Training Project Report On
“Training Effectiveness With Special Reference
To Environment Management At SFC, Kota”
Submitted in partial fulfillment for the Award of degree of
Master of Business Administration
Submitted By: - Submitted To:- Megha Bhardwaj Dr. Payal Upadhyay MBA Part III (FACULTY)
OKIMR
2008-2010
OM KOTHARI INSTITUTE OF MANAGEMENT & RESEARCH, KOTA
(Affiliated to Rajasthan Technical University, Kota)
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OM KOTHARI INSTITUTE OF MANAGEMENT & RESEARCH
(Affiliated to Rajasthan Technical University, Kota, Approved by All India Council for Technical Education – Government of India and Sponsored by Om kothari Foundation, Kota)
CERTIFICATE
This is to certify that Miss. MEGHA BHARDWAJ a student of MBA – II Year (Sem – III) at Om Kothari Institute of Management & research has completed Training Project Report entitled “A Study On Training Effectiveness with Special reference to Environment Management at SFC, Kota “. The project has been completed after studying for one year in MBA course and for partially fulfilling the requirements for awards of degree of Master of Business Administration of Rajasthan Technical University, Kota. The Training Project report has been completed under the guidance of “Dr. Payal Upadhyay” of OKIM&R and is as per norms and guidelines provided. Dr.K.C.Shringi Dr. Payal Upadhyay Director Academic Guide Kota Date:
A – 1, special I.P.I.A. Jhalawar road, Kota – 324005
Phone: 0744-2490878, 2490402, E-mail: [email protected] Fax: 0744-2438069
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OM KOTHARI INSTITUTE OF MANAGEMENT & RESEARCH
(Affiliated to Rajasthan Technical University, Kota, Approved by All India Council for Technical Education – Government of India and Sponsored by Om kothari Foundation, Kota)
CERTIFICATE
This is to certify that Miss. MEGHA BHARDWAJ a student of MBA – II Year (Sem – III) at Om Kothari Institute of Management & research has completed Training Project Report entitled “A Study On Training Effectiveness with Special reference to Environment Management at SFC, Kota “. The project has been completed after studying for one year in MBA course and for partially fulfilling the requirements for awards of degree of Master of Business Administration of Rajasthan Technical University, Kota. The Training Project Report has been evaluated and viva – voce conducted by the undersigned panel of examiners. The Project has been found Satisfactory and is recommended for acceptance. Prof. Prof. Internal Examiner External Examiner Kota Date:
A – 1, special I.P.I.A. Jhalawar road, Kota – 324005
Phone: 0744-2490878, 2490402, E-mail: [email protected] Fax: 0744-2438069
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PREFACE
Classroom teaching helps the student by making conceptual base clear, but on
the job training is a way, which helps the students to get the applied knowledge
of the concept. Normally the students are not aware of the actual requirement of
practical field, keeping in view this fact; a system of summer training has been
established to make the students acquainted of actual difficulties that are to be
faced in the demanding corporate sector. Summer training at DSCL, KOTA, has given me a great experience.
I was required to prepare a training report on the topic “A Study on Training Effectiveness with Special reference to Environment Management”. The
manager of human resource department helped me a lot to prepare this report.
.
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Acknowledgement
I express my sincere thanks to my project guide, Dr. PAYAL UPADHYAY,
ASTT. FACULTY (OKIMR), HUMAN RESOURCES, for guiding me right form
the inception till the successful completion of the project. I sincerely acknowledge
her for extending their valuable guidance, support for literature, critical reviews of
project and the report and above all the moral support she had provided to me
with all stages of this project. I would also like to thank the supporting staff of library, for their help and
cooperation throughout our project.
(Signature of Student)
MEGHA BHARDWAJ
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DECLARATION
I hereby declare that the present report entitled a study practical application of “A Study On Training Effectiveness with Special reference to Environment Management” is
based on my original work and indebtedness to other work/publication has been duly
acknowledged at relevant place.
Submitted by
Megha Bhardwaj
MBA III Sem
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EXECUTIVE SUMMARY
My project includes the company profile of the company DSCL.
Company’s History
Core Value of Company
Awards & Testimonials
Executive Team
Business Team
Products of the company.
Project Profile Includes Various Points like :
Meaning Of HRM (Human Resource Management)
How makes the Training Effective
Environment management
o Get coach
o Bike set up
o Nutrition
o Recovery
o Listen to your body
o Winter Focus
o Become a Runner
o Become a Swimmer
It consists of a thorough study on the requirement of special training programmes on
Environment Management for the employees’ of this firm. I have also mentioned the need for
training effectiveness and how the organizers should check these programmes continuously
so that the employees can avail the best of it. I have conducted research on environment
management.
I conducted the survey by Questionnaire Method Of Feedback From the employees. how the
training program held on the environment management have really been able to serve their
motive and my analysis is based on the feedback forms that they filled up for my survey.
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CONTENTS Chapter 1: Company Profile
1. History
2. Organization Structure
3. Achievements & Awards
4. product
Chapter 2:
1. Project Profile
2. Description of Project Chapter 3:
1. Research Methodology
2. Purpose of Research
3. Objective Of The Study
4. Types Of Research
5. Sampling Design
6. Define Universe
7. Methods Of Data Collection
8. Research Design 9. Limitation
Chapter 4:
Analysis & Interpretation
Chapter 5:
Facts and Findings
Chapter 6:
Conclusion Chapter 7:
Suggestions and Recommendation
Chapter 8:
Appendix
1. Bibliography
2. Questionniare
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Chapter 1:
Company Profile
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Sir Shri Ram
Nothing can better sum up the homage paid to great son and philanthropist of Delhi, Barey
Lalaji, Sir Shri Ram who began as a humble worker and went on to set up one of India's
largest business houses - the DCM Group. Not only did Lalaji achieve great height in
business enterprise; he also participated in full measure in the crucial early stages of nation
building.
Everyone is familiar with the name of multiple facets of the industries and institutions on
which he left his imprint - be it the DCM Limited, Bengal Potteries, Jay Engineering Works,
many sugar mills, Sindri Fertilizers, the Lady Shri Ram College, Shriram College of
Commerce, Delhi School of Economics and umpteen others. But who is this Barey Lalaji?
Born into a family of Agarwal banias of modest means, Shri Ram, in the 79 years of his life,
built an industrial empire manufacturing a vast variety of goods like - textiles, sugar, alcohol,
heavy, chemicals, vanaspati, pottery, fans, sewing machines, electric motors and
capacitors. The industrial legacy that he left behind was valued at Rs 600 million at the time
of his death.
Reared in milieu which graft nepotism, black marketing and tax evasion were considered a
must for success in business, Shri Ram set for himself rigid standards of morality in his
dealings with the public and government and made no compromises in order to earn more
money or gain a favor.
While himself deprived of opportunities for higher education, he nevertheless understood
how, important such education was in building the future of a nation.
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As a result he helped to finance a network of schools, colleges, industrial institutes and
research laboratories. He was also the founder chairman of the Industrial Finance
Corporation and Chairman of Sindri Fertilizers, the first national venture in the public sector
in free India
Little is known of Shri Ram's ancestors. Khuswant Singh writes in his "Shri Ram: A
Biography" of the oldest family name on records, is the one of Kanji Mal. Nothing more is
known about him. One of Kanji Mal's descendants was Rattanchand who was a
confectioner. He was the grandfather of Shri Ram's grandfather.
Rattanchand was a man of influential means. He was able to secure for his son Badri Das,
the post of treasurer in the Karnal Commissariat of the British Army.
Badri Das was very mature for his age and he fared well by saving and investing in buying
real estate in Firozpur and Delhi. He died in 1874 leaving behind four sons of whom the
youngest, Bishambar Das was somewhat more distinguished. Bishambar Das had three
sons - Gopal Rai, Girdhari Lal and Madan Mohan Lal. Shri Ram was born to Madan Mohan
Lal and his wife Chando Devi on April 27, 1884.
While Shri Ram lacked formal education he read extensively. His reading included religious
scriptures, Sanskrit classics, Urdu and Persian poetry and some English biographies. He
assiduously cultivated men of learning and culture. But most of all he admired scientists on
whom he pinned his hopes for the salvation of his country. One of his lovable eccentricities
was that he carried out experiments to produce new varieties of food in his own room and
then subjected his none too robust digestive system to his new recipes.
