Training and d. amrita

TRAINING AND DEVELOPMENT AT

DABUR, SAHIBABAD, GHAZIABADSUBMITTED

IN PARTIAL FULFILLMENT FOR THE

MASTER OF BUSINESS ADMINISTRATI0N

MADAN MOHAN MALAVIYA UNIVERSITY OF TECHNOLOGY,

GORAKHPUR,(U.P.)

UNDER THE GUIDANCE OF

Mr. PAWAN PUNIA

MANAGER (HR)

BY- AMRITA SINGH SUBMITTED TO-

ROLL NO.- 130620006 Mr. SANJAY SINGH

BATCH – 2013-2015

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3RD SEMESTER

CERTIFICATE

DABUR INDIA LIMITED

TO WHOM IT MAY CONCERN

It is certify that Ms. Amrita Singh student of MBA from Madan Mohan Malaviya University of Technology (MMMUT), Gorakhpur has completed her summer training. She has carried out a training project on “Training and Development” from 26th May to 7th July 2014.

She has also submitted report of this effect.

We wish all the best for her future assignments.

Mr.Pawan Punia (HR-Manager)

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BONAFIDE CERTIFICATE

This is to certify that Amrita Singh student of MADAN MOHAN MALAVIYA UNIVERSITY OF TECHNOLOGY, Gorakhpur has completed her field work report at Dabur India Limited, Ghaziabad on the topic of “Training and Development” and has submitted the field work report in partial fulfillment of MASTER OF BUSINESS ADMINISTRATION of the GAUTAM BUDDH TECHNICAL UNIVERSITY for the academic year 2013-2015.She has worked under our guidance and direction. The said report is based on bonafide information.

Mr. Sanjay Singh Maj. G.S Tripathi

Project guide Coordinator

Place:

Date:

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MADAN MOHAN MALVIYA UNIVERSITY OF TECNOLOGYGORAKHPUR

DECLARATION

I hereby declare that the project titled “Training and Development” is a piece of

research work carried out by me under the guidance and supervision of Mr.Sanjay Singh.

The information has been collected from genuine & authentic sources. The work has

been submitted in partial fulfillment of MASTER OF BUSSINESS ADMINISTRATION of

GAUTAM BUDDHA TECHNICAL UNIVERSITY from Madan Mohan Malaviya University Of

Technology.

Place:

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PREFACE

Vocational Training is a part and partial of any Management course.

Keeping in view the learning and understanding of practical and implementation

aspects, students of Management course are supposed to undergo 6 weeks

training in our organization.

I am fortunate enough to get the opportunity to undergo vocational training

in one of the esteemed organization of India i.e. Dabur India limited, Sahibabad,

Ghaziabad. I was associated with HR Department, Dabur India Limited,Sahibabad

, Ghaziabad during complete training period.

I have taken utmost care to make this report precise and solution –

oriented. I hope that the study conducted will be beneficial to the Dabur India

Limited, Ghaziabad.

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ACKNOWLEDGEMENT

“Acknowledgement is an art, one can write glib stanzas without meaning a word, on the otherhand one can make a simple expression of gratitude.”

Before getting to brass tacks of things. I would like to add a heartfelt word for the people who have helped me in bringing out the creativeness of this project.

To commence with things I would like to take this opportunity to gratefully and humbly thanks to Mr. Pawan Punia , ( HR manager) Project guide, Dabur India Limited , Sahibabad, Ghaziabad,for being appreciative enough by giving me an opportunity to undertake this project.Respected guide Mr. Sanjay Singh , Faculty, Madan Mohan Malaviya University of Technology , Gorakhpur, for his undeterred guidance for the completion of the report. My parents need special mentions here for their constant support and love in my life. I also thank my friends and well wishers , who have provided their whole hearted support to me in this exercise. I believe that this endeavour has prepared me for taking up new challenging opportunities in future.

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INDEX Certificate ……………………………………… 02

Bonafide certificate ……………………………………….. 03

Declaration ........................................................... 04

Preface ……………………………………… 05

Acknowledgement ……………………………………… 06

Chapter 1

Introduction to Topic …………………………………………….. 09

Chapter 2

Introduction to Company ……………………………………………. 28

Chapter 3

Research Methodology ……………………………………………. 35

Chapter 4

Data analysis and Interpretation ……………………………………….. 39

Chapter 5

Findings …………………………………………….. 58

Chapter 6

Conclusion ……………………………………………… 60

Chapter 7

Suggestions And Recommendations ……………………………………. 61

Appendix ………………………………………… 62

Bibliography ………………………………………… 65

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CHAPTER- 1CHAPTER- 1

INTRODUCTION TO TOPICINTRODUCTION TO TOPIC

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1.1 HUMAN RESOURCE MANAGEMENT

Human resource management, (HRM), a relatively new term, that emerged during the 1930’s. Many people used to refer it before by its traditional titles, such as personnel administration or personnel management. But now, the trend is changing. It is now termed as human resource management (HRM).

Human resource management encompasses those activities designed to provide for and co-ordinate the human resources of an organization. The human resources of an organization represent its largest investment. In fact, government report shows that approximately 73% of national income is used to compensate employees. In addition to wages and salaries, organizations often make other sizeable investment in their human resources.

Organizations are made up of functions through people. Without people organization can’t exist. The resources of men, material, money and organization or machinery are collected, co-ordinate and utilized through people. These resources by themselves can’t fulfill the object of an organization. They need to be united into a team. It is through the complaint efforts of the people that material and monetary resources are attainment of a goal.

HRM may be defined as a set of policies, practices and programmes designed to maximize both personnel and organizational goal. It is the process of binding people and organization together. So the objectives of each are achieved.

According to Flippo “HRM is the planning, organizing, staffing, directing and controlling of the procurement, development, compensation, integration, maintenance and separation of human resource them and that individual organizational and social objectives are accomplished”.

According to national institute of personnel management of India, “HRM is that part of management concerned with people at work and with their relationship within the

organization. It seeks to bring together men and women who makeup an enterprise, enabling each to make his own best contribution to it success both as an individual and as a member of a working group”.

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1.2 TRAINING

Training means to impart information and skills through instructions. It is the method of increasing the knowledge, skills and aptitudes of an employee for performing a particular job. Its purpose is to enable them to do their jobs better. Training makes newly appointed worker fully productive with minimum time. A capable and competent person cannot do the best on his job unless he is systematically trained. Training is necessary for new as well as existing employees.

Training is concerned with imparting and developing specific skills for a particular purpose.

Flippo has defined training as” the act of increasing the skills of an employee for doing a particular job”. Thus training is a process of learning a sequence of programmed behavior. This behavior being programmed is relevant to a specific phenomenon that is a job.

“Training is a short-term process utilizing a systematic and organized procedure by which non-managerial personnel learn technical knowledge and skills for a definite purpose”.

Training may be defined as a planned programmer designed to improve performance and to bring about measurable changes in knowledge, skills, attitude and social behavior of employees for doing a particular job.

According to J.P.Campbell, “training is a short –term process utilizing a systematic and organized procedure by which non-managerial personnel learn technical knowledge and skills for a definite purpose”.

