PROJECT REPORT ON

TRAINING AND DEVELOPMENT IN GODREJ AND BOYCE MANUFACTURING CORPORATION LIMITED

Submitted in the partial Fulfillment of the Degree of Master of Busi ess A!"i istratio Punjab Technical University, Jalandhar Session 2 !"2 #

#u$er%ise! B& Mrs( Ritu )*ura a

#u'"itte! '&

Certificate
This is to certify that the project report titled Trai i + a ! De%e,o$"e t i Go!re- a ! Bo&.e Ma ufa.turi + Cor$oratio

Li"ite! submitted in partial fulfillment of the re$uirements for the degree of %aster of &usiness 'dministration is a bonafide research (or) carried out by Ms( #a/s*i Ji !a, under my supervision and guidance* This is an original piece of (or) and has not been submitted in part or full for any other degree to this or any other University+,nstitute*

Ritu )*ura a 0Pro-e.t Gui!e1

Acknowledgement
,t is my immense pleasure to present the report titled, TRAINING AND DEVELOPMENT IN GODREJ AND BOYCE

MANUFACTURING CORPORATION LIMITED( -ere , (ould li)e to e.press my deep sense of gratitude to Mr( AMAN )2ERA /senior e.ecutive0 for providing me the opportunity to complete my project in such an esteemed organi1ation Go!re- 3 Bo&.e Mf+( Co( Lt!* 2ithout his timely guidance, valuable support and encouragement this report (ould not have been possible* -e guided me sympathetically and patiently throughout the present research study* , am very than)ful to Mr( Ri45a i /3ocation -ead0 and Mr( A"it )u"ar /Senior %anager0, (ithout their permission it (ouldn4t be possible for me to complete my project* , gratefully ac)no(ledge the support and favor besto(ed upon on me by Mr(#a -ee% C*a5,a /'ssistant %anager0, Mrs( #a-i a Par"o!, /Senior %anager0 Mrs( Gur!ee$ )o*,i /Deputy %anager0, Ms( Ro"a Naru,a /Deputy %anager0 in -5 Department* They gave me guidance at every step (henever , needed* , am than)ful that each

time they too) spare time from their busy schedule for guiding me related to various concepts* , ta)e this opportunity to e.press my deep gratitude to our esteemed guide Mrs( Ritu )*ura a6 Le.turer6 #A# I stitute of I for"atio Te.* o,o+& a ! Resear.*6 Mo*a,i for her constant encouragement, guidance and valuable suggestions to carry the research (or)* , (ould li)e to than) all the respondents (ho co"operated (ith me to fill in the $uestionnaires patiently* , shall be failing in my duty if , do not put a (ord of gratitude and sense of profound indebtedness to all my family members and friends (ho not only encouraged me in ta)ing up this (or) but have also shared pains at every moment of the (or)* , have no hesitation in admitting that (ithout their support, , (ould never have been able to complete this (or)*

Co te ts
Chapter numbers 6hapter 7 6hapter 2 Part"' Part"& 6hapter 8 6hapter 9 6hapter : Chapter name ,ntroduction 6ompany Profile ,ntroduction to the 6ompany Performance 'ppraisal System in the 6ompany 5evie( of 3iterature 5esearch methodology 'nalysis and ,nterpretation Page number

6hapter ;

Problems and Suggestions 6onclusion

6hapter !

&ibliography

'nne.ure

Ta',es
Ta',e No( Does Table 7 Table 2 Table 8 Table 9 Table : Table ; Table ! Table ? Table # Table 7 the 7uestio s organi1ation conduct training and Pa+e No(

development programmes< 2hen does the organi1ation provide you training< 2hat are the s)ills you need to be enhanced< -o( far the training programmes of organi1ation are helpful in improving the follo(ing aspects< 2hat are the reasons that ma)e you motivated to attend training programmes in the organi1ation< -o( do you assess the training programmes in the organi1ation< -o( training should be done, (hether through=> ,n your opinion, (hy it is difficult to apply the s)ills that are learnt in training once you return to actual job< 'fter ho( long these training and development programmes have been conducted on the organi1ation< 2hat feedbac) you (ould li)e to give regarding training programmes in the organi1ation<

C2APTER89 INTRODUCTION
People are the assets on (hich competitive advantage is built, (hether in the public or private sector, (hether in the corporate (orld or in the (orld of education* ,n the (ords of the latest theory on human resource management, people are an @inimitableA asset* People and their s)ills is the one thing that competitor organi1ations cannot imitate* So, human resource management and the practices associated (ith it have become accepted by managers in all forms of organi1ations as one of the most important strategic levers to ensure continuing success* 2u"a resour.e "a a+e"e t /-5%0 is the strategic and coherent approach to the management of an organi1ationBs most valued assets " the people (or)ing there (ho individually and collectively contributes to the achievement of the objectives of the business* The -uman 5esources %anagement (idely replaced the phrase Personnel %anagement as a representation of managing the people in the association* The -uman 5esources %anagement al(ays functions for the (elfare of the employees, as they are the valuable resource of the organi1ation 2RM: 5*ere !i! it .o"e fro"; The modern concept of human resource management finds its roots in the early 2
th

century notion of employee (elfare* The large factories that

th

evolved in the United States in the late 7# th and early 2

centuries presented

managers (ith major problems of (or)force control* Part of the solution to the problem of re"establishing management control on the factory floor (as found in the development of Scientific %anagement* From its employee (elfare roots, @personnel managementA spread (ithin the US' and later into Curope and an increasing number of issues concerned (ith the management of people in organi1ations came to find a home in the personnel departments of the mid"2
th

century* &y the 7#; s, the notion of

personnel management had become (ell"established (ith a number of clear areas of responsibility attached to it including= 7 D selection and recruitment 2 D training and development 8 D pay and conditions 9 D industrial relations : D employee (elfare ; D Eccupational health and safety* Mo!er 2RM ,n the 7#? s, the concept of human resource management began to gain ground at the e.pense of personnel management* The integration of human resource management practices (as to create an organi1ational culture that allo(ed (or)ers to identify their o(n success (ith that of the corporation* Thus, organi1ational or corporate culture became an important element in understanding the competitive success of firms and (as a major theme of management thin)ing in the early 7#? s*

Trai i + a ! De%e,o$"e t

,n the past, organi1ations developed managers by recogni1ing an individual4s )no(ledge about the organi1ation4s products or services* These individuals (ere promoted to first"level positions that included (or) direction* Ene cannot say they supervised in the current sense of the (ord, that is, they usually didnBt delegate, support career counseling, conduct performance revie(s, etc* 5ather, they told (or)ers (hat to do and (or)ers did it* These (or) directors had little training about supervision, e*g*, about delegating, interpersonal s)ills, stress management, career developments, etc* ,n : s to ? s management training focused on covering certain standard topics or types of activities in the organi1ation, e*g*, planning, organi1ing, finances, sales, accounting, etc* -o(ever at that time, manager in the (or)place seldom solves a problem by applying his or her )no(ledge of one specific topic then goes on to solve the ne.t problem but not much training (as provided to e.ecutives as (ell as managers* 2ith the -uman 5elations movement, training programs recogni1ed the need to cultivate supervisory s)ills, e*g*, motivating, coaching, mentoring, etc*

Trai i +
Training is the ac$uisition of )no(ledge, s)ills, and competencies as a result of the teaching of vocational or practical s)ills and )no(ledge that relate to specific useful competencies* Training is an organi1ed procedure by (hich people learn )no(ledge and s)ills for a specific purpose*The basic training is re$uired for all trades, occupations or professions* Fo( a days the need for training is recogni1ed to continue training beyond initial

$ualifications to maintain, upgrade and update s)ills throughout (or)ing life* People (ithin many professions and occupations may refer to this sort of training as professional development*

Differe .e 'et5ee Trai i + a ! De%e,o$"e t

Training is distinct from development* Training is a short term process utili1ing a systematic and organi1ed procedure by (hich non managerial personnel learn technical )no(ledge and s)ills for a definite purpose* Development is a long term educational process utili1ing a systematic and organi1ed procedure by (hich managerial personnel learn conceptual and theoretical )no(ledge for general purpose* Training refers to instructions in technical and mechanical operations li)e operation of a machine* Training helps an individual learn ho( to perform his present job satisfactorily* Development involves preparing the individual for future job and gro(th of individual in all respects* Training is mostly the result of initiative ta)en by the management* ,t is the result of some outside motivation development is mostly the result of internal motivation* Development complements training because human resourses can e.ert their full potential only (hen the learning process goes far beyond simple routine* Development is a future oriented training, focusing on the personal gro(th of the employee* Training and development process is self directed or others directed* For self directed informal training (ill serve the purpose (hereas in other directed formal training is done*

O'-e.ti%es of Trai i +

7* 2*

The main objective is to develop capacities and capabilities of the employees both ne( and old by upgrading their s)ills and )no(ledge* Developing self consciousness among the employees and greater a(areness to recogni1e their responsibility and contribute their best to the organi1ation*

8*

'nother objective of training is to bring about efficiency and effectiveness in an organi1ation, so that the organi1ation remains competitive in highly competitive mar)et situation and for the achievement of the organi1ational goals* has its objective t

9*

Training aims to help the e.isting employees in improving their levels of performance on their present job assignments* ,n case of ne( employees, training has its objective to provide them (ith basic )no(ledge and s)ills (hich they need for an intelligent performance of their specific s)ills*

:*

The technical changes become li)e automation, highly computeri1ed systems, (hich may in their turn creates ne( problems, ne( methods, ne( products, ne( jobs, ne( procedure, ne( s)ills" all these ma)e the functioning of training a must in the organi1ation as the other(ise the employees (ill find themselves helpless to handle and adapt to changes*

;*

Sometimes it is not possible for the management to fill in some important (or) position from outside* Under such conditions, the apprenticeship programmes aiming at improving the s)ills of the present employee come to the aid of the company to tide over the

position by ma)ing available their re$uirements of the personnel from (ithin the organi1ation*

T&$es of Trai i + a ! De%e,o$"e t

I for"a, Trai i + ,nformal training and development is rather casual and incidental* Typically, there are no specified training goals as such, nor are their (ays to evaluate if the training actually accomplished these goals or not* This type of training and development occurs so naturally that many people probably arenBt a(are that theyBre in a training e.perience at all* Probably the most prominent form of informal training is learning from e.perience on the job* C.amples are informal discussions among employees about a certain topic, boo) discussion groups, and reading ne(spaper and journal articles about a topic* For"a, Trai i + Formal training is based on some standard* Formal training might include declaring certain learning objectives or an e.tent of )no(ledge, s)ills or abilities that (ill be reached by learners at the end of the training by using a variety of learning methods to reach the objectives* ' systematic formal training involves carefully proceeding through the follo(ing phases= a0 'ssessing (hat )no(ledge, s)ills and +or abilities are needed by learnersG

b0

Designing the training, including identifying learning goals and associated objectives, training methods to reach the objectives, and means to carefully evaluate (hether the objectives have been reached or notG

c0 d0 e0

Developing the training methods and materialsG ,mplementing the trainingG and Cvaluating (hether objectives have been reached or not, in addition to the $uality of the training methods and materials themselves*

Reaso s for Trai i + a ! De%e,o$"e t

Training and development can be initiated for a variety of reasons for an employee or group of employees, e*g*

2hen a performance appraisal indicates performance improvement is needed* 's part of an overall professional development program* To help an employee to be eligible for a planned change in role in the organi1ation*

To test the operation of a ne( performance management system* To train about a specific topic*