The secret of Shri Ram's enlightened approach to people of different faiths lay in his basic
patriotism, making money was of little consequence to him; not once did he succumb to the
temptation of netting an extra buck or two in the black market or by evading tax.
He was an idealist who believed in raising India into an industrial nation. His love of India
did not make him dislike or distrust Pakistan. Many of his friends were the members of the
Muslim League.
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At the behest of his friend in Lyallpur Cotton Mills in Pakistan, Khan Sahib Ahmed Islam
Khan, he laid the foundation of a mushaira what in the later years came to be known as the
Shanker-Shad Mushaira.
Shri Ram had this uncanny ability to spot the right man for the right job a rare quality that
contributed to his success. He made many mistakes in the choice of friends but seldom did
he err in the selection of a business executive.
Shri Ram's choice was not based on the scrutiny of a "Curriculum Vitae" but on an inborn
gift, a sort of built-in Geiger-counter which ticked when he came across the man he was
looking for.
This helped him to pick up a humble mistry and make him a work manager, to convert an
engineer into an administrator, to mould a perfume-seller into the overall head of a vast
enterprises producing precision instruments and so on.
So sure was Shri Ram with this instinct that once he made up his mind about the man, he
gave that man every latitude, there after his sole concern was with the results.
Shri Ram, described by his umpteen friends, was indeed a true friend. He refused to
believe that any of his friends exploited him. And many did quite blantantly. He made
friendship into an article of faith.
"His house was like a dharamshala" remarks 90 years old freedom fighter Aruna Asaf Ali.
He was unable to eat food unless every seat at the table was occupied. This indiscriminate
hospitality at times
Caused great strain to the members of his family. But his principle was, "the more, the
merrier."
While just in his thirties, Shri Ram got himself known in the industrial as well as the
educational circles. He was nominated to the Delhi Municipal Committee.
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Through his business connections with Ram Bahadur Lala Sultan Singh and more to with
that of his son, Raghubir Singh, who had started the Modern School in Delhi, Shri Ram
began to think of problems of education in India.
He ensured that his sons Murli Dhar, Bharat Ram and Charat Ram went to the Modern
School where children of more advanced Indian families were studying.
He also was instrumental in setting up several prestigious institutions of higher learning and
arts such as the Lady Shri Ram College and Delhi School of Economics, Shriram Center for
Performing Arts etc.
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The Road Ahead
We are an integrated business conglomerate, with a group turnover of Rs. 2940 crores.
Our business portfolio comprises of primarily two types of business i.e.
(i) Energy Intensive products
(ii) Agri products (inputs as well as outputs) and services.
We have manufacturing facilities at Kota (Rajasthan), Bharuch (Gujarat), and Ajbapur,
Rupapur, Hariawan and Loni(UP).
Our hybrid seed operations are at Hyderabad (India), Vietnam, Philippines and Thailand.
The Company also has its windows fabrication units at Bhiwadi, Bangalore, Mumbai,
Hyderabad and Chennai
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Our strengths are:
• Strong energy management expertise both in the area of generation as well as
effective utilization of energy.
• Deep understanding and knowledge of Indian rural milieu developed with over 40
years of close work with farmers to improve his economics.
• Well-established presence and strong brand across the entire agri-space in India.
• Integration through Integrated manufacturing facilities and thru utilization of
competencies/resources across businesses is a major value enhancer.
We are building on the above strengths to develop a business profile which enjoys strong
cost competitive position and delivers superior value to our customers simultaneously. We
are further integrating our business portfolio to add value added products/services and
solutions to the commodity businesses.
We have implemented plans resulting in significant volume growth in past 2-3 years in most
of our existing commodity businesses and expect significant value/growth through value
add businesses in longer term.
The company has invested Rs.1300 crores in the past three years and plans to invest
approximately Rs. 500 crores in the next two years, to expand its business operations.
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Agri-business
This business is a key growth driver for us, and we are present across the entire Agri input,
output and services value chain.
We have established strong relationships with the country's farming community over
decades of operation in this sector based on trust, reliability and superior value to the
customer.
Urea,SSP, soluble fertilizers, micro nutrients, pesticides, and hybrid seeds form our agri
input offerings, while sugar and seeds are the agri outputs we produce & market.
We have been present in the agri services area through over a hundred Shriram Krishi
Vikas Kendras, Helping the rural household's farmers in adopting latest farming practices
and improving their well being.
The Company plans to expand its Hariyali Kisaan Bazaar through
proactive investments.
• Sugar: Increase its Power co-generation capacity from 70.5 MW to 94.5 MW out of
which the company would supply approximately 46 MW to the grid.
The company would be incurring approximately Rs.50 crores in the above expansions
• Hariyali Kisaan Bazaar:HKB initiative is a unique rural retail initiative based on
building “trusted farmer relationships” to create a rural hub that makes agri,
consumer products (of all manufacturers) and agri-services available to farmers in a
fair, transparent and convenient format.
• We are the first company to implement such an initiative and initial response has been very
encouraging in terms of footfalls and conversion. We currently have over 150 such bazaars in
operation and plan to increase it to 300 by Dec 2008.
Energy Intensive Business
• Chlor alkali: The Company plans to increase the capacity of its chlor-alkali
manufacturing facility at Bharuch from 200 TPD to 360 TPD. Further, it also plans to
set up a 48 MW coal based power plant in replacement of the existing 24MW
furnace oil based power plant to generate economical power at Bharuch.
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• The use of imported coal or gas as input will enhance cost efficiency of the plant at
Bharuch. With this expansion, which is expected to be completed by Q1 FY09, the
Company’s chlor-alkali capacity will increase to 670 TPD.
DSCL's core values and beliefs are a reflection of its commitment to build a world class,
learning organization, striving for excellence in all its endeavors.
Customer Focus
• Be sensitive to the needs of the customer; develop superior customer insight
• Commitment to surpass expectations and deliver superior value
Innovation and Excellence
• Strive to think differently and promote creativity
• Make continuous improvement a way of life; drive excellence
People Development
• Continuously improve and upgrade the skills and competencies of our people
• Support people to realize their potential
Team work
• Work closely as a cohesive, well-knit team
• Inculcate a spirit of openness and collaboration
Relationships and Human Dignity
• Value people and partnerships
• Nurture understanding, compassion, trust and respect in all relationships
Social Responsibility and Ethics
• Be a socially responsible corporate, addressing the needs of the community and
environment
• Conduct business ethically
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Social Responsibility
A Responsible Corporate Citizen Continuing with the long history of social commitment
projects started by the founder Sir Shriram, DSCL has been making meaningful
contributions to the society in the different areas.
Agriculture Extension activity
DSL’s Shriram Krishi Vikas Kendra’s (SKVK's) operate with the objective to impart scientific
knowledge to the farmers to enhance their profitability covering crop cycle and harvesting
etc. SKVK's support the farmers in their work and life through adoption of villages. The
SKVK's provide help in meeting educational, hygiene, sanitation needs for the community
as well as healthcare support for animal husbandry.
Health Care
In its endeavor to serve the society around its operating locations, DSCL has equipped
Maharao Bhim Singh (MBS) Hospital, Kota with a state of art intensive care unit - 'The
Shriram ICU' and Private rooms- 'The Shriram Wards'. The company organizes healthcare
camps in its adopted villages and centres to create awareness on diseases like AIDS and
Cancer. Periodic Eye check-up camps are arranged and Family Planning programmes
encouraged by incentive schemes for the villages around its areas of operation
Education
To encourage meritorious and needy students in the fields of Engineering, Medicine,
Agriculture and Management, the company has instituted Scholarships at various
educational institutions in Rajasthan. DSCL runs a 'Primary Education Programme' for the
girl child, which provides for support on books, school bags and uniforms.
