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: SUBMITTED BY: Ms. KANIKA DUGGAL HIMANI HITESHI
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Evaluation of Training Effectiveness in Britania (1)
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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: SUBMITTED BY:Ms. KANIKA DUGGAL HIMANI HITESHI PROJECT GUIDE 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 co-
operation 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 HITESHIBBA(CAM) 3rd SEMDAV INSTITUE OF MANAGEMENTGGSIPU.
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
Training Programmes in BIL
Training in Britannia Industries Ltd.
Chapter-3 – RESEARCH METHODOLOGY
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
Chapter-4 – DATA ANALYSIS AND INTERPRETATION
Chapter-5 – SUMMARY
Findings
Recommendations
Limitations of the Study
Chapter-6- ANNEXURE
Questionnaire
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 socio-
economic 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 ORG-
MARG, 2003), selling approximately 200 million packs a month.
- 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).
- 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.
B RITANNIA 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:
Derives from the company mission, vision and cherished values.
Build stronger bond between people.
Generating motivation to excel.
Enabling continuance learning and renewal of skills.
Providing opportunities to perform and potential to growth.
Generating a climate of trust, respect and team work.
Installing a sense of pride and belongingness.
Creating a happy climate for work.
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
Fig 1.1- The flowchart of Organization
PERSONNEL MANAGEMENT CHART
Fig 1.2- The flowchart of Personnel Department
PERSONNEL MANAGER
SALES MANAGER
STANDARDS MANAGER
FINANCE MANAGER
PRODUCTION PLANNING MANAGER
SYSTEM MANAGER
UNIT HEAD
SECRETARY TO R.P.MANAGER
PERSONNEL OFFICERS
ASSISTANT PERSONNEL OFFICERS
REGIONAL PERSONNEL MANAGER
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
CAKES
BREAD
BRAND DESCRIPTION
CREAM TREAT Sandwich Cream Biscuit
CHEKKERS Wafer Cream Biscuit
GOOD DAY Biscuits with Real Butter
NUTRI CHOICE Health Biscuits
MILK BIKIS Milk Biscuits
TIGER Health Force Biscuits
MARIEGOLD Semi sweet, Light, Teatime Biscuits
LITTLE HEARTS Sugar Glazed Puffed Pastry Biscuits
50-50 Sweet and Salt Crackers
SNAX Flaky Salted Crackers
MERRI CAKE Single Slice Cakes
Sliced Bar Cakes
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.
- The training given to the employees is not standardized.
- No work-study has been done on the requirement of training.
- 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
- Subjective Measures
- Qualitative Measures
- 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 post-
training 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
This involves the evaluation of the training curriculum and its sequencing.
Evaluation of the training process
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
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.
Examining whether the training needs were accurately identified.
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.
Fig 3.3- Flowchart of Hamblin’s Model
Training
O1ReactionsObjectives
O2Learning
Objectives
E2LearningEffects
O3Job Behaviour
Objectives
E3Job Behavior
Effects
O4OrganizationObjectives
E4Organization
Effects
O5Ultimate Value
Objectives
E5Ultimate Value
Effects
E1ReactionEffects
Measuring Techniques atEach Level
Reaction NotebooksObserver’s RecordReaction Forms
Written ExamMultiple choice TestLearning Portfolios
Activity SamplingInterviewsQuestionnaires
Indices of ProductivityOrganisation Culture
Cost Benefit AnalysisHuman Resource
Accounting
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 in-
house 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 Training programmes Duration No. of
participants
Designation
1 Baking with Soy 2 days 1 Officer
2 Land Mark Seminar 1 day 5 Manager,
Officers
3 Contract Labour 1 day 2 Managers
4 Lean Manufacturing
Implementation
2 days 2 Managers
5 Risk assessment in work
place
1 day 1 Officer
6 Productivity and
Accomplishment
2 days 4 Officers
7 Adv. Technology mgmt for
prevention and control of
pollution
2 days 1 Officer
8 Bearing Maintenance 1 day 1 Officer
technology
9 Good Auditing Practices 1 day 1 Manager
10 HACCP/GMP/GHP 2 day 4 Officers
11 Occupational health and
safety
2 day 1 Officer
12 Sales training programme 3 days 3 Sales territory
Incharge
13 Assessment centre 2 days 16 Officers
14 Landmark Forum
Programme
3 days 7 Managers,
officers
15 Excellence in Manufacturing
by eliminating stock-outs
2 days 3 Officers
16 XIV training programme in
Biscuit manufacture
4 days 4 Officers
17 Occupation and health 2 days 1 Officer
18 Training for INKJET printer 4 days 7 Managers,
officers
VARIOUS TRAINING PROGRAMMES ORGANISED FOR THE WORKERS IN
BIL:-
S.no Training Programmes Duration Conducted by