Be efits of Trai i + a ! De%e,o$"e t

There are several benefits for supervisors to conduct training among employees* These benefits include=

,ncreased job satisfaction*

,ncreased morale among employees* ,ncreased employee motivation* ,ncreased efficiencies in processes, resulting in financial gain and better $uality and $uantity of production*

,ncreased capacity to adopt ne( technologies and methods* ' trained (or)er is more adaptable to change than an untrained person*

,ncreased innovation in strategies and products* 5educed employee turnover and absenteeism* ' trained person (ill be more satisfied (ith the job than the untrained one* So there (ill be less turnover and absenteeism (ith training*

Cnhanced company image by conducting ethics training* 5is) management, e*g*, training about se.ual harassment, diversity training*

3ess supervision (ill be re$uired by trained employee* Trained employee may not give any opportunity to the supervisor for complaint*

3ess (astage (ill be there* 's the trained (or)ers may (aste more materials or damage machines and e$uipment and may not cause accidents*

%ore employee development (ill be there* Training first helps in finding talent in employees and then developing it to the ma.imum*

I!e tifi.atio of trai i + ee!s

Training needs are to be identified to )no( (hat educational courses or activities should be provided to employees to improve their (or) productivity* ,n order to identify the training needs (e can focus on the follo(ing areas= "

To pinpoint if training (ill ma)e a difference in productivity* To decide (hat specific training each employee needs and (hat (ill improve his or her job performance*

To differentiate bet(een the need for training and organi1ational issues*

'nd to bring about a match bet(een individual aspirations and organi1ational goals*

,dentification of training needs if done properly provides the basis on (hich all other training activities* 'lso re$uiring careful thought and analysis, it is a process that needs to be carried out (ith sensitivity as peopleBs learning is important to them, and the reputation of the organi1ation is also at sta)e*

Differe t Le%e,s at 5*i.* trai i + is to 'e Co !u.te!

,dentification of training needs can be done at three levels to ascertain three )inds of needs= " Or+a i4atio a, Nee!s This concern the performance of the organi1ation as a (hole* -ere identification of training needs is done to find out (hether the organi1ation is meeting its current performance standards and objectives and if not, e.ploring (ays in (hich training or learning might help it to do so*

Sometimes organi1ational training needs are also identified (hen the organi1ation decides that it has to adopt a major ne( strategy, create a ne( product or service, undergo a large"scale change programme, or develop significant ne( relationships, such as joining (ith others to form ne( partnerships* Grou$ Nee!s Training needs are no(adays even identified at the group level* Training needs here are concerned basically (ith the performance of a particular group, (hich may be a team, department, function, sub"unit, or so on* ,t is used to find out ho( efficiently a particular team or group goes about its business and meets its current objectives* I !i%i!ua, Nee!s These concern the performance of one or more individuals /as individuals, rather than as members of a group0* -ere identification of training needs is about finding out to (hat e.tent individuals need to learn or be trained in order to bring their current performance up to the re$uired level as a result of changes in methods and processes that call for ne( competencies and s)ills* ,t also sees to it that there is continuous improvement initiative ta)en by them* %oreover it also helps to find out (hether individuals are comfortable in (or)ing across boundaries, (ith people from different bac)grounds* This is especially important because there is so much (or) force diversity observed today in organisations that it has become impossible to retain (or)force, (hich is not fle.ible enough to accommodate such changes into their daily (or) schedule*

#our.es for I!e tif&i + Trai i + Nee!s

There are three sources for identifying training needs* 'lthough they are independent sources for gathering the necessary data but it is usually beneficial if they are considered complementary to one another as the objective of the e.ercise is to prepare as consolidated data of training needs as possible* The three sources are as follo(s= " Jo' Profi,e:8 ,t is a comprehensive description of all the functions and the responsibilities that a person has to carry out in due course of his job* ,t is very common for us sometimes to find that people of a particular department more or less perform the same )ind of job and therefore a comparative study can be done on their performance to pinpoint on the training needs of those people (ho have not performed up to the mar)* Job analysis is included in order to have a realistic and systematic appraisal of training needs* ,norder to do this first (e need to brea) up the functions and responsibilities into categories* Fe.t (e have to classify these activities on the basis of their relative importance to the nature of the job* 'nd lastly (e can compute a priority listing of these tas)s in order to have a catalogue of )no(ledge, s)ills and attitudes re$uired for effective performance of the job* E<$erie .es of t*e trai i + a+e .& ,t is very common for organi1ations no(adays to hire professional training agencies in order to loo) into the training matters* The training agency and the trainers thus should also dra( from their o(n e.periences of organi1ing programmes for comparable groups or in similar areas* -o(ever, earlier

e.periences can only serve to facilitate the process* ,t cannot be the sole basis, as training needs of majority of organi1ations are very specific* Pre8trai i + sur%e& of t*e $arti.i$a t=s ee!s This is suggested as the best (ay to conduct a training need identification *' pre"training survey is nothing but a survey of the needs and e.pectations of the participants (ell in advance of the programme* 'nd in this e.ercise it is better to include the superiors also as they are in a good position to provide necessary data on the training needs of their associates, especially in conte.t of their performance* This is generally done in a systematic manner (ith the help of a structured $uestionnaire in order to reflect the genuine desire to involve the participants and the organi1ation in the planning process* -o(ever it might happen in certain cases that it is not possible to actively involve the superiors due to various reasons li)e lac) of time etc but in that case at least they must be )ept fully informed of the proceedings*

Pro.ess of i!e tifi.atio of trai i + ee!s

#te$ 9: Define and chart part of the organi1ation in (hich the (or) has to be done* ,t is to have a focused approach of the study* ,t could either be a particular department, a section, a unit, a specific group or a staff category* #te$ >: Use various data collection measures to collect both $ualitative as (ell as $uantitative data* #te$ ?: 'naly1e the entire data collected in order to find out causes of problem areas and prioriti1e areas, (hich need immediate attention*

#te$ @: Prioriti1e the different training programmes according to the responses collected* #te$ A: 5ecord and file the entire data so that it can be used for future reference (hile designing the training programmes + training calendar*

Be efits of Trai i + Nee!s Assess"e t

Feeds assessment helps diagnose the causes of performance deficiency in employees that re$uire remedial actions* This being a generali1ed statement there are certain specific benefits of needs assessment* They are as follo(s= "

The organi1ation is informed about the broader needs of the participants* Through this process it may be possible that certain ne( training programmes, (hich (ere, previously not in their list may come to the forefront* The organi1ation is able to reduce the perception gap bet(een the participant and his+her boss about their needs and e.pectations from the training programme*

The organi1ation is also able to pitch its course input closer to the specific needs of the participants*

,t also saves a lot of money for the organi1ation as other(ise money is just unnecessarily (asted on those training programmes, (hich are either not needed by the employees or they have no interest in underta)ing them*

3astly, time, (hich is the most important resource today, is also saved, as the training programmes conducted are the ones, (hich are actually needed by the participants*

Pro.ess for Trai i +

There are various steps in the training are needed to be follo(ed* Process of training is as follo(s=" 9( Deter"i i + trai i + ee!s: 8 The organi1ationBs needs and identify training goals (hich, (hen reached, (ill e$uip learnerBs (ith )no(ledge and s)ills to meet the organi1ationBs needs* Usually this phase also includes identifying (hen training should occur and (ho should attend as learners* Training needs can be identified through the follo(ing types of analysis = a1 Or+a i4atio a, a a,&sis= " it involves the study of entire organi1ation in terms of its objectives, its resources, resource allocation, gro(th potential, its environment* ,ts purpose is to determine (here training emphasis should be placed (ithin the organi1ation* i( A a,&sis of O'-e.ti%es= " this is the study of short term and long term objectives and strategies follo(ed at various levels to meet the objectives* ,t is important to continuously revie( the objectives in the light of the changing environment* ii( Resour.e uti,i4atio a a,&sis= " -o( the various or

organi1ational resources that is financial, physical, human are put to use is the main focus of this analysis* The contribution of

various departments is also e.amined by establishing efficiency indices for each unit* These indices (ill help to determine the ade$uacy of specific (or)* iii( E %iro "e ta, s.a i += " ,n this analysis, the economic,

social, political, technological environment of the organi1ation is e.amined so that to identify the factors (hich affect the organi1ation and (hich can be controlled* i%( Or+a i4atio a, .,i"ate a a,&sis= " the climate of the organi1ation affects the employee4s attitude* 2ithout the management support a training programme cannot be successful* 'nalysis of organi1ational climate can reveal its strengths and (ea)nesses also* '1 Tas/ or ro,e a a,&sis= " ,t is the detailed study of job to determine (hat specific s)ills, the job re$uires* Job description and job specification are helpful in this* .1 Ma $o5er a a,&sis= " ,n this analysis, the person to be trained and the changes re$uired in the )no(ledge and s)ills and aptitude of an employee are determined* There are three issues to be resolved in this analysis =" "2hether performance is satisfactory and training is re$uired* "2hether the employee is capable of being trained and the specific areas in (hich training is needed*

"2hether training (ill improve the employees performance on the job* >( Esta',is*i + trai i + $o,i.ies: 8 6ompany4s policies play a vital role in the formulation and designing of a training programme* Cvery organi1ation should have a (ell established training policy* Such a policy represents the top management4s responsibility for training of its employees and comprises rules and procedures governing the standards and scope of training and development* ?( #etti + +oa,s a ! o'-e.ti%es of trai i +: 8 Ence specific training needs have been determined and policies relating thereto established, a stage comes for setting goals and objectives of training for fulfilling these needs* &roadly spea)ing, immediate objective of training are to help an employee to improve performance of his present job* 3ong range objectives are to guide the $ualified man in preparation for positions involving greater responsibilities* @( Pre$ari + t*e trai i + 'u!+et: " ,t is specifically concerned (ith the allocation of funds to be provided for the training for carrying out the training activities as envisaged in the plan* A( De.i!i + a'out t*e trai i + %e ueB " the decision about the training venue depends invariably on the type of training to be given* For in company and En the Job training, the venue naturally is the plant itself* ,n the case of Eff the Job training and training through e.ternal sources, the venue has to be some (hat a(ay from the trainees (or)ing environment* The venue of the training (ill be the place (here the outside agency is located*

C( De.i!i + a'out t*e "et*o!s a ! te.* iDues to 'e !e$,o&e!: " training may range from highly specified instructions in the procedures to be adopted (hile performing a particular job, to very general instructions concerning economy and society* Factors (hich generally matter in the selection of a particular method of training are as follo(s=" 8 Depth of )no(ledge, nature of the s)ills called for in particular jobs to be filled* 8 &ac)ground of the trainees for assessing their capacities and potentials and ascertaining their attitudes* 8 Harious )inds of operative problems confronted by the organi1ation or for achievement of any other specific organi1ation objectives (hich compel them to bring in use particular method and techni$ues* 8 6onsideration of facilities by (ay of cost, time, materials, e$uipments, etc as available for particular training and particular situation* 8 Fumber of persons to be trained and developed* E( I"$,e"e t the training pac)age, including delivering the training, support group feedbac), clarifying training materials, administering tests and conducting the final evaluation* This phase can include administrative activities, such as copying, scheduling facilities, ta)ing attendance data, billing learners, etc*