The company has also contributed for construction of school buildings both in cities & rural
areas. A recent project was the reconstruction of the Primary School building at
Gandhidham in Bhuj district of Gujrat - its building was reduced to rubble in the Earthquake
in Jan,2001
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Ajay S. Shriram Chairman & Senior Managing Director
Vikram S. Shriram Vice Chairman & Managing Director
Ajit S. Shriram Director (Sugar Business)
Rajiv Sinha Deputy Managing Director
S. D. Omchary Chief Executive Director (Textile/ Real Estate Development)
S. K. Agrawal Senior Executive Director (Chemical Business)
Dr. G. C. Dutta Roy Chief Executive (Energy Business)
K. K. Kaul Executive Director & Resident Head (Kota)
S. Radhakrishna Executive Director (Sugar Business
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Names and Designations of Directors:
S. No. Name Designation 1. Shri Ajay S. Shriram Chairman & Senior Managing Director 2. Shri Vikram S. Shriram Vice Chairman & Managing Director 3. Shri Rajiv Sinha Dy. Managing Director 4. Shri Ajit S. Shriram Director (Sugar) 5. Dr. S. S. Baijal Director 6. Shri Arun Bharat Ram Director 7. Shri Pradeep Dinodia Director 8. Shri Vimal Bhandari Director 9. Shri Sunil Kant Munjal Director
10. Shri D. Sengupta Director
11. Shri S. C. Bhargava (LIC Nominee) Director
12. Dr.N.J.Singh Whole Time Director,(EHS).
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Ajay S Shriram Chairman & Senior Managing Director
Mr Vikram S Shriram Vice Chairman & Managing Director
Mr Rajiv Sinha Dy. Managing Director
Mr Ajit S Shriram Director (Sugar Business)
Mr S D Omchary Chief Executive Director (Textile/ Real Estate Development)
Mr S K Agrawal Senior Executive Director (Chemical Business)
Mr K K Kaul Executive Director & Resident Head Kota manufacturing complex
Mr Sunil Radhakrishna Executive Director Sugar Business
Dr G C Datta Roy Chief Executive Energy Business
Mr Sovan Chakrabarty President & Business Head Agri Inputs
Mr Rajat Mukerjei Senior Vice President and SBU Head- Plastics
Mr Rajesh Gupta President and Business Head “Hariyali”
Dr G Mukhopadhyay Vice President & Business Head Shriram PolyTech
Mr Sandeep Mathur Senior Vice President & Business Head Fenesta™ Building Systems
Mr J K Jain Chief Financial Officer (CFO)
Mr. Sushil Baveja Head - Corporate HR
Mr B L Sachdeva Company Secretary
Dr Sharad Sharma President Shriram Bioseeds Genetics India Ltd.
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AWARDS AND TESTIMONIALS
YEAR AWARD
2002-03
Center for Science and Environment (CSE) Award: Green Rating for Chlor-Alkali
Industry-Unit SAC ranked 2nd
2001-02 TERI Corporate Environment Award 2001
2001-02 National Award for Oil Conservation - SAC Bharuch
2000-01 National Award for Energy Efficiency - SFC Kota & SAC Bharuch
1999-00
NCBM Award for "Best Improvement in Thermal Energy Performance in Cement
Industry"
1998-99 SAP R-3/SAP Star Customer Award 1998
1996-97 NPC Award for Second Best Productivity Performance in Fertilizer Industry
1995-96 FAI’s Runner Up Award for "Best Production Performance of Nitrogenous Fertilizer Unit"
1994-95 NPC Award for "Best Productivity Performance in Cement Industry"
1993-94 NPC Runner Up Award for "Best Productivity Performance in Cement Industry"
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1993-94 Fai’s Award for "Best Productivity Performance of Nitrogenous Fertilizer Unit"
1992-93 NCCBM Award for "Best Improvement in Energy Performance"
1991-92
National Award for "Public Recognition of Outstanding Activity for Prevention & Control
of Pollution"
1990-91 RPCB Award for "Excellence in Pollution Abatement Measures"
1990-91 NPC Award for "Best Productivity Performance in Fertilizer Industry"
1990-91 FAI’s Runner Up Award for "Best Production Performance of Nitrogenous Fertilizer Unit"
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PRODUCTS To handle the requirements of a huge enterprise and the responsibilities of the firm as a
huge industry, DCM was restructured in 1990 into the following four companies.
1. DCM SHRIRAM CONSOLIDATED LIMITED
2. DCM SHRIRAM INDUSTRIES LIMITED
3. DCM LIMITED
4. SHRIRAM INDUSTRIES ENTERPRISES LIMITED
(A) DCM SHRIRAM CONSOLIDATED LIMITED-: The following are the various divisions
of DSCL.
S.
No. Name of the unit Location Products
1. 2. 3. 4. 5. 6. 7. 8.
Shriram Fertilisers&Chemicals Shriram Cement Works Swatantra Bharat Mill. DCM Silk Mill Shriram Alkali & Chemicals DSCL Energy Services Co. Shriram Polytech Limited Fenesta Building Systems
Kota Kota Tonk Alwar Bharuch Delhi Kota Kota/Bhiwadi/ Mumbai/Bangalore
Urea Cement Textile Textile Chlor Alkali Consulting PVC Compounding Window/Door Profiles
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Chapter 2:
PROJECT PROFILE
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Human Resources Management
The Human Resources Management (HRM) function includes a variety of activities, and
key among them is deciding what staffing needs you have and whether to use independent
contractors or hire employees to fill these needs, recruiting and training the best
employees, ensuring they are high performers, dealing with performance issues, and
ensuring your personnel and management practices conform to various regulations.
Activities also include managing your approach to employee benefits and compensation,
employee records and personnel policies. Usually small businesses (for-profit or nonprofit)
have to carry out these activities themselves because they can't yet afford part- or full-time
help. However, they should always ensure that employees have -- and are aware of --
personnel policies which conform to current regulations.
These policies are often in the form of employee manuals, which all employees have.
Note that some people distinguish a difference between between HRM (a major
management activity) and HRD (Human Resource Development, a profession).
Those people might include HRM in HRD, explaining that HRD includes the broader range
of activities to develop personnel inside of organizations, including, eg, career development,
training, organization development, etc.
There is a long-standing argument about where HR-related functions should be organized
into large organizations, eg, "should HR be in the Organization Development department or
the other way around?"
The HRM function and HRD profession have undergone tremendous change over the past
20-30 years.
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Many years ago, large organizations looked to the "Personnel Department," mostly to
manage the paperwork around hiring and paying people.
More recently, organizations consider the "HR Department" as playing a major role in
staffing, training and helping to manage people so that people and the organization are
performing at maximum capability in a highly fulfilling manner. Human resource
management (HRM) is a term which is now widely used but very loosely defined.
In this paper it is argued that if the concept is to have any social scientific value, it should be
defined in such a way as to differentiate it from traditional personnel management and to
allow the development of testable
Hypotheses about its impact. Based on theoretical work in the field of organizational
behavior it is proposed that HRM comprises a set of policies designed to maximize
organizational integration, employee commitment, flexibility and quality of work.
Within this model, collective industrial relations have, at best, only a minor role. Despite the
apparent attractions of HRM to managements, there is very little evidence of any quality
about its impact.
Furthermore very few UK organizations appear to practice a distinctive form of HRM,
although many are moving slowly in that direction through, for example, policies of
employee involvement.
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".......those decisions and actions which concern the management of employees at all levels
in the business and which are related to the implementation of strategies directed towards
creating and sustaining competitive advantage"
The goal of human resource management is to help an organization to meet strategic goals
by attracting, and maintaining employees and also to manage them effectively.
The key word here perhaps is "fit", i.e. a HRM approach seeks to ensure a fit between the
management of an organization's employees, and the overall strategic direction of the
company (Miller, 1989).
The basic premise of the academic theory of HRM is that humans are not machines,
therefore we need to have an interdisciplinary examination of people in the workplace.
Fields such as psychology, industrial engineering, industrial and organizational psychology,
industrial relations, sociology, and critical theories: postmodernism, post-structuralism play
a major role. Many colleges and universities offer bachelor and master degrees in Human
Resources Management.
One widely used scheme to describe the role of HRM, developed by Dave Ulrich, defines 4
fields for the HRM function:
* Strategic business partner
* Change agent
* Employee champion
* Administration
However, many HR functions these days struggle to get beyond the roles of administration
and employee champion, and are seen rather as reactive than strategically proactive
partners for the top management.
In addition, HR organizations also have the difficulty in proving how their activities and
processes add value to the company. Only in the recent years HR scholars and HR
professionals are focusing to develop models that can measure if HR adds value.
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Training
TRAINING DEFINED
It is a learning process that involves the acquisition of knowledge, sharpening of skills,
concepts, rules, or changing of attitudes and behaviors to enhance the performance of
employees.
Training is activity leading to skilled behavior.
• It’s not what you want in life, but it’s knowing how to reach it
• It’s not where you want to go, but it’s knowing how to get there
• It’s not how high you want to rise, but it’s knowing how to take off
• It may not be quite the outcome you were aiming for, but it will be an outcome
• It’s not what you dream of doing, but it’s having the knowledge to do it
• It's not a set of goals, but it’s more like a vision
• It’s not the goal you set, but it’s what you need to achieve it
Training is about knowing where you stand (no matter how good or bad the current situation
looks) at present, and where you will be after some point of time.
