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INTRODUCTION
For any organization to perpetuate itself and achieve growth there is a basic need
for developing its manpower resources. It is one thing to possess knowledge but yet
another thing to put it to effective use. It is essential to develop skills and also update the
knowledge. Especially, in a rapidly changing society, employee training and development
is not only an activity that is desirable but also an activity that an organization must
commit resources to if it is to maintain a viable and knowledgeable workforce. They
need to learn many things to avoid cultural shock; cross-cultural orientation of employees
is becoming equally important.
Evaluation is an essential part of measuring the impact of any organization’s learning and
development programme, but often the most neglected. Training as a service intended to
achieve quality results requires continuous evaluation to achieve continuous
improvement. Evaluation should pervade the training process. Successful evaluation
should address the needs of the organization, measure whether or not these needs were
met and quantify these tangible benefits and the return on investment. Participants on this
programme will gain a clear understanding of the evaluation process and how it can help
with future training projects.
1
INDUSTRY PROFILE
Food processing involves any type of value addition to agricultural or
horticultural produce and also includes processes such as grading, sorting, and packaging
which enhance shelf life of food products. The food processing industry provides vital
linkages and synergies between industry and agriculture. The Food Processing Industry
sector in India is one of the largest in terms of production, consumption, export and
growth prospects. The government has accorded it a high priority, with a number of fiscal
reliefs and incentives, to encourage commercialization and value addition to agricultural
produce, for minimizing pre/post harvest wastage, generating employment and export
growth. India's food processing sector covers a wide range of products fruit and
vegetables; meat and poultry; milk and milk products, alcoholic beverages, fisheries,
plantation, grain processing and other consumer product groups like confectionery,
chocolates and cocoa products, Soya-based products, mineral water, high protein foods
etc.
Biscuit industry in India
Biscuit industry is the largest segment of the grain milling industry. Similarly,
production of biscuits in the organized sector is about 80 percent and quantity of biscuits
produced in the unorganized sector is about 20 percent. During the year 2005-06, (up to
December), financial assistance was sanctioned by Ministry of Food Processing for 27
consumer food-processing units.
The production by organized players is estimated to be 1561,000 tonnes, for the year
2005, which means if they include the unorganized sector the total tonnage should be at
least 2,600,000.
2
The industry consists of 3 large-scale manufacturers, around 50 medium scale brands and
2500 small-scale units in the country. The unorganized sector is estimated to have
approximately 30,000 small & tiny bakeris across the country.
Rural penetration and unorganised sector
The rural penetration of the branded biscuits segment is also significant. Towns
with populations of less than a lakh contribute significantly to the industry's turnover,
with some estimates placing it at 40 per cent. However, rural markets largely consume
lower-priced varieties, and it is here that branded biscuits meet with stiff competition
from the unorganised sector. According to official statistics, the contribution of the
unorganised sector, which sells biscuits loose, could be as high as 50 per cent.
While the presence of a large unorganised segment could mean that a sizeable population
can be converted into branded biscuits consumers and, therefore, represent huge market
potential for companies in the organised sector, the fiscal duty structure still favours the
unorganised sector. Except for select low-priced varieties, the excise duty on biscuits is a
hefty 16 per cent.
The segment can be further divided into the sweet and savoury. If the Marie category is
also included in the sweet biscuits category, it would easily account for close to 80 per
cent of the industry's total volumes of 775,000 tonnes. The savoury segment includes salt
biscuits, and the salt and sweet variety accounts for the rest. The market has been
growing at 15 per cent per annum.
3
The major brands are - Britannia, Parle, ITC, Priyagold, Cremica, Dukes, Anmol, Priya,
etc besides various regional and state brands. The annual production of biscuit in the
organized sector continues to be predominantly in the small and medium scale sector
before and after de-reservation.