1.2.1 NEED OF TRAINING

Training is beneficial not only to the employers but also to the employees. The success or failure of an organization largely depends on the efficiency of the personnel in an organization.. It reduces wastages and there by contributes to profitability of the enterprise. The significance of training is as follows;

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1. Quick learning: Training helps to reduce the learning time necessary to attain an acceptable level of performance. The employees need not learn by observing others or through a train and error method if formal training programmers exist in

the organization. The qualified instructions will help the new employees to acquire the skills and knowledge to do a particular job within a short span of time.

2. Higher productivity: Enhance skills and competencies acquired through training usually helps in increasing both quantity and quality of the output. Training is also of great help to the existing employees. If helps them to increase their levels of performance on their present job assignments

3. Less supervision: If the employees are given adequate training the need for supervision is minimum. Training does not eliminate the need for supervision, but it reduces the need for detailed and constant supervision. A well trained employee is self reliant in his work because he knows what to do and how to do with reduced supervision, a manager can increase his span of management.

4. High morale: The morale of the employee increases when they are given proper training. Morale is a mental condition of an individual or group, which determines their willingness to co-operate. A common objective of any training programmers is to mould employees’ attitude to achieve support for organizational activity and to obtain better co-operation and greater loyalty.

5. Better management: A manager can make use of training to manage in a better way. Training the employees can assist him in his managerial functions. For instance, maintaining higher standards of quality building a satisfactory organizational structure delegating authority and stimulating employees are all made possible through an effective training plan.

6. Economical operations: Training personnel will be able to make better and economical use of materials and equipments their by reducing wastage. In addition, the rate of accidents and damage to the machinery and equipment will be minimum. These factors will minimize the cost of production.

7. Benefits to employees themselves: As employees acquire more knowledge from training, this increases their market value and earning power. By securing such skills, they enhance their value to the employer and at the same time ensure job security for themselves. Training helps in securing promotions and career growth.

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1.2.2 ADVANTAGES OF A TRAINING PROGRAM

A systematic training program offers the following advantages to a company-

1. It helps in improving the quality and quantity of a worker’s output.

2. It enables the worker to make the most economical and best use materials and equipments. This reduces spoiled work and damage to machinery.

3. It develops in the worker effective work habits and methods of work, their by reducing the accident rate and the need for close supervision.

4. It gives a sense of satisfaction to the worker and makes him feel the he is being properly cared for. As a result workers morale and his relations with superiors improve.

5. It instructs the worker towards better job adjustments and reduces the rate of labor turnover and absenteeism.

6. It helps the bright but dronish employees to formulate his goals.

7. It facilitates promotion of workers to higher jobs and increases their market value and earning power.

8. It makes the worker committed and loyal to organization by educating him about the culture philosophy and policies of the organization.

1.2.3 TYPES OF TRAINING PROGRAMMES

All training programmes can be of any one of the following types:

1. Induction or orientation training: It is a training program used to induct a new employee into the new social setting of his work. The new employee is introduced to his

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job situation, and to his co-employees. He is also informed about the rules working conditions, privileges and activities of the company what the company does how it serves the community and other particulars pertaining to the company.It also promotes good morale in the organization.

2. Job training: The object of job training is to increase the knowledge of workers about their jobs with which they are concerned, so that their efficiency and skill of performance are improved. In job training workers are enabled to learn correct methods of handling machines and equipment avoiding accidents removing bottlenecks minimizing waste etc.

3. Promotional training Many concerns follow a policy of filling some of the vacancies at higher levels by promoting existing employees. This policy increases the morale of workers. They try to put up maximum efficiency so that they may be considered for promotion. When the existing employees are promoted to superior positions in the organization they are required to shoulder new responsibilities.

4. Refresher training: At the time of initial appointment employment are formally trained for their jobs. But with the passage of time they may forget some of the methods which were taught to them or they may have become outdated because technological development and improved techniques of management and production. Hence, refresher training is arranged for existing employees in order to provide them an opportunity to revive and also to improve their knowledge.

5. Corrective training: When an employee violates company rules or policies, such as by being absent often or by smoking in a “No smoking” area the manager needs to find a way to deal with the problem. Sometimes he thinks that the solution to the problem is discipline but the trouble with the word discipline is that it implies punishment. His aim should be not to get even with the employee but rather to reform the employee.

1.2.4 TRAINING METHODS FOR MANAGERS

Executive talent is the most important asset which a company can posses. Although it does not appear on the company’s balance sheet but it produces more important effects on the company’s progress its profit and the price of its stock than any other asset in its possession... Some other training methods aim at increasing the problem solving skills of managers. Still others aim at changing their attitudes.

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1.Observation assignment: Under this method the newly excited executive called understudy is made an assistant to the current job holder. He learns by experience observation and imitation. If decisions are discussed with him he is informed on the policies and theories involved. Moreover the methods tend to perpetuator mistakes and other deficiencies characteristic of existing managerial practice.

2.Position rotation: Under this method the trainee executive is rotated among different managerial jobs. This not only broadens and riches his experience as a manger but also enables him to understand interdepartmental relations and need for coordination and cooperation among various departments.

3.Serving on committees: Another important method of training an executive is to make him serve on a committee. While serving on a committee the executive comes to learn not only the various organizational problems and views of several senior and

experienced members but also learns how a manager should adjust himself to the overall needs of the enterprise.

4.Assignment of special projects: Sometimes as a method of training some special project is assigned to a trainee executive. For example he may be asked to develop a system of cost allocation in the production of certain goods for which an order has been received by the company. While working on such projects the trainee not only acquires knowledge about them but also learns how to work with and relate to other people holding different views.

5.Conferences and seminars: Often an executive is deputed to attend a conference seminar or workshop to receive a quick orientation in various areas of management with which he might be unfamiliar. On advantage of this type of training is that all the participants coming from different organizations got an opportunity to pool their ideas and experience in attempting to solve mutual problems. This attitude is one of joint exploration.

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6.Case study: A good case is the vehicle by which a chunk of reality is brought into the classroom to be discussed over by the class and the instructor. Disunion on a case requires a capable instructor who can evoke and guide intelligent discussion and analysis so that meaningful learning experiences cues. There is no ‘right’ answer or simple explanation in the comprehensive case

7.Role playing: In this method the instructor assigns parts taken from case materials to group members. The situation is usually one involving conflict between people. The role players attempt to act parts as they would behave in a real life situation working without a script or memorized lines and improving as they play the parts. The development of empathy and sensitivity is one of the primary objectives of role playing.

1.2.5 METHODS OF TRAINING

There are number of training programmes available. Some of them are new methods, while others are improvements over the traditional methods. The commonly used training programmes are discussed below;

1.2.5.1 On-the-job training method

This is the most commonly used method. Under this method the individual is placed on a regular job and taught the skills necessary to perform that job. On-the- job training methods includes the following-

a. Job Rotation: This type of training involves the movement of the trainee from one job to another. The trainee receives job knowledge and gains experience from his supervisors in each of the different job assignments.

b. Job Instruction : Under this method which is also called training through step by step the trainer explains to the trainee the way of doing the job, job knowledge, and skills and allows him to do the job.

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c. Coaching: The trainee is placed under a particular supervisor who provides feedback to the trainee on his performance and offers him some suggestions for improvements.

