Evaluation of Training Effectiveness in Britania (1)

SUMMER TRAINING PROJECT REPORT ON

“EVALUATION OF TRAINING EFFECTIVENESS IN BRITANNIA INDUSTRIES LTD.”

SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENT OF AWARD OF DEGREE OF BACHELOR OF BUSINESS ADMINISTRATION (COMPUTER AIDED MANAGEMENT) GURU GOBIND SINGH INDRAPRASTHA UNIVERSITY, NEW DELHI

SUBMITTED TO: Ms. KANIKA DUGGAL PROJECT GUIDE

SUBMITTED BY: HIMANI HITESHI ENROLLMENT NO 02712101909

DAV INSTITUTE OF MANAGEMENT

FARIDABAD

DECLARATION

I Himani Hiteshi, student of BBA (CAM) from DAV INSTITUTE OF MANAGEMENT affiliated to GGSIPU, hereby declare that all the information, facts and finding furnished in this report are based on my indigenous work and are original in nature. This information is used for academic purpose only. Any resemblance for existing work is purely coincidental.

: HIMANI HITESHI

PREFACE After the newly appointed employees have joined the organisation, the next phase of the personnel program is to impart necessary training to the employees to make them full fit for the job they are supposed to handle. In modern industrial organisation, the need for training of employees is also widely recognized so as to keep the employees in touch with the new technological developments. Every company must have a systematic training program for the growth and development of its employees. With this objective in mind, the evaluation of training effectiveness is studied, examined and analysed in respect of Britannia Industries Ltd., New Delhi and certain recommendations have been proposed for formation of an effective training strategy.

ACKNOWLEDGEMENT My major project on Britannia Industries– HR has been a learning experience for me. A fresher like me, who just knew the theoretical aspect of Human Resource Management, learned its application. Hence, it is my duty to acknowledge those who have spared their time and extended their cooperation to complete this report. I owe special thanks to Mr. Sunil Srivastava (Personnel Officer- Britannia) for sparing his invaluable time and providing me with all the information and helping me in preparation of my project. I express my thanks to my Institutional Guide – Mr. ANKUR BUDHIRAJA, who guided me throughout this project and without him this task would not had been completed.

Submitted by: HIMANI HITESHI BBA(CAM) 3rd SEM DAV INSTITUE OF MANAGEMENT GGSIPU.

TABLE OF CONTENTS Chapter-1 – INTRODUCTION  Overview of the Industry  Overview of Britannia Industries Ltd Chapter-2 – REVIEW OF LITERATURE  Profile of the Organisation - SWOT Analysis - Problems of the Organisation in respect of Training needs Conceptual Discussion



•

Evaluating the Effectiveness of Training

•

The Evaluation Models Existing Training Activities in BIL

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• Training Programmes in BIL • Training in Britannia Industries Ltd. Chapter-3 – RESEARCH METHODOLOGY

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•

Objectives of the Study

•

Scope of the Study

•

Managerial Usefulness of the Study

•

Methodology

•

Selection of Sample Size

•

Sampling Technique Used

•

Data Collection

•

Statistical Tools Used

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Chapter-4 – DATA ANALYSIS AND INTERPRETATION

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Chapter-5 – SUMMARY

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Findings

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Recommendations

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Limitations of the Study

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Chapter-6- ANNEXURE

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Questionnaire

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Bibliography

CHAPTER-1 INTRODUCTION

OVERVIEW OF THE INDUSTRY The Indian economy continues to grow at a healthy pace with a 6.9% growth in the financial year 2004-05 on the back of robust showing by manufacturing and service sectors. Within FMCG’s, the biscuit industry showed a robust volume growth last year. The organized and branded biscuit industry in India is currently estimated at around 900,000 tonnes having grown 12% last year, as compared to the 7% growth of the FMCG sector. New players have entered the market at the national level and the regional level, making the industry dynamic and very competitive. Aggressive pricing activity, trade and consumer promotions have pulled down the overall pricing power of the brands in the market. This needs to be managed through the strong margin management measures in order to sustain profitability in the industry. In last year alone, the key input costs increased by 12-15%. The per capita consumption continues to grow across all age groups and socioeconomic strata. Biscuits continue to maintain their position as one of the most widely distributed and available packaged food categories in India. 38% of the total volume comes from the rural markets though this number varies by type of biscuit, with glucose being the most widely distributed in rural markets at 50% overall sales. The market has also migrated towards bulk and family packs that offer better value for money on a per kg basis.

OVERVIEW OF BRITANNIA INDUSTRIES LTD

Baking practices were well known to Indian cuisine for thousands of years, but the humble biscuit became a familiar and commonplace item of diet only during the 20th century. The products and marketing strategies of India’s premier food company Britannia Industries. Limited over the last century have been responsible for this remarkable dietary acculturation. The entire biscuits’ market is estimated to be 1.1 million tonnes per annum, and valued at over Rs. 50 billion. The biscuits segment enjoys one of the most developed markets for any item of mass consumption, covering over 90 per cent of the overall potential market. This implies that over 900 million Indians buy and eat biscuits, with varying frequency in any year. The market is highly competitive at the supply-side, with thousands of small-scale manufacturers as well as others in the organized, large-scale sector. The strength of the Britannia brand is demonstrated by the fact that it stands far above all in this fiercely competitive market, with over 46 per cent market share, by value (Source: ACNielsen ORG-MARG 2003).

ACHIEVEMENTS Britannia is synonymous with the rise and growth of the biscuit industry in India.

Throughout this process it has displayed an uncanny intuition about emerging popular tastes for biscuits. This foresight, coupled with the will to innovate and evolve new products, has been the impetus that has propelled the Britannia brand ahead of the rest. Being the market leader, Britannia Industries operates under an underlying principle of setting its own rules and standards that have almost always become the adopted paradigm for the entire biscuit industry. It brought the health dimension to an industry that was traditionally driven by taste alone. This is reflected in Britannia’s brand slogan, introduced in 1997 that exhorted consumers to ‘Eat Healthy, Think Better’. This was quickly embraced by the entire industry to come up with similar promotional campaigns showing biscuits to be an epitome of a healthy, happy diet. Going beyond biscuits has been the most difficult challenge and a litmus test for the company. Britannia entered the dairy category with the launch of Britannia Milkman range of dairy products. With the success of Britannia Milkman Cheese, it achieved a niche for itself in a category that was defined by a competitor that had created the category. -

Britannia’s products retail in over 2 million outlets (Source: ACNielsen ORGMARG, 2003), selling approximately 200 million packs a month.

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With millions of happy consumers every month, Britannia is considered to be one of the most trusted food brands in India (Source: ET Brand Equity Study, 2003).

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Britannia has also successively made the Forbes List of 200 Best Small Companies in the world for the years 1999, 2000 and 2002.

SEGMENT-WISE PERFORMANCE The primary business segment of the company is bakery, which consists of biscuits, bread and cakes. The overall sales have improved by 11% in volume and 10% in value during the year 2004-05.

-The Biscuit volume grew 12% and its value 10%. -Bread volume grew 4% and its value 6%. -Cake and Rusk volume grew 28% and their value 24%.