According to the biscuit manufacturers federation, the annual growth of overall biscuit
industry showed a decline of 3.5% in 2000-01, mainly due to 100 percent hike in central
excise duty (from 8 % to 16%). Production in the year 2001-02 increased very marginally
by 2.75%, whereas in 2002-03 the growth was around 3%. The market's domination by
Britannia's premium varieties is quite significant. In the last two years, the company has
also stepped up investments on products and brands to further strengthen its hold over the
market. In terms of value, Britannia leads the market with 37 per cent market share,
followed by Parle’s 31.3 per cent and ITC’s 6.3 per cent.
4
COMPANY PROFILE
VISION STATEMENT
To dominate the food and beverage market I India with a distinctive ranged
“Tasty but healthy” Britannia brands, to triple the turnover and operating
Income by the year 2006
MISSION STATEMENT
Every third customer must be Britannia customer by the year 2006.
For Britannia colors represents
Red: Symbolizing energy and vitality.
Green: Nutrition and freshness.
White: Purity.
“Eat healthy, think better”
Captures the essence of the Indian concept of the unity of body and mind.
5
The story of one of India's favourite brands reads almost like a fairy tale. Once
upon a time, in 1892 to be precise, a biscuit company was started in a nondescript house
in Calcutta (now Kolkata) with an initial investment of Rs. 295. The company we all
know as Britannia today.
The beginnings might have been humble-the dreams were anything but. By 1910, with
the advent of electricity, Britannia mechanised its operations, and in 1921, it became the
first company east of the Suez Canal to use imported gas ovens. Britannia's business was
flourishing. But, more importantly, Britannia was acquiring a reputation for quality and
value. As a result, during the tragic World War II, the Government reposed its trust in
Britannia by contracting it to supply large quantities of "service biscuits" to the armed
forces.
As time moved on, the biscuit market continued to grow… and Britannia grew along with
it. In 1975, the Britannia Biscuit Company took over the distribution of biscuits from
Parry's who till now distributed Britannia biscuits in India. In the subsequent public issue
of 1978, Indian shareholding crossed 60%, firmly establishing the Indianness of the firm.
The following year, Britannia Biscuit Company was re-christened Britannia Industries
Limited (BIL). Four years later in 1983, it crossed the Rs. 100 crores revenue mark.
On the operations front, the company was making equally dynamic strides. In 1992, it
celebrated its Platinum Jubilee. The Wadia Group acquired a stake in the company and
became an equal partner with Groupe Danone in Britannia. The subsequent year saw
sales cross a landmark 100,000 tonnes of biscuits or 1 billion packs of 100g.
In 1997, the company unveiled its new corporate identity - "Eat Healthy, Think Better" -
and made its first foray into the dairy products market. In 1999, the "Britannia Khao,
World Cup Jao" promotion further fortified the affinity consumers had with Brand.
6
Britannia strode into the 21st Century as one of India's biggest brands and the pre-
eminent food brand of the country. It was equally recognised for its innovative approach
to products and marketing: the Lagaan Match was voted India's most successful
promotional activity of the year 2001 while the delicious Britannia 50-50 Maska-Chaska
became India's most successful product launch. In 2002, Britannia's New Business
Division formed a joint venture with Fonterra, the world's second largest Dairy
Company, and Britannia New Zealand Foods Pvt. Ltd. was born. In recognition of its
vision and accelerating graph, Forbes Global rated Britannia 'One amongst the Top 200
Small Companies of the World', and The Economic Times pegged Britannia India's 2nd
Most Trusted Brand. Today, more than a century after those tentative first steps,
Britannia's fairy tale is not only going strong but blazing new standards, and that
miniscule initial investment has grown by leaps and bounds to crores of rupees in wealth
for Britannia's shareholders. The company's offerings are spread across the spectrum with
products ranging from the healthy and economical Tiger biscuits to the more lifestyle-
oriented Milkman Cheese. Having succeeded in garnering the trust of almost one-third of
India's one billion populations and a strong management at the helm means Britannia will
continue to dream big on its path of innovation and quality. And millions of consumers
will savour the results, happily ever after. The company’s principal activity is the
manufacture and sale of biscuits, bread, rusk, cakes and diary products like cheese, butter
and milk. The brand names of biscuits include Vita Marie Gold, Tiger Variants,
Nutrichoice Junior and Good Morning. Biscuits & high protein food accounted for 81%
of fiscal 2002 gross revenues; Dairy Products, 12% Bread, 4% Cake & Rusk 2% & other
1%.