1.2.5.2 Off-the-job training methods :

Under this method, the trainee has no connection with the job and his attention is focused upon learning the material related to his future job performance. The following are the widely used methods-

a. Role Playing : This method of training involves action, doing and practice. The participants plat the role of certain characters such as the production manager, mechanical engineer and the like. This method helps in developing inter-personal interactions and relations.

b. Vestibule Training : This type of training is commonly used for training personnel for clerical and semi-skilled jobs. The training method consists of stimulating the actual work conditions in a class room. The training period ranger from days to a few weeks.

d. Lecture Method : This method is the most effective method for giving to trainees the basic information on specific subject. The instructor gives the information in the form of a talk. This method is direct and reduces cost and time involved in training.

e. Discussion: The advantage of discussion over the lecture method is that it provides two way communications and hence feedback is provided. This method is used to train the clerical, professional and supervisory personnel. The success of this method, however, depends on the leadership qualities of the person who leads the group.

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f. Programmed Instruction : The subject matter is presented in a series of units from simple to more complex levels of instruction. The trainee goes through these units by answering the questions or filling the blank. This method is both expensive and time consuming.

1.4 TRAINING VS DEVELOPMENT

Training often has been referred to as teaching specific skills and behavior. Examples of training are learning to fire a rifle, to shoot foul shots in basketball and to type. It is usually reserved for people who have to be brought up to performing level in some specific skills. The skills are almost always behavioral as distinct from conceptual or intellectual.

Development, in contrast, is considered to be more general than training and more oriented to individual needs in addition to organizational needs and it is most often aimed toward management people. There is more theory involved with such education and hence less concern with specific behavior than is the case with training. Usually, the intent of development is to provide knowledge and understanding that will enable people to carry out non-technical organizational functions .

1.4.1 DISTINCTION BETWEEN TRAINING AND DEVELOPMENT

Learning dimension

Training Development

Meant for Operatives Executives

Focus Current job Current and future jobs

Scope Individual employee Work group or organization

Goal Fix current skill deficit Prepare for future work demands

Initiated by Management The individual

Content Specific job related information General knowledge

Time-frame Immediate Long term

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1.4.2 A CHECKLIST TO AVOID TRAINING PITFALLS

a) Attempting to teach too quickly: Trying to teach too quickly results in frustration. It is not wise to push employees beyond their learning limits.

b) Trying to teach too much: There are limits to the amount that one can learn. It is recommended to teach segments of the job in sequential fashion in order to develop a greater appreciation and understanding of the whole job.

c) Viewing all trainees as the same: All employees are different. This must be recognized when it comes to training. Since some workers learn faster or slower than others, these differences must be accounted for in the training programme.

d) Providing a pat on the back: It is always a good idea to reinforce employees during the learning process. Encouragement, praise, and reward are highly recommended.

1.7 PROCESS OF TRAINING

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1.7.1 Training Need Analysis (TNA)/ Training Need Identification

An analysis of training need is essential requirement to the design of effective training. The purpose of training need analysis is to determine whether there is gap between what is required for effective performance and present level of performance.

Training Need arises at three levels:

• Organizational Level

• Individual Level

• Operational Level

a) Organizational Level

Training need analysis at organizational level focuses on strategic planning, business need and goals. It starts with the assessment of internal environment of the organization such as procedures, structures, policies, strength and weaknesses and external environment such as opportunities and threats. After doing the SWOT analysis, weaknesses can be dealt with the training interventions, while strengths can further be strengthened with continued training. Threats can be reduced by identifying the areas where training is required.

b) Individual Level

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Training Need

Operational LevelIndividual LevelOrganizational Level

Training need analysis at individual level focuses on each and every individual in the organization. At this level, the organization checks whether an employee is performing at desired level or the performance is below expectation. If the difference between the expected performance and actual performance comes out to be positive, then certainly there is a need of training. However, individual competence can also be linked to individual need.

c) Operational Level- Training need analysis at operational level focuses on the work that is being assigned to the employees. The job analyst gathers the information on whether the job is clearly understood by an employee or not. He gathers this information through technical interview, observation, psychological test, questionnaires asking the closed ended as well as open ended questions, etc.

1.7.1BENEFITS OF NEED ASSESSMENT

Training programmes are designed to achieve specific goals that meet felt needs. There are many benefits of need assessment.

a. Trainers may be informed about the broader need of the trainees.

b. Trainers are able to pitch their course inputs closer to the specific needs of the trainees.

c. Assessment makes training department more accountable and more clearly linked to other human resource activities, which make the training program easier to sell to line managers.

1.7.2 Training Design -

The design of the training program can be undertaken only when a clear training objective have been produced. The training objective clears what goal has to be achieved at the end of the training program i.e., what the trainees are expected to be able to do at the end of their training. Training objectives assist trainers to design the training program.

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a) The Trainer- Before starting a training program, a trainer analyzes his technical, interpersonal, judgement skills in order to deliver quality content to trainers.

b) The Trainees : A good training design requires close scrutiny of the trainees and their profile. Age, experience, needs and expectations of the trainees are some of the important factors that affect training design.

c) Cost of Training- It is one of the important considerations in designing a training programme. A training programme involves cost of different types. These may be in the form of direct expenses incurred in the training, cost of training material to be provided etc.

D) Training Climate : A good training climate comprises of ambience, tone, feelings, positive perception for training program, etc. Therefore, when the climate is favorable nothing goes wrong but when the climate goes unfavorable, everything goes wrong.

E) Training Strategies : Once the training objective has been identified, the trainer translates it into specific training areas and modules. The trainer prepares the priority list of about what must be included.

F) Training Topics - After formulating a strategy, trainer decides upon the content to

delivered. Trainers break the content into headings, topics and modules. These topics and modules are then classified into information, skills,knowledge and attitudes.

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G) Trainees’ Learning Style- The learning style, age, experience, educational background of trainees must be kept in mind in order to get the right pitch to the design of the program.

H) Sequence the Contents : Contents are then classified in the following manner;

From simple to complex

Topics are arranged in terms of their relative importance

From known to unknown

From specific to general

Dependent relationship

I) Support Facilities : IT can be segregated into printed and audio visual. The various requirements in a training program are white boards, flip charts, markers, etc.

J) Training Tactics : Once the objectives and the strategy of the training program becomes clear, trainer comes in the position to select most appropriate tactics or methods or techniques. This method selection depends on the following factors-

Trainees’ background

Time allocated

Style preference of trainer

Level of competency of trainer

Availability of facilities and resources, etc

K) Constraints- The various constraints that lay in the trainers mind are;

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Accommodations, facilities and their availabilities

Furnishing and equipments

Budget

Design of the training, etc

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Training strategies

Breakup program contents into subtopics or modules

Organizational resources, practices, priorities, etc

Trainer’s skills

Training climate

Categorize contents into information, knowledge, skills & attitudes

Training topics

Enabling objectives

Terminal objectives

Training tactics

Sequence the contents

On/Off the job

Lesson objectives

Trainer

Determining learning outcomes for each topic

Program design

Training objective

Support facilities

Trainee

Trainee’s learning style

Constraints

MON I TOR

&

CONTROL

1.7.3 Training Implementation

To put training program into effect according to definite plan or procedure is called training implementation. Training implementation is the hardest part of the system because one wrong step can lead to the failure of the whole training program. Even the best training program will fail due to one wrong action. Training implementation can be seggregated into:

Practical administrative arrangements

Carrying out of the training

Once the staff, course, content, equipment, topics are ready, the training is implemented. Completing training design does not mean that the work is done because implementation phase requires continual adjusting, redesigning and refining. Therefore following are the factors that are kept in mind while implementing training program;

• The Trainer :

The trainers need to be prepared mentally before the delivery of the content. Trainer prepares materials and activities well in advance. The trainer

also set grounds before meeting with participants by making sure that he is comfortable with course content and is flexible in his approach.