F( E%a,uatio : 8 evaluation is the measurement of the effectiveness of performance after training and collecting useful feedbac) for future training* The four methods employed for the evaluation for training are=" 8 Judging and measuring the reactions of the employees* 8 'ssessing and measuring ho( far the learning has been gainful and effective* This is done bac) means of tests* 8 Cvaluating ne( and different behavioural changes in the performance of the employees* 8 %easuring results or changes in terms of costs, grievances, $uality and production*

Met*o!s of trai i + a ! !e%e,o$"e t

The method by (hich training is delivered often varies based on the needs of the company, the trainee, and on the tas) being performed* The method should suit the audience, the content, the businessIJ environment, and the learning objective* ,deally, the method chosen (ill motivate employees to learn, help employees prepare themselves for learning, enable the trainees to apply and practice (hat theyBve been taught, help trainees retain and transfer (hat they have learned, and integrate performance (ith other s)ills and )no(ledge* Ether factors affecting the choice of a training method include= "'ge, gender, or level of education of the trainees "3earning styles of the trainees

"Fumber of trainees "&udget "TrainerBs s)ills and training style There are various methods for providing training (hich are as follo(s=" O t*e Jo' trai i + This is the most common method of training* The trainee is placed on the job and the manager or mentor sho(s the trainee ho( to do the job* To be successful, the training should be done according to a structured program that uses tas) lists, job brea)do(ns, and performance standards as a lesson plan* There is often a tendency to have a person learn by doing the job* Jo' I stru.tio Te.* iDue 0JIT1:8 Job ,nstruction Techni$ue /J,T0 uses a strategy (hich focus on )no(ledge, s)ills and attitudes development*J,T considers four steps=" Plan This step includes a (ritten brea)do(n of the (or) to be done because the trainer and the trainee must understand that documentation is must and important for the familiarity of (or)* ' trainer (ho is a(are of the (or) (ell is li)ely to do many things and in the process might miss fe( things* Therefore, a structured analysis and proper documentation ensures that all the points are covered in the training program* The second step is to find out (hat the trainee )no(s and (hat training should focus on* Then, the ne.t step is to create a comfortable atmosphere for the trainees4 i*e* proper orientation program, availing the resources, familiari1ing trainees (ith the training program, etc*

 Present ,n this step, trainer provides the synopsis of the job (hile presenting the participants the different aspects of the (or)* 2hen the trainer finished, the trainee demonstrates ho( to do the job and (hy is that done in that specific manner* Trainee actually demonstrates the procedure (hile emphasi1ing the )ey points and safety instructions* Trial This step actually a )ind of rehearsal step, in (hich trainee tries to perform the (or) and the trainer is able to provide instant feedbac)* ,n this step, the focus is on improving the method of instruction because a trainer considers that any error if occurring may be a function of training not the trainee* This step allo(s the trainee to see the after effects of using an incorrect method* The trainer then helps the trainee by $uestioning and guiding to identify the correct procedure* Follow-up ,n this step, the trainer chec)s the trainee4s job fre$uently after the training program is over to prevent bad (or) habits from developing*

Coa.*i + 6oaching is one of the training methods, (hich is considered as a corrective method for inade$uate performance* The coaches are e.perts most of the time outside consultants* ,t is one"to"one interaction (ho set major goals to accomplish, develop an action plan, and support the learner to accomplish the plan* The learner drives these activities and the coach provides continuing feedbac) and support* ,t can be done on phone, meetings, through e"mails, chat*

Me tori + -opefully, learners find e.perienced managers in the (or)place (ho are (illing to ta)e learners Kunder their (ingK and provide ongoing mentoring* %entors help employees solve problems both through training them in s)ills and through modeling effective attitudes and behaviors* %entoring can ta)e place before, during, or after a shift* ,t gives the trainee individual attention and immediate feedbac)* ,t also helps the trainee get information regarding the business culture and organi1ational structure* ,f a properly trained mentor is not chosen, the trainee can pic) up bad habits* A$$re ti.es*i$s For centuries, apprenticeships (ere the major approach to learning a craft* The apprentice (or)ed (ith a recogni1ed master craftsperson* Particularly during times of lo( unemployment, businesses are eager to get any )ind of help they can find* See)ing an apprenticeship may be a very useful and effective (ay to eventually develop a ne( s)ill* Jo' Assi+ "e ts Job assignments are (onderful opportunities from (hich to learn* 2e just arenBt used to thin)ing of them that (ay* To cultivate learning, consider having employees (rite short reports, including an overvie( of (hat they did, (hy they did it, (hat areas of )no(ledge and s)ills (ere used, ho( the job might have been done better, and (hat areas of )no(ledge and s)ills (ould be needed to improve the job*

Jo' Rotatio s For the e.ecutive, job rotation ta)es on different perspectives* The e.ecutive is usually not simply going to another department* ,n some vertically integrated organi1ations, for e.ample, (here the supplier is actually part of same organi1ation or subsidiary, job rotation might be to the supplier to see ho( the business operates from the supplier point of vie(* 3earning ho( the organi1ation is perceived from the outside broadens the e.ecutive4s out,oo/ on the process of the organi1ation* Er the rotation might be to a foreign office to provide a global perspective* For managers being developed for e.ecutive roles, rotation to different functions in the company is regular carried out*

Off T*e Jo' Trai i + Ro,e P,a& Trai i + Met*o!: 5ole play is a simulation in (hich each participant is given a role to play* Trainees are given (ith some information related to description of the role, concerns, objectives, responsibilities, emotions, etc* Then, a general description of the situation, and the problem that each one of them faces, is given* For instance, situation could be stri)e in factory, managing conflict, t(o parties in conflict, scheduling vacation days, etc* Ence the participants read their role descriptions, they act out their roles by interacting (ith one another* 5ole Plays helps in developing interpersonal s)ills and communication s)ills, 6onflict resolution, Lroup decision ma)ing* Pro+ra""e! I stru.tio 0PI1

Programmed instruction is a 6omputer"based training that comprises of graphics, multimedia, te.t that is connected to one another and is stored in memory* Programmed instruction is the procedure of guiding the participants strategically through the information in a (ay that facilitates the most effective and efficient learning* ,t provides the participant (ith content, information, as)s $uestions, and based on the ans(er goes to the ne.t level of information i*e* if the trainee gives the correct ans(erG one branch moves the trainee for(ard to the ne( information* 'nd if the trainee gives the (rong ans(er then different branch is activated, ta)ing the trainee bac) to the revie(* This method allo(s the trainees to go through the content according to the individual speed, and capability* Those trainees, (ho respond better, move through the content rapidly* ,n programmed instruction, trainees receive information in substantial amount and then tested on their retention of information* ,f the trainees are not able to retain the information, they are referred bac) to the original information* ,f the trainees retain the information, they are referred to the ne.t log of information that is to be learned* Programmed ,nstruction also comes in Printed form i*e* boo)s, Tape, ,nteractive Hideo, etc* I ter s*i$s ,nternships are offered usually by organi1ations to college students (anting to find (or) e.perience during the summer months* The internships offer precious, real"life job e.perience and the organi1ations often get s)illed, highly dedicated service* %any times, interns go on to be hired by the organi1ations, as (ell* Co fere .e

The conference training method is a good problem"solving approach* ' group considers a specific problem or issue and they (or) to reach agreement on statements or solutions* There is a lot of trainee participation* The trainees build consensus and the trainer can use several methods /lecture, panel, and seminar0 to )eep sessions interesting* Epinions generated at the conference may differ from people to people causing conflict* E,e.tro i. trai i + Co"$uter8Base! Trai i + ,F T-C 6E%PUTC5 &'SCD T5',F,FL, T-C T5',FC5 USCS 6E%PUTC5 &'SCD to interactively increase his )no(ledge or s)ills* ,n this method, the tests are ta)en on computer so that management can monitor each trainee4s progress and needs* This training tends to be fle.ible (hich can be used almost any time and thus gets training (hen they prefer* The feedbac) from this techni$ue is rich and colourful* 3imitation of this techni$ue is of its high cost* E,e.tro i. Perfor"a .e #u$$ort #&ste":8 People do not remember everything by heart (hat they have learnt* The training, in this method focuses on the s)ills the employees need every day for performing their jobs* CPSS are a set of computeri1ed tools and displays that automate training, documentation and phone support system and provide support that is faster, cheaper and more effective than traditional methods* Ot*er !e%e,o$"e ta, "et*o!s

Be*a%ior Mo!e,i + &ehavior %odeling uses the innate inclination for people to observe others to discover ho( to do something ne(* ,t is more often used in combination (ith some other techni$ues* ,n this method, some )ind of process or behavior is videotaped and then is (atched by the trainees* The trainee first observes the behavior modeled in the video and then reproduces the behavior on the job* ,n &ehavior %odeling the s)ills that are re$uired to build up are defined, then a brief overvie( of the theory is provided to the trainers* Then, trainees are given instructions that (hat specific learning points or critical behavior they have to (atch* Then the e.pert is used to model the suitable behaviors, after that the trainees are encouraged to practice the suitable behavior in a role play* Trainees are then provided (ith some opportunities to give reinforcement for appropriate imitation of the model4s behavior* ,n the end, trainer ensures that trainees appropriately reinforce the behavior on the (or) place &ehavior modeling focuses on developing behavioral and interpersonal s)ills*

IN8Bas/et Te.* iDue ,n"&as)et Techni$ue > ,t provides trainees (ith a log of (ritten te.t or information and re$uests, such as memos, messages, and reports, (hich (ould be handled by manger, engineer, reporting officer, or administrator* ,n this techni$ue, trainee is given some information about the role to be played such as, description, responsibilities, general conte.t about the role* The trainee is then given the log of materials that ma)e up the in"bas)et and

as)ed to respond to materials (ithin a particular time period* 'fter all the trainees complete in"bas)et, a discussion (ith the trainer ta)es place* ,n this discussion the trainee describes the justification for the decisions* The trainer then provides feedbac), reinforcing decisions made suitably or encouraging the trainee to increase alternatives for those made unsuitably* ' variation on the techni$ue is to run multiple, simultaneous in"bas)ets in (hich each trainee receives a different but organi1ed set of information* ,t is important that trainees must communicate (ith each other to accumulate the entire information re$uired to ma)e a suitable decision* Case #tu!ies ' case study is a description of a real or imagined situation (hich contains information that trainees can use to analy1e (hat has occurred and (hy* The trainees recommend solutions based on the content provided* ,t can present a (ide variety of s)ills in (hich applying )no(ledge is important* The trainer must be creative and very s)illed at leading discussions, ma)ing points, and )eeping trainees on trac)*

Pro-e.ts Projects re$uire the trainees to do something on the job (hich improves the business as (ell as helps them learn about the topic of training* ,t might involve participation on a team, the creation of a database, or the forming of a ne( process* The type of project (ill vary by business and the s)ill level of the trainee* Projects can be chosen (hich help solve problems or other(ise improve the operation* Trainees get first"hand e.perience in the

topic of the training* 3ittle time is needed to prepare the training e.perience* 2ithout proper introduction to the project and its purpose, trainees may thin) they are doing somebody else4s (or)* 'lso, if they do not have an interest in the project or there is no immediate impact on their o(n jobs, it (ill be difficult to obtain and maintain their interest* Tra sa.tio a, A a,&sis Transactional 'nalysis offers a model of personality and dynamics of self and its relationship to others that ma)es possible a clear and meaningful understanding of behaviour* ,t is used in industry as a method of analy1ing and understanding interpersonal behavior* 2hen people interact there is a social transaction in (hich one person responds to another* The study of these transactions is called Transactional 'nalysis* 6ompanies these days are using this method to improve self understanding, interpersonal effectiveness, communication, leadership*