7
MILESTONES
1892 The Genesis - Britannia established with an investment of Rs. 295 in Kolkata
1910 Advent of electricity sees operations mechanised
1921 Imported machinery introduced; Britannia becomes the first company East of the
Suez to use gas ovens
1939 – 44 Sales rise exponentially to Rs.16,27,202 in 1939
During 1944 sales ramp up by more than eight times to reach Rs.1.36 crore
1975 Britannia Biscuit Company takes over biscuit distribution from Parry's
1978 Public issue - Indian shareholding crosses 60%
1979 Re-christened Britannia Industries Ltd. (BIL)
1983 Sales cross Rs.100 crore
1989 The Executive Office relocated to Bangalore
1992 BIL celebrates its Platinum Jubilee
1993 Wadia Group acquires stake in ABIL, UK and becomes an equal partner with
Groupe Danone in BIL
1994 Volumes cross 1,00,000 tons of biscuits
1997 Re-birth - new corporate identity 'Eat Healthy, Think Better' leads to new mission:
'Make every third Indian a Britannia consumer'
BIL enters the dairy products market
8
1999 "Britannia Khao World Cup Jao" - a major success! Profit up by 37%
2000 Forbes Global Ranking - Britannia among Top 300 small companies
2001 BIL ranked one of India's biggest brands
No.1 food brand of the country
Britannia Lagaan Match: India's most successful promotional activity of the year
Maska Chaska: India's most successful FMCG launch
2002 BIL launches joint venture with Fonterra, the world's second largest dairy
company
Britannia New Zealand Foods Pvt. Ltd. is born
Rated as 'One amongst the Top 200 Small Companies of the World' by Forbes
Global
Economic Times ranks BIL India's 2nd Most Trusted Brand
Pure Magic -Winner of the Worldstar, Asiastar and Indiastar award for packaging
2003 'Treat Duet'- most successful launch of the year
Britannia Khao World Cup Jao rocks the consumer lives yet again
2004 Britannia accorded the status of being a 'Superbrand'
Volumes cross 3,00,000 tons of biscuits
Good Day adds a new variant - Choconut - in its range
2005 Re-birth of Tiger - 'Swasth Khao, Tiger Ban Jao' becomes the popular chant!
Britannia launched 'Greetings' range of premium assorted gift packs
The new plant in Uttaranchal, commissioned ahead of schedule.
The launch of yet another exciting snacking option - Britannia 50-50 Pepper
Chakkar
9
Plant locations
Britannia’s plants are located in the 4 major metro cities-Kolkatta,Mumbai,Delhi
and Chennai. A large part of products are also outsourced form third party producers.
Dairy products are out sourced from three producers-Dynamix Dairy based in Baramati,
Maharastra, and Modern Diary at Karnal in Haryana and Thacker and Dairy products at
Howrah in West Bengal.
Recent Developments
A new initiative taken by Britannia, to cater to all the taste fads of the consumer,
seeks to widen the range of its snack foods. This will be Britannia's biggest challenge in
the next few years. Meanwhile in existing categories of biscuits and baked products,
innovation will be the key principle. A host of new flavours and food-formats, as never
seen before in the Indian market, are due to enter the market in 2004. Thus, Britannia will
continue to define the Indian market in biscuits and other food products.