• Physical set-up :

Good physical set-up is pre-requisite for effective and successful training program because it makes the first impression participants. Classrooms should not

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be very small or big but as nearly square as possible. This will bring people together both physically and psychologically.

• Establishing rapport with participants :

There are various ways by which a trainer can establish good rapport with trainees by:

Greeting participants- simple way to ease those initial tense moments

Encouraging informal conversation

Remembering their first name

Pairing up the learners and have them familiarized with one another

Listening carefully to trainees comments and opinions etc.

• Reviewing the agenda : At the beginning of the training program it is very

important to review the program objective. The trainer must tell the participants the goal of the program, what is expected out of trainers to do at the end of the

program, and how the program will run. The following information needs to be included:

Schedule

Setting group norms

Housekeeping arrangements

Flow of the program

Handling problematic situations

1.7.4 Training Evaluation

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The process of examining a training program is called training evaluation. Training evaluation checks whether training had the desired effect. Training evaluation ensures that whether candidates are able to implement their learning in their respective workplaces, or to the regular work routines.

Purposes of Training Evaluation

The main five purposes of training evaluation are;

1.Feedback: It helps in giving feedback to the candidates by defining the objectives and linking it to learning outcomes.

2.Research: It helps in ascertaining the relationship between acquired knowledge, transfer of knowledge at the workplace and training.

3..Control: It helps in controlling the training program because if the training is not effective, then it can be dealt with accordingly.

4. Power Games: At times, the top management (higher authority employee) uses the evaluative data to manipulate it for their own benefit.

5. Interventions: It helps in determining that whether the actual outcomes are with the expected outcomes.

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1.8 Models of Training

Training is a sub-system of the organization because the departments such as marketing and sales, HR, productions, finance, etc., depends on training for its survival. Training is a transforming process that requires some input and in turn it produces output in the form of knowledge, skills, and attitudes (KSAs).

THE TRAINING SYSTEM

The three models of training are;

a) System Model

b) Transitional Model

c) Instructional System Development Model

1.8.1 System Model Trainining

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The system model consists of five phases and should be repeated on a regular basis to make further improvements. The training should achieve the purpose of helping employee

to perform their work to required standards. The steps involved in system model are as follows;

1)Analyze- Identify the training needs i.e., to analyze the department, job, employees requirement, who needs training, what do they need to learn, estimating training cost, etc. The next step is to develop a performance measure on the basis of which actual performance would be evaluated.

2)Design- It provides training to meet identified needs. This step requires developing objectives of training, identifying the learning steps, sequencing and structuring the contents.

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Analyze

Design

Evaluate

Develop

Execute

FEEDBACK

FEEDBACK

3)Develop- This phase requires listing the activities in the training program that will assist the participants to learn, selecting delivery method, examining the training material, validating information to be imparted to make sure it accomplishes all the goals and objectives.

4)Implementing – It is the hardest part of the system because one wrong step can lead to the failure of whole raining program.

5)Evaluating- Each phase so as to make sure it has achieved its aim in terms if subsequent work performance. Making necessary amendments to any of the previous stage in order to remedy or improve failure practices.

1.8.2 Instructional System Development (ISD) Model

ISD was made to answer the training problems. This model is widely used now-a-days in the organization because it is concerned with the training need on the job performance. Training objectives are defined on the basis of job responsibilities and job description and on the basis of the defined objectives individual progress is measured.. The Instructional System Model (ISD) comprises of five stages:

• Analysis – This phase consist of training need assessment, job analysis and target

audience analysis.

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• Planning – This phase consist of setting goal of the learning

outcome, instructional objectives that measures behaviour of a participant after the training, types of training material, media selection, method of

• evaluating the trainee, trainer and the training program, strategies to impart

knowledge i.e., selection of contents, sequencing of content, etc.

• Development – This phase translates design decision into training

material. It consists of developing course material for the trainer including handouts, workbooks, visual aids, demonstration props, etc., course material for the trainee including handouts of summary.

• Execution – This phase focuses on logistical arrangements, such as

arranging speakers, equipments, benches, podium, food facilities, cooling, lightning, parking and other training accessories.

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• Evaluation – The purpose of this phase is to make sure that the

training program has achieved its aim in terms of subsequent work performance. This phase consists of identifying strengths and weaknesses and making necessary amendments to any of the previous stage in order to remedy or improve failure practices.

The ISD model is a continuous process that lasts throughout the training program. It also highlights that feedback is an important phase throughout the entire training program. In this model, the output of one phase is an input to the next phase.

CHAPTER - 2

INTRODUCTION TO COMPANY

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COMPANY PROFILE

Dabur India Limited came into existence over 100 years ago in 1884 in Calcutta. The

founder of Dabur India Limited-Dr.S.K.Burman (1856-1907) was a physician who

brought Ayurvedic medicines for the masses of Bengal. His off quoted dictum is the

guiding spirit behind Dabur even today:

"What is the life worth which cannot bring comfort to others"

And the Vision of DIL is:

"Dedicated to the health and well being of every household"

Dabur India Limited came into existence over 100 years ago in 1884 at Calcutta. The

founder, Dr.S.K.Burman, was a practicing allopathic doctor. At that time Malaria,

Cholera and Plague were the common diseases. He was a physician who brought

ayurvedic medicines to the masses of Bengal. Initially established as a proprietary firm

for the manufacture of chemicals and ayurvedic drugs it was later on 19th November

1930 incorporated as private limited company. Late Shri C.L.Burman, son of late Dr

S.K. Burman and his son late Shri P.C.Burman in the name of Dr S.K.Burman Pvt.Ltd.

to expand the operations by setting up production facilities at Garia and Narendrapur,

West Bengal and Daburgram, Bihar.

Dabur (Dr.S.K.Burman) Pvt. Ltd. was merged with Vidogum and Chemicals Ltd. w.e.f. 1st

July1985 and the amalgamated company was renamed DABUR INDIA LIMITED and a

fresh certificate of incorporation was issued to that effect. In 1970,the bulk of

manufacturing facilities were shifted from West Bengal to Faridabad in Haryana.

In 1975,vidogum and chemicals were incorporated in technical collaboration with

Unipekin AG (Switzerland) for the manufacture of edible grade and industrial grade

Guargum powder at Alwar in Rajasthan.

In 1977,a modern automated plant was set up in Sahibabad (U.P.) for the

specialties. Certification for production of toiletries and food grade products was issued on

32 | P a g e

13th October 1986 by the registrar of Delhi and Haryana to the company, Dabur Private

Limited, a closely held Public Limited Company.

It was incorporated as a Private Ltd. Company in the name of Dabur (Dr. S.K.

Burman) Pvt. Ltd. From a humble beginning in 1884, a manufacture of traditional

medicine in Calcutta, Dabur has come a long way to become a multifaceted multinational,

multi-product, modern Indian corporation with a global presence. It now enjoys the

distinction of being the 2nd largest FMCG Company and is praised to become a true

Indian Multinational.