E%a,uatio of Trai i +
Cvaluation is the application of systematic methods to periodically and objectively assess the effectiveness of programs in achieving e.pected results* Typically, evaluators loo) for validity, accuracy and reliability in their evaluations* Cvaluators are loo)ing for evaluation approaches that are practical and relevant* Training and development activities can be evaluated before, during and after the activities* These phases loo) at the follo(ing $uestions=" Before t*e I"$,e"e tatio P*ase

2ill the selected training and development methods really result in the employeeBs learning the )no(ledge and s)ills needed to perform the tas) or carry out the role< -ave other employeeBs used the methods and been successful< Do the methods conform to the employeeBs preferences and learning styles< -ave the employee briefly revie( the methods, e*g*, documentation, overheads, etc* Does the employee e.perience any difficulties understanding the methods<

Duri + I"$,e"e tatio of Trai i +

's) the employee ho( theyBre doing* Do they understand (hatBs being said< Periodically conduct a short test, e*g*, have the employee e.plain the main points of (hat (as just described to him, e*g*, in the lecture*

,s the employee enthusiastically ta)ing part in the activities< ,s he or she coming late and leaving early* ,tBs surprising ho( often learners (ill leave a course or (or)shop and immediately complain that it (as a complete (aste of their time* 's) the employee to rate the activities from 7 to :, (ith : being the highest rating* ,f the employee gives a rating of anything less than :, have the employee describe (hat could be done to get a :*

After Co"$,etio of t*e Trai i +

Live him or her test before and after the training and development, and compare the results* ,ntervie( him or her before and after, and compare results*

2atch him or her performs the tas) or conduct the role* 'ssign an e.pert evaluator from inside or outside the organi1ation to evaluate the learnerBs )no(ledge and s)ills*

Criteria for E%a,uatio :

,n the past, the public sector focused on the measurement of resources used (hile providing training, delivering training and ho( many training sessions are conducted, ho( many days training (ere delivered* -o(ever, no( a day the focus is on the measurement of outcomes* The organi1ations should loo) at the impacts of e.ecutive training on the level of )no(ledge of participants and, to the e.tent possible, the impact on the participants4 use of this ne( )no(ledge in their job and the e.tent to (hich this improves their job performance* Donald Mir)patric) had suggested four steps of evaluation (hich are as follo(s="
9(

Rea.tio = " This level measures initial reactions of participants by $uestioning regarding their perceptions and satisfaction* Cvaluation should be based on that (hether their reaction are favorable or not< Their reactions can be evaluated (ith the help of program evaluation sheets, intervie(s, $uestionnaires and participant comments throughout the program* 3earners might be as)ed to comment on (hether they (ill use the ne( s)ills, if they plan to change their behavior, if they e.pect improvements in results* This level does not measure (hat is learned, nor (ill it ensure $uality results from learning*

>(

Lear i += " This level measures the e.tent participant4s learning and )no(ledge* Cvaluation chec)s that (hat did the participants learn< 'lthough measurement is more difficult at this level, pre"testing and post"testing can help evaluators determine the amount of learning ac$uired* Potential methodologies include pre"post testing, observations by tutors, managers and+or peers, team and self" assessment, intervie(s and surveys* This level provides a higher measure of training effectiveness but does not measure if participants li)ed the program, if they (ill behave differently or if e.pected results (ill be achieved*

?(

Be*a%ior= " This level measures the e.tent to (hich a change in behavior in the post"training environment* ,t chec)s that did the participant4s learning affect their behavior< 're the ne(ly ac$uired s)ills being used in the everyday environment< %easurement is difficult and it is often impossible to predict (hen changes in behavior occur* Therefore, (hen and ho( to evaluate are important decisions* Potential methodologies include pre"post testing, observations, focus groups, intervie(s, surveys of people (ho observe the performer, and $uestionnaires* This level does not determine if participants li)ed the training or if the ne( behavior led to results, but it can determine the degree to (hich learning has been transferred to the post"training environment*

@(

Resu,ts: 8 This level measures final results that have been achieved as a result of the learning ac$uired, the transfer or impact on society* ,t chec)s that did the participant4s behavioral changes affect the organi1ation< 'lthough in level four, overall reason for a training

program

is

assessed*

Potential

indicators

include

increased

productivity, citi1en satisfaction, reduced costs, increased employee satisfaction and decreased turn over* Determining these outcomes is difficult, and they cannot al(ays be causally lin)ed to the training* This level does not determine if participants li)ed or understood the training, or if it affected their preferred behaviors*

Tota, e%a,uatio $ro.ess

The process is summari1ed belo(=

Training needs identification and setting of objectives by the organi1ation* Planning, design and preparation of the training programmes according to the objectives*

Pre"course identification of people (ith needs and completion of the preparation re$uired by the training programme*

Provision of the agreed training programmes* Pre"course briefing meeting bet(een learner and line manager* Pre"course or start of programme identification of learnersB e.isting )no(ledge, s)ills and attitudes*

Programme proceeds* 'ssessment of terminal )no(ledge, s)ills, etc*, and completion of perceptions+change assessment*

6ompletion of end"of"programme reactionaries*

6ompletion of end"of"programme 3earning Nuestionnaire or Mey Ebjectives 3earning Nuestionnaire*

Post"course debriefing meeting bet(een learner and line manager* 5evie( meetings to discuss progress of implementation* Final implementation revie( meeting*

Met*o!s of E%a,uatio :
7uestio aire= " 6omprehensive $uestionnaires could be used to obtain opinions, reactions, and vie(s of trainees* Tests= " Standard test could be used to find out (hether trainees have learnt anything during and after training* I ter%ie5s= " ,ntervie(s could be conducted to find the usefulness of training offered to operatives* 2u"a resour.e fa.tors= " Training can also be evaluated on the basis of employee satisfaction, (hich in turn can be e.amined on the basis of decrease in employee turnover, absenteeism, accidents, grievances, discharges, dismissal, etc* Cost 'e efit a a,&sis=" The cost of training/cost of hiring, tools to learn, training centre, (astage, production stoppage, opportunity cost of trainers and trainees0 could be compared (ith its value/in terms of reduced learning time, improved learning, superior performance0 in order to evaluate a training a programme*

Fee!'a./: 8 'fter the evaluation, the situation should be e.amined to identify the probable causes for gaps in performance* The training information should be provided to the instructors, trainees and other parties concerned for control, correction and improvement of trainees activities* Therefore there are various benefits of training and training needs are to be identified in advance through )no(ing the objectives of the organi1ation* There is proper procedure to identify the training needs in the organi1ation that is taught in this chapter* &efore imparting training proper procedure is follo(ed* ,n this chapter various methods for providing training is sho(n*

C2APTER 8> INTRODUCTION TO GODREJ

Part-A INDIAN APPLIANCE INDU#TRY The ,ndian appliance industry consists of at least fifteen (hite"goods manufacturing plants set up by seven leading players in the ,ndian mar)et* The major players in this segment include the ,ndian stal(arts li)e Lodrej, Hideocon and ,F& as (ell as the multinational giants li)e (hirlpool, Clectrolu., 3L, Samsung* Cven though globally the home appliance manufacturing industry is considered as one of the lo( profile one, as compared to others li)e automotive industry, the ,ndian appliance industry is currently running on a gro(th curve and is catching up fast (ith most of its global counterparts*

MAJOR PLAYER#
GODREJ Lodrej is one of the prominent manufacturers of home appliance in ,ndia* ,ts domestic appliances products include refrigerators, (ashing machines, air conditioners and coo)ing ranges* Lodrej, an old (arehouse continues to enjoy the most trusted brand status in ,ndian mar)et* ,t increases its product /electronic and home appliances0 offering in ,ndian mar)et an increase plant automation to increase efficiency and drive do(n costs* LG

3L electronics is a South Morean company and (as established in ,ndia in 7##!* They started their business (ith manufacturing of colour television, (ashing machines, air conditioners and micro(ave ovens and other electronic products* 3L is the .urre t "ar/et ,ea!er i I !ia a$$,ia .es i !ustries and has been able to provide the right mi. of $uality products at affordable prices and mar)eting pool to ,ndian masses* The company is also one of the leading appliances e.porters from ,ndia* Till date it has gained a reputed name and serving their customers satisfactorily for past one decade* #AM#UNG Samsung ,ndia has its head offices in Delhi and 7# branches all over the country* ,t manufactures a comprehensive range of home appliances such as micro(ave oven, refrigerators, air conditioners and (ashing machines* These entire products come in various si1es and styles and offer various functions according to consumer need and budget* The company has successfully positioned itself as a technology leader in the ,ndian mar)et (ith its targeted mar)et efforts* VIDEOCON There are number of home appliances companies in ,ndia among (hich Hideocon is one of them (ho tops the list* There domestic product include refrigerators of various types, micro(ave ovens, mi.er grinder, television etc* Hideocon has recently bought out Clectrolu.4s plant even though the company launch innovative product li)e (ashy" tal)y, a fridge (hich standby battery options etc the company could not crac) the ,ndian mar)et and create a consumer pool for its product*

COMPANY PROFILE
%+S Lodrej O &oyce %fg* 6o* ltd is (ell )no(n ,ndian company (ith largest engineering and consumer products having varied interests from engineering to personal care products* ,t is one of the most respected corporate houses )no(n for philanthropy and initiation of labor reforms besides being recogni1ed for values of fair, transparent and ethical dealings* Cveryday, every ,ndian encounters the PLodrej4 name sometime some(here* ' person may begin the day bathing (ith a Lodrej soap, shaving (ith a Lodrej shaving cream, storing clothes in a Lodrej store (ell cupboard, coo)ing food in a Lodrej coo)ing oil and preserving it in Lodrej refrigerator *%oney and valuables are )ept in Lodrej safe, (or) is done on a Lodrej computer or type(riter (hile sitting on a Lodrej chair and drin)ing a Lodrej fruit drin)* 'nd after all days hard (or) it is Lodrej4s @Lood MnightA that ensure that a person sleeps (ell by )eeping the mos$uitoes at bay* ,nnovation has been the )ey for Lodrej* ,t is this spirit that has built Lodrej and carried it for more than hundred years*

INCORPORATION
Cstablished in 7?#!, the company (as incorporated (ith limited liability on %arch 7#82, ,ndian companies act, 7#78* &E'5D EF D,5C6TE5S= J*F Lodrej /chairman and managing director0, '*& Lodrej, F*& Lodrej, H*% Mrishna, M*F Petigara, &*' -athi)hanavala, F*P Sar)ari, P*D 3am, M*' Palia and P*P Shah*

2ierar.*& of Go!re- a ! Bo&.e6 Mo*a,i

BU#INE##E#
7* A$$,ia .es: 5efrigerators, (ashing machines, micro(ave ovens and DHD players* 2* Fur iture: Effice furniture, seating and des)ing systems, computer furniture and open plan office systems, office and home store (ells, sofas and recliners, home furniture, filing cabinets and filing systems, boo) stac)s and cases, sliding +tambour door units, personal industrial loc)ers, customi1ed storage systems, roll"formed components for furniture* slides and