10
Products Manufactured By Britannia Industries Limited
BISCUITS1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Anytime
Binki
Bourbon Cream
Brita
Chakra
Circus
Coconut
Crunches
Cream Crackers
Custard Cream
Delite
Digestive
Elaichi Cream
Embassy Cream
Ginger nut
Glucose – D
Good Day
(Cashew, Pista,
Badam, Butter
Mal Bisk
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
Marie
Milk Bikies
Nice
Orange Cream
Petit Beurre
Pinapple Cream
Pure Magic
(Chocolate,
Vanilla)
Snax
Thin Arrow Root
Top
Zoological
50 – 50
Jim Jim
Oro
Tiger
Chekkers
11
BREADS CHEESE SPREAD CAKES
1. Brown
Bread
2. Fruit Bread
3. Milk Bread
4. Sliced
Bread
1. Plain
2. Pepper
3. Jeera
4. Chilly
5. Capsicum
1. Chocolate Cake
2. Fruit Cake
3. Lemon Cake
4. Orange Cake
5. Pineapple Cake
6. Ribbon Cake
7. Slice Cake
(Mixed Fruits,
Pineapple)
DAIRY
WHITNERMERRICAKE HALF-HALF
FLAVOURED
MILK
(SIZ – ZIP)
1. Carton
2. Pouch
1. Fruit
2. Chocolate
3. Orange
4. Vanilla
Chocolate
5. Orange
Chocolate
6. Plaum
7. Milk
8. Butter
Sponge
1. Vanilla
Chocolate –
Twin Pack,
Family Pack
2. Orange
Chocolate -
Twin pack,
Family pack
1. Chocolate
2. Strawberry
3. Mango
4. Pineapple
5. Badam
6. Elaichi
12
Products produced in Chennai plant:
In Chennai branch, the various products produced are:
Britannia Industries (BIL) is one of the largest bakery in the private sector and a
household name in food products.Company has decided to focus on seven core brands in
the biscuits and bakery category. The brands included Good Day, Tiger, 50-50, Snacks,
and the Cream Treat brands, among others. Company is adopting its strategy aggressively
into dairy products and organized biscuit market. Currently, Britannia is focusing on
expanding its business to dairy products like cheese, butter, ghee and dairy whitener.
Britannia is an innovative marketer and has always been driven to expand its market. It
has redone its whole image to target the health and nourishment conscious Indian
consumer.
1. Good Day- Butter
2. Good Day- Cashew
3. Good Day- Pista Badam
4. Marie
5. Little Hearts
6. Maska Chaska
7. 50-50
8. Chota Tiger
13
Achievements
Britannia is synonymous with the rise and growth of the biscuit industry in India.
It brought the health dimension to an industry that was traditionally driven by taste alone.
This is reflected in Britannia’s brand slogan, introduced in 1997 that exhorted consumers
to ‘Eat Healthy, Think Better’. This was quickly embraced by the entire industry to come
up with similar promotional campaigns showing biscuits to be an epitome of a healthy,
happy diet.
Going beyond biscuits has been the most difficult challenge and a litmus test for the
company. Britannia entered the dairy category with the launch of Britannia Milkman
range of dairy products. With the success of Britannia Milkman Cheese, it achieved a
niche for itself in a category that was defined by a competitor that had created the
category.
Britannia’s products retail in over 2 million outlets selling approximately 200 million
packs a month. With millions of happy consumers every month, Britannia is considered
to be one of the most trusted food brands in India. Britannia has also successively made
the Forbes List of 200 Best Small Companies in the world for the years 1999, 2000 and
2002.
ABOUT THE TOPIC
Today’s corporate mantra of continuous improvement offers HR a strategic
opportunity to develop and maintain high-performance organizations. After all,
companies require much more than high technology and bright ideas to remain
14
competitive. They need people who have the knowledge, skills and values to make their
businesses successful, as well as manage systems that motivate workers and reward them
for achieving goals and objectives.
Training, Development and Education
HRD programmes are divided into three main categories: training, Development
and Education. Although some organizations lump all learning under training or training
and development, dividing into three distinct categories makes the desired goals and
objects more meaningful and precise.
