average responses towards these forms of
imparting training where as 16.1 percent respondents believe that training
should not be done through this way. But if we observe all the factors
individually then we see that respondents are very much interested in
training through group discussion as well as seminars.
Figure 7
05
1015202530354045
Factors
How trainind should be done?
LeastAverageHighest
Least 9 14 9 11 7 8
Average 17 15 10 25 18 16
Highest 34 31 41 24 35 36
Presentations
Quiz Group discussio
Reports Conducting work of
Seminars
Source: - Table 7
Figure 7 indicates that how training should be imparted to the employees.
According to the figure, most of the employees want training through group
discussion as the pole of the group discussion is the highest among all other
factors.
Table 8
Why it is difficult to apply the skills that are learnt in training once you
return to actual job? (Value figures in number and others in percent)
In your opinion, why it is difficult to apply the skills that are learnt in training once you return to actual job?
Factors Least Average Highest
Casual Attitude towards Training 31 14 15
Lack of Understanding 23 26 11
Improper work Culture 22 24 14
Improper time to practice the same 20 26 14
Training not related to task 30 16 14
Lack of feedback after Training 28 18 14
Total 154 124 82
Percentage 42.8 34.4 22.8
Source: My own primary survey
Table 8 relates to the reason for facing difficulty in application of learning
from training in actual job situations. It can be inferred that 42.8 percent of
respondents do not agree with the factors which are responsible for low
application of learning in the actual job situation that is casual attitude
towards training, training not related to task, lack of feedback after training,
lack of understanding, improper work culture, improper time and 34.4
percent respondents gave average responses whereas only 23 percent
respondents agrees with it.
Figure 8
Why its difficult to apply the training?
010203040506070
Fact
ors
Least Average Highest
Highest 15 11 14 14 14 14
Average 14 26 24 26 16 18
Least 31 23 22 20 30 28
Casual Attitude
Lack of Understanding
Improper work Culture
Improper time to practice the
Training not related to task
Lack of feedback after
Source: - Table 8
Figure 8 indicates that maximum numbers of respondents are not able to
apply the training provided to them in their work because of their lack of
understanding the concept, their casual attitude towards the training, the
improper work culture and time to practice.
Table 9
After how long these training and development programmes have been
conducted on the organization?
(Value figures in number and others in
percent)
After how long training should be conducted?
Factors Least Average Highest
After one month 46 6 8
After every two months 44 9 7
After every six months 15 12 33
After one year 32 7 21
Total 137 34 69
Percentage 57.1 14.2 28.7
Source: My own primary survey
Table 9 attributes that after how long training should be conducted.
Observations shows that 57.1 percent of employees believe that training
should be conducted neither after one month nor after two months or one
year. But if we consider these factors individually then we observe that
maximum employees need training after six months and there are very less
employees who want training after one month( 8 employees), two month ( 7
employees) or after one year( 21 employees).
Figure 9
0
5
10
15
20
25
30
35
40
45
50
After one month After every twomonths
After every sixmonths
After one year
Factors
When these programmes sholud be counducted?
Least Average Highest
Source: - Table 9
Figure 9 show that there is higher demand for training after 6
months from the employees rather than training after one month,
two months, or one year.
Table 10
What feedback you would like to give regarding training programmes
in the organization?
(Value figures in number and others in
percent)
What feedback you would like to give regarding training programme?
Factors Least Average Highest
Practical application of content 14 20 26
Learning from training 5 21 34
Helped in improving work 7 15 38
Total 26 56 98
Percentage 14.4 31.1 54.4
Source: My own primary survey
Table 10 provides the feedback of employees of the organization related to
the training and development programmes in the organization. 54.4 percent
of employees are satisfied with the training and development programmes of
the organization. Maximum numbers of respondents are able to improving
their work, learn from training and are able to practically apply the content
that is learnt through the training. Whereas 31.1 percent of employees gave
their responses in average and 14.4 percent of employees gave their
responses in least. So in an average, the employees are satisfied with the
training and development programmes been conducted in the organization.
Figure 10
Source: - Table 10
Figure 10 depicts the feedback of employees regarding the training and
development programmes been conducted in the organization. In this figure,
the green colour is highest which shows that the employees are satisfied with
the training and development programmes that are imparted in the
organization for the betterment of its employees.
The chapter describes that the training and development programmes
conducted in the organization are being provided when somebody newly
joins the organization (26.6 percent) and when there is some change in the
technology (25 percent) followed by low performance rating, promotions,
changing process of work. It is evident that 41.2 percent of the respondents
wanted to enhance their skills and 24.2 percent respondents disagree with
this. Maximum number of respondents opines that they were able to improve
their performance as well as motivation, team building, group problem
solving after training. But apart from this they were not getting promotions
after training and they were not very much satisfied with the organization.
Maximum employees believe that they attend training due to the reasons
such as skill enhancement, leads to promotion, easy problem solving,
appropriate decision making, for more efficiency and effectiveness and only
few disagreed on this. After assessing the training and development
programmes of the organization, it was seen that they were satisfied with the
topic which was covered, method of presentation. They find the training and
development programmes are interesting but the employees were not fully
satisfied with duration of training and development programmes as well as
they did not find the content familiar. Large number of respondents believes
that training and development should be imparted through presentations,
quiz, group discussion, reports and seminars. Maximum respondents are
dissatisfied with the factors such as casual attitude towards training, lack of
understanding, improper work culture, improper time, training not related to
task, lack of feedback after training which were believed to be responsible
for low application of learning in the actual job situation. But at the same
time it was seen that respondents were not able to fully understand the
concept which is being taught as well as they are too busy to practice in
daily routine. Maximum individuals require training after six months.