Training is about the acquisition of knowledge, skills, and abilities (KSA) through
professional development.
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ROLE OF TRAINING
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Training Objectives Training objective is one of the most important parts of training program. While some
people think of training objective as a waste of valuable time.
The counterargument here is that resources are always limited and the training objectives
actually lead the design of training.
It provides the clear guidelines and develops the training program in less time because
objectives focus specifically on needs. It helps in adhering to a plan.
Training objectives tell the trainee that what is expected out of him at the end of the training
program. Training objectives are of great significance from a number of stakeholder
perspectives,
1. Trainer
2. Trainee
3. Designer
4. Evaluator
Trainer – The training objective is also beneficial to trainer because it helps the trainer to
measure the progress of trainees and make the required adjustments.
Also, trainer comes in a position to establish a relationship between objectives and
particular segments of training.
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Trainee – The training objective is beneficial to the trainee because it helps in reducing the
anxiety of the trainee up to some extent.
Not knowing anything or going to a place which is unknown creates anxiety that can
negatively affect learning. Therefore, it is important to keep the participants aware of the
happenings, rather than keeping it surprise.
Secondly, it helps in increase in concentration, which is the crucial factor to make the
training successful. The objectives create an image of the training program in trainee’s mind
that actually helps in gaining attention.
Thirdly, if the goal is set to be challenging and motivating, then the likelihood of achieving
those goals is much higher than the situation in which no goal is set. Therefore, training
objectives helps in increasing the probability that the participants will be successful in
training.
Designer – The training objective is beneficial to the training designer because if the
designer is aware what is to be achieved in the end then he’ll buy the training package
according to that only.
The training designer would then look for the training methods, training equipments, and
training content accordingly to achieve those objectives. Furthermore, planning always
helps in dealing effectively in an unexpected situation.
Consider an example; the objective of one training program is to deal effectively with
customers to increase the sales.
Since the objective is known, the designer will design a training program that will include
ways to improve the interpersonal skills, such as verbal and non verbal language, dealing in
unexpected situation i.e. when there is a defect in a product or when a customer is angry.
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Evaluator – It becomes easy for the training evaluator to measure the progress of the
trainees because the objectives define the expected performance of trainees. Training
objective is an important to tool to judge the performance of participants.
Importance Of Training and Development
• Optimum Utilization of Human Resources – Training and Development helps in optimizing
the utilization of human resource that further helps the employee to achieve the
organizational goals as well as their individual goals
• Development of Human Resources – Training and Development helps to provide an
opportunity and broad structure for the development of human resources’ technical and
behavioral skills in an organization. It also helps the employees in attaining personal
growth.
• Development of skills of employees – Training and Development helps in increasing the
job knowledge and skills of employees at each level. It helps to expand the horizons of
Human intellect and an overall personality of the employees.
• Productivity – Training and Development helps in increasing the productivity of the
employees that helps the organization further to achieve its long-term goal.
• Team spirit – Training and Development helps in inculcating the sense of team work, team
spirit, and inter-team collaborations. It helps in inculcating the zeal to learn within the
employees.
• Organization Culture – Training and Development helps to develop and improve the
organizational health culture and effectiveness. It helps in creating the learning culture
within the organization.
• Organization Climate – Training and Development helps building the positive perception
and feeling about the organization. The employees get these feelings from leaders,
subordinates, and peers.
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• Quality – Training and Development helps in improving upon the quality of work and work-
life.
• Healthy work-environment – Training and Development helps in creating the healthy
working environment. It helps to build good employee, relationship so that individual goals
aligns with organizational goal.
• Health and Safety – Training and Development helps in improving the health and safety of
the organization thus preventing obsolescence.
• Morale – Training and Development helps in improving the morale of the work force.
• Image – Training and Development helps in creating a better corporate image.
• Profitability – Training and Development leads to improved profitability and more positive
attitudes towards profit orientation.
• Training and Development aids in organizational development i.e. Organization gets more
effective decision making and problem solving. It helps in understanding and carrying out
organisational policies
• Training and Development helps in developing leadership skills, motivation, loyalty, better
attitudes, and other aspects that successful workers and managers usually display.
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Models of Training Training is a sub-system of the organization because the departments such as, marketing &
sales, HR, production, 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
A System is a combination of things or parts that must work together to perform a particular
function. An organization is a system and training is a sub system of the organization.
The System Approach views training as a sub system of an organization. System Approach
can be used to examine broad issues like objectives, functions, and aim. It establishes a
logical relationship
between the sequential stages in the process of training need analysis (TNA),
formulating, delivering, and evaluating. There are 4 necessary inputs i.e. technology, man,
material, time required in every system to produce products or services. And every system
must have some output from these inputs in order to survive.
The output can be tangible or intangible depending upon the organization’s requirement. A
system approach to training is planned creation of training program. This approach uses
step-by-step procedures to solve the problems.
Under systematic approach, training is undertaken on planned basis. Out of this planned
effort, one such basic model of five steps is system model that is explained below.
Organization are working in open environment i.e. there are some internal and external
forces, that poses threats and opportunities, therefore, trainers need to be aware of these
forces which may impact on the content, form, and conduct of the training efforts.
The internal forces are the various demands of the organization for a better learning
environment; need to be up to date with the latest technologies.
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The three model of training are: 1. System Model 2. Instructional System Development Model 3. Transitional model
Methods of Training
There are various methods of training, which can be divided in to cognitive and behavioral
methods. Trainers need to understand the pros and cons of each method, also its impact
on trainees keeping their background and skills in mind before giving training.
Cognitive methods are more of giving theoretical training to the trainees. The various
methods under Cognitive approach provide the rules for how to do something, written or
verbal information, demonstrate relationships among concepts, etc. These methods are
associated with changes in knowledge and attitude by stimulating learning.
The various methods that come under Cognitive approach are:
LECTURES
DEMONSTRATIONS
DISCUSSIONS
COMPUTER BASED TRAINING (CBT)
INTELLEGENT TUTORIAL SYSTEM(ITS)
PROGRAMMED INSTRUCTION (PI)
VIRTUAL REALITY
Behavioral methods are more of giving practical training to the trainees. The various
methods under Behavioral approach allow the trainee to behavior in a real fashion. These
methods are best used for skill development.
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Another Method is MANAGEMENT DEVELOPMENT METHOD –
MANAGEMENT DEVELOPMENT –
The more future oriented method and more concerned with education of the employees. To
become a better performer by education implies that management development activities
attempt to instill sound reasoning processes.
Management development method is further divided into two parts:
ON THE JOB TRAINING –
The development of a manager’s abilities can take place on the job. The four techniques for
on-the job development are:
• COACHING
• MENTORING
• JOB ROTATION
• JOB INSTRUCTION TECHNIQUE (JIT)
OFF THE JOB TRAINING –
There are many management development techniques that an employee can take in off the
job. The few popular methods are:
SENSITIVITY TRAINING
TRANSACTIONAL ANALYSIS
STRAIGHT LECTURES/ LECTURES
SIMULATION EXERCISES
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INPUTS IN TRAINING AND DEVELOPMENT
A training & development programme must contain inputs which enable the participants to
gain skills, learn theoretical concepts and help acquire vision to look into the distant future.
In addition to these, there is a need to impart ethical orientation, emphasize on attitudinal
changes and stress upon decision making and problem solving abilities.
SKILLS--: Training is imparting skills to employees. A worker needs skills to operate
machines and use other equipments with least damage and scrap.
Employees, particularly supervisors and executives need interpersonal skills. They are
needed to understand oneself and others better and act and behave accordingly.
EDUCATION--: The purpose of education is to teach theoretical concepts and develop a
sense of reasoning and judgment. It is well understood by HR specialists that any training
programme must contain an element of education.
Organizations must encourage part time basis programmes and other refresher courses
conducted by various institutes and business schools.
DEVELOPMENT--: Another component of training and development programmes is
development which is less skill oriented but stresses on knowledge. Knowledge about
businesses environment, management principles and techniques, human relations, specific
industry analysis and the like is useful for better management of a company.
ETHICS--: There is a need for imparting greater ethical orientation to a training and
development programme. There is no denial of the fact that ethics are largely ignored in
businesses. Unethical practices abound in various spheres in a organization. They are less
seen in personnel functions. It is the duty of the HR manager to enlighten all the employees
in the organization about the need for ethical behavior.