1 ISO 9000 and ISO 14000 refresher
programme
1 day Worker teachers
2 Personality development 2 days Worker teachers
3 Worker teacher’s day 1 day Worker teachers
4 ISO 14000 awareness ½ day Worker teachers
5 National safety day 1 day Worker teachers
6 Fire fighting ½ day Security officer
7 Worker’s participation in
management
3 days Central board of
worker’s association
8 Educational trip to Haridwar,
Rishikesh, Dehradun
7 days Worker teachers
9 Gemba- Kaizen workshop 5 days Kaizen institute
10 Security and fire fighting 1 day Worker teachers
11 Positive approach 1 day Worker teachers
12 Vipassana meditation 2 days Vipassana Sadhna
Sansthan
13 Worker’s children- Workshop for
young people, personality
development
1 day Shakuntala Anand
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
Fig 4.1 The training procedure
Identification of Needs
Preparation of Training Plan
Imparting Training
Feedback
Induction Training
Training Effectiveness
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 pre-
training 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
Fig 4.2 Flowchart for Training of an Officer
Identification of Training needs
Consolidation of Training needs
AnnualTrainingCalendar
Approval from the Personnel Department
AnnualTrainingBudget
ImpartingTraining
CollectingFeedback forFurther Improvement
Monitoring of Actual Training vis-a-vis the Identified needs
TRAINING OF A WORKER
Fig 4.3 Flowchart for Training of a Worker
Organizational Thrust Areas
Company Strategy and Policy
New Emerging Areas
Identification Of Training needs
Consolidation Of Training needs
AnnualTrainingCalendar
Approval from the Personnel Department
AnnualTrainingBudget
ImpartingTraining
Collecting Feedback for Further Training
Monitoring of Actual vs the Identified Training needs.
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
Programmes
No. of Respondents % of
Responses
0-5 8 40%
6-10 5 25%
10-15 4 20%
More than 15 3 15%
Total 20 100%
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
Responses
Strongly agree 5 25%
Moderately agree 7 35%
Can’t Say 3 15%
Moderately
Disagree
1 5%
Strongly Disagree 4 20%
Total 20 100%
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
Responses
Strongly agree 6 30%
Moderately agree 8 40%
Can’t Say 3 15%
Moderately
Disagree
2 10%
Strongly Disagree 1 5%
Total 20 100%
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 No. of Respondents % of
Responses
Strongly agree 6 31%
Moderately agree 4 21%
Can’t Say 4 21%
Moderately
Disagree
3 16%
Strongly Disagree 2 11%
Total 20 100%
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
Responses
Strongly agree 4 20%
Moderately agree 8 40%
Can’t Say 3 15%
Moderately
Disagree
3 15%
Strongly Disagree 2 10%
Total 20 100%
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
Responses
Strongly agree 5 25%
Moderately agree 8 40%
Can’t Say 2 10%
Moderately
Disagree
3 15%
Strongly Disagree 2 10%
Total 20 100%
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 4 20%
Moderately agree 5 25%
Can’t Say 7 35%
Moderately
Disagree
3 15%
Strongly Disagree 1 5%
Total 20 100%
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 No. of Respondents % of
Responses
Strongly agree 3 15%
Moderately agree 6 30%
Can’t Say 4 20%
Moderately
Disagree
4 20%
Strongly Disagree 3 15%
Total 20 100%
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
Responses
Strongly agree 2 10%
Moderately agree 3 15%
Can’t Say 5 25%
Moderately
Disagree
2 10%
Strongly Disagree 8 40%
Total 20 100%
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
Programmes
No. of Respondents % of
Responses
Upto 2 25 62%
3-5 10 25%
6-8 4 10%
More than 8 1 3%
Total 40 100%
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
Responses
Strongly agree 19 47%
Moderately agree 10 24%
Can’t Say 5 13%
Moderately
Disagree
5 13%
Strongly Disagree 1 3%
Total 20 100%
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
Responses
Strongly agree 7 18%
Moderately agree 14 34%
Can’t Say 5 13%
Moderately
Disagree
6 15%
Strongly Disagree 8 20%
Total 40 100%
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
Responses
Strongly agree 18 45%
Moderately agree 8 20%
Can’t Say 4 10%
Moderately
Disagree
8 20%
Strongly Disagree 2 5%
Total 40 100%
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
Responses
Strongly agree 15 37%
Moderately agree 10 25%
Can’t Say 5 13%
Moderately
Disagree
6 15%
Strongly Disagree 4 10%
Total 40 100%
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
Responses
Strongly agree 10 25%
Moderately agree 4 10%
Can’t Say 12 30%
Moderately
Disagree
8 20%
Strongly Disagree 6 15%
Total 40 100%
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
Responses
Strongly agree 7 18%
Moderately agree 6 15%
Can’t Say 4 10%
Moderately
Disagree
15 37%
Strongly Disagree 8 20%
Total 40 100%
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
Responses
Strongly agree 20 49%
Moderately agree 9 23%
Can’t Say 5 13%
Moderately
Disagree
4 10%
Strongly Disagree 2 5%
Total 40 100%
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