Maximum respondents were able to learn from training and were able to
practically apply the content that is learnt through the training and they also
believed that training helped in improving their work.
CHAPTER-6
SUGGESTIONS AND RECOMMENDATIONS
1) Training by seniors or outside staffs should be given which can
encourage the employees to the great extent.
2) Training related to confidence building, personality development
should be provided which is very much required in the organization.
3) Training related to safety should also be regularly imparted from time
to time so that an employee keeps on remembering it.
4) Before providing training to the employees the performance should be
properly judged so that it can be very well known which employee
require more training.
5) All employees should be given the chance to participate in various
activities of the organization. After training some kind of projects
should be given to the employees so that they get to know that how
much they have actually learnt. They will not be demoralized with it.
6) Not only training related to employee relations with supervisors
should be done but also training related to problem solving,
motivation, etc. should be given.
7) Training should be provided at regular interval of time.
8) After training a proper procedure for promotion should be followed.
9) Material which is being taught should be very easy so that individuals
can understand the message which the trainee wants to convey.
10) Group discussion type of training should be imparted to the
employees as employees were also very much interested in it. Also
through group discussion, the individual become active, and they feel
that they are participating in something. So team spirit among
employees also increases.
CHAPTER-7
CONCLUSION
Training is the acquisition of knowledge, skills, and competencies as a
result of the teaching of vocational or practical skills and knowledge that
relate to specific useful competencies. Training is an organized procedure by
which people learn knowledge and skills for a specific purpose.The basic
training is required for all trades, occupations or professions. Training refers
to instructions in technical and mechanical operations like operation of a
machine. Training helps an individual learn how to perform his present job
satisfactorily.
Chapter 1 concludes that there are various benefits of training and
training needs are to be identified in advance through knowing the objectives
of the organization. There is proper procedure to identify the training needs
in the organization that is taught in this chapter. Before imparting training
proper procedure is followed. In this chapter various methods for providing
training is shown.
Chapter 2 includes the introduction to Indian appliance industries.
The home appliance manufacturing industry is considered as one of the low
profile one, as compared to others like automotive industry. In this chapter
information related to Godrej is also provided. Godrej is well known Indian
company with largest engineering and consumer products having varied
interests from engineering to personal care products.
Training procedure in Godrej starts when the need for training is felt
from any department. Whenever individual need training, he or she can
approach divisional head regarding a particular kind of training. Then an
arrangement is done to provide training to employees whether in the
organization itself or a support is taken from outside agencies.
Chapter 3 includes the efforts put in from time to time by the
researchers, academicians, etc to cover each and every aspect of training and
development programmes. In short it can be stated that an attempt has been
made to study the training and development programmes in Godrej and
Boyce Manufacturing Corporation Limited.
Chapter 4 of this study relates to the database and the research
methodology adopted. We made use of Factor analysis apart from the
regular statistical tools i.e. percentages, tabular and diagrammatic
representations.
Chapter 5 relates to the analysis and interpretation of the collected
data. The chapter describes that the training and development programmes
conducted in the organization are being provided when somebody newly
joins the organization (26.6 percent) and when there is some change in the
technology (25 percent) followed by low performance rating, promotions,
changing process of work. It is evident that 41.2 percent of the respondents
wanted to enhance their skills and 24.2 percent respondents disagree with
this. Maximum number of respondents opines that they were able to improve
their performance as well as motivation, team building, group problem
solving after training. But apart from this they were not getting promotions
after training and they were not very much satisfied with the organization.
Maximum employees believe that they attend training due to the reasons
such as skill enhancement, leads to promotion, easy problem solving,
appropriate decision making, for more efficiency and effectiveness and only
few disagreed on this. After assessing the training and development
programmes of the organization, it was seen that they were satisfied with the
topic which was covered, method of presentation. They find the training and
development programmes are interesting but the employees were not fully
satisfied with duration of training and development programmes as well as
they did not find the content familiar. Large number of respondents believes
that training and development should be imparted through presentations,
quiz, group discussion, reports and seminars. Maximum respondents are
dissatisfied with the factors such as casual attitude towards training, lack of
understanding, improper work culture, improper time, training not related to
task, lack of feedback after training which were believed to be responsible
for low application of learning in the actual job situation. But at the same
time it was seen that respondents were not able to fully understand the
concept which is being taught as well as they are too busy to practice in
daily routine. Maximum individuals require training after six months.
Maximum respondents were able to learn from training and were able to
practically apply the content that is learnt through the training and they also
believed that training helped in improving their work.
In chapter 6 we have discussed about various suggestions in order to
improve the training and development programme in Godrej. The series of
suggestions given by me can go a long way in providing the higher level of
training and development programme.
Bibliography
USEFUL BOOKS
Rao,V.S.P: “Human Resource Management”, Excel Books, New
Delhi, 2005
Dessler, Gary: “Human Resource Management”, Prentice Hall,
New Delhi, 2005
Gupta, Shashi K & Joshi, Rosy “ Human Resource Management”,
Kalyani Publisher, New Delhi, 2007
Pareek, Udai & Rao, TV “ Designing & Managing Human
Resource Systems”, Oxford & IBM Publishing Co. Pvt. Ltd., New
Delhi, 2005
USEFUL SITES
http://www.coolavenues.com
www.cipd.co.uk
http://www.managementhelp.org
http://www.tbs-sct.gc.ca
http://www.sciencedirect.com
http://www.blackwell-synergy.com
http://www.informaworld.com
http://www.questia.com
digitalcommons.ilr.cornell.edu
http://www.bls.gov
http://arrow.dit.ie
www.athenpro.org
http://www.emeraldinsight.com
QUESTIONNAIRE