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ATTITUDINAL CHANGES--: Attitudes represent feelings and beliefs of individuals towards
others. Attitudes affect motivation, satisfaction and job commitment. Negative attitudes
need to be converted into positive attitudes. Changing negative attitudes is difficult because
–
• Employees refuse to change
• They have prior commitments
• Information needed to change attitudes may not be sufficient.
DECISION MAKING AND PROBLEM SOLVING SKILLS--: They focus on methods and
techniques for making organizational decisions and solving work related problems.
This kind of learning seeks to improve trainees’ abilities to define and structure problems,
collect and analyze information, generate alternative solutions and make an optimal
decision among alternatives.
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Training Effectiveness
Effectiveness
Effectiveness is the extent to which an activity fulfils its intended purpose or function.
Fraser (1994, p. 104) defined it thus:
Effectiveness: This is a measure of the match between stated goals and their
achievement.
It is always possible to achieve ‘easy’, low-standard goals. In other words, quality in
higher education cannot only be a question of achievements ‘outputs’ but must also
involve judgements about the goals (part of ‘inputs’)
Erlendsson (2002) defines effectiveness as:
the extent to which objectives are met (‘doing the right things’).
The UNESCO definition is
Effectiveness (educational): An output of specific review/analyses (e.g., the WASC
Educational Effectiveness Review or its Reports on Institutional Effectiveness) that
measure (the quality of) the achievement of a specific educational goal or the degree
to which a higher education institution can be expected to achieve specific
requirements.
It is different from efficiency, which is measured by the volume of output or input
used. As a primary measure of success of a programme or of a higher education
institution, clear indicators, meaningful information, and evidence best reflecting
institutional effectiveness with respect to student learning and academic
achievement have to be gathered through various procedures (inspection,
observation, site visits, etc.).
Engaging in the measurement of educational effectiveness creates a value-added
process through quality assurance and accreditation review and contributes to
building, within the institution, a culture of evidence. (Vlãsceanu et al., 2004, p. 37)
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Wojtczak (2002) defines effectiveness in the context of medial education:
Effectiveness: A measure of the extent to which a specific intervention, procedure, regimen,
or service, when deployed in the field in routine circumstances, does what it is intended to
do for a specified population. In the health field, it is a measure of output from those health
services that contribute towards reducing the dimension of a problem or improving an
unsatisfactory situation.
Effectiveness as a political construct
Effectiveness is neither self-evident, ‘objective’ nor value neutral as a concept. Sammons
(1996, p. 117) notes that ‘Effectiveness is not a neutral term ... criteria of effectiveness will
be the subject of political debate’. Furthermore. ‘research demonstrates that judgments
about schools’ effectiveness needs to make specific reference to questions such as:
Effective in promoting which outcomes?
Effective over what time period? Effective for whom? School effectiveness is perhaps best
seen as a relative term which is dependent upon time, outcome and student group’
(Sammons, 1996, p.143). Her view is that effectiveness should be measured using
comparative value added criteria : what extra value does an institution add to its students
compared to institutions serving similar intakes.
West (1999) argues that:
In relation to training, as opposed to education, one way of looking at the issue of
effectiveness is in terms of whether there are ‘identifiable economic outcomes’.
A broader definition still focuses on the extent to which training ‘meets its objectives’.
Descy and Westphalen (1998) define this more precisely as training that ‘meets its
objectives as defined by its funding body’.
This is a useful definition since it is undoubtedly the funding body that ultimately decides
whether or not training will be made available.
Whilst this is a useful heuristic, there are two points to bear in mind. First, it is not always
the case that the funders’ precise objectives are transparent, although their general aims
may be.
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Second, whilst the funders may have objectives, it is only by relating the extent to which
these are perceived to have been met – by the various stakeholders (e.g. individuals,
enterprises) – that one can really understand the extent to which the training has been
effective.
There may also be unintended consequences of training that aid an individual’s
employability – for example, improving ‘soft skills’ such as an individual’s self-esteem,
motivation or ability to work in a team.
Why evaluate training effectiveness?
The purpose of this research is to understand the multiple factors influencing occupational
education and training effectiveness.
NIOSH evaluates the audience impact of training programs and their components by
investigating:
• Theoretical models gleaned from health promotion, psychology, learning and educational
perspectives
• The role of attitudes, beliefs, behavioral intentions, and other characteristics of the
individual that affect learning and transfer of learning into action
• Barriers affecting adoption of health and safety behaviors promoted by training
• Environmental influences on occupational safety and health training
The results of effectiveness research are often used to improve a safety training program
and/or safety training product. Researchers determine the optimal approach or media to be
used to communicate and educate audiences about occupational safety and health issues.
The effects of these improvements to training programs/products is demonstrated through
increased audience awareness of a particular set of health risks, modification of a set of
behaviors, development of sound workplace safety practices, or modifications to the work
environment.
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Tools and Methods Used in Evaluation
• Audience surveys
• Focus groups
• Computer-based laboratory testing
• Development of training materials from brochures to videos
• Field studies
• Statistical analyses
• Education and curriculum development
How to make trainings more effective
A little while back I presented a seminar at an "Iron virgins" meeting. The last question I was
asked was, "What's the most important piece of advice you would give someone doing Iron
man for the first time?"
A very good question and one which took me about a nanosecond to come up with an
answer. In my opinion there are two pieces of advice which everyone should take on board.
Firstly, get a coach, and secondly get your bike set up correctly for Iron man.
In this article I will elaborate on the previous mentioned advice as well as offer you a bonus
eight more!
1) Get a coach - find a coach and a program that you believe in.
After a six year break from Iron man, including a couple of years overseas doing precious
little, I decided to get a coach and stick to a programme written by someone other than
myself for probably the first time ever at the end of 2002.
I felt this would take the pressure off myself to get me back in shape. I also felt I needed
new ideas. I literally bumped into Brendon Downey at a sports expo and my coach finding
problem was solved. Why did I choose him?
Firstly, because I knew him and I like and respect the guy (we went to Otago University
together). Secondly, he is educated (he has a degree in Physiology and has other
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qualifications to boot). Thirdly, he has been there and done it (sub 9 hour Iron man when he
was 23 years old), and finally, he has years (at least 12) of coaching experience and was/is
currently involved in coaching and is up to the play with the latest coaching methods and
research.
So there we have the four qualities I would look for in a coach. Once you have a coach in
mind sit down and hear what their coaching philosophy is.
Are they a `smash yourself silly until you break through the barrier' type of coach or are they
a calculating type of coach who finds the best/easiest method to get the results? I know
which type of coach and which type of approach I prefer, and for that matter which one
hurts less!
2) Bike set-up- The majority of your Ironman day and your training time is probably spent on the bike. It is
all very well having your bike setup so you can put out huge amounts of power and/or setup
so you are extremely aerodynamic, but if you can't ride comfortably in your chosen position
for 180km then the benefits of that position are lost.
At the end of the day, at the 140km mark in Iron man you should be feeling comfortable
enough to be riding at race pace on your aero bars into a head wind if there is one. If you
can't, then chances are your bike setup is worn
Bike position is a factor of comfort, power and aerodynamics. In my opinion, for Ironman
comfort is the primary variable.
If you are comfortable (on your aerobars) then you are likely to be producing good power. I
believe aerodynamics is the least important variable.I have met only one person who I trust
to position an athlete correctly on a triathlon bike. That person is Paul Allen.
He even built bikes to accommodate this position. Before every Ironman I get Paul to check
my position (alterations to bike component and body weight affect position). The one time I
didn’t get him to check it, I ended up having my worst Ironman ride. I won’t make the same
mistake twice.
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3) Nutrition- This is a huge one. Pre training, training, post training, pre race, race, post race and any
other time, nutrition is a key component to performance.
As athletes doing exercise outside the boundaries considered normal, we must have
nutrition plans outside what is considered normal.
This includes taking supplements, increased amounts of protein and a good amount of
carbohydrates. Prior to NZ IM 2004 I attended a seminar presented by Gordo Byrn and
Scott Molina.
One of the messages I got from this seminar was that nutrition was probably the key
component to improving an athletes performance.
Good nutrition allows good quality training, good recovery and good race day performance.
Sitting down with someone with Ironman nutrition experience well before the big day could
prove to be the best thing you could do.
EnduranceCoach.com offers Race Nutrition packages for athletes - visit our Nutrition page
here for more information.