FACTS ABOUT BRITANNIA  Britannia products are sold in over 2 million outlets, reaching millions of consumers who buy approximately 2.4 billion packs each year.  A small army keeps Britannia going- over 100 stock-keeping units, 3,000 employees, over 1,500 authorized whole sellers, 53 depots and 46 factories. The number of biscuits produced by Britannia in one year would be equivalent of one pack of 12 biscuits for every two people in the world.  Britannia has had a long association with cricket and its players. Nearly half the members of the current Indian Cricket team serve as its brand ambassadors.  Launched in 1997, Tiger became the largest selling Britannia biscuit brand in just 4 months of its launch. It crossed the Rs 1 billion mark in its very first year and is still going stronger.

CHAPTER-2 REVIEW OF LITERATURE

PROFILE OF THE ORGANISATION Britannia was incorporated in 1918 as Britannia Biscuits Co Ltd in Calcutta. In 1924, Peak Freans, UK acquired a controlling stake, which later passed on to the Associated Biscuits International (ABI) a UK based company. During the ’50s and ’60s, Britannia expanded operations to Mumbai, Delhi and Chennai. The exports of seafoods started in the ’70s. In 1987, Nabisco Brands Inc, a well-known European food company, acquired ABI. In 1989, J M Pillai, a Singapore based NRI businessman along with the Groupe Dan one acquired Asian operations of Nabisco, thus acquiring controlling stake in Britannia. Later, Groupe Dan one and Nusli Wadia took over Pillai’s holdings. In 1977, the Government reserved the industry for small-scale sector, which constrained Britannia's growth. Britannia adopted a strategy of engaging contract packers (CP) in the small-scale sector. This led to several inefficiencies at the operating level. In April ’97, the Government deserved the industry for small-scale sector, which constrained Britannia's growth. Britannia adopted a strategy of engaging contract packers (CP) in the small-scale sector. This led to several inefficiencies at the operating level. In April ’97, the Government deserved the biscuit sector from small scale. Britannia has expanded captive manufacturing facilities and has modernized and upgraded its facilities in the last five years. Today Britannia is an organization having its presence in both the national and international markets and heading towards a bright future.

PARENT GROUP Britannia's controlling stake is jointly with Groupe Danone and Nusli Wadia. Groupe Danone is one of the leading players in the world in bakery products business. It acquired interest in Britannia Industries in 1989 and acquired controlling stake in 1993. Nusli Wadia group is one of the leading industrial houses in the country, with interests mainly in textiles and petrochemicals. Britannia's plants are located in the 4 major metro cities - Kolkata, Mumbai, Delhi and Chennai. A large part of products are also outsourced from third party producers. Dairy products are out sourced from three producers - Dynamix Dairy based in Baramati, Maharashtra, Modern Dairy at Karnal in Haryana and Thacker Dairy Products at Howrah in West Bengal. Britannia as a company was started in 1892 in Calcutta .The Britannia brand was introduced about 80 years ago, and today enjoys a status of the strongest food brand in the country with a net sales growth of 10%. Britannia, as a company, is guided by the benefits of the long tradition coupled with the most modern management practices. The seeds of success are rooted in variety of factors. Britannia has an excellent distribution network of over 100 stock- keeping units, 3000 employees, over 1500 authorized whole-sellers, 53 depots and 46 factories. Britannia sells around 1.50 lakhs tones of biscuits, over 4500 tonnes of breads and cakes and 3,000 tonnes of dairy products. Britannia products are sold in over 2 million outlets, reaching millions of consumers who buy approximately 2.4 billion packs every year. Throughout its existence, Britannia has operated on the principle of providing products to consumer that are healthy and tasty. This is brought about by the use of high quality ingredients with a string focus on “naturalness” and modern manufacturing

practices. The company today has a wide range of bakery products in the biscuit, bread and cake segments. With its pioneering role in bakery sector, Britannia’s products are

today has excellent value wholesome and hygiene products for the consumer. However, Britannia sees its role as being larger than just this. The company has a commitment to the health of Indian masses, and this commitment is especially strong in the context of children. As the market leader, Britannia understands its responsibility of providing the possible products to the consumers. No effort is spread in acquiring the finest technology and products ideas, either indigenously or from the internal associates, Group Danone of France. In the last few years, the company has made a strong entry into the mass-market segment with tiger brand. A range of products has been introduced which, apart from the goodness of wheat, also provide the benefits of milk, glucose and calcium. The brand has been welcomed by the consumer in all markets and by all consumer types. Britannia brand name has always stood for good wholesome food values. Britannia is the epitome of health, hygiene and nutrition. It has undergone a change, which is truly comprehensive in nature. The dynamic new motto “EAT HEALTHY, THINK BETTER” is designed to captures the very essence of purity, energy and freshness, implicit in all its food products along with the existing products they have also expanded their portfolio with the introduction of Britannia cheese and cheese spreads, Britannia butter and Britannia dairy whitener. All of which have already created quite a stir in the market. Today, after over seven decades of being an in separable part of life in India, Britannia is now set to usher its customers into a healthier and tastier future.

BRITANNIA LOGO

Logo consists of the Company name and slogan. The logo along with the corporate statement is as: “EAT HEALTHY, THINK BETTER” aims at positioning Britannia as the most credible source of healthy yet tasty food product. The corporate statement captures the Indian concept of unity of body and mind. The colours used in the logo have it own significance. Written in three colours: -Red, White and Green. Red denotes Energy and Vitality. White denotes Purity. Green stands for Nutrition and Freshness. Also there is green stroke beneath the company name, which denotes surety for health and quality products. The Hindi rendition of slogan “SWASTH KHAO, TAN MAN JAGAO”.

MISSION OF THE COMPANY “To dominate the food and beverage market in India through a profitable range of tasty yet healthy products.” Regarding the basis of setting mission and vision statement, Britannia gives top most priority to “customer satisfaction”, followed by quality, market leadership, increased profit variety, sales turnover and profit maximization. “Our markets are poised for exciting times. As a successful organization, we must not only keep pace with consumer expectation, but also anticipate them. Our new identity is to lay the base to project our future as a successful 'food' company, a company that provides high quality and tasty, yet healthy foods and beverages". -Nusli Wadia, Chairman, Britannia Industries Limited. "I conform to the view that there are three kinds of companies - those that watch things happen; those that make things happen; and those that wonder what happened. We certainly wish to make things happen…My personal commandment is Do unto others what you don't wish done unto you. It's not the big who swallow the small; it is the fast who swallow the slow". -Sunil Alagh, CEO, Britannia Industries Limited.

OBJECTIVES OF THE COMPANY The objectives of the Company are:  Reduction in consumer complaints.  To start documentation of market returns dealer wise.  To empower the workmen on individual work area to ensure that only quality products are passed onto the next stage of production.  Continuous training for the development of the human resources.  To minimize the accident rate.  Providing the minimum training base for manpower. 0

The Principles and Policies of the Company are:

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Derives from the company mission, vision and cherished values.

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Build stronger bond between people.

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Generating motivation to excel.

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Enabling continuance learning and renewal of skills.

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Providing opportunities to perform and potential to growth.

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Generating a climate of trust, respect and team work.

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Installing a sense of pride and belongingness.

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Creating a happy climate for work.

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Providing a base for retraining of manpower.