8* Lo./s: padloc)s, cylindrical loc)s, mechanical and electromechanical door loc)s and related hard(are* 9* #e.urit& eDui$"e t 3 so,utio s: strong room doors, safe deposit loc)ers, cash bo.es and coffers, data+'T% safes, burglary and fire resisting safes, record and filing cabinets, electronic coffers, currency sorters and cash counting machines, fire+security doors, fire and burglar alarms+premises security systems, video door phones, 66TH systems, access control systems* :* Pri"e offi.e eDui$"e t: office automation > photocopiers, fa., multifunction devices and mechanical type (riters /available in over thirty languages0G conferencing products and solution projectors, video and teleconferencing e$uipment, plasma display and electronic print boardsG vending machines* ;* #tora+e so,utio s: it includes multiple. and heavy duty storage systems, tool storage cabinets, gravity"flo(, mobiles and drive"in system components, me11anine floors, cantilever storage systems, (or)shop e$uipment and special solutions* !* Materia, *a !,i + eDui$"e t: For)lift truc)s/diesel, electric and 3PL0and attachments, container handling truc)s, (arehousing and personnel access e$uipment , spare parts, services and maintenance contracts* ?* I !ustria, $ro!u.ts= precision tooling / press tools+plastic injection moulds+ vacuum forming moulds+pressure die casting dies0,special purpose machines, high precision components+pressure dies" casting dies0, special purpose machines, high precision components+ e$uipment for engineering and allied industries, sheet metal (or)ing machines" sales and service*

#* Pro.ess $,a t a ! eDui$"e t: ,t deals in pressure vessels, columns, reactors, electro polished reactors, shell and tube heat e.changers, trays, to(er internals and other custom built fabrication* 7 * Co stru.tio a ! rea, estate= 5eady mi. concrete, construction projects, property development, horticulture and envirotech services* 77* E,e.tri.a, a ! e,e.tro i.s= Clectrical po(er distribution system, compressed air control system, electronic technology solution provider /hard(are, soft(are, retrofitting, process control and instrumentation, industrial automation0, energy conservation, electrical contracts* Lodrej O &oyce 3td* is the one of the leading manufacturer of refrigerators in ,ndia* The company has the e.perience of over 7 this business* Lodrej O &oyce ltd set up the %ohali refrigerating unit on 2?th Feb, 7##;* The factory is located at Sahib1ada 'jit Fagar /S*'*S Fagar0, (hich is an important to(nship of Punjab and has recently emerged as a major venue for setting up (ide range of industries *The spot (as (ell chosen because it is near to 6handigarh, the state capital* The factory (as mainly set up by considering future e.pansion, to feed northern parts of ,ndia and in accordance (ith its e.port strategies* DE#CRIPTION OF VARIOU# DEPARTMENT# IN G3B8 A6 DIV( MO2ALI Lodrej O &oyce" 'ppliance Div* %ohali basically manufactures direct cool refrigerators and compressors* ,t has t(o plantsG 5efrigerator plant and compressor plant* ,n the refrigerators model li)e '.is, Lodrej Fo*7 is years in

manufactured here* The ne( model on the bloc) is Cdge* The compressors produced here are used in the manufacturing of refrigerators and also for services
GODR ! " #O$C % &OHAL'

Compressor plant

Common (unctions

Re(rigerator plant

Purchase

Finance

HR

Logistics

Stores

Press Shop

Powder Coating

Vacuum Foaming

Door Foaming

Cabinet Foaming

Assembling

Press Shop

&achine Shop

)nit Shell " Dome

Assembl*

+ualit*

PRODUCTION
REFERIGERATER PLANT COMPRE##OR PLANT

Part-B Trai i + $ro.e!ure i Go!reTraining procedure starts (hen a need for training is felt from any department* 2henever an individual need training, he or she can approach divisional head regarding a particular )ind of training* Then an arrangement is done to provide training to employees (hether in the organi1ation itself or a support is ta)en from outside agencies* Po,i.& for s/i,, e *a .e"e t of e"$,o&ees O'-e.ti%es: 7* &uilding a core of competent employees (ith all round business prospective* 2* 8* 9* Epportunity for continuous learning* Job satisfaction reduced monotony of (or)* &etter team (or) through proper understanding of e.pectations of internal customers* #/i,, E *a .e"e t of E"$,o&ees !o e t*rou+*: > S)ill assignments in the same job > ,ntra"functional job rotation > ,nter"function job rotation (ith a vie( to develop general management s)ills

Effe.ti%e !ate: These guidelines supersede the earlier policy dated 2!th %ay, 7##; and (ill be effective from 7st %ay, 7##? #$e.ia, Assi+ "e t6 Cross fu .tio a, tea"s a ! I tra8fu .tio a, -o' rotatio : ,ndividual should be encouraged to ta)e a special assignment and be part of tas)"force, cross"functional team, project team, lead individuals and group projects, in addition to their e.isting assignments* To enable individual to develop functional e.pertise prior to general management s)ills, ideally, the first t(o jobs /or one job rotation0 at the entry level should be intra"functional i*e* (ithin the same function for (hich employee is recruited at the entry level* Cmployees (ith intra"functional job rotation (ill be preferred for jobs in professional and tactical bands* ,t is recommended that a certificate of recognition be issued to any employee (ho has successfully undergone intra"functional job" rotation or has participated in cross functional team or ta)en up as a special assignment* ' copy of this is to be mar)ed to corporate -5 department for the individual4s personal file* E<a"$,es of #$e.ia, Assi+ "e t a ! Cross Fu .tio a, tea": ,ndividual fulfilling the role of )ey users project leaders for implementation of C5P Solution (hile carrying out their normal jobs in either manufacturing, materials, accounts, system or personnel*

6arrying out a mar)et survey (hile handling a job in the sales+services department* Designing and implementing the -5,S (hile carrying out job in personnel+-5* &eing a part of team evaluating project feasibility (hile carrying out his+her regular job* &eing a part of team developing a system to optimi1e inventory levels (hile handling a job in manufacturing* #o"e e<a"$,es of i tra8fu .tio a, -o' rotatio :8 7* Ma ufa.turi +:G 5otation amongst sub function line 'ssembly, fabrication, %achine shop, $uality assurance, Process Planning /materials planning0 ,ndustrial engineering amongst others* 2* Mar/eti +:G5otation amongst sub"functions li)e project

management, advertising, mar)eting services, logistics, e.ports, movement bet(een branches clearly define business group* 8* Materia,s:G5otation amongst sub"functions li)e capital purchase, credit purchase, cash purchase, inventory management, corporate purchase* 9* A..ou ts:G5otation amongst sub"functions li)e costing divisional accounts, corporate %,S, treasury, financial accounting, ta.ation, auditing amongst others* :* Perso e,H2R:G5otation amongst sub"functions li)e divisional

-5+,5, recruitment and compensation, training and development, performance appraisal, corporation ,5, corporate -5D, corporate communication*

I terH.ross fu .tio a, -o' rotatio s: ",ndividual should ta)e on inter"functional+cross"functional to develop general management s)ills /i*e* a multi"function perspective, ability to reconcile+integrate competing interest etc*0 "Ether things being e$ual, candidates (ith inter"functional e.perience get preference for promotions /the only section (ill be the head of corporate function (here in depth and all around intra"functional )no(ledge is advantageous* List of fu .tio s: 5otation among functions (ill be treated as inter"functional job rotation* This (ill be subject to eligibility criteria* "%anufacturing "%aterials "%ar)eting "'ccounts "Personnel "System "Design "6orporate Services Pro.e!ure for Jo' Rotatio : The individuals (ho (ant a ne( job rotation can approach the Divisional -ead through his immediate superior or Divisional Personnel -ead* -e can also e.press his desire using the employees performance 5evie( Form*

 ,n case the Job 5otation is agreed upon, the DivisionalG -ead may arrange for the same (ithin the Division* 'lternatively he may approach corporate -5D for e.ploring possibilities of Job 5otation in other Divisions* Trai i + a ! I !u.tio : ,deally, necessary functional+s)ill training should be arranged for the individuals due for a job rotation by the -5 department before the individual ta)es charge of his+her ne( assignment* To ensure effective induction into the ne( assignment, it (ill be essential for the superior to guide+ provide ade$uate support to the ne( incumbent* The job rotated individual, the immediate superior and the -r representatives (ill meet in the first ; months for a feedbac) session to enhance the effectiveness of the job rotation* The feedbac) should also be given to -5 for records* I .e ti%es for -o' rotatio :8 'n individual (ill be eligible for one job rotation increment/as per table given belo(0 for inter"functional job rotation as per the current Job &and of the individuals &and 'mount E 2 P 8 T : C ? S 72

This incentive+re(ard (ill ho(ever be given at the discretion of the Divisional+6orporate functional -ead subject to a revie( of the performance of upto ; months in the ne( job*

 For special assignment in the same job and intra"functional job rotation, individual (ill not be eligible for such an incentive+ re(ard* ,n those rare cases (here even after one year the performance of an individual (ho has underta)en a job rotation is not satisfactory, the individual may be transferred to another job* ,n this case, the individual (ill jot be eligible for an incentive in the ne( job* ,ndividuals (ho after job rotation come bac) to their original jobs (ill not be again eligible for a job rotation incentive as going bac) to the original job does not involve ac$uiring ne( s)ills* The management reserves the right to amount+ (ithdra( the above policy at any time in future, based on feedbac) received from the user departments concerned* Courses .o !u.te! i Go!re-: 8 There are various .ourses that are conducted in Lodrej=" 'nalytical s)ills 'ssertiveness 'ssessors Training (or)shop &asic selling S)ills &usiness communication 6hannel %anagement conflict management corporate eti$uette customer relationship management Developmental Programme /management graduate batch 2 Cnergy conservation Cnvironment Eccupational -ealth and safety First aid training

;0

 "

Leneral management -5D Summits ,nnovation and creativity ,nter"personnel s)ills 3eadership s)ills %anagerial s)ills %anufacturing %otivation %s office Fegotiating s)ills Orie ta, Pro+ra""e " these programmes are conducted so that the ne( employees can )no( their company* " P,a i + a ! or+a i4i +="

Planning for future Presentation s)ills Problem solving and Decision ma)ing Product training Project %anagement Nuality Nuality concepts training Safety and Security Sales and %ar)eting service Strategic management Strategic mapping Summits and e.hibitions Supervisory s)ills Team building Time and stress management

Tie8u$s of Go!re- 5it* %arious or+a i4atio s:8 'ETs Japan Training Programme

 TH6 ,nstitute of %anagement presents diploma in indirect ta. management Trai i + Ce tre A.ti%ities of Trai i + Ce tre ,mplementation of 'pprentices 'ct, 7#;7 /governing training of ,T, passed personnel0* ,mplementation of 'pprentices 'ct, 7#!8 /amend0 /governing training of diploma+degree engineer and sand(ich pattern student of engineering colleges+ poly"technical+technical institutes0 ,mplementation of 'pprentices 'ct, 7#?; /amend0 /governing training of 7 Q2 vocational students in commercial and technical trades 'rranging for the practical training of the students of the technical institutes as re$uired in their curriculum /not under the act0* Ergani1ing and conducting leadership development programme /CDP0 for (or)man* Feed based activities* A$$re ti.es: #tatutor& reDuire"e t=> the number of apprentices to be trained is in the organi1ation in various trades is decided and revised from time to time by the state 'pprenticeship advisor* E"$,o&eeIs o',i+atio :GCmployees obligation is limited to training of apprentices* ,t is not obligatory for the employer to employ the apprentices after completion of apprenticeship*