Training is a process of learning a sequence of programmed behaviour. It is application
of knowledge. Training is the acquisition of technology, which permits employees to
perform their present job to standards. It improves human performance on the current job
or prepares them for an intended job.
Development is a related process. It covers not only those which bring about growth of
the personality; help individuals in the progress towards maturity and actualization of
their potential capacities so that they become not only actualization of their potential
capacities but better men and women.
In organizational terms, it is intended to equip persons to earn promotion and hold
greater responsibility. It enables leaders to guide their organizations onto new
expectations by being proactive rather than reactive. And this may well include not only 15
imparting specific skills and knowledge but also inculcating certain personality and
mental attitudes. Development is a long-tem educational process utilizing a systematic
and organized procedure by which managerial personnel learn conceptual and theoretical
knowledge for general purpose.”
Education is the understanding and interpretation on knowledge. It does not provide
definitive answers, but rather it develops a logical and rational mind that can determine
relationships among pertinent variables and there by understand phenomena. Education
must impart qualities of mind and character, and understanding of basic principles and
develop the capacities of analysis, synthesis and objectivity. Usually, education is outside
the scope or an organization’s functions. It involves a range of skills and expertise,
which can be provided only by education institutions. An organization can and does
make use of such institutions. An organization can and does make use of such
institutions in order to support and supplement its internal training and development
efforts.
SURVEY OF LITERATURE
16
Training is short-term process utilizing a systematic and organized procedure by
which non-managerial personnel learn technical knowledge and skills for a definite
purpose.
Concept of training
Training is transferring information and knowledge to employees.
Equipping employers to translate that information and knowledge into practice
with a view to enhancing organization effectiveness and productivity, and the
quality of the management of people.
Objectives of Training
Training improves the skill and knowledge.
Training increases Production and Productivity.
Training provides job satisfaction.
Training reduces supervision.
Training reduces accidents.
Training reduces complaints.
Training provides scope for Management By Exception.
Essentials of a Good Training Programme
A good training programme should fulfill the following conditions
17
It should have a specific goal.
It should be relevant.
It should make trainees accountable.
There must be provision of certain facilities
There may be a provision of suitable incentives.
It should consider individual differences.
Benefits of Training
Increases job satisfaction among employees.
Increased employee motivation.
Increases efficiency in processes, resulting in financial gain.
Increases capacity to adopt new technologies and method
Increases innovation in strategies and products.
METHODS OF TRAINING:
The methods of training are two types. They are as follows.
Methods of training
18
On the job training:
The most important type of training is On the job training. Majority of industrial
training is of the On the job training. On the job training is conducted at the work site and
in the context of the job. The worker in this method learns to master the operations
involved on the actual job situation under the supervision of his immediate boss. It is
necessary to make sure that the supervisor who is imparting training is trained and
motivated to be a good trainer.
If the supervisor views the training as burden and nuisance, it will produce no good
effect. There are several types of on the job training programmes. Some of them are
described below:
Job rotation:
Off-the-job Training
Lecturer
&conferences
Case studies
Role Playing
Management Games
Sensitivity training
On-the-job Training
Internship Training
Apprenticeship
Training
Refresher Training
Job rotation
Vestibule Training
19
This method involves the employee being sent through different jobs thereby
providing him a wider exposure and an opportunity of experiencing different functions
before making choice of particular function in which he would like to develop and build
his career.
Internship training:
This refers to a joint programme of training in which schools and business co-
operate to enable the students gain a good balance between theory and practice. Class
room principles are better understood against the practical background in a factory.\
Apprenticeship training:
This training is use in those trades, crafts and technical fields in which proficiency
can be acquired after a relatively long period of time in direct association with work and
under supervision of experts. It is a good source of providing the required personnel for
the industry.
Vestibule training:
When the amount of on the job training that has to be done exceeds the capacity
of the line supervisor, a portion of this training is taken away from the line and assigned
to the staff through a vestibule school.