SOCIAL RESPONSIBILITY Britannia recognizes its social responsibilities, and these are manifested in the following various ways: Tsunami Relief- The Britannia family responded to the process of relief and rehabilitation by voluntary donations from the employees that were matched with cash contribution by the company and given to the Indian Red Cross Society. The Company also supplied products and other articles of need to the affected people. Britannia – IMG- Britannia has been sporting the Indian Music Group at St Xavier College at Mumbai for 20 years now. The annual festival, which takes place around January, has been recognized as one of the most significant music festivals in the country. Apart from this it also support the Britannia IMG music centre in the college premises, which is a boasts of a splendid music library and listening facilities. Theatre- Britannia has been supporting theatre arts, a Bangalore-based company, for the production of high quality English theatre. The latest production, “the kiss of the Spiderwoman” was greeted with rave review in Bangalore. The Britannia Amritraj Tennis Scheme-This is a scheme sponsored by Britannia, which is committed to producing high quality tennis players of India. The scheme has already produced several champions such as Leander Paes who have brought laurels to the country. The scheme is fully residential program. Training is being provided by the highest quality coaches both Indian and from overseas.

BRITANNIA-THE CORPORATE CITIZEN Britannia constantly enriches the lives of so many people through its philanthropic efforts. Missionaries of Charity: Support has been consistently provided to the Missionaries of Charity (Mother Teresa) in Calcutta. A special programme called “We Care” was run to provide opportunities to the under privileged. Donations of biscuits, uniforms etc. are provided regularly. Spastic’s Society of Karnataka: Britannia also supports the Spastic’s Society of Karnataka. In its continuous endeavour to contribute to society, the company brought forth a unique concept of redressing its regular stationery and donating the savings made on greeting cards to this worthy cause.

CORPORATE CULTURE OF BRITANNIA The Company promotes:  High degree of consumer satisfaction.  Open, interactive, convivial (lively) and innovative work atmosphere.  Result driven at all level but with sense of fairness.  Development of employees and continues renewal of skills.

ORGANISATION CHART

UNIT HEAD

SALES MANAGER

PERSONNEL MANAGER

SYSTEM MANAGER

FINANCE MANAGER

STANDARDS MANAGER

PRODUCTION PLANNING MANAGER

Fig 1.1- The flowchart of Organization

PERSONNEL MANAGEMENT CHART

REGIONAL PERSONNEL MANAGER PERSONNEL OFFICERS

SECRETARY TO R.P.MANAGER

ASSISTANT PERSONNEL OFFICERS Fig 1.2- The flowchart of Personnel Department

EXISTING ORGANISATION STRUCTURE OF THE COMPANY The existing organization structure of Britannia Industries Ltd is divisionalised as follows: Unit Head

–

1

Managers

–

20

Officers

–

96

Territory Sales Incharge

–

35

Workers

–

403

LABOUR UNIONS There are two unions in Britannia Industries Ltd. 1) Mazdoor Union (Britannia Biscuit Co.). It is affiliated to Indian Trade Union Council (INTUC). 2) Karamchari Union (Britannia Industries Ltd.). It is affiliated to Central Industrial Indian Trade Union (CITU). The membership fee at each union is Rs 5/-. The terms and conditions are governed by long-term settlement for 3 yrs. The last settlement was done in 2001. There occurred little agitation at the time of settlement.

PRODUCTS BISCUITS BRAND

DESCRIPTION

CREAM TREAT CHEKKERS GOOD DAY NUTRI CHOICE MILK BIKIS TIGER MARIEGOLD LITTLE HEARTS 50-50 SNAX

Sandwich Cream Biscuit Wafer Cream Biscuit Biscuits with Real Butter Health Biscuits Milk Biscuits Health Force Biscuits Semi sweet, Light, Teatime Biscuits Sugar Glazed Puffed Pastry Biscuits Sweet and Salt Crackers Flaky Salted Crackers

MERRI CAKE

Single Slice Cakes Sliced Bar Cakes

CAKES

BREAD PREMIUM BAKE

Sliced Sandwich Bread Soft, White Bread

SWOT ANALYSIS The SWOT analysis of the company refers to the strengths & weaknesses inherent in the organization & the opportunities & threats faced by them from the environment, internal as well as external. This analysis is the foundation stone of the strategic planning process as well as short-term plans needed to attain the strategic objective of the organization. The analysis has been done in order to have a better understanding of the organization. The information given by the organization has been used to carry out the analysis. The strengths, weaknesses, opportunities & threats identified are enumerated as follows:

STRENGTHS:  World’s second largest domestic biscuit manufacturer.  The largest bakery company in India.  The business structure is divisionalised to achieve a focus at the market.  Highly advanced production facilities.  High quality product with competitively low prices with proven results.  In terms of training needs, the Company deputes its officers and staff regularly on various training programmes.

WEAKNESSES:  Very limited product exports.  Limited product portfolio.  In terms of training needs, the Company does not have systematic training policies.

OPPURTUNITIES:  Vast market for the exports.  Ample scope for the product diversification.  Vast potential in tapping new sales territories.  Scope for entering in the strong rural market.  In terms of training needs, the Company can formulate in-house training programmes for its officers and staff.

THREATS:  Severe competition from the existing competitors.  Invasion of foreign brands in this segment.  Competition from small-scale regional players.  The Company may loose highly trained staff to its competitors.

PROBLEMS OF THE ORGANISATION IN RESPECT OF THE TRAINING NEEDS The training department of the Company is confronted with the following problems: -

There is no regular training schedule for the officers and staff.

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The training given to the employees is not standardized.

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No work-study has been done on the requirement of training.

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No in-house training programmes have been conducted.

EVALUATING THE EFFECTIVENESS OF TRAINING An Investor in People evaluates the investment in training and development to assess achievement and improve future effectiveness. Kearns (1994) suggests that there are four groups of ‘measures’ of training effectiveness, which are used by organization. The groups are as follows: -

No Measurement

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Subjective Measures

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Qualitative Measures

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Objective Measures The first group, in which no real measurement occurs, includes activities

undertaken as an “Act of Faith”, where no form of measurement is attempted, such as initiatives to improve communications in organization, which seem to make people feel good and appear to have worked in some intangible manner.

The second group includes subjective responses from trainees/course delegates, as exemplified by the “Happy Sheet”. The main question asked is about how individuals feel after the training. Organizations often make the assumption that positive responses indicate training success and therefore value to the organization. However, course delegates may well give strong positive response scores for a number of reasons, including the presentational skills of the trainer, the quality of the venue, and the “feel good” factor of indulging in a creative work group, and so on. Quality measures appear to be more objective than the previous group, but are often flawed by subjectivity as well. They are typified by questionnaires asking delegates to “put a value on” the likely benefits of a training programme. Objective measures are the only really meaningful ones. However, they challenge the provider of training to demonstrate how their training activities feed through to the “bottom line”: in terms of return on investment and return on the capital employed. There has often been an assumption, in times past, that training somehow “justifies itself”, because it is all about developing people. However, it is incumbent on organizations to look critically at the ways in which they evaluate their training activities, lest they fall prey to the subject approach and are badly caught out when a rigorous analysis of all the functions of the organization’s business is called for. A desirable, if not essential, characteristic of all training programmes is a built-in provision for evaluation. The four main dimensions of evaluation are:  Evaluation of contextual factors Training effectiveness depends not only on what happens during training, but also on what happens before the actual training and what happens after the training has formally ended. Evaluation should, therefore, be done of both the pre-training and posttraining work. Pre- training work includes proper identification of training needs, developing criteria of who should be sent for training, how many at a time and in what

sequence, helping people to volunteer for training, building expectations of prospective participants from training etc. Post- training work includes helping the concerned managers to plan to utilize the participant’s training, and provide the needed support to them, building linkages between the training section and the line departments and so on. Evaluation of training inputs