 7uota:GThe 6ompany has a $uota of 2: apprentices in 7? different trades* #e,e.tio of Ca !i!ates for A$$re ti.es*i$ trai i +: #our.e=>,T,s in %aharashtra through campus visits* Perio! of .a"$us %isits=" %arch to %ay Criteria for se,e.tio : 8 mar)s in SS6 and mar)s in company4s (ritten test* #*o$ f,oor trai i +: 8 Practical training on shop floor for 9 and half days per (ee)* Re,ate! I stru.tio s 0RI1:8 'pprentices in some trades to attend 5, classes at companies Training 6entre on one day per (ee)* Ro,e of Ma ufa.turi + 2ea!s= 'rrange to provide appropriate (or) for 'pprentices in Division* To observe performance and conduct of apprentices during training period* To send Nuarterly shop floor training report to training centre* Ro,e of Perfor"a .e 2ea!sHTi"e Offi.e= A'se .e 5it*out i ti"atio ="to intimate in (riting to Training 6entre details of apprentices remaining absent for 7 days or more* Co"$e sator& Off= " to give compensatory off to apprentices (ho attend 5, classes at the government centers on company holidays*

 I -ur& o Dut&= " ,n the event of injury (hile on duty to inform training centre* Payment for the day of injury (ill be full* For subse$uent days the payment (ill be the half the stipend* Therefore training and development procedure in Lodrej starts (hen a need for training is felt from any department* Then an arrangement is done to provide training to employees (hether in the organi1ation it or a support is ta)en from outside agencies*

GODREJ APPLIANCE# LTD(

PROGRAM FEEDBAC) FORM PROGRAM DETAIL#: F'%C EF P5EL5'% = D'TC = = F'%C EF F'6,3,T'TE5S

Please ans(er the follo(ing $uestions to help us evaluate the above program better= 7* Live your specific learning4s from this program<

2* -o( do you plan to implement your learning in future<

8* 2hat did you li)e about the program O 2hy<

9* 2hat are your suggested improvements to ma)e this programme more effective in future<

:* Everall rating on a scale of 7 / R Poor, : R 'verage, 7 R C.cellent0

;* 5emar)s if any*

Signature Fame Dept*

= = =

Salary 6ode =

Trai i + i Ot*er Co"$a ies

Ora.,e I !ia The -5 'pproach in Eracle ,ndia is to balance desired values, s)ills and culture relevant to Eracle objectives (ith employee values and

e.pectations* Eracle ,ndia has a high reputation in the mar)et, fast paced (or) environmentG focus on results, creative and innovative* Eracle ,ndia provides various opportunities for higher education for the employees from Eracle University and -arvard %anagement* Eracle ,ndia also aspires to gro( through career development programs, talent models, competency mapping, performance management systems, job rotations and international placements* Dr Re!!&=s La'orator& Dr 5eddyBs 3aboratories has emerged as a fast gro(ing pharmacy company focusing on research* The -5 function is divided into follo(ing four sub"functions i*e* learning and development, Talent %anagement, 3egal and 2elfare and -uman 5esources ,nformation System* The learning and development department focuses its attention on facilitating learning and development of managers at various levels to be future leaders* They organi1e development centers, training programmes, leadership development initiatives, technology related programmes, international net(or)ing, )no(ledge management, climate service and other ED interventions* ' ne( and major initiative of 3OD is the e campus (here on line learning is facilitated for interested e.ecutives*

NTPC Fational Thermal Po(er 6orporation (as established in 7#!: to play a )ey role in ,ndian Po(er Sector* Today, it is the pioneer in the po(er generation* ,t has about 29 employees as in 2 9 and has capacity to generate 2 ,!9# %*2*s of po(er* FTP6 has underta)en various

interventions in the recent years* The FTP6 also encourages its employee to underta)e bachelors and master level education programme* 'nother initiative that encourages talent development is FE6CT /FTP6 Epen 6ompetition for C.ecutive Talent0* ,n this e.ecutives get an opportunity to prepare debate and discuss issues and improve their o(n capacities to diagnose and present tac)le issues of importance to FTP6* Development is done through various development centers (ith help of TH53S, and e.ternal consultancy firm facilitating these interventions* Jo* so 3 Jo* so 't Johnson O Johnson there are 797# employees (ith over S97, million global sales JOJ constantly encourages its employees to upgrade their s)ills and )no(ledge through short"term programmes at institutes li)e the ,,%s, T35, etc* apart from rotating employees on challenging tas)s*

Mo sa to I !ia %onsanto ,ndia has 8:9 employees (ith nearly S :, million global sales* %onsanto sets stiff targets for employees, but trains employees (ith a rare rigour so that they get a fair shot at those* People identified as future leaders are given internal international positions* %onsanto ,ndia also follo(s job rotation training* P3G POL consists of over 5s* !: crore sales and po(erful brands li)e Hic)s, Tide, 'riel Pantene, 2hisper, Pampers, -ead and Shoulders, etc* POL relies on the promote"from"(ithin philosophy4* ,t hires freshers straight out of &"school, trains and empo(ers them to handle challenging jobs from day 7*

C2APTER8? REVIEJ OF LITERATURE

,n the past some studies relating to training and development have been conducted* ' brief revie( of the dispersed efforts at research in the field of training and development is attempted in the follo(ing paragraphs* Ni.o,a Mi !e,, 09KKA1 studied that the training and development should be devolved to the line managers in the organi1ation* -e reports that most organi1ations see training and development as the province of the human resource department* -e proposes in his study that the responsibility for this should be placed in the hands of the line manager* This study investigates ho( the responsibility for training and development can be successfully transferred to the line manager and concludes (ith a series of )ey learning points (hich help in the implementation of this strategy* Ce.i,ia Jo +6 J(Nei,, Mars*a,,6 Nei, A,!er"a 6 A,fre! T*5aites 09KKE1 e.amined the impact of management training and development on the organi1ation and performance of small and medium"si1ed enterprises /S%Cs0, via a variety of $uantitative and $ualitative research techni$ues and including both cross"sectional and longitudinal approaches to analysis* They demonstrated the value of management training and development in S%Cs

and demonstrate a series of one"off and longer lasting effects on their organi1ation and performance* They also highlight the conditions under (hich management development projects are li)ely to be more successful* Finally, they e.tend the schema and sho( the indirect and comple. lin)s bet(een management training and firm performance* Lui4 C(R( Car$i etti6 Fer a !o C(A( #a tos6 M(A( Go .a,%es 09KKF1 conducted a study in manufacturing companies /large to medium si1e0 located in the central region of Sao Paulo State, &ra1il aiming at characteri1ing the companies in regard to $uality and human resource management practices* The study sho(ed that human resource management may co"operate (ith the success of total $uality programmes, emphasi1ing the competitive advantages (hich can be created from this partnership, namely organi1ational learning, organi1ational culture management and team"based management* D( J( #tore& 0>LL>1 e.amined the relationship bet(een training and firm performance in middle"si1ed UM companies* ,t recogni1es that there is evidence that @high performance (or) practicesA appear to be associated (ith better performance in large US companies, but argues that this relationship is less li)ely to be present in middle"si1ed companies* Their )ey contribution is to justify the (ider concept of education, training and development /CTD0 as applicable to such companies* ,t then finds that clusters of some CTD variables do appear to be associated (ith better middle"si1ed company performance* Co,i 2u+*es 0>LLC1 studied training and development in the ,rish financial services sector* -is study focused primarily on management and

not employees > recipients of Training and Development /TOD0* -e e.plained the lacunas of research into the effectiveness of TOD in organi1ations, as information about TOD spend and the techni$ue used does not help in assessing effectiveness* -e chooses to ta)e a holistic approach /in focusing on various levels of employees0 to TOD in the ,rish Financial Services Sector and consists of four research objectives* The objectives of the study see) to ascertain the importance placed on TOD, to assess the various TOD approaches used to determine the drivers and barriers to employee involvement in TOD* The effectiveness of TOD in one organi1ation is also assessed* 'fter revie(ing up the above literature, it is noted that efforts have been put in from time to time by researchers, academicians, etc* to find out the effectiveness of the training and development programmes* ,n short, it can be stated an attempt has been made to study the training and development programmes in Lodrej and &oyce %anufacturing 6orporation 3imited*

OBJECTIVE# AND #COPE OF T2E #TUDY

O'-e.ti%es: To recogni1e the training need in the Lodrej O &oyce > 'ppliance Division, %ohali* To identify (hen training is re$uired* To )no( (hat )ind of training is needed by the employees of Lodrej* To identify the impact of training in various aspects* To recogni1e the (ay of conducting a training in Lodrej* #.o$e: The scope is to study the training and development procedure being follo(ed in Go!re- for the improvement of the team associates /T'0 of the organi1ation* 2henever they need training, they are being approached to the divisional head regarding a particular )ind of training* Then an arrangement is done to provide training to employees (hether in the organi1ation itself or a support is ta)en from outside agencies*

C2APTER8@ RE#EARC2 MET2ODOLOGY

Mea i + of resear.* "et*o!o,o+&=" 5esearch is a common parlance refers to a search for )no(ledge* Ene can define research as a scientific and systematic search for pertinent information on a specific topic* ,n fact, research is an art of scientific investigation* 'ccording to 6lifford 2oody , @5esearch comprising defining an redefining problems , formulating hypothesis or suggested solutions selecting , collecting , organi1ing and evaluating data, ma)ing data and reaching conclusions and at last carefully testing the conclusions to determine (hether they fit the formulating hypothesi1es*A O'-e.ti%es of resear.*:8 70 To gain familiarity (ith ne( insights* 20 To portray accurately the characteristics of particular individuals, situations or a group* 80 To determine the fre$uency (ith (hich something occurs or (ith (hich it is associated (ith something else* 90 To test a hypothesis of a casual relationship bet(een variables Resear.* !esi+ :5esearch design constitutes the blue print for the collection, measurement and analysis of data* The design includes an outline of (hat the researcher

(ill do from (riting the hypothesis and its operational implications to the final analysis of data* Nee! for resear.* !esi+ :8 5esearch design is needed because it facilitates the smooth sailing of the various research operations, thereby ma)ing research as efficient as possible yielding ma.imum information (ith minimum e.penditure of effort, time and money* Data .o,,e.tio :8 The tas) of data collection begins after a research problem has been defined and research design is made* 2hile deciding about the method of data collections, a researcher should )eep ion mind t(o types for data *i*e* primary and secondary data* #our.es of !ata 7* Primary data:-,t is a first hand data (hich happened to be original in character* Data (as collected from employees /Team 'ssociates0 of Lodrej O &oyce %jg* 6o* 3td* The limitations involve high cost, time consuming and respondents may not be (illing ans(er readily* "6ross functional and evaluation of various processes being carried out (ithin the unit to identify areas (here improvements can be done and also determine possible measures "Hisits to other departments involved to understand bac) end processes and their strengths and (ea)nesses "Hisit the plant to understand the (or)ing culture of the organi1ation 2* Secondary data:-These are those data (hich have already been collected by some one else* Harious studies on topics, articles, journals, thesis, internet sites and boo)s on training and development and research methodology (ere consulted to secondary data (hich (as relevant to the research*

7uestio

aire !esi+

,tems are generated on the basis of studying the various aspects in boo)s and maga1ines and on the basis of personal judgments* ' structured $uestionnaire covering important aspects of performance appraisal system, method of performance appraisal, performance revie( system /$uarterly revie(s, yearly revie(s, etc*0, application of performance appraisal system in real job situations, (hat is the purpose of performance appraisal system* #a"$,i + $ro.ess Sampling may be defined as selection of an aggregate or the totality on the basis of (hich judgment or influence about the aggregate or totality is made* 5epresentative group from the population is selected and is termed as sample and then it is subjected to statistical investigation* #a"$,e fra"e 'll individuals employed in Lodrej O &oyce %jg* 6o* 3td* (ho (or)ed as Team 'ssociates (ere intervie(ed* C.tract (as cull out from the $uestionnaire filled by ; respondents* Po$u,atio 5espondents (ere the residents of 6handigarh, %ohali as (ell as from various other far off places bet(een the age from 2 and above* %ost of the individuals (ho (ere intervie(ed (ere bet(een the age group of 2 "9 * #a"$,e si4e Sample si1e (as of ; respondents*