The main plant was set up in Sahibabad (U.P.) in 1977 for manufacturing of

Chyawanprash, hair oil, tooth powder, hajmola and other ayurvedic medicines and food

products etc. Dabur's main line of business is in the sphere of Health care, Personal care

and Beauty care. Its strength lies in natural and herbal preparations.

Dabur's corporate philosophy has always been ahead of its time. The founder's

initial success was mainly due to his direct main campaigns- a technique that became very

popular nearly a century later. The company was one of the earlier Indian companies to

have fully equipped R & D lab as early as in 1919. Today, the company has its own

mainframes and computers are a way of life here.

Dabur is also an ISO 9002 certified company. The certification was obtained in 1995

by SGS YARSLEY international services Limited U.K. Dabur's revenue today exceed

Rs.800 crores with plans to achieve Rs.2, 000 crores by year 2003. Dabur has 34,000

shareholders with market capitalization of over Rs.1, 400 crores.

Dabur has 11 manufacturing plants in India and Nepal and a licensee in the Middle

East. It has manufacturing base in Egypt also. The company has over 4,000 employees

with around 1,500 looking after sales and marketing functions.

The Indian market is being served through a transactional network of sales offices

and carrying and forwarding agents. The company has its offices in London, New York

33 | P a g e

and Moscow. Dabur products are being exported to around 50 countries. Dabur portfolio is

exceeding 500 products of FMCG and health care products.

The Board of Directors of Dabur India Limited (DIL) met on July 23, 2003 to

consider the unaudited financials of the company for the first quarter that ended on June

30, 2003. Company has recorded a growth of 36 per cent in its net profit per cent growth in

its turnover during April-June 2003.

he turnover of DIL, during the three-month period, has increased to Rs 266 crore to

Rs 300 crore while the net profit has increased 11.5 crore to Rs 16 crore during the same

period.

The first quarter results should not be annualized as sales usually improve in

subsequent.

VISION

"Dedicated to the health and well being of every house hold."

Dabur is a company with a set of established business values, which direct it's

functioning as well as all its operations. The guiding forces for Dabur are the words of its

founder, Dr.S. K. Burman,

"what is that life worth that can not give comfort to others." The Company offers its

customers, the products to suit their needs and give them good values for money. The

company is committed to follow the ethical practices in doing business. At Dabur, nature

acts as not only the source of raw materials but also an inspiration and the company is

committed to product the ecological balance.

34 | P a g e

MISSION

“To become a leading nature based health and family care

products company.

PRINCIPLES

Ownership : This is our company. We accept responsibility and accountability to meet business needs.

Passion for winning : We all are leaders in our responsibility, with a deep commitment to deliver the results. We are determined to be the best at doing what matters the most.

People development: People are our most important asset. We add value through result- driven training and we encourage rewards and excellence.

Consumer focus : We have superior understanding of consumer needs and develop products to fulfill their demands.

Team work: We work together on the principle of mutual trust and transparency in a boundary less organization.

Innovation : Continuous innovation in products and processes and is the base of our success.

CORPORATE PHILOSOPHY

Knowledge is the key to growth in today's world. Whatever be the

industry, it is the knowledge, which provides cutting edge to

individual and organisations. For more than a century nature has

been a rich source of knowledge for DABUR. Nature has not only

gives it the ingredients for all its products but also has taught it how

to create a harmony within and outside the organisation. Nature has

inspired DABUR in all its acts. Ayurveda - the science of life is

based on principles of nature. All ayurvedic preparation has their

ingredients derived from nature. Dabur has converted the healing

properties of natural ingredients and the age-old knowledge of

ayurveda into contemporary health care to eliminate health problems

of its consumers.

Dabur is committed to expand the reach of its age-old

knowledge of ayurveda and Nature through web. Through web the

aim is to overcome the physical boundaries to take ayurvedic way of

life to global frontiers. Dabur understands its responsibility as a

corporate house. It has not only set a sight on increasing turnover

and profitability of the company but also on propagating Ayurveda -

The Indian System of Medicine.

LOCATION OF OPERATIONS

Head office : Sahibabad, Ghaziabad (U.P.)

Regd. Office : Asaf Ali Road, New Delhi

Corporate office : Kaushambi, Ghaziabad (U.P.)

Sales & Marketing : New Delhi

OFFICES:

Chandigarh (H.P.), New Delhi (Delhi), Jaipur (Rajasthan), Kanpur (U.P.), Patna (Bihar), Ahemadabad (Gujarat), Indore (M.P.), Cuttak (Orissa), Mumbai (Maharashtra), Hydrabad (A.P.), Chennai (TamilNadu), Bangalore (Kamatka), Kochi (Kerela), Guwahati (Assam), Kathmandu (Nepal), Russia, U.K.

FACTORY:

Baddi (H.P.), Ghaziabad (U.P.), Alwar (Rajasthan), Daburgram (Bihar), Kalyani& Narendrapur (West Bengal), Katni (M.P), Birgunj (Nepal), Egypt.

C&F:

Jammu, Chandigarh (HP) Ambala (Punjab), New Delhi (Delhi), Ghaziabad (U.P.), Dehradun (U.P.), Lucknow (UP), Rachi, Patna (Bihar), Guwahati (Assam), Calcutta (West Bengal), Jaipur (Rajasthan), Ahemadabad (Gujarat), lndore (M.P.) Raipur (M.P.), Bhubaneshwar (Orissa), Cuttak (Orissa), Mumbai (Maharashtra), Hydrabad

(A.P.), Chennai (TamilNadu), Bangalore (Karnataka), Cochin (Kerela).

37

The COMPANY BUSINESS ACTIVITIES COMPRISES OF:

HEALTH CARE PRODUCTS: Markets a range of OTC health care: products based on ayurveda, some of its products like Chyawanprash, Hajmola, Hajmola Candy, Pudinhara are market leaders with over 65 per cent market share in their respective categories.

PERSONAL CARE PRODUCTS: It includes hair care, oral care and honey. Dabur Amla as a brand has made its mark beyond India; it is a leading hair oil brand in Middle East and Africa. Other well-known brands are Vatika, Dabur Lal Dant Manjan.

AYURVEDIC SPECIALITIES: There is a range of over 400 Ayurvedic medicines. It

has vast range of classical ayurvedic drugs and priority ayurvedic medicines developed

by own R&D.

PHARMACEUTICAL DIVISION: It includes a range of natural ethical products like Livfit, Lionitus, Legal etc, and angel of contract media and gynecological. This division has a major presence in Anti-thronbolytic, Anti-migrane therapy and radio opaque dyes.

ONCOLOGY: The formidable range includes brands such as Intel, Docetaxel that were manufactured in India for the first time by Dabur. The company is a market leader in this category in India and plans to establish itself as a general Oncology player in selective global market.

BULK DRUGS AND CHEMICALS: Dabur manufactures synthetic and semi-synthetic bulk pharmaceutical substances, bulk natural compounds and intermediaries. Isolation of pure natural compounds and custom synthetics are focus areas.

FOODS DIVISION: One of the youngest divisions of the company markets a range of sauces, ethnic pastes and foods. Real fruit juices gave Indian consumer for the first time, fruit juices with nothing artificial, no preservatives, no colour and no flavors added.

38

Launched two years back, the range includes Real Juices and cooking pastes under the brand name Home Made.

CHAPTER - 3

RESEARCH METHODOLOGY

The research methods refer to the different methods which are used in research studies.