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This involves the evaluation of the training curriculum and its sequencing. Evaluation of the training process

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The climate of the training organization, the relationship between participants and trainers, the general attitude, and approaches of the trainers, training methods, etc are some of the important elements of the training process which also needs to be evaluated. Evaluation of training outcomes

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Measuring the carry-home value of a training programme in terms of what has been achieved and how much is the main task of evaluation. This, however, is a complex technical and professional task. Benefits of a training programme are not obvious and they are not readily measurable. Payoffs from training are intangible and rather slow to become apparent. A central problem is the absence of objective criteria and specific definitions of relevant variables by which to measure the effectiveness either of specific programmes or changes in employee behaviour. Nevertheless, the good personnel managers do make an effort to systematically appraise the benefits and results of their programmes. In job-related training, the objective is to train people for specific job skills so that their productivity may increase. Evaluation can be done either to the direct criterion of increase in output or to the indirect criteria of decrease in cost, breakage or rejects. Even more indirect are measures that point out changes in absenteeism or turnover. The most difficult problems of evaluation lie in the area of human relations skill training, which is given to the supervisors and middle- level managers. Supervisory and managerial training programmes are, for this reason, less amenable to objective review procedures. Much

subjectivity enters into evaluations of these programmes, since exact standards and criteria are hard to devise.

THE EVALUATION MODELS The process of evaluating the training effectiveness involves the consideration of various constraints. Many researchers have developed various methods and models in order to facilitate this process. Some of the models are described as below: -

CIRO MODEL OF EVALUATION Developed originally by WARR (1978), this theoretical model is based on evaluation being carried out at four different levels: Context Evaluation: Obtaining and using information about the current operational context i.e. about individual difficulties, organizational deficiencies etc. in practice, this mainly implies the assessment of training needs as a basis for decision. This involves: 

Examining the expectations and perceptions of the people.

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Examining whether the training needs were accurately identified.

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Putting the specific training event in the wider context of other training

activities. 

Establishing whether the trainers enjoyed the confidence of the trainees

and whether the latter are comfortable with the level and focus of the training. Input Evaluation: Determine using factor and opinion about the available human and material training resources in order to choose between alternative training methods. This involves:

 Establishing the adequacy of the resource base and its cost.  Considering the choice and effectiveness of the training methods and techniques.  Identifying the numbers who successfully completed the program compared with those who started and draw appropriate inferences.  Establishing whether the trainers were perceived to be credible as far as the trainees are concerned.  Establishing whether the psychological and emotional climate of learning was appropriate. Reaction Evaluation: Monitoring the training as it is in progress. This involves continuous examination of administrative arrangements and feedback from trainees. This involves:  Looking at the reactions of trainees to the content and method of training.  Establishing the reaction of other people, particularly line managers to the early results of the training program.  Discussing the views and observations of the trainers. Outcomes: It implies the measuring of the consequences of training. This involves:  Establishing whether expectations of results were met.  Identifying whether all or some of the learning objectives were met.  Finding out what were the end course views about the training. The three levels of outcome evaluation may be distinguished: -

Immediate Outcomes: The changes in the trainee’s knowledge, skills and attitude that can be identified immediately after the completion of training. The aim here is to find out the extent to which positive transfer of learning has taken place from the training to the workplace. This type of evaluation may be done in several ways such as behaviourally anchored rating scales or self repots supplemented by reports of subordinates, peers and supervisors or critical incidents etc.

-

Intermediate Outcomes: These are the changes in trainee’s actual work behaviour, which result from training. The assumption here is that effective training should be reflected in the trainee’s increased job-proficiency.

-

Ultimate Outcomes: These are the changes in the functioning of part or the entire organization, which have resulted from changes in work behaviour. For this purpose, indexes of productivity, labour turnover etc, studies of organizational climate and human resource accounting are taken as the ultimate results achieved by the trainee.

HAMBLIN’S MODEL Hamblin (1974) said, “The purpose of evaluation is control”. A well controlled training program is one in which the weakness and failures are identified and corrected by means of the negative feedback and strengths and successes and corrected by means of the positive feedback. The processes, which occur as a result of a successful training programme, can be divided into 4 levels. The evaluation can be carried out at any of the following levels:  Reaction Level: It measures the reactions of the trainees to the content and methods of the training, not the trainer, and to any other factors perceived as relevant. It determines what the trainee thought about the training.  Learning Level: It measures the learning attitude of the trainees during the learning period. It collects information that did the trainees learn what was intended.  Job Behaviour Level: The job behaviour of the trainees in the work environment at the end of the training period i.e. did the training got transferred to the job?

 Effect on the Department: Has the training helped the trainees in improving the department’s performance?  The Ultimate Level: It measures that has the training affected the ultimate well being of the organization in terms of the business objectives.

Measuring Techniques at Each Level

Training

O1 Reactions Objectives

E1 Reaction Effects

Reaction Notebooks Observer’s Record Reaction Forms

O2 Learning Objectives

E2 Learning Effects

Written Exam Multiple choice Test Learning Portfolios

O3 Job Behaviour Objectives

E3 Job Behavior Effects

O4 Organization Objectives

E4 Organization Effects

O5 Ultimate Value Objectives

E5 Ultimate Value Effects

Activity Sampling Interviews Questionnaires

Indices of Productivity Organisation Culture

Cost Benefit Analysis Human Resource Accounting

Fig 3.3- Flowchart of Hamblin’s Model

MODEL USED IN THIS REPORT FOR EVALUATION AND RECOMMENDATIONS The Kirkpatrick Model establishes the effectiveness in terms of assessing the extent to which the objectives are met. Combining the four levels of this model and an optimum cost benefit strategy would enable the management to ascertain the extent to which a programme is contributing to the effectiveness of the organization. Therefore, this technique is used to identify and recommend certain measures in order to improve the training effectiveness at BIL. The details of Kirkpatrick Model are explained in the succeeding paragraph.

THE KIRKPATRICK MODEL Perhaps the most influential approach to training evaluation was developed by D.L. KIRKPATRICK (1975) which, according to Bornbrauer (1987), despite its age and common

sense

approach

to

the

subject,

remains

valid:

“because

of

its

comprehensiveness, simplicity, and applicability to a variety of training situations.” •

Level One-Reaction This level in the Kirkpatrick model is seen to offer some useful insights into the early

experiences of trainees, but precisely because it is concerned with “feelings” and first reactions, the results need to be viewed with some caution. Measurement can be done through: Reaction sheets:

Reaction sheets (often referred to as ‘happy sheets’) should ask

questions about the achievement of the course objectives, about the course material, the presentation, the activities used, the venue and the pre-course material.