This method attempts to duplicate on the job situations in a company classroom. The
trainees are taken through a short course under working conditions that approximate
20
actual shop, sales or office conditions. This technique enables the trainee to concentrate
on learning the new skills rather than on performing an actual job.
Refresher training:
With passage of time, employees may forget some of the methods, which were
taught to them, or they may have become outdated because of technological development
and improved techniques of management and production. Hence, refresher training is
arranged for the existing employees in order to provide them with an opportunity to
revive and also improve their knowledge. Retraining (refresher training) programmes are
designed to avoid personal obsolescence.
Off the job training:
Off the job training simply means that training is not a part of everyday job
activities. Off the job methods are used away from workplace. Classroom or off the job
instructions are useful when concepts, attitudes theories and problem solving abilities are
to be taught. It is associated more with knowledge than skill. Off the job method consist:
Lecture method:
This is most commonly used to address large groups about general topics. The
lecturer possesses a considerable depth of knowledge on the subject at hand. He seeks to
communicate his thoughts in such a manner as to interest the class and clause them to
retain what he has said. The trainees generally take notes as an aid to learning.
The conference method:
21
In this method, the participating individuals ‘confer’ to discuss points of common
interest to each other. It is an effective training device for persons in the positions of both
conference member and conference leader. As a member, a person can learn from others
by comparing his opinions with those of others. As a conference leader, a person can
develop the skill to motivate people through his direction of discussion. There are three
types of conferences:
Direct discussions
Training conference
Seminar conference
The conference is ideally suited to learning about problems and issues and examining
them from different angles. It is considered to be the best method for reducing dogmatism
employed in supervisory and executive developments programmes.
Case study method:
The case study method, which was popularized by the Harvard Business School
USA, is one of the common forms of training to the employees. A collateral objective is
to help them develop skills in using their knowledge. Under the case study method, the
trainees may be given a problem to discuss which is more or less related to the principles
already taught. This method gives the trainee an opportunity to apply his knowledge to
the solution of realistic problems. The case study places heavy demands upon the trainees
and requires that they should have a good deal of maturity and background in the subject
matter concerned.
The trainees learn that there is no single answer to a particular problem. The answer of
each trainee may differ. Case discussions will help them to appreciate each others
22
thinking, that is why case studies are frequently used in supervisory and executive
training. In the case study method, the trainee is expected to:
Master the facts and content of the case
Define the objectives and issues in the case
Identify the problems in the case
Develop alternative courses of action
Screen the alternatives using the objectives and issues as the criteria.
Suggest the controls needed to make the action effective.
Role playing:
Role playing technique is used for human relations and leadership training. Its
purpose is to give trainees an opportunity to learn human relations skills through practice
and to develop insight into one’s own behaviour and its effect upon others. Under this
method, conflicts situation is artificially constructed and two or more trainees are
assigned different parts to play. The trainees act out a given role as they would in a stage
play.
The role players are provided with a description of the situation and the role they are to
play. After being allowed sufficient time to play their parts, they must then act their part
spontaneously before the group. Role playing primarily involves employee- employer
relationship-hiring, firing and discussing a grievance procedure, conducting a post
appraisal interview or representation to a customer. Role playing is especially useful in
providing new insights and in presenting the trainee with opportunities to develop
interfactional skills.
23
Management games:
A management game has been described as a dynamic training exercise utilizing a
model of a business situation. In these games participates are divided into various teams
which are placed in competition with each other in resolving some problems information
about which is supplied to all teams. The game illustrates the value of analytic techniques
such as the use of mathematical models to arrive at optimum solution.
Sensitivity Training:
Sensitivity training or T-group training means the development of awareness and
sensitivity to behavioral patterns of oneself and others. In sensitivity training, the trainees
are enabled to see themselves as others see them and develop an understanding of others’
views and behaviour. It aims at increasing tolerance power of the individual and his
ability to understand others. The sensitivity training programmes are generally conducted
under controlled laboratory conditions.