So, before starting any research a preliminary plan has to be drawn out. The aim of the

study and available resources should be understand at the outset.

Research is common parlance refer to research for knowledge. It is an original

contribution to the existing stock of knowledge. Making of its advancement it is the help

of study observation comparison and experiment. In this chapter the research present a

clear idea about research methodology which is followed to conduct this study.

The validity of any research lines to a great extent in the methodology is “The

systematic and scientific description of how a particular study has been carried out.” An

enquiry would be neither if is done along certain methodological lines methodology

includes the generis of the study the objectives the universe.

Title of the Study:

The study which researcher has undertaken is “A study on Training and Development”,

with special reference to the dabur india

.PROBLEM FORMULATION :

39

Training is act of increasing the knowledge and skills of an employee for doing a

particular job. Training is employed as techniques of control and also gives

informationfor developing new skills of a job. The primary concern of any organization is

to respond to this pressure, it may find itself rapidly losing whatever share of the market

it has.

The employee training imparts specific skills and knowledge to the employees, so that

they contribute to the organization efficiency and be able to cope with the pressure of a

changing environment. In order to find out the truth involved in or problems, certain steps

must be taken. In a certain order and the ordered steps are called a method. This research

methodology is very essential.

AIM OF THE STUDY:

Aim of the researcher is to find out the level of satisfaction of employee and to know

about the different methods of training in the organization.

Objectives of the Study:

To study the various Training programmers provided to employees.

To understand the satisfaction levels of the employees towards Training

programme.

To draw suggestion though interpretation of employees feedback for improvement

of Training programme.

Universe of the study:

The universe of this study includes 1557 employees of Dabur India Limited.

Employees presently working, among them selected only 50 respondents for the study.

The researcher believes that this is the good representation of the universe.

40

The purpose of the study:

The purpose of the study is to gain more knowledge about Training and Development

to motivate the employees and to study about the training programmes provided to the

employees of the organization.

Sampling Technique:

The researcher used the simple random sampling method to collecting data. Under

simple random sampling every item of the universe has equal chance of inclusion in

the sample. Researcher selected this type of sampling because it gives each event in

the population an equal probability of being a sample.

RESEARCH DESIGN:

The researcher adopted the descriptive research design for the study. Description

studies aim at pertaining accurately the characteristics of particular group or situation

researcher wants to study the practice of training at Dabur. The descriptive research

design helps to researcher to get a detailed study of practice of training facilities at Dabur

India limited, Ghaziabad.

DATA COLLECTION:

The data and information has been collected through two sources namely primary and

secondary sources.

a) Primary Data :

The researcher collected data through questionnaire method the researcher collected

responses from 50 employees belonging to various department of Dabur.

b) Secondary Data :

41

Data collected with the help of research guide at Dabur by asking different details

about the organization. Details were from annul reports, Company profile, Articles and

reference books of Dabur and also from its website .

INSTRUMENT:

Questionnaire method was used to collect the data from the respondents.

DATA PROCESSING AND ANALYSIS:

The information collected from the respondents through above mentioned method has

been processed using relevant tools as mentioned below:

a)Editing- Editing is done in two ways. Field editing is done to check the correction

of entries. This is done on the spot each day after the interview schedule, which are field

to check the correction of entries. Central editing is done for discarding any complete

schedule or clarifying ambiguities in entries if the respondents are able to be locating

before moving off.

b)Coding- The collected data through interview schedule has been arranged in the

processing system in the numerical from. The numerical symbols have been assigned to

the variable which courses the proper evaluation. This method in analysis by reducing the

quantity of the data.

c) Tabulation:

Arrangement of data into concise and logical order is the next step. Percentage are

worked out after grouping the data into seta and categories, charts and diagram will be

prepared where ever necessary.

42

Limitations of the study:

Every study has its own limitation due to unavailable circumstance.

The duration of the study is not sufficient for an in depth study.

The study is limited only to the employees of Dabur, Ghaziabad unit.

The data is collected within the work schedule.

All departments have not covered on the base of time and limitation and work

procedure.

Study conducted only for academic purpose and self interest.

CHAPTER - 4

DATA INTERPRETATION AND ANALYSIS

Table No. 01

How often are you trained?

Sl. No

Response of the Respondents

No of the Respondents

Per cent

01 Monthly 07 14.00

02 Quarterly 09 18.00

03 Annually 34 68.00

Total 50 100.00

43

From the above table out of 50 respondents, more than half i.e. 34 respondents (68.00 per cent)

are trained annually, 09 (18.00per cent) of them are trained quarterly, and remaining 07 (14.00

per cent) of the respondents are trained monthly. It is inferred from the above analysis that

majority 34 respondents (68.00 per cent) often trained annually.

Table No. 02

Necessity of the Training Programme.

Sl. No

Response of Respondents No of the Respondents

Per cent

01 Necessary 18 36.00

02 Necessary to some extent 23 46.00

03 Not necessary 09 18.00

Total 50 100.00

44

From the above table out of total 50 respondents, just below half 23 (46.00 per cent) respondents

opinioned that training programme is necessary to some extent, 18 (36.00 per cent) respondents

need training programmes, 09 (18.00 per cent) respondents feel training programmes are not

necessary .

It is inferred from the above analysis that majority 23 (46.00 per cent) respondents opinioned

that training programme is necessary to some extent.

Table.No.03

Opinion regarding duration of Training programme.

Sl. No

Response of Respondents


Per cent

01 Adequate 09 18.0002 Inadequate 13 26.0003 Can be improved 28 56.00

Total 50 100.00

45

From the above table we can see that 28 (56.00 per cent) respondents said that duration of

training programme can be improved, where 13 (26.00 per cent) of the respondents feel that

training duration is inadequate and the rest of the respondents 09 (18.00 per cent) reported that

duration of the programme is adequate.

It is inferred from the above analysis that majority 28 (56.00 per cent) respondents say that

duration of training programme can be improved.

Table No. 04

Opinion to get trained in the areas of their preference.

Sl. No



Per cent

01 Yes 35 74.46

02 No 12 25.54

Total 47 100.00

46

Here out of 47 respondents, 35 (74.46 per cent) respondents opinioned that they are trained in

their preference areas and remaining 12 (25.54 per cent) do not agree to the above mentioned

statement.It is inferred from the above analysis that majority 35 (74.46 per cent) of the

respondents are trained in their preference areas.

Table No.05

Kind of Training getting from the organization.

Sl. No



Per cent

01 Technical 06 12.00

02 Manual 04 08.00

03 Official 34 68.00

04 Safety 06 12.00

05 Any other 00 00.00

Total 50 100.00

47

From above table out of 50 respondents 34 (68.00 per cent) respondents are getting official

training, 6 (12.00 per cent) respondents are getting technical training, 6(12.00 per cent)

respondents are getting safety training and the remaining 4(8.00 per cent) respondents are getting

manual training.It is inferred from the above analysis that majority 34(68.00 per cent)

respondents are getting official training.

Table No.06

Adequate importance is given for the training.

Sl. No



Per cent

01 Not at all true 10 20.00

02 To some extent 25 50.00

03 Yes 15 30.00

Total 50 100.00

48

20%

50%

30% NOT AT ALL

TO SOME EXTENT

YES

From above table out of 50 respondents 25 (50.00 per cent) respondents opinioned that adequate

importance is given for training to some extent, 15 (30.00 per cent) respondents opinioned that

‘Training is given adequate importance and the remaining 10(20.00 per cent) respondents

opinioned that training is not at all given adequate importance. It is inferred from the above

analysis that majority 25 (50.00 per cent) respondents opinioned that adequate importance is

given for training to some extent.