Group discussion: Build in time at the end of the course for how they will take the learning forward. Have them record the main points of the discussion for you to take away. Thumbs up, thumb down: This is much focused on reaction. Ask closed questions about the training course directed to the whole group. If participants feel the answer to the question is ‘Yes’ they give a thumbs-up sign, if the answer is ‘No’, it’s a thumbs down. You need to record the number of responses, positive or negative, to each question. •

Level Two- Learning

This is the level at which “new learning” is generated and which requires evaluators to try to establish individual’s progress towards the learning of specified skills and competencies. Measurements can be done through: Reaction sheets: Questions about what participants feel they have learnt during the course can be included on the reaction sheets. Post-courses review: Delegates should meet with their lime manager soon after the course to discuss what learning has taken place and how this will be applied. They should then meet at agreed intervals to review how much progress is being made. Action plans: By requiring delegates to complete action plans at the end of course, we imply that we are expecting them to implement some learning from the course and make some changes in the way they work. •

Level Three- Effects On Individual Performance

Recognizing that the purpose of training is to create new job capabilities means that evaluation must be extended to the working environment. Above all, this level of evaluation draws attention to the fact that training does not end at the completion of the

training programme, but has to embrace issues such as the transfer of training, support for the use of new skills and competences and the support provided by line managers. Measurement can be done through: Post- course review with line manager: Delegates should meet with their lime manager soon after the course to discuss what learning has taken place and how this will be applied. They should then meet at agreed intervals to review how much progress is being made. Follow-up questionnaire: The trainer circulates a questionnaire to all delegates and their managers asking questions about how the learning from the course is being applied. Follow-up calls: The trainer, or a nominated person, chooses a random sample of delegates from a course and then contacts them and their line managers to ask a series of questions about the application of learning from the course. Re-testing: If the training is very skills- based and has culminated with a test, it is possible (although time-consuming) to re-test delegates on regular basis and then to retrain if necessary. •

Level Four- Effects On Organizational Performance

The ultimate level and one that represents an attempt to establish what is often described as the impact of training on the “bottom line” must be measured. As with level three evaluations, in order to assess the effects of training on an organization, measures need to be taken prior to the training being carried out. Examples of such measures are:  Staff attitude surveys  Profit levels

 Wastage  Levels of consumables used’  Accidents and damage rates  Customer complaints  Working rates  Error rates  Work outstanding  Task completed per hour/day/week  Self-assessment of performance by team members

TRAINING PROGRAMMES IN BIL Britannia Industries Ltd follows the philosophy to establish and build a strong performance driven culture with greater accountability and responsibility at all levels. To that extent the Company views capability as a combination of the right people in the right jobs, supported by the right processes, systems, structure and metrics. The Company organizes various training and development programmes, both inhouse and at other places in order to enhance the skills and efficiency of its employees. These training and development programmes are conducted at various levels i.e. for workers and for officers etc. THE VARIOUS TRAINING PROGRAMMES ATTENDED BY THE OFFICERS OF BIL: S.no 1 2

Training programmes Baking with Soy Land Mark Seminar

Duration

No. of

Designation

2 days 1 day

participants 1 5

Officer Manager,

3 4

Contract Labour Lean Manufacturing

1 day 2 days

2 2

Officers Managers Managers

5

Implementation Risk assessment in work

1 day

1

Officer

6

place Productivity and

2 days

4

Officers

7

Accomplishment Adv. Technology mgmt for

2 days

1

Officer

8

pollution Bearing Maintenance

1 day

1

Officer

9 10

technology Good Auditing Practices HACCP/GMP/GHP

1 day 2 day

1 4

Manager Officers

prevention and control of

11

Occupational health and

2 day

1

Officer

12

safety Sales training programme

3 days

3

Sales territory

13 14

Assessment centre Landmark Forum

2 days 3 days

16 7

Incharge Officers Managers,

15

Programme Excellence in Manufacturing

2 days

3

officers Officers

16

by eliminating stock-outs XIV training programme in

4 days

4

Officers

17 18

Biscuit manufacture Occupation and health Training for INKJET printer

2 days 4 days

1 7

Officer Managers, officers

VARIOUS TRAINING PROGRAMMES ORGANISED FOR THE WORKERS IN BIL:-

S.no 1

Training Programmes ISO 9000 and ISO 14000 refresher

Duration 1 day

Conducted by Worker teachers

2 3 4 5 6 7

programme Personality development Worker teacher’s day ISO 14000 awareness National safety day Fire fighting Worker’s participation in

2 days 1 day ½ day 1 day ½ day 3 days

Worker teachers Worker teachers Worker teachers Worker teachers Security officer Central board of

8

management Educational trip to Haridwar,

7 days

worker’s association Worker teachers

9 10 11 12

Rishikesh, Dehradun Gemba- Kaizen workshop Security and fire fighting Positive approach Vipassana meditation

5 days 1 day 1 day 2 days

Kaizen institute Worker teachers Worker teachers Vipassana Sadhna

13

Worker’s children- Workshop for

1 day

Sansthan Shakuntala Anand

young people, personality development

TRAINING IN BRITANNIA INDUSTRIES LTD. Britannia Industries Ltd. provides training to all its employees as per the policy of the organization. PURPOSE OF TRAINING: To ensure availability of trained manpower. SCOPE: All categories of employees in Biscuit plant.

FLOW CHART OF TRAINING PROCEDURE

Identification of Needs

Preparation of Training Plan

Imparting Training

Feedback

Induction Training

Training Effectiveness

Fig 4.1 The training procedure

IDENTIFICATION OF NEEDS Management Staff The Performance Appraisal form of the organization has a section in which the training and development needs are filed up. The person whom the concerned employee is reporting fills the Performance Appraisal form annually. Such person may be a branch head or department head. Identification of training need is done at the Executive Office (EO) level for the managers through the Performance Appraisal forms annually and the records are maintained at the Executive Office. Managers are nominated for the various training courses by the Executive’s Office. Managers may also be nominated to certain training programmes from the branch if the subject’s covered are found to be of interest or if they offer a learning opportunity in some emerging areas of knowledge. Training needs for the department through their Performance Appraisal forms identifies the officers, which are filled in by the department head. The Performance Appraisal forms thus give the emerging training needs. This exercise is carried out annually. Staff and Workers Training needs for staff and workers are identified based on: -

Company’s strategy and policy.

-

Organizational Thrust Areas.

-

New Emerging Areas.

This together gives the consolidated system of needs that is prepared by the Personnel Officer and approved by the Department Head.

PREPARATION OF TRAINING PLAN On the basis of identified training needs, the annual training calendar is prepared by the Personnel officer and approved by the Personnel Head. Annual Training Budget is prepared by Branch Personnel Head and is approved by Executive Office. This gives the final list of training activities in a particular year. It is attempted to carry out all the programmes to fulfill the identified needs. The Head of the Personnel Department monitors the actual training conducted vis-à-vis the identified training needs on a monthly basis. IMPARTING OF TRAINING Actual training is imparted with the help of in-house and outside agencies. The selection of these agencies is done on the basis of reputation; programmes offered by them, past experience and feedback received from the earlier participants. Training is also imparted by nominating the concerned employee for an external training programme. All records of the training are maintained at branch as per Record of Training in the Personnel folder and the same is intimated to the Executive Office Personnel through the Monthly Personnel Report. FEEDBACK A feedback is taken from the participants through a questionnaire on the programme and their impressions in order to further improve upon the same. There are three such questionnaires available and one of these is used depending upon the nature of the training programme and the level of participants. Also, a person from the personnel department sits through the final session of the programme and takes the verbal feedback about the programme.