4) Recovery- This seems to be the part of triathletes training program which is neglected. Too often it is
either not scheduled, ignored, or done incorrectly (recovery days are different for everyone
but may consist of a 3km swim, a 60 min ride, 60 mins of pilates or a game of squash... or a
combination of these things).Your body adapts following stress, so give it a period of time
when it is not stressed.
Often you read how much training the big guns do, and it's impressive. Very rarely do you
read about the rest weeks/periods they have. Sure sometimes you have to train when you
are fatigued but a good program will have regular periods of rest and recovery.
This allows adaptation, you come back bigger, stronger and faster. It also allows a chance
for you to recover mentally (and perhaps learn the name of family members once again).
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DON'T BE AFRAID TO REST. so under recovery, I would include things such as standing
in the lake (cold water) after pounding your legs, icing sore muscles (doing the hot and cold
regime for the keen ones), protein recovery drinks, afternoon naps, plenty of sleep,
nutrition, massage, stretching, rehab exercises if you have an injury,
5) Choose your training partners well- Just because you perform the same as another athlete doesn't mean they will make a good
training partner. How a person trains and their psychology are important factors when
choosing training partners.
Run and cycle training in particular require you to train at an intensity and duration specific
to you and what you are trying to achieve in a particular session and training block.
Be careful not to be sucked into training at someone else's intensity or duration. Do what
you need to do from your program.
Try to avoid training with people who can't help but try and prove they are fitter than you.
There is nothing more frustrating than training with someone who `half-wheels' you on the
bike or runs a step in front of you all day.
Also watch for people who surge on every hill then expect you to keep up or catch up. If you
use a heart-rate monitor you will know how hard you should be training. Don't let anyone
interfere with what you are trying to achieve.
6) Listen to your body- Unfortunately your body isn't a machine. A good training program will include sessions of
duration and intensity which you should be able to achieve.
However, sometimes sessions need to be changed due to how you feel. This could be due
to tiredness, illness, stress, lack of sleep and so on. You may notice your heart rate is
elevated or you can't raise it to the required level when training, your legs may feel heavy or
sore, or you may just feel extremely tired.
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So if you are physically unable to complete a session in your programme as it is written
then you need to be prepared to alter the session or abandon it. Generally the first thing
you change in a session is the intensity.
You may need to back off a bit to complete the session. The second thing you look at
changing is the duration. Cut the session short. The final thing you change is the frequency.
Skipping the session is usually your third alternative.
Modifying the activity, perhaps substituting a swim for a run or bike, is also an option. Often
it is a good idea to consult your coach before making too many modifications. Coach
Brendon has written a full article called "Thinking on Your Feet" on this point only - read it
here.
7) Winter Focus- Winter is a good time to work on any weaknesses. This may be improving your weakest
discipline and/or it could be time for a bit of body maintenance, development or
rehabilitation.
After a summer of swimming, biking and running, winter is a good time to develop core
stability, flexibility, muscle strength and muscle balance. Many top athletes do some form of
strength work year round.
So maybe joining a gym or a pilates class and working on your muscular skeletal system
three times a week could do more for improving next seasons performance than spending
that time training your cardiovascular system. This is also a time to mentally freshen up. So
a bit of mountain biking, tramping or a few rounds of golf could all be in order during the off-
season.
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ENVIRONMENT MANAGEMENT
ENVIRONMENT MANAGEMENT: The Company is committed to preserve and protect the
environment around its area of operations. As a result of a the well-defined policy on
environment and safety the rocky terrain of the Kota complex has been transformed in to
lush green tree covered landscape through planting of over 2,50,000 trees on nutritious
beds of fly-ash.
The Company has adopted Rain water harvesting initiatives across the board by
transferring it to the underground water aquifers or storing in surface reservoirs.
Rainwater collected is put to “process use”, thus conserving a precious natural resource
and reducing dependence on external sources. Spurred by this rainwater harvesting
movement, several senior executives of the company have taken their own initiative to
implement the same process in their residences.
Environmental Management offers research and opinions on use and conservation of
natural resources, protection of habitats and control of hazards, spanning the field of
applied ecology without regard to traditional disciplinary boundaries.
The journal aims to improve communication, making ideas and results from any field
available to practitioners from other backgrounds. Contributions are drawn from biology,
botany, climatology, ecology, ecological economics, environmental engineering, fisheries,
environmental law, forest sciences, geology, information science, public affairs, zoology
and more.
As the principal user of nature, humanity is responsible for ensuring that its environmental
impacts are benign rather than catastrophic. Environmental Management presents the work
of academic researchers and professionals outside universities, including those in
business, government, research establishments, and public interest groups, presenting a
wide spectrum of viewpoints and approaches.
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Environmental Management is not, as the phrase could suggest, the management of the
environment as such, but rather the management of interaction by the modern human
societies with, and impact upon the environment.
The three main issues that affect managers are those involving politics (networking),
programs (projects), and resources (i.e. money, facilities, etc). The need for environmental
management can be viewed from a variety of perspectives.
A more common philosophy and impetus behind environmental management is the concept
of carrying capacity. Simply put, carrying capacity refers to the maximum number of
organisms a particular resource can sustain.
The concept of carrying capacity, whilst understood by many cultures over history, has its
roots in Malthusian theory. Environmental management is therefore not the conservation of
the environment solely for the environment's sake, but rather the conservation of the
environment for humankind's sake. This element of sustainable exploitation, getting the
most out of natural assets, is visible in the EU Water Framework Directive. Environmental
management involves the management of all components of the bio-physical environment,
both living (biotic) and non-living (abiotic).
This is due to the interconnected and network of relationships amongst all living species
and their habitats. The environment also involves the relationships of the human
environment, such as the social, cultural and economic environment with the bio-physical
environment.
As with all management functions, effective management tools, standards and systems are
required. An 'environmental management standard or system or protocol attempts to
reduce environmental impact as measured by some objective criteria.
The ISO 14001 standard is the most widely used standard for environmental risk
management and is closely aligned to the European Eco Management & Audit Scheme
(EMAS).
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As a common auditing standard, the ISO 19011 standard explains how to combine this with
quality management. The UK has developed a phased standard (BS8555) that can help
smaller companies move to ISO 14001 in six manageable steps.
Other environmental management systems tend to be based on this standard and to extend
it in various ways:
The Natural Step focuses on basic sustainability criteria and helps focus engineering on
reducing use of materials or energy use that is unsustainable in the long term
Environmental management involves the management of all components of the bio-
physical environment, both living (biotic) and non-living (abiotic). This is due to the
interconnected and network of relationships amongst all living species and their habitats.
The environment also involves the relationships of the human environment, such as the
social, cultural and economic environment with the bio-physical environment.
As with all management functions, effective management tools, standards and systems are
required. An 'environmental management standard or system or protocol attempts to
reduce environmental impact as measured by some objective criteria.
The ISO 14001 standard is the most widely used standard for environmental risk
management and is closely aligned to the European Eco Management & Audit Scheme
(EMAS). As a common auditing standard, the ISO 19011 standard explains how to combine
this with quality management.
The UK has developed a phased standard (BS8555) that can help smaller companies move
to ISO 14001 in six manageable steps.
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Other environmental management systems tend to be based on this standard and to extend
it in various ways:
• The Natural Step focuses on basic sustainability criteria and helps focus engineering
on reducing use of materials or energy use that is unsustainable in the long term
• Natural Capitalism advises using accounting reform and a general biomimicry and
industrial ecology approach to do the same thing
• US Environmental Protection Agency has many further terms and standards that it
defines as appropriate to large-scale EMS.
• The UN and World Bank has encouraged adopting a "natural capital" measurement
and management framework.
• The European Union Eco-Management and Audit Scheme (EMAS)
Other strategies exist that rely on making simple distinctions rather than building top-down
management "systems" using performance audits and full cost accounting.
For instance, Ecological Intelligent Design divides products into consumables, service
products or durables and unsaleables - toxic products that no one should buy, or in many
cases, do not realize they are buying. By eliminating the unsaleables from the
comprehensive outcome of any purchase, better environmental management is achieved
without "systems".
Greentech Environment Excellence “Platinum” Award for DSCL's,
Shriram Alkali and Chemicals
Shriram Alkali & Chemicals, Bharuch (Gujarat), a unit of DCM Shriram Consolidated Ltd.
(DSCL) managed by M/s Ajay and Vikram S Shriram has been conferred the prestigious.