Table No.07

Senior line managers are eager in helping juniors to develop them through training.

Sl. No



Per cent

01 Disagree 13 27.70

02 Agree to some extent 23 48.90

03 Fully Agree 11 23.40

Total 47 100.00

49

From above table out of 47 respondents 23(48.90 per cent) respondents agree to some extent that

senior line managers are eager to help juniors in developing them through training, 13(27.70 per

cent) respondents disagree and the remaining 11(23.40 per cent) respondents agree to the above

statement.

It is inferred from the above analysis that majority 23 (52.00per cent) respondents agree to some

extent that senior line managers are eager to help juniors in developing them through training.

Table No.08

Adequate free time is given to the employees to reflect and plan for improvement after the training.

Sl. No



Per cent

01 Not agree 11 22.00

02 Agree to some extent

28 56.00

03 FullyAgree 11 22.00

Total 50 100.00

50

From above table out of 50 respondents 28 (56%) respondents Agree to some extent that adequate free time is given to the employees to reflect and plan for improvement after the training.11(22%) respondents agree and disagree that adequate free time is given to the employees to reflect and plan for improvement after the training’ respectively.

It is inferred from the above analysis that majority 28 (56.00per cent) respondents Agree to some extent that adequate free time is given to the employees to reflect and plan for improvement after the training.

Table No.09

Training programmes are organized well.

Sl. No

Response of respondents


Per cent

01 Very well 06 12.00

02 Well 15 30.00

03 Average 23 46.00

04 Not well 06 12.00

05 Very poor 00 00.00

Total 50 100.00

51

Out of 50 respondents, more than half i.e. 23 respondents (46.00 per cent) of the respondents

opinioned that training programmes are organized to an average extent, 15 (30.00 per cent) say

that training programmes are well organized and remaining 06 (12.00 per cent)respondents

opinioned that training programmed is organized very well and poor respectively .

It is inferred from the above analysis that majority 23 respondents (46.00 per cent) of the

respondents opinioned that training programmes are organized to an average extent.

Table No.10

Evident change in the performance after getting training.

Sl. No

Response of the respondents


Per cent

01 Yes 34 73.91

02 No 12 26.09

Total 46 100.00

52

From above table out of 46 respondents, more than half 34 (73.91 per cent) of the respondents

say that there is an Evident change in their performance after getting training, and remaining

12(26.09 per cent) of the respondents say no to it.

It is inferred from the above analysis that majority 34 respondents (73.91 per cent) say that there

is an Evident change in their performance after getting training .

Table No. 11

Training programmes will provide an opportunity to bring out the hidden skills.

Sl. No

Response of the Respondents


Per cent

01 Yes 40 80.00

02 No 10 20.00

Total 50 100.00

53


say that Training programmes will provide an opportunity to bring out the hidden skills, and

remaining 10 (20.00 per cent) of the respondents say no to it.

It is inferred from the above analysis that majority 39 respondents (78.00 per cent) Training

programmes will provide an opportunity to bring out the hidden skills.

Table No. 12

The selection procedure for training is done through.

Sl. No



Per cent

01 Random 02 04.00

02 Need based 15 30.00

03 Seniority 11 22.00

04 Appraisal 08 16.00

05 Departments 12 24.00

54

06 Any other 02 04.00

Total 50 100.00

From above table out of 50 respondents 15 (30.00 per cent) respondents opinioned that selection

procedure for training is need based, 12 (24.00 per cent) are of the opinioned that it is based on

Departments, 11(22.00 per cent) respondents opinioned that is based on seniority, 08 (16.00 per

cent) respondents say it is on the appraisal and remaining 02 (04.00 per cent) respondents opined

selection procedure for training is based on random and any other criteria respectively.


that selection procedure for training is need based.

Table No.13 Development of the personality after attending the training.

55

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Yes No

86%

14%


say that their personality developed after attending the training and remaining 07 (14.00 per cent)

of the respondents opinioned negative to it.

It is inferred from the above analysis that majority 39 respondents (78.00 per cent) say that their

personality developed after attending the training.

Table no. 14

Procedure of training need to be changed.

Sl. Response of the No of the Per

56

Sl. No



Per cent

01 Yes 43 86.0002 No 07 14.00

Total 50 100.00

No respondents Respondents cent

01 Yes 31 62.00

02 No 19 38.00

Total 50 100.00


say that Procedure of training need to be changed, and remaining 19 (38.00 per cent) of the

respondents opinioned that procedure of training need not be changed.

It is inferred from the above analysis that majority 31 respondents (62.00 per cent) say that

Procedure of training need to be changed.

Table.No.15

Interest that will be considered while setting the objectives of the training programme.

Sl. No



Per cent

01 Employees 15 30.00

02 Employer 11 22.00

57

03 Both 24 48.00

Total 50 100.00

From above table out of 50 respondents 24 (48.00 per cent) respondents opinioned that both the

employer and employee interests are considered while setting the objectives of the training

programme, 15(30.00 per cent) are of the opinioned that employees ‘Interest are considered

while setting the objectives of the training programme’, and the remaining 11(22.00 per cent)

respondents opinioned that it is employers, interest will be considered while setting the

objectives of the training programme .

It is inferred from the above analysis that majority 24 (48.00per cent) respondents opinioned

that both employees and employers Interest will be considered while setting the objectives of the

training programme.

Table No. 16

Trained on safety measures.

58

From the above table shows out of 50 respondents more than half 36 (72.00 per cent)

respondents opinioned that they are not trained on safety measures, and remaining 14 (28.00 per

cent) respondents are trained in the safety measures.

It is inferred from the above analysis that majority 36 (72.00per cent) respondents opinioned

that they are not trained on safety measures.

Table.No.17

General complaints about the training sessions.

Sl. No

Response of the respondents No of the Respondents

Per cent

59

Sl. No



Per cent

01 Yes 14 28.00

02 No 36 72.00

Total 50 100.00

01 Take away precious time of employees 10 20.0002 Too many gaps between the sessions 16 32.00

03 Training sessions are unplanned 15 30.00

04 Boring and not useful 09 18.00Total 50 100.00

From the above table that out of 50 respondents just more than half 16 (32.00 per cent) of the

respondents complained that training programme has Too many gaps between the sessions, 15

(30.00 per cent) of the respondents complain that training sessions are unplanned, 10 (20.00 per

cent) of the respondents complained that training sessions Takes away precious time of

employees, and remaining 09 (18.00 per cent) of the respondents complained that training

sessions are Boring and not useful.

It is inferred from the above analysis that majority 16 (32.00 per cent) respondents complained

that training programme has too many gaps between the sessions.

Table.No.18

Come across with any problems during the training sessions.

60

SlNo Response of the respondents


Per cent

01 Yes 12 24.00

02 No 38 76.00

Total 50 100.00


opinioned that they dint come across any problems during the training session, and remaining 12

(24.00 per cent) of the respondents opinioned that they came across some problems during the

training sessions.


that they dint come across any problems during the training session.

Table.No.19

Enough practical’s are conducted during the training sessions.