INDUCTION TRAINING Staff/ Officers/ Managers This is carried out as the very first step for any new entrant into the branch at the Staff/ Officer/ Manager level. The department prepares a schedule for the employee as per which he is required to spend specific time in each department. During such period, he is reporting to the respective department head. The objective of the induction programme is to familiarize the participant to the function of different department. The copies of the same are sent to the General Manager and all concerned. At the end of the induction, the trainee has to submit a report to the Personnel Department. Workers In the case of a new entrant, he is called in General shift for 2 days for training under a senior worker to familiarize him with the welfare facilities like card punching, canteen, public conveniences, rules and regulations, standing orders, shift timings, spell outs, medical facilities, leave procedures etc. After two days of training, he is deployed in the concerned department. The Personnel Officer organizes this. Management Trainee’s Training Management trainees are given a fortnight of induction programme. Corporate HR advises it as per Management Trainee Training programme designed by them. Thereafter, a detailed training programme is carried out whereby the incumbent is to understand in depth of working of each department at various locations as per the programme given by the Corporate HR. Corporate HR maintains all relevant records pertaining to Management Trainee’s training at Bangalore.

TRAINING EFFECTIVENESS For each training programme conducted in-house for Britannia Delhi branch personnel, a training brochure is developed. The brochure developed consists of the following information: -

Programme objectives: Need of the training and what are the objectives that this training aims to achieve, what likely outcomes are expected to come out of impact of this training.

-

Programme content: Topics being covered during the training.

-

Methodology adopted.

-

Programme faculty.

-

Personnel to be covered.

-

Training methodology.

-

Training effectiveness criteria and scale.

The training effectiveness is measured by measurement of the achievement of the objectives. This lists down the measurement indicators, achievement of which will ensure that programme objectives are achieved. A person gets nominated for the training programme in the following two ways: a)

Training programme flowing from the training needs.

b)

Training programme for testing out the training/ increased awareness/

general information/ omnibus training types etc. Training programmes flowing from training needs: The programmes are divided into three broad categories: -

Functional

-

Behavioral

-

General/ Omnibus programmes

1. Functional: The outcome of the training is measured by comparing the data pretraining and post-training. A scale is developed for measuring the effectiveness of training based on the % achievement of the objectives. 2. Behavioral: The effectiveness of the training of this nature is measured annually. This is seen through the training need identification for the coming year for the employee. If the training need is repeated there, then the training provided is taken as ineffective. If the training need is repeated but with focus on a part of the need, then the training is partially effective. If not repeated, then the training is effective. 3. General: These are the training needs flowing directly from the organizational needs. Examples of these can be ISO 9000 training, ISO 14000 training and any awareness training. These are omnibus training programmes, which are run for a large number of employees. The effectiveness of the training is measured by: -

- Achievement of those organizational objectives within the time lines.

-

- Number of audit issues raised on the areas covered in the training.

-

- Any other such thing as defined in the training brochure. The effectiveness of the outside training programme is measured on the same line as above. However, no detailed brochure is prepared for the same. The measurement criterion for the programme is defined in the beginning of the programme and effectiveness measured against the same. A consolidated effectiveness report of the training programme is prepared at the end of the year. The programmes that are found to be ineffective are reworked. Training programme for testing out the training Also there are training programmes, which are not flowing directly from the training needs measurement of effectiveness of the training is not needed to be measured.

TRAINING OF AN OFFICER

Identification of Training needs

Consolidation of Training needs

Annual Training Calendar

Approval from the Personnel Department

Annual Training Budget

Imparting Training

Collecting Feedback for Further Improvement

Monitoring of Actual Training vis-a-vis the Identified needs

Fig 4.2 Flowchart for Training of an Officer

TRAINING OF A WORKER

Approval from the Personnel Department

Company Strategy and Policy

Organizational Thrust Areas

Identification Of Training needs

New Emerging Areas

Consolidation Of Training needs

Annual Training Calendar

Annual Training Budget

Imparting Training

Collecting Feedback for Further Training

Monitoring of Actual vs the Identified Training needs.

Fig 4.3 Flowchart for Training of a Worker

CHAPTER-3 RESEARCH METHODOLOGY

OBJECTIVES OF THE STUDY The first & foremost step in any research work is to identify the problems or objectives on which the researcher has to work on. There are two types of objectives met in this study, as explained below:

MAJOR OBJECTIVE  To analyze the existing training practices, its effectiveness and recommend measures to improve the training practices in the organization.

MINOR OBJECTIVES  To study the frequency of training, training methods and their effects on the trainees and recommend certain measures for improvement.



To understand the present practices enforced in respect of training at the personnel department and recommend any changes if necessary.



To take feedback and analyze the level of satisfaction amongst the employees in respect of training activities and suggest alternatives.

SCOPE OF THE STUDY Training Effectiveness is the process wherein the management finds out how effective it has been at training and developing the employees in an organization.  This study gives some suggestions for making the present training and development system more effective.  It gives organization the direction, how to deal differently with different employees.  It identifies the training & development needs present among the employees.

MANAGERIAL USEFULNESS OF THE STUDY  The effectiveness of the training programmes can be established through this study.  This study helps to understand, analyze & apply the core concepts of training in an organization.  Managers would be able to identify the need of training for its employees.  Managers would know what employees think of the training and development programmes and make changes if necessary.

METHODOLOGY

Every project work is based on certain methodology, which is a way to systematically solve the problem or attain its objectives. It is a very important guideline and lead to completion of any project work through observation, data collection and data analysis.

According to Clifford Woody, “Research Methodology comprises of defining & redefining problems, collecting, organizing &evaluating data, making deductions &researching to conclusions.”

Accordingly, the methodology used in the project is as follows:  Defining the objectives of the study  Framing of questionnaire keeping objectives in mind (considering the objectives)  Feedback from the employees  Analysis of feedback  Conclusion, findings and suggestions.

SELECTION OF SAMPLE SIZE The Company has a total strength of 96 officers and 403 workers. In order to take a reasonable sample size and not to disturb the functioning of the organization, a sample size of 20% of the total strength of the Company has been taken in order to arrive at the present practices of training in the Company. Accordingly, 20 officers and 40 workers have been selected at random from all the departments of the organization and feedback forms (questionnaire) have been obtained. The data has been analyzed in order to arrive at present training practices in the organization.

SAMPLING TECHNIQUE USED The technique of Random Sampling has been used in the analysis of the data. Random sampling from a finite population refers to that method of sample selection, which gives each possible sample combination an equal probability of being picked up and each item in the entire population to have an equal chance of being included in the sample. This sampling is without replacement, i.e. once an item is selected for the sample, it cannot appear in the sample again.

DATA COLLECTION To determine the appropriate data for research mainly two kinds of data was collected namely primary & secondary data as explained below:

PRIMARY DATA Primary data are those, which were collected afresh & for the first time and thus happen to be original in character. However, there are many methods of collecting the primary data; all have not been used for the purpose of this project. The ones that have been used are:  Questionnaire  Informal Interviews  Observation

SECONDARY DATA Secondary data is collected from previous researches and literature to fill in the respective project. The secondary data was collected through:

 Text Books  Articles  Journals  Websites

TOOLS USED The main tools used for the collection and analyses of data in this project are:

 Questionnaire  Pie Charts  Tables

CHAPTER-4 DATA ANALYSIS

1) How many training programmes have you attended in last 5 years? No. of

No. of Respondents

% of

8 5 4 3 20

Responses 40% 25% 20% 15% 100%

Programmes 0-5 6-10 10-15 More than 15 Total

Morethan 15 15%

0_5 40%

10_15 20% 6_10 25%

INTERPRETATION 45% of the officers have attended 6-15 training programmes in the last 5 years, which is an indication of an effective training policy of the organization. However, 40% of the officers have attended only 0-5 training programmes, which needs to be evenly monitored by the organization.