C2APTER8A ANALY#I# AND INTERPRETATION

This chapter relates to the analysis and interpretation supplied by the respondents* C.tractions from the data have been e.plained by the (ay of tables and diagrams*

Table Does t*e or+a i4atio .o !u.t trai i + a ! !e%e,o$"e t $ro+ra""es;

/Halue figures in number and others in percent0 Does t*e or+a i4atio .o !u.t t*e trai i + a ! !e%e,o$"e t $ro+ra""es; Ues Fo Source: My own primary survey

!umber of respondents ;

Percentage 7

Table 7 sho( that all the respondents say that the organi1ation do conducted different training and development programmes for the enhancement of the s)ills of its employees*

Fi+ure 9
Do the organization conduct Training Programmes?

yes 60 50 40 respondents 30 20 10 0 yes no no

Source: - Table 1

Figure 7 sho( that training and development programmes have been conducted by the organi1ation*

Table " Out of t*e fo,,o5i + reaso s6 5*e !oes t*e or+a i4atio $ro%i!e &ou trai i +;
#hen does the organi$ation pro%ide you training& 6hange in technology 3o( performance rating Promotions 6hanging process of (or) Fe(ly joined Source: My own primary survey /Halue figures in number and others in percent0

!umber of respondents 7: ? ! 79 7;

Percentage 2: 78*8 77*; 28*8 2;*;

Table 2 states that mainly the organi1ation provides training (hen the employee ne(ly joins the organi1ation /2;*; percent0* The organi1ation provides training (hen there is a change in technology /2: percent0 and in the process of (or) /28*8 percent0* 'lso, (hen there are lo( performances

and promotions the training is been given 78*8 percent and 77*; percent respectively*

Fi+ure >
When does the organization provide you training?

27%

25%

13% 23% 12%

Change in technology Changing process of work

Low performance rating ewly !oine"

Promotions

Source: - Table 2

Figure 2 sho(s that (hen the employee joins the organi1ation or (hen there is some change in technology then the organi1ation provides them training to the ma.imum*

Table ' J*at are t*e s/i,,s &ou ee! to 'e e *a .e!;
/Halue figures in number and others in percent0 #/i,,s &ou ee! to e *a .e; Fa.tor Stress %anagement 3eadership Team &uilding 6onflict %anagement Training related to machines 6ommunication S)ills Time %anagement Tota, Per.e ta+e Source: My own primary survey Least 7; 7 7 7! 72 7; 27 7 2 29*8 A%era+e 2! 2! 2! 7? 7; 79 7; 79: 89*: 2i+*est 7! 28 28 2: 82 8 28 7!8 97*2

Table 8 sho(s the number of respondents (ho need to enhance their various s)ills* ,t is evident that 97*2 percent of the respondents (anted to enhance their s)ills and 29*8 percent respondents disagree (ith this* ,f (e see it deeply, the ma.imum respondents (ant to ta)e training related to machines and e$uipment, communication s)ills, conflict management, leadership, team building and time management and stress management*

Fi+ure ?
What skills you need to enhance?
%ime $anagement Comm'nication #kills %raining relate" to machines Factors Conflict $anagement %eam &'il"ing Lea"ership #tress $anagement 0 5 10 15 20 25 30 35 (ighest )*erage Least

Source: - Table 3

Figure 8 depicts the least, average, highest number of respondents (ho need to enhance their various s)ills such as s)ill management, leadership, team building, conflict management, training related to machines, communication s)ills, time management* This figure sho(s that highest number of respondents (anted training related to machines, communication s)ills and conflict management*

Table ( 2o5 far t*e trai i + $ro+ra""es of or+a i4atio are *e,$fu, i i"$ro%i + t*e fo,,o5i + as$e.ts;
/Halue figures in number and others in percent0

2o5 far t*e trai i + $ro+ra""es of or+a i4atio are *e,$fu, i i"$ro%i + t*e fo,,o5i + as$e.ts; Fa.tors Performance Job Satisfaction %otivation Self development Promotion Team building Lroup problem solving 3eading Ethers Least ! 77 ! 9 78 ? # ? A%era+e 22 2! 7! 78 2! 22 2 7# 2i+*est 87 22 8; 98 2 8 87 88

Mno(ledge of latest technological development Tota, Per.e ta+e Source: My own primary survey

7! ?9 7:*:

77 7!? 82*#

82 2!? :7*9

,n table 9, the impact of training in various aspects is judged* ,t is seen that 98 percent respondents are able to improve themselves through training* Their motivation level, leadership $uality, )no(ledge of ne( technology, performance and group problem solving, team building, job satisfaction and promotions has also been improved through training and development programmes held in the organi1ation (hereas only 7:*: percent are not able to improve themselves (hen providing training*

Fi+ure @

How training helps in improving skills?

45 40 35 30 25 20 15 10 5 0 Perfo -o. $oti* #elf Prom %eam /ro' Lea"i 0now rman #atisf ation "e*el otion .'il"i p ng le"ge 7 22 31 11 27 22 7 17 36 4 13 43 13 27 20 Factors Least )*erage (ighest + 22 30 , 20 31 + 1, 33 17 11 32

Least )*erage (ighest

Source: - Table 4

,n figure 9, the impact of training programme in various aspects is sho(n* Further, it describes that the ma.imum number of respondents are able to develop themselves, their motivation level, leadership $uality, their )no(ledge related to ne( technological developments, performance, teambuilding s)ills, group problem solving s)ills* 'nd the small blue coloured a.is sho(s that very small numbers of respondents are not able to improve themselves in different s)ills after training*

Table )

J*at are t*e reaso s t*at "a/e &ou "oti%ate! to atte ! trai i + $ro+ra""es i t*e or+a i4atio ;
/Halue figures in number and others in percent0 J*at are t*e reaso s t*at "a/e &ou "oti%ate! to atte ! trai i + i t*e or+a i4atio ; Fa.tors S)ill enhancement 3eads to promotion Casy problem solving 'ppropriate decision ma)ing For more efficiency and effectiveness Tota, Per.e ta+e Source: My own primary survey Least 7 77 # : ! 92 79 A%era+e 79 29 7! 27 7? #9 87*8 2i+*est 8; 2: 89 89 8: 7;9 :9*!

Table : sho(s the reasons that motivate the employees to attend the training in the organi1ation* Precisely, it could be stated that :9*! percent employees believe that they attend training due to the reasons such as s)ill enhancement, for more efficiency and effectiveness, easy problem solving and appropriate decision ma)ing and leads to promotion (hereas 87*8 percent employees gave their average responses and only 79 percent employees did not agree (ith these factors*

Fi+ure A

Reasons which motivate you to attend these programmes

40 35 30 25 20 15 10 5 0 #kill enhancement Lea"s to promotion 1asy pro.lem sol*ing Factors )ppropriate "ecision making 2or more efficiency an" effecti*eness Least )*erage (ighest

Source: - Table5

Figure : depicts that the employees in the organi1ation attend training and development programmes due to the reasons such as s)ill enhancement, leads to promotion, easy problem solving, appropriate decision ma)ing, for more efficiency and effectiveness

Table *

2o5 !o &ou assess t*e trai i + $ro+ra""es i t*e or+a i4atio ;

/Halue figures in number and others in percent0 2o5 !o &ou a..ess t*e $rese t trai i + $ro+ra""e; Fa.tors The topic (as fully covered %ethod of presentation Techni$ue used to clarify things 3ength of training programme ,nteresting training programme 2ere you able to relate yourself (ith training Feedbac) after training Tota, Per.e ta+e Source: My own primary survey Least # # ? 22 ; : 7 ;# 7;*9 A%era+e 2? 27 2! 29 22 82 7# 7!8 97*2 2i+*est 28 8 2: 79 82 28 87 7!? 92*9

,n table ;, it is seen that ho( the employees of the organi1ation assess the training and development programmes provided to them* ,t (as estimated that 92*9 percent employees believe that these programmes are interested, they also give feedbac) after that, good method of presentation, techni$ues used are also good, the topics are being fully covered and they are able to relate themselves (ith the training* 97*2 percent respondents gave their average responses and 7;*9 percent gave their responses in negative relating to the assessment of these programmes*

Fi+ure C

How you assess training programmes in organization?

35 30 25 20 15 10 5 0 The topic 9 28 23 Metho Techni Length "nteres #ere %eed& d of !e of ting $o! ac' 9 21 30 8 27 25 22 24 14 Factors 6 22 32 5 32 23 10 19 31

Least Average Highest

Source: - Table 6

Figure ; sho(s that ho( do the employees access the training and development programmes being held in the organi1ation* These programmes are interesting, have good method of presentations, good use of techni$ues, cover the full topic and the employees are also able to relate their (or) and themselves (ith the training given to them*

Table+

2o5 trai i + s*ou,! 'e !o e;

/Halue figures in number and others in percent0 2o5 trai i + s*ou,! 'e !o e6 5*et*er t*rou+*:G Fa.tors Presentations Nui1 Lroup discussion 5eports 6onducting (or) of higher responsibility Seminars Tota, Per.e ta+e Source: My own primary survey Least # 79 # 77 ! ? :? 7;*7 A%era+e 7! 7: 7 2: 7? 7; 7 7 2?*7 2i+*est 89 87 97 29 8: 8; 2 7 ::*?

Table ! sho(s that ho( training should be done* ::*? percent respondents believe that training should be done through group discussion, seminars, by conducting high responsibility (or), presentations, $ui1 and reports but 2?*7 percent respondents gave average responses to(ards these forms of imparting training (here as 7;*7 percent respondents believe that training should not be done through this (ay* &ut if (e observe all the factors individually then (e see that respondents are very much interested in training through group discussion as (ell as seminars*

Fi+ure E

How trainind should be done?

45 40 35 30 25 20 15 10 5 0 Presentati ons , 17 34 3'i4 14 15 31 /ro'p Con"'ctin 5eports #eminars "isc'ssio g work of , 10 41 Factors 11 25 24 7 1+ 35 + 16 36 Least )*erage (ighest

Least )*erage (ighest

Source: - Table 7

Figure ! indicates that ho( training should be imparted to the employees* 'ccording to the figure, most of the employees (ant training through group discussion as the pole of the group discussion is the highest among all other factors*

Table ,

J*& it is !iffi.u,t to a$$,& t*e s/i,,s t*at are ,ear t i trai i + o .e &ou retur to a.tua, -o';
/Halue figures in number and others in percent0

I &our o$i io 6 5*& it is !iffi.u,t to a$$,& t*e s/i,,s t*at are ,ear t i trai i + o .e &ou retur to a.tua, -o'; Fa.tors 6asual 'ttitude to(ards Training 3ac) of Understanding ,mproper (or) 6ulture ,mproper time to practice the same Training not related to tas) 3ac) of feedbac) after Training Tota, Per.e ta+e Source: My own primary survey Least 87 28 22 2 8 2? 7:9 92*? A%era+e 79 2; 29 2; 7; 7? 729 89*9 2i+*est 7: 77 79 79 79 79 ?2 22*?