61

Sl. No



Per cent

02 Agree 24 48.00

03 Somewhat agree 13 26.00

04 Disagree 13 26.00

Total 50 100.00

Above table shows that out of 50 respondents,24(48%) of the respondents agree that enough

practical’s are provided during the training session, 13(26%) respondents are somewhat agree,

13(26%) respondents do not agree that enough practices are provided during the training session

in the organization.

Hence it can be inferred that majority respondents ie,24(48%) of the respondents agree that

enough practical’s are provided during the training session.

62

CHAPTER - 5

FINDINGS

Now it is time for reaping. This study on “TRAINING AND DEVELOPMENT” in

Dabur India Limited,Ghaziabad has opened up many dark areas. The dynamic

respondents have spelt out their perception and views.

Since, this study is taken up purely for academic interest of the student the suggestions

may not be controversial.

The final chapter attempts to recapture the major findings of this study, it aims at

highlighting the implications of these findings.

1. Majority 34 respondents (68.00 per cent) often trained annually.

2. Majority 23 (46.00 per cent) respondents opinioned that training programme is

necessary to some extent.

3. Majority 28 (56.00 per cent) respondents say that duration of training programme can

be improved.

4. Majority 37 (74.00 per cent) of the respondents opinioned that they are trained in their

preference areas.

5. Majority 34(68.00 per cent) respondents are getting official training.

63

6. Majority 25 (50.00 per cent) respondents opinioned that adequate importance is

given for training to some extent.

7.majority 26 (52.00per cent) respondents agree to some extent that senior line managers

are eager to help juniors in developing them through training.

8. Majority 28 (56.00per cent) respondents Agree to some extent that adequate free time

is given to the employees to reflect and plan for improvement after the training.

9. Majority 23 respondents (46.00 per cent) of the respondents opinioned that training

programmes are organized to an average extent.

10. Majority 39 respondents (78.00 per cent) say that there is an Evident change in their

performance after getting training

11. Majority 39 respondents (78.00 per cent) Training programmes will provide an

opportunity to bring out the hidden skills.

12. Majority 15 (30.00 per cent) respondents opinioned that selection procedure for

training is need based.

13. Majority 39 respondents (78.00 per cent) say that their personality developed after

attending the training.

14.Majority 31 respondents (62.00 per cent) say that Procedure of training need to be

changed.

15. Majority 24 (48.00per cent) respondents opinioned that both employees and

employers Interest will be considered while setting the objectives of the training

programme.

16. Majority 36 (72.00per cent) respondents opinioned that they are not trained on safety

measures.

17. Majority 16 (32.00 per cent) respondents complained that training programme has

Too many gaps between the sessions.

18. Majority 22 (44.00 per cent) respondents opinioned that some training objective is

met after the training programme.

64

19. Majority 21(42.00 per cent) of the respondents that enough practical’s are provided

during the training session.

CHAPTER - 6

Conclusion

Training make a very important contribution to the development of the organization’s

human resources and hence to the achievement of its aims and objectives. To achieve its

purpose, training needs to be effectively managed so the right training is given to the

right people, in the right form, at the right time and it the right costs.

Training has gained importance in present day environment where jobs are complex and

change rapidly. The following things can be concluded from he research-

The majority respondents opinioned that their confidence level in work has increased

due to good training programme.

Respondents opinioned that Money is important barrier to training and development

programmes provided in the organisation.

65

Most employee’s feel that training programme has too many gaps between the

sessions so company need to pay attention here.

Employee’s are not trained on safety measures hence the company can take steps

regarding the safety of employees.

CHAPTER - 7

SUGGESTIONS

Following are some of the suggestions that may be recommended for the improvement of

the training programme.

a) Company need to take some measures to train the employees relating to safety and

health aspects.

66

b) Management can take proper measures to improve the training and development

programmes.

c) Provide employees motivational programs and other training programs for the

development towards profit making.

d) On the job training and off the job training are equally important. So both the type

of training should be provided both continuously to the employees.

QUESTIONNAIRE

Dear sir/madam,

Myself Ms. Amrita Singh MBA 3rd semester student studying in Madan Mohan Malviya University of Technology. I have under taken summer training project as part of the study curriculum. The title of the summer training project is “TRAINING AND DEVELOPMENT” with reference to Dabur India Limited.

67

I kindly request you read each statement carefully and give appropriate answers. This study is conducted for academic purpose only. I also assure you that information given by you will be kept confidential.

Hence I solicit your kind co-operative in this respect and kindly to spare few minutes for filling questionnaire.

Thanking you, yours faithfully

(Amrita Singh)

a)To study the various Training programmes provided to employees.

1) How often are you trained?

a)Monthly b) Quarterly c) Annually

2) Is Training Programme Necessary?

a) Necessary b) Necessary to some extent

c) Not necessary

3) What is your opinion regarding duration of Training Programme?

a)Adequate b) Inadequate c ) can be improved

4) Whether you have the opinion to get trained in the areas you prefer?

a)Yes b) No

5) What kind of training you’re getting from organization?

f) Technical g) Manual

h) Official i) Safety j) Any other

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b)To understand the satisfaction levels of the employees towards Training programme.

6) Is Training of employees is given adequate importance in your organization?

a) Not at all true b) to some extent c)very true

7) Are Senior line managers are eager to help their juniors in providing training to

them for Development?

a)Disagree b) agree to some extent c) Agree

8) Employees returning from training are given adequate free time to reflect and plan improvement in organization?

a) Not agree b) Agree to some extent c) Agree

9) How well the Training Programmes are organized?

a) Well b) Well c) Average

d) Not at all e) Very poor

10) Do you feel some evident change in your performance after getting training?

a) Yes b) No

11) Do you think that the training programmes will provide an opportunity to bring out the hidden skills?

a) Yes ( ) b) No ( )

12) Selection procedure for training is done through?

a) Random ( ) b) Need based ( )

c) Seniority ( ) d) Appraisal ( )

e) Department ( ) f) Any other ( )

13) Have you observed any development in your personality after attending the training?

a) Yes ( ) b) No ( )

14) Do you feel the procedure of training needs to be changed?

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a) Yes ( ) b) No ( )

15) Whose interest will be considered while setting objectives for the Training Programme?

a) Employees ( ) b) Employer ( ) c) Both ( )

c) To draw suggestion through interpretation of employees feedback for improvement of Training programme.

16) Are the employees trained on safety measures ?

a) Yes ( ) b)No ( )

17)What are the general complaints about the training session?

a) Take away precious time of employees ( )

b)Too many gaps between the sessions ( )

c)Training sessions are unplanned ( )

d)Boring and not useful ( )

18) Have you ever come across any problem during the training session conducted in your organization?

a) Yes ( ) b) No ( )

19) “Enough practicals are given for us during training session”? Do you agree with this statement?

a) Strongly agree ( ) b) Agree ( )

c) Disagree ( )

BIBLIOGRAPHY

Books-

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• Human Resource Management, Dhanpat Rai and Co (P) Ltd.

• Chhabra T.N, New Delhi. Fourth revised edition.

• Dr.N. Venkateshwara Rao Acharya Nagarjuna University.

• K .ASWATHAPPA Human Resource Management

• P. Subba Rao Personnel and Human Resource Management Third revised

and enlarged edition, Himalaya Publishing House, New Delhi (2003)

Websites-

• www.daburindialimited.com

• Slideshare

• www.managementinfo.com

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