2) The programme objectives were known to you before attending it. Options

No. of Respondents

% of

Strongly agree Moderately agree Can’t Say Moderately

5 7 3 1

Responses 25% 35% 15% 5%

Disagree Strongly Disagree Total

4 20

20% 100%

moderately disagree 5%

strongly disagree 20%

can't say 15%

strongly agree 25%

moderately agree 35%

INTERPRETATION 35% of the respondents moderately agree to the fact of knowing the training objectives beforehand, in addition to 25% who strongly agree. But a small population disagrees as 20% strongly disagree to this notion. Training objectives should therefore be made known compulsorily before imparting training in the organization. 3) The training programme was relevant to your developmental needs. Options

No. of Respondents

% of

Strongly agree Moderately agree Can’t Say Moderately

6 8 3 2

Responses 30% 40% 15% 10%

Disagree Strongly Disagree Total

1 20

5% 100%

moderately disagree 10%

strongly disagree 5%

strongly agree 30%

can't say 15% moderately agree 40%

INTERPRETATION 70% of the respondents feel that the training programmes were in accordance to their developmental needs. 15% respondents could not comment on the question and 15% think that the programmes are irrelevant to their developmental needs and the organization must ensure programmes that satisfy the developmental needs of the officers. 4)

The period of training session was sufficient for the learning. Options Strongly agree Moderately agree Can’t Say

No. of Respondents

% of

6 4 4

Responses 31% 21% 21%

Moderately

3

16%

Disagree Strongly Disagree Total

2 20

11% 100%

strongly disagree moderately 11% disagree 16%

can't say 21%

strongly agree 31%

moderately agree 21%

INTERPRETATION 52% respondents feel that the time limit of the training programme was adequate but 25% feel that it was insufficient. Also, 21% could not comment on the question. All the respondents though felt that increase in time limit of the programmes would certainly be beneficial and the organization should plan for this to be implemented in the near future.

5) The training methods used during the training were effective for understanding the subject. Options

No. of Respondents

% of

Strongly agree Moderately agree Can’t Say Moderately

4 8 3 3

Responses 20% 40% 15% 15%

Disagree Strongly Disagree Total

2 20

10% 100%

moderately disagree 15%

can't say 15%

strongly disagree 10%

strongly agree 20%

moderately agree 40%

INTERPRETATION 40% of the respondents believe that the training methods used during the programmes were helpful in understanding the subject, yet 25% disagree to this notion. The organization should use better, hi-tech methods to enhance the effectiveness of the methods being used during the training programmes.

6) The training sessions were exciting and a good learning experience. Options

No. of Respondents

% of

Strongly agree Moderately agree Can’t Say Moderately

5 8 2 3

Responses 25% 40% 10% 15%

Disagree Strongly Disagree Total

2 20

10% 100%

moderately disagree 15%

strongly disagree 10%

strongly agree 25%

can't say 10% moderately agree 40%

INTERPRETATION 65% respondents believe that the training sessions were exciting and a good learning experience. 10% respondents could not comment on this while 25% differ in opinion. They feel that the training sessions could have been more exciting if the sessions had been more interactive and in line with the current practices in the market. 7) The training aids used were helpful in improving the overall effectiveness of the programme. Options

No. of Respondents

% of Responses

Strongly agree Moderately agree Can’t Say Moderately

4 5 7 3

20% 25% 35% 15%

Disagree Strongly Disagree Total

1 20

5% 100%

moderately disagree 15%

strongly disagree 5%

can't say 35%

strongly agree 20%

moderately agree 25%

INTERPRETATION 40% of the respondents believe that the training aids used were helpful in improving the overall effectiveness, yet 20% disagree to this notion. 35% respondents did not comment on the issue. Yet the total mindset of the respondents was that the organization should use better scientific aids to enhance the presentation and acceptance value of the training programme. 8) The training was effective in improving on- the- job efficiency. Options Strongly agree Moderately agree Can’t Say Moderately

No. of Respondents

% of

3 6 4 4

Responses 15% 30% 20% 20%

Disagree Strongly Disagree Total strongly disagree 15% moderately disagree 20%

3 20

15% 100%

stronglyagree 15% moderately agree 30%

can't say 20%

INTERPRETATION 45% respondents believe that the training programmes increase their job efficiency but 35% disagree to this. The view of the respondents were towards having more technological and current topics for the training programmes which could help them satisfy their creative urge and simultaneously increase their on-the-job efficiency.

9) In your opinion, the numbers of training programmes organized during the year were sufficient for officers of BIL. Options

No. of Respondents

% of

Strongly agree Moderately agree Can’t Say Moderately

2 3 5 2

Responses 10% 15% 25% 10%

Disagree Strongly Disagree Total

8 20

40% 100%

strongly disagree 40%

moderately disagree 10%

strongly agree 10% moderately agree 15% can't say 25%

INTERPRETATION 25% respondents have the opinion that the frequency of the training programmes is sufficient but 50% of the respondents differ to this. They believe that the number of training programmes organized in a year should be increased and some in house training programmes should also be organized by the organisation regularly. 10) Please suggest any changes you would like to have in the existing training programmes.

The major suggestions for changes in the existing training programmes are as follows: The frequency of the training programmes organized in a year should be increased.  The duration of the training sessions should be amplified.  New programmes for personal as well as professional development of the officers should be developed.  Officers should be referred for the training programmes as per their developmental needs.  The training programmes should be organized outside the office in order to avoid disturbance in the work.  Some training sessions should also be organized in house for the officers who find it difficult to attend them if held outside the office premises.  Better presentation technologies should be used in order to increase the effectiveness of the programmes.  The course curriculum for the training programmes should be current in terms of the new developments in the world.

1) How many training programmes have you attended during the last year? No. of

No. of Respondents

% of

25 10 4 1 40

Responses 62% 25% 10% 3% 100%

Programmes Upto 2 3-5 6-8 More than 8 Total

6_8 10% 3_5 25%

Morethan 8 3%

Upto2 62%

INTERPRETATION 35% of the workers have attended 3-8 training programmes in the last year, which is the clue of a useful training policy of the organization. However, 62% of the workers have attended only 0-2 training programmes, which should be effectively seen by the organization. Also, every worker should be given chances to attend as many training programmes as possible.

2) The training given is useful to you. Options

No. of Respondents

% of

Strongly agree Moderately agree Can’t Say Moderately

19 10 5 5

Responses 47% 24% 13% 13%

Disagree Strongly Disagree Total

1 20

3% 100%

moderately disagree 13% can't say 13%

strongly disagree 3%

strongly agree 47% moderately agree 24%

INTERPRETATION 71% of the respondents feel that the training programmes were useful. 13% respondents could not comment on the question and 16% think that the programmes were irrelevant to their objective of being useful. The organization must ensure programmes that are useful and prove to cater to the developmental needs of the workers.

3) The time limit of the training programme was sufficient. Options

No. of Respondents

% of

Strongly agree Moderately agree Can’t Say Moderately

7 14 5 6

Responses 18% 34% 13% 15%

Disagree Strongly Disagree Total

8 40

20% 100%

strongly disagree 20% moderately disagree 15% can't say 13%

stronglyagree 18%

moderately agree 34%

INTERPRETATION 42% respondents feel that the time limit of the training programme was adequate but 35% feel that it was insufficient. Also, 13% could not comment on the question. All the respondents though felt that increase in time limit of the programmes would certainly be advantageous and the organization should take some steps in this direction. 4) The time limit of the training programme, if increased would make it more effective.