Table ? relates to the reason for facing difficulty in application of learning from training in actual job situations* ,t can be inferred that 92*? percent of respondents do not agree (ith the factors (hich are responsible for lo( application of learning in the actual job situation that is casual attitude to(ards training, training not related to tas), lac) of feedbac) after training, lac) of understanding, improper (or) culture, improper time and 89*9 percent respondents gave average responses (hereas only 28 percent respondents agrees (ith it*

Fi+ure F

Why its di icult to apply the training?

(! '! &! %! $! #! "! ! Cas'al )ttit'"e 15 14 31 Lack of 7mproper work 7mproper time %raining not Lack of 6n"erstan"ing C'lt're to practice the relate" to task fee".ack after 11 26 23 14 24 22 Factors 14 26 20 14 16 30 14 1+ 2+

(ighest )*erage Least

Least

)*erage

(ighest

Source: - Table 8

Figure ? indicates that ma.imum numbers of respondents are not able to apply the training provided to them in their (or) because of their lac) of understanding the concept, their casual attitude to(ards the training, the improper (or) culture and time to practice*

Table After *o5 ,o + t*ese trai i + a ! !e%e,o$"e t $ro+ra""es *a%e 'ee .o !u.te! o t*e or+a i4atio ;
/Halue figures in number and others in percent0 After *o5 ,o + trai i + s*ou,! 'e .o !u.te!; Fa.tors 'fter one month 'fter every t(o months 'fter every si. months 'fter one year Tota, Per.e ta+e Source: My own primary survey Least 9; 99 7: 82 78! :!*7 A%era+e ; # 72 ! 89 79*2 2i+*est ? ! 88 27 ;# 2?*!

Table # attributes that after ho( long training should be conducted* Ebservations sho(s that :!*7 percent of employees believe that training should be conducted neither after one month nor after t(o months or one year* &ut if (e consider these factors individually then (e observe that ma.imum employees need training after si. months and there are very less employees (ho (ant training after one month/ ? employees0, t(o month / ! employees0 or after one year/ 27 employees0*

Fi+ure K
When these programmes sholud be counducted?
Least 50 45 40 35 30 25 20 15 10 5 0 )fter one month )fter e*ery two months )fter e*ery si8 months )fter one year )*erage (ighest

Factors

Source: - Table

Figure # sho( that there is higher demand for training after ; months from the employees rather than training after one month, t(o months, or one year*

Table . J*at fee!'a./ &ou 5ou,! ,i/e to +i%e re+ar!i + trai i + $ro+ra""es i t*e or+a i4atio ;
/Halue figures in number and others in percent0 J*at fee!'a./ &ou 5ou,! ,i/e to +i%e re+ar!i + trai i + $ro+ra""e; Fa.tors Practical application of content 3earning from training -elped in improving (or) Total Per.e ta+e Source: My own primary survey Least 79 : ! 2; 79*9 A%era+e 2 27 7: :; 87*7 2i+*est 2; 89 8? #? :9*9

Table 7 provides the feedbac) of employees of the organi1ation related to the training and development programmes in the organi1ation* :9*9 percent of employees are satisfied (ith the training and development programmes of the organi1ation* %a.imum numbers of respondents are able to improving their (or), learn from training and are able to practically apply the content that is learnt through the training* 2hereas 87*7 percent of employees gave their responses in average and 79*9 percent of employees gave their responses in least* So in an average, the employees are satisfied (ith the training and development programmes been conducted in the organi1ation*

Fi+ure 9L

Source: - Table 1!

Figure 7 depicts the feedbac) of employees regarding the training and development programmes been conducted in the organi1ation* ,n this figure, the green colour is highest (hich sho(s that the employees are satisfied (ith the training and development programmes that are imparted in the organi1ation for the betterment of its employees*

The chapter describes that the training and development programmes conducted in the organi1ation are being provided (hen somebody ne(ly joins the organi1ation /2;*; percent0 and (hen there is some change in the technology /2: percent0 follo(ed by lo( performance rating, promotions, changing process of (or)* ,t is evident that 97*2 percent of the respondents (anted to enhance their s)ills and 29*2 percent respondents disagree (ith this* %a.imum number of respondents opines that they (ere able to improve their performance as (ell as motivation, team building, group problem solving after training* &ut apart from this they (ere not getting promotions after training and they (ere not very much satisfied (ith the organi1ation* %a.imum employees believe that they attend training due to the reasons such as s)ill enhancement, leads to promotion, easy problem solving, appropriate decision ma)ing, for more efficiency and effectiveness and only fe( disagreed on this* 'fter assessing the training and development programmes of the organi1ation, it (as seen that they (ere satisfied (ith the topic (hich (as covered, method of presentation* They find the training and development programmes are interesting but the employees (ere not fully satisfied (ith duration of training and development programmes as (ell as they did not find the content familiar* 3arge number of respondents believes that training and development should be imparted through presentations, $ui1, group discussion, reports and seminars* %a.imum respondents are dissatisfied (ith the factors such as casual attitude to(ards training, lac) of understanding, improper (or) culture, improper time, training not related to tas), lac) of feedbac) after training (hich (ere believed to be responsible for lo( application of learning in the actual job situation* &ut at the same

time it (as seen that respondents (ere not able to fully understand the concept (hich is being taught as (ell as they are too busy to practice in daily routine* %a.imum individuals re$uire training after si. months* %a.imum respondents (ere able to learn from training and (ere able to practically apply the content that is learnt through the training and they also believed that training helped in improving their (or)*

C2APTER8C #UGGE#TION# AND RECOMMENDATION#

70

Training by seniors or outside staffs should be given (hich can encourage the employees to the great e.tent*

20

Training related to confidence building, personality development should be provided (hich is very much re$uired in the organi1ation*

80

Training related to safety should also be regularly imparted from time to time so that an employee )eeps on remembering it*

90

&efore providing training to the employees the performance should be properly judged so that it can be very (ell )no(n (hich employee re$uire more training*

:0

'll employees should be given the chance to participate in various activities of the organi1ation* 'fter training some )ind of projects should be given to the employees so that they get to )no( that ho( much they have actually learnt* They (ill not be demorali1ed (ith it*

;0

Fot only training related to employee relations (ith supervisors should be done but also training related to problem solving, motivation, etc* should be given*

!0 ?0

Training should be provided at regular interval of time* 'fter training a proper procedure for promotion should be follo(ed*

#0

%aterial (hich is being taught should be very easy so that individuals can understand the message (hich the trainee (ants to convey*

7 0

Lroup discussion type of training should be imparted to the employees as employees (ere also very much interested in it* 'lso through group discussion, the individual become active, and they feel that they are participating in something* So team spirit among employees also increases*

C2APTER8E CONCLU#ION
Training is the ac$uisition of )no(ledge, s)ills, and competencies as a result of the teaching of vocational or practical s)ills and )no(ledge that relate to specific useful competencies* Training is an organi1ed procedure by (hich people learn )no(ledge and s)ills for a specific purpose*The basic training is re$uired for all trades, occupations or professions* Training refers to instructions in technical and mechanical operations li)e operation of a machine* Training helps an individual learn ho( to perform his present job satisfactorily* C*a$ter 9 concludes that there are various benefits of training and training needs are to be identified in advance through )no(ing the objectives of the organi1ation* There is proper procedure to identify the training needs in the organi1ation that is taught in this chapter* &efore imparting training proper procedure is follo(ed* ,n this chapter various methods for providing training is sho(n* C*a$ter > includes the introduction to ,ndian appliance industries* The home appliance manufacturing industry is considered as one of the lo( profile one, as compared to others li)e automotive industry* ,n this chapter information related to Lodrej is also provided* Lodrej is (ell )no(n ,ndian company (ith largest engineering and consumer products having varied interests from engineering to personal care products* Training procedure in Lodrej starts (hen the need for training is felt from any department* 2henever individual need training, he or she can approach divisional head regarding a particular )ind of training* Then an

arrangement is done to provide training to employees (hether in the organi1ation itself or a support is ta)en from outside agencies* C*a$ter ? includes the efforts put in from time to time by the researchers, academicians, etc to cover each and every aspect of training and development programmes* ,n short it can be stated that an attempt has been made to study the training and development programmes in Lodrej and &oyce %anufacturing 6orporation 3imited* C*a$ter @ of this study relates to the database and the research methodology adopted* 2e made use of Factor analysis apart from the regular statistical tools i*e* percentages, tabular and diagrammatic representations* C*a$ter A relates to the analysis and interpretation of the collected data. The chapter describes that the training and development programmes conducted in the organi1ation are being provided (hen somebody ne(ly joins the organi1ation /2;*; percent0 and (hen there is some change in the technology /2: percent0 follo(ed by lo( performance rating, promotions, changing process of (or)* ,t is evident that 97*2 percent of the respondents (anted to enhance their s)ills and 29*2 percent respondents disagree (ith this* %a.imum number of respondents opines that they (ere able to improve their performance as (ell as motivation, team building, group problem solving after training* &ut apart from this they (ere not getting promotions after training and they (ere not very much satisfied (ith the organi1ation* %a.imum employees believe that they attend training due to the reasons such as s)ill enhancement, leads to promotion, easy problem solving, appropriate decision ma)ing, for more efficiency and effectiveness and only

fe( disagreed on this* 'fter assessing the training and development programmes of the organi1ation, it (as seen that they (ere satisfied (ith the topic (hich (as covered, method of presentation* They find the training and development programmes are interesting but the employees (ere not fully satisfied (ith duration of training and development programmes as (ell as they did not find the content familiar* 3arge number of respondents believes that training and development should be imparted through presentations, $ui1, group discussion, reports and seminars* %a.imum respondents are dissatisfied (ith the factors such as casual attitude to(ards training, lac) of understanding, improper (or) culture, improper time, training not related to tas), lac) of feedbac) after training (hich (ere believed to be responsible for lo( application of learning in the actual job situation* &ut at the same time it (as seen that respondents (ere not able to fully understand the concept (hich is being taught as (ell as they are too busy to practice in daily routine* %a.imum individuals re$uire training after si. months* %a.imum respondents (ere able to learn from training and (ere able to practically apply the content that is learnt through the training and they also believed that training helped in improving their (or)* ,n .*a$ter C (e have discussed about various suggestions in order to improve the training and development programme in Lodrej* The series of suggestions given by me can go a long (ay in providing the higher level of training and development programme*

Bi',io+ra$*&

U#EFUL BOO)#

5ao,H*S*P= @-uman 5esource %anagementA, C.cel &oo)s, Fe( Delhi, 2 :

Dessler, Lary= @-uman 5esource %anagementA, Prentice -all, Fe( Delhi, 2 :

Lupta, Shashi M O Joshi, 5osy @ -uman 5esource %anagementA, Malyani Publisher, Fe( Delhi, 2 !

Paree), Udai O 5ao, TH @ Designing O %anaging -uman 5esource SystemsA, E.ford O ,&% Publishing 6o* Pvt* 3td*, Fe( Delhi, 2 :

U#EFUL #ITE#
http=++(((*coolavenues*com (((*cipd*co*u) http=++(((*managementhelp*org

http=++(((*tbs"sct*gc*ca

http=++(((*sciencedirect*com http=++(((*blac)(ell"synergy*com http=++(((*informa(orld*com

http=++(((*$uestia*com

digitalcommons*ilr*cornell*edu http=++(((*bls*gov http=++arro(*dit*ie (((*athenpro*org http=++(((*emeraldinsight*com

7UE#TIONNAIRE