The Greentech Environment Excellence “Platinum” Award 2003-04, in recognition of their
adoption of various Environment Control Measures of unique & innovative nature and
maintaining emission standards well within the prescribed limits.
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The Award instituted by Greentech Foundation, was presented last week by Mr. Rakesh
Nath, Chairman, Bhakra Beas Management Board at Hyderabad. Mr.S.K Agrawal,
Executive Director of DCM Shriram Consolidated Ltd received the award.
M/S Shriram Alkali & Chemicals, a large scale chlor- alkali manufacturing unit is engaged in
the manufacturing of Caustic Soda lye/ flakes, liquid chlorine hydrochloric acid and
hydrogen.
SAC has implemented several recycle/reuse schemes to reduce effluent discharge,
reduction in Energy consumption and water conservation.
In constant pursuit of improvement, it has also developed a system for reuse of process
condensate as boiler make -up water and steam trap condensate, rain water harvesting,
ground water recharging as well as generation of less quantity of effluent.
The unit has IS -14001 certification for adopting environment Management systems and is
also certified for Occupational Health & Safety Management system OHSAS- 18000 and
Social Accountability system SA-8000.
The unit has also been recipient of National award for prevention of pollution and Rajiv
Gandhi Environment award for clean Technology (by Ministry of Environment & Forest),
National energy conservation award (by Ministry of Power, Govt. of India) & Award for
unique & innovative efforts in energy conservation by Petroleum conservation research
association (Ministry of Petroleum & Natural gas, Govt. of India).
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PROGRAMME UNDERGONE—ENVIRONMENT MANAGEMENT
S.No Names Department 1. S.P.Singh F&P 2. Subhash Chandra Carbide 3. Shailendra Jain Carbide 4. C.P.Chandani Carbide 5. Atul Chaturvedi Cement 6. Nimesh Jhanwar ISD-BSS 7. Alok Sharma ISD-BSS 8. B.M.Khandelwal Ammonia 9. Rajesh Kumar Gupta Ammonia
10. N.K.Kaushal Ammonia 11. D.L.Gosain Urea Bagging 12. Vijendra Kumar Urea Baging 13. M.P.Bansal CAG
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Chapter 3:
RESEARCH METHODOLOGY
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RESEARCH PURPOSE --: The project aims to find the ‘Effectiveness of Training
Programmers with Special reference to Environment Management’ at DSCL, KOTA. The
effectiveness was surveyed for the following training programmes:
• Environment Management
OBJECTIVES OF RESEARCH
• To know how the procedure of environment management in organisation
• To know the awareness level of employees regarding environment management
• To know the importance of environment management
• To study the training effectiveness with special reference to environment
management in the organization
RESEARCH METHODOLOGY--: By keeping the purpose of research in mind a
questionnaire was prepared to measure the effectiveness of training programme on
environment management at SFC. There were four main stages in the research method--:
1. Designing the questionnaire.
2. Sampling.
3. Collecting data.
4. Analysis and Findings.
To conduct my research effectively and systematically, I used the following process which
consist of these steps.
1] Selection of research topic--: The research topic was given and the purpose of the
research was decided.
2] Review of literature--: Before getting started with the survey I went through various
journals and publication of the company, i.e. ‘NEWS LETTER’ of DSCL which is published
every month. This newsletter consists of all the activities which took place the previous
month.
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The information about the company’s history, other products and business dealing areas
were taken from the company’s website www.dscl.com. All this was preserved as the
secondary data.
The primary data was gathered by getting the forms filled and conducting the survey and by
discussion and interaction with the employees.
3] Preparation of research design--: A research design is a systematic plan to
coordinate archaeological research to ensure the efficient use of resources and to guide the
research according to scientific methods. Research design can be divided into these parts:
• Sampling design
• Observational design
• Statistical design
• Operational design
TYPES OF RESEARCH
DESCRIPTIVE RESEARCH--: Descriptive include survey and fact-finding of different kinds.
The major purpose of descriptive research is description of the state of affair, as it exists at
present.
SAMPLING DESIGN--: Procedure depends upon the research objectives to be
accomplished through the investigation. Out of approximately 500 employee coming under
the review category. I took 50 employee for my research which 1/10 part of total sample or
population.
For this project
The method of research:- Systematic Random Sampling,
Sample Unit:- employees of DSCL,
Sample Size:- 50 employees .
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UNIVERSE--: Universe in this report: DSCL kota
Respondents-Employees
METHODS OF DATA COLLECTION
In the project work Primary data secondary data (both) sources of data
has been used.
1. Primary sources of data : The data was collected by the questionnaire
method. A questionnaire was prepared which consisted of 20 questions to be
filled by the employees.
2. Secondary sources of data: The information about the company’s history
were taken from the company’s website www.dscl.com All this was preserved
as the secondary data.
Other sources -News letter & Journals
-Internet
-Files & folder.
INSTRUMENT--: By keeping purpose of research in mind to questionnaire was prepared
to measure to environment management done in SFC,KOTA is correct.
The data was collected by the questionnaire method. A questionnaire
was prepared consisting of questions to be filled by the employees.
LIMITATIONS--:
There is no research without the limitation in study, a member of draw backs can be found.
The present study has the following limitation.
1. Random sampling techniques was used to collect data as result the chance of
personal bias of the researcher cannot be ruled out.
2. Time is one restricting factors. The study has to complete within 45 days.
3. Most of employees were busy in view of the ongoing project, sometimes they had to
be followed up repeatedly.
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4. As for as human are concerned their behavior, attitude& their perceptions are not
stable for a period of time as for as my study is concerned, it is also not spared of
drawbacks.
5. In any study finding depends on the response of the respondents Hence it is
imperative that some drawbacks are bound to exist in study.
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Chapter 4:
Analysis & Interpretation
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DATA ANALYSIS & INTERPRETATION
1. You have established procedures to identify the environmental aspects of
your activities, products, and services:
OPTIONS % OF RESPONSES
YES 95
NO 5
INTERPRETATION
95% respondents feel that they have established procedures to identify the environmental
aspects of their activities, products, and services while 5% respondents disagree to it.
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2. Your procedures focus on the activities, products and services that fall within the boundaries (scope) of your environmental management system:
OPTIONS % OF RESPONSES
YES 80
NO 20
INTERPRETATION
80% respondents feel that their procedures focus on the activities, products and services
that fall within the boundaries (scope) of their environmental management system while
20% respondents disagree to it.
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3. Your procedures help you to identify the environmental aspects of current activities, products, and services:
OPTIONS % OF RESPONSES
YES 75
NO 25
INTERPRETATION
75% respondents feel that their procedures help them to identify the environmental aspects
of current activities, products, and services while 25% respondents disagree to it.
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4. Your procedures help you to identify the environmental aspects of planned activities, products, and services:
OPTIONS % OF RESPONSES
YES 60
NO 40
YES60%
NO40%
INTERPRETATION
60% respondents feel that their procedures help them to identify the environmental aspects
of planned activities, products, and services while 40% respondents disagree to it.
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5. Your procedures help you to identify those environmental aspects that your organization can directly control:
OPTIONS % OF RESPONSES
YES 87
NO 13
INTERPRETATION
87% respondents feel that their procedures help them to identify those environmental
aspects that their organization can directly control while 13% respondents disagree to it.
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6. Your procedures help you to identify those environmental aspects that your organization could influence indirectly:
OPTIONS % OF RESPONSES
YES 65
NO 35
INTERPRETATION
65% respondents feel that their procedures help them to identify those environmental
aspects that their organization could influence indirectly while 35% respondents disagree
to it.
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7. Your procedures help you to pinpoint significant environmental aspects, those that currently have or could have a significant impact on the environment:
OPTIONS % OF RESPONSES
YES 85
NO 15
INTERPRETATION
85% respondents feel that their procedures help them to pinpoint significant environmental
aspects, those that currently have or could have a significant impact on the environment
while 15% respondents disagree to it.
YES85%
NO15%
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8. You have implemented procedures to identify the environmental aspects of your activities, products, and services:
OPTIONS % OF RESPONSES
YES 90
NO 10
INTERPRETATION
90% respondents feel that they have implemented procedures to identify the environmental
aspects of their activities, products, and services while 10% respondents disagree to it.
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9. You use your procedures to identify the environmental aspects of your activities, products, and services:
OPTIONS % OF RESPONSES
YES 75
NO 25
YES75%
NO25%
INTERPRETATION
75% respondents feel that they use their procedures to identify the environmental aspects
of their activities, products, and services while 25% respondents disagree to it.