Options

No. of Respondents

% of

Strongly agree Moderately agree Can’t Say Moderately

18 8 4 8

Responses 45% 20% 10% 20%

Disagree Strongly Disagree Total

2 40

5% 100%

moderately disagree 20% can't say 10%

strongly disagree 5% strongly agree 45%

moderately agree 20%

INTERPRETATION 65% respondents feel that the increase in the duration of the training programmes would be beneficial but 25% differ to this opinion. Going by the majority, the organisation should make required changes to increase the duration of the programmes and also take the opinion of the workers to have an effective training session.

5) The training was effective in improving your on-the-job efficiency. Options

No. of Respondents

% of

Strongly agree Moderately agree Can’t Say Moderately

15 10 5 6

Responses 37% 25% 13% 15%

Disagree Strongly Disagree Total

4 40

10% 100%

moderately disagree 15%

can't say 13%

strongly disagree 10%

strongly agree 37%

moderately agree 25%

INTERPRETATION 62% respondents believe that the training programmes increase their job efficiency but 25% disagree to this. The respondents were of the opinion that having current topics for the training programmes and also some sessions by an external faculty would help them increase their on the job efficiency.

6) The training aids used were effective in improving the overall effectiveness of the programme. Options

No. of Respondents

% of

Strongly agree Moderately agree Can’t Say Moderately

10 4 12 8

Responses 25% 10% 30% 20%

Disagree Strongly Disagree Total

6 40

15% 100%

strongly disagree 15%

strongly agree 25%

moderately disagree 20%

moderately agree 10% can't say 30%

INTERPRETATION 35% respondents believe that the training aids were effective in improving the overall efficiency of the programme. Contrary to this, 35% disagree and 30% could not comment on the issue. The organization should ensure positive awareness about the training aids used. Also, the use of better presentation aids should be facilitated.

7) The number of training programmes organized for workers in a year are sufficient. Options

No. of Respondents

% of

Strongly agree Moderately agree Can’t Say Moderately

7 6 4 15

Responses 18% 15% 10% 37%

Disagree Strongly Disagree Total

8 40

20% 100%

strongly disagree 20%

moderately disagree 37%

strongly agree 18% moderately agree 15% can't say 10%

INTERPRETATION 33% respondents believe that the number of training programmes organized in a year are sufficient, but a majority of 57% disagrees to this. The organization should ensure multiple programmes for the workers and hence enable them in improving their skills and knowledge. 8) The participation of workers in training programme would help increase its effectiveness. Options

No. of Respondents

% of

Strongly agree Moderately agree Can’t Say Moderately

20 9 5 4

Responses 49% 23% 13% 10%

Disagree Strongly Disagree Total

2 40

5% 100%

moderately disagree 10%

strongly disagree 5%

can't say 13%

strongly agree 49% moderately agree 23%

INTERPRETATION 72% respondents feel that participative and interactive training session could provide more awareness and knowledge in a small span of time as compared to classroom teaching. 13% respondents could not comment on this and 15% disagree to it. 9) Please suggest any changes you would like to have in the existing

training programmes. The major suggestions for changes in the existing training programmes are as follows: The workers were of the opinion that external faculty should be appointed for the training programmes.

 The period of the training sessions should be augmented.  The rate of the training programmes organized in a year should be increased.  Every one should get a chance to attend the training programmes.  Documentaries and other films relating to issues of motivation, team building should be screened.  Practical examples should be used to make things easy to understand during the training sessions.  Better technological aids and methods should be used to make the training sessions exciting.

CHAPTER-5 SUMMARY

FINDINGS The major findings of the project are enumerated as follows:  The respondents consider training as a positive step towards augmentation of the knowledge base.  The respondents prior to attending them broadly knew the objectives of the training programmes.  The training programmes were adequately designed to cater to the developmental needs of the respondents.  Some of the respondents suggested that the time period of the training programmes were less and thus need to be increased.  The respondents believed that the training methods used were effective

 Some respondents believe that the training sessions could be made more exciting if the sessions had been more interactive and in line with the current practices in the market.  The training aids used were helpful in improving the overall effectiveness of the training programmes.  The training programmes were able to improve on-the-job efficiency.  Few respondents also recommended that the number of training

programmes be increased.

RECOMMENDATIONS Based on the data collected through the questionnaire and interactions with the Officers and Workers of BIL the following recommendations are made for consideration:  The organization may utilize both subjective and objective approach for the training programmes.  The management training given to the employees should be in sync with the current market practices.  The organization can arrange the training programmes department wise in order to give focused attention towards the departmental requirements.  Training methods such as business games should be employed more often as they help in improving team building skills.

LIMITATIONS OF THE STUDY The following are the limitations of the study:  The sample size was small and hence the results can have a degree of variation.  The response of the employees in giving information was lukewarm.  Organization’s resistance to share the internal information.  Questionnaire is subjected to errors.

CHAPTER-6 ANNUXERE

Questionnaire

NAME: AGE: SEX: OCCUPATION: PLACE:

1. Do you eat biscuits? a. YES

b. NO

2. If no, please specify the reasons. -

You don’t like biscuits

-

You prefer other snacks

-

You think it is not healthy

-

You think it is costly

3. If yes, how often do you eat biscuits? -

Everyday

-

Occasionally

-

Rarely

4. Please tick your likely tastes -

Salty

-

Sweet

-

Cream Biscuits

-

Glucose biscuits

-

Health Biscuits

-

Mix(sweet and salty)

5. Rate the buying factors on a scale of 1 to 5(1 being least preferred to 5 being most preferred). -

Price

-

Brand name

-

Flavours

-

Nutritional content

-

Availability

6. Tick the brand that you normally prefer -

Britannia

-

ITC Sunfeast

-

Parle

-

Bisk farm

-

Anmol

-

Others

7. What is the first thing that comes to your mind about Britannia?´ -The recent add -The Britannia Jingle(ting ting tiding) -The Britannia Tagline -Any other

8. What, according to you, is the tagline of Britannia?

-Zindagi mein life -Baahar se kuchh, andar se kuchh aur -Eat healthy, think better -Jo de jitne ki sakti

9. Do you remember any advertisement of Britannia? Yes No

10. Which Britannnia TV commercial appeals to you the most? -

Goodday station master

-

New tasty tiger

-

Mariegold bai

-

Milkbikis

11. If Britannia is not available in the shop, will you look for it in the next shop? Yes No 12. If the retailer gives you another brand of biscuits, will you buy? Yes No

13. I like Britannia because(rank the following statements on a scale of 1 to 5; 1 being least preferred to 5 being most preferred) -I like the different flavours it offers -It keeps me healthy -It is an all-time snacks

-It is tasty -It is available everywhere -It satisfies my hunger -It gives me a sense of enjoyment -It is affordable

14. Tick the Britannia biscuits you like. -Britannia 50-50 -Britannia Treat -Britannia Greetings -Britannia Nutrichoice -Britannia Timepass -Britannia MarieGold -Britannia Tiger -Britannia Milk Bikis -Britannia Goodday

BIBLIOGRAPHY



Effective Planning in Training and Development

Leslie Rae



World Class Training

Kaye Thorne



Training in Practice

Blackwell



Human Resource Management

C.B.Gupta



Human Resource Management

T.N.Chabra



Human Capital

Journal