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10. You have documented the environmental aspects of your organization’s activities, products, and services:
OPTIONS % OF RESPONSES
YES 92
NO 8
INTERPRETATION
92% respondents feel that they have documented the environmental aspects of their
organization’s activities, products, and services while 8% respondents disagree to it.
YES92%
NO8%
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11. You keep your environmental aspect documents up to date:
OPTIONS % OF RESPONSES
YES 77
NO 23
INTERPRETATION
77% respondents feel that they keep their environmental aspect documents up to date
while 23% respondents disagree to it.
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12. You considered significant environmental aspects when you established your environmental management system:
OPTIONS % OF RESPONSES
YES 90
NO 10
INTERPRETATION
90% respondents feel that they considered significant environmental aspects when
they established their environmental management system while 10% respondents
disagree to it.
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13. You considered significant environmental aspects when you implemented your environmental management system:
OPTIONS % OF RESPONSES
YES 80
NO 20
INTERPRETATION
80% respondents feel that they considered significant environmental aspects when they
implemented their environmental management system while 20% respondents disagree
to it.
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14. You consider significant environmental aspects as you maintain your environmental management system:
OPTIONS % OF RESPONSES
YES 72
NO 28
INTERPRETATION
72% respondents feel that they have consider significant environmental aspects as they
maintain their environmental management system while 28% respondents disagree to it.
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15. You maintain procedures to identify the environmental aspects of your activities, products, and services:
OPTIONS % OF RESPONSES
YES 85
NO 15
INTERPRETATION
85% respondents feel that they have maintain procedures to identify the environmental
aspects of their activities, products, and services while 15% respondents disagree to it.
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16. You have established procedures to identify and clarify the legal and other requirements that apply to your organization’s environmental aspects:
OPTIONS % OF RESPONSES
YES 82
NO 18
INTERPRETATION
82% respondents feel that they have established procedures to identify and clarify the legal
and other requirements that apply to their organization’s environmental aspects while 18%
respondents disagree to it.
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17. Your objectives and targets include a commitment to pollution prevention:
OPTIONS % OF RESPONSES
YES 98
NO 02
INTERPRETATION
90% respondents feel that their objectives and targets include a commitment to pollution
prevention while 10% respondents disagree to it.
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18. Your environmental objectives and targets consider your financial requirements:
OPTIONS % OF RESPONSES
YES 96
NO 04
INTERPRETATION
96% respondents feel that their environmental objectives and targets consider their
financial requirements while 4% respondents disagree to it.
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19. Your environmental programs allocate the responsibility for achieving your environmental objectives and targets:
OPTIONS % OF RESPONSES
YES 76
NO 24
INTERPRETATION
76% respondents feel that their environmental programs allocate the responsibility for
achieving their environmental objectives and targets while 24% respondents disagree to it.
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20. Your business objectives and targets are consistent with your organization’s environmental policy:
OPTIONS % OF RESPONSES
YES 89
NO 11
INTERPRETATION
89% respondents feel that their business objectives and targets are consistent with
organization’s environmental policy while 11% respondents disagree to it.
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Chapter 5:
FACTS AND FINDINGS
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FACTS AND FINDINGS
The result thus obtained, on a careful scrutiny show that there is a general awareness
about environment management programmes amongst the employees of DSCL.
The organization understands the need and importance of environment management
programmes and conducts them on regular intervals to cater to the needs of officers and
workers.
The results and interpretation show that employees are well aware of environment
management programmes and attend them from time to time to gain insight and more
knowledge.
The responses from the selected sample indicate that the employees have been benefited
by these programmes as a result of which they have been able to perform their work in an
effective manner including environment management.
Therefore most employees do not feel any need of change in the existing procedure of
environment management, which proves that the training programmed on environment
management has really been effective.
Thus, according to the given responses we can conclude that there is proper and broader
coverage of training programmes on environment management.
and meets their expected needs.
In the employees’ opinion the faculty for training programmes is good; the area in which
training programmes are more required is awareness of environment management and
effectiveness of training programme is satisfactory.
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Chapter 6:
CONCLUSION
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CONCLUSION
Finally I would like to conclude that I had an extremely interactive session with all the
employees I surveyed and I was able to know their valuable suggestions on the training
programmes on awareness of environment management conducted by DSCL, KOTA.
The organization’s main strong point is the programmes carried out in the training
centre to improve the awareness of environment management in employees working in
various departments by implementing various activities and training sessions to update
in order to protect the environment of DSCL..
At the end of my project report I must say that it was a very knowledgeable experience
for me to work on this project and in this organization. I am sure that the work
experience I gained here will help me throughout my life.
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Chapter 7:
SUGGESTIONS AND RECOMMENDATION
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SUGGESTIONS
1. company should conduct more training programs for the management of
environment so that they will be able to keep their surrounding environment in
effective manner and preserve it.
2. 2 or 3 trainees should do the programme.
3. An effectiveness should be find out after conducting the environment management
programme.
4. The participants should be asked to give the feed back.
5. A detailed discussion on needs of environment management and effective programs
are recommended.
6. After environment management evaluation, company should take care of
suggestions which are given by the employees.
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RECOMMENDATIONS
1. Some literature should always be provided to the trainees to refer to it from time to
time.
2. Evaluation of these training programs on environment management should be done
after their completion to know that what employees gained after attending it.
3. More use of simple language and easy well explained examples should
be given.
4. The organization may consider deputing each employee to attend at least one
training programmes on environment management each year.
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Chapter 8:
Appendix
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BIBLIOGRAPHY
Books consulted -:
• Ashwathapa K. Human Resource and Personnel Management
Tata M.C Graw Hill Publishing Company Limited, New Delhi.
• Dr. Sharma. D. D. Research Methodology, Sultan chand & Sons.
• Dr. Rao, P. Subba, essentionls of Human resource management and industrial
relations. Himalaya Publishing House New Delhi.
• Kothari, C.R. Research Methodology.
• C.B. Memoria, Personnel Management, Himalaya publishing house, Bombay.
• S.F.C. Mannual.
Websites consulted -: • www.dscl.com
• www.evironment management.com
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QUESTIONNAIRE
I, MEGHA BHARDWAJ Pursuing MBA from OM KOTHARI INSTITUTE OF MANAGEMENT& RESEARCH, I have undertaken a project “A STUDY ON TRAINING EFFECTIVENESS WITH SPECIAL REFERENCE TO ENVIRONMENT MANAGEMENT” at DSCL,KOTA. I Request you to fill Questionnaire. Name: _____________________________________________________ Age: ________________________ Gender: Male Female Designation: ______________________Experience: ________________
1. Have you established procedures to identify the environmental aspects of your activities, products, and services?
YES NO
2. Do your procedures focus on the activities, products and services that fall
within the boundaries (scope) of your environmental management system?
YES NO
3. Do your procedures help you to identify the environmental aspects of current activities, products, and services?
YES NO
4. Do your procedures help you to identify the environmental aspects of
planned activities, products, and services? YES NO
5. Do your procedures help you to identify those environmental aspects that your organization can directly control?
YES NO
6. Do your procedures help you to identify those environmental aspects that
your organization could influence indirectly? YES NO
7. Do your procedures help you to pinpoint significant environmental aspects, those that currently have or could have a significant impact on the environment?
YES NO
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8. Have you implemented procedures to identify the environmental aspects of
your activities, products, and services? YES NO
9. Do you use your procedures to identify the environmental aspects of your
activities, products, and services? YES NO
10. Have you documented the environmental aspects of your organization’s activities, products, and services?
YES NO
11. Do you keep your environmental aspect documents up to date? YES NO
12. Did you consider significant environmental aspects when you
established your environmental management system? YES NO
13. Did you consider significant environmental aspects when you
implemented your environmental management system? YES NO
14. Do you consider significant environmental aspects as you maintain your
environmental management system?
YES NO
15. Do you maintain procedures to identify the environmental aspects of your activities, products, and services? YES NO
16. Have you established procedures to identify and clarify the legal and other requirements that apply to your organization’s environmental aspects? YES NO
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17. Do your objectives and targets include a commitment to pollution
prevention? YES NO
18. Do your environmental objectives and targets consider your financial
requirements? YES NO
19. Do your environmental programs allocate the responsibility for achieving
your environmental objectives and targets? YES NO
20. Are your business objectives and targets consistent with your
organization’s environmental policy?
YES NO
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