Training programme in BIL:
As Britannia is a food industry, training and development programme is given due
importance. The need for training is identified based on the skill requirement. The
employees are sent for the training based on his job, potentials and his drawbacks.
Departments
Location
Programme Name
24
Conducted by
Date
About the objectives of the programme
Summary of learning’s
About the type of training programme
Benefits of the programme
Area of implementation
Overall rating of programme
Satisfaction level of employee about the programme
After four months the employee will be given post training evaluation form consists of
the following information. This form contains three parts
PART-1
Objectives by which the nomination was made and the extent to which the objective were
met with
(This is to be filled by immediate supervisor/ Department Head)
PART-2
Expectations from the training programme and extent to which the expectation were met
with,
(This is to filled by the participant)
PART-3
25
Learning made from the training, practical usage of this in the work place, an action plan
for practically evaluating the improvements in the work place owing to the training
programme.
(This is to be filled jointly by the participant and immediate supervisor/Department Head)
But these forms will not cover training feed back. Training feed back will be collected
from the participant separately immediately after the training programme and the
evaluation will be done after 3 months to check the performance of the employee and
whether he has met with his objectives or not.
The training needs are identified in the presence of the department and by the HR
department head. The training methods and techniques are decided based on the training
needs of both employees as well as the organization. Based on the training needs the
training manual is prepared which have the complete details about the identification of
training needs. The training calendar is prepared by the HR department.
The format of the training calendar is as follows:
26
s.no Training
identified
Programme
name
Nature Date Institute List of
participants
Dept remark
The training calendar is prepared once in a year and changes are made on the basis of
requirements. The employees are informed about the programme they are going to attend.
This gives the details about the training programme, how effective it worked and what
are the benefits dervided from the training programmes and the changes to be made to the
training programme.
STEPS INVOLVED IN TRAINING:27
Step 1: Determining the training needs:
The first step is to identity the training needs of employees. This requires
organizational analysis (i.e.) analyzing the present and future needs of the total
organization, operational analysis (i.e.) analyzing the needs of a specific group job, and
28
Determine the training needs
Deciding the purpose of training
Choosing the training method
Evaluating the training programmes
individual analysis (i.e.) analyzing the needs of the specific employees. In order to
determine training needs it is also necessary to analyze the competence level and
potential level of the employees.
Step 2: Decide the purpose of training
Once the training needs have been identified the specific goals and criteria for
training should be decided. This implies establishing short term and long term objectives
of the training programme will be evaluated.
Step 3: Choosing the training method:
There are several internal and external methods of training. Internal methods
include apprenticeship, internship understudy, job rotation, etc. these training
programmes are less expensive and require less time. External methods include
classroom instructions, role playing, case analysis, etc…these programmes facilitate
better concentration on learning and expose the trainee to the view points of the experts
and mangers of other concerns. While making a choice the cost and learning value of
alternative methods should be carefully weighted in the light of the needs of the
organization and the individual.
Step 4: Evaluating the training programmes
Evaluation of the training may takes place during the programme and after it.
Such evaluation is necessary to find out whether the cost of the programme as yielded
29
benefits or not. The effectiveness of training programme may be judged in the terms of
change in the behaviour a performance has yielded benefits or not.
Training evaluation
Training evaluation refers to the process of collecting the outcomes needed to
determine if training is effective. Training effectiveness refers to the benefits that
company and the trainees receive from training benefits for trainees may include learning
30
new skills or behaviour. Benefits to the company may include increased sales and more
satisfied customers. Evaluation is the application of systematic methods to periodically
and objectively assess the effectiveness of programmes in achieving expected results,
their impacts, both intended and unintended, continued relevant and alternative or more
cost-effective ways of achieving expected results.
There are the two principal factors which need to be resolved:
Who is responsible for the validation and evaluation processes?
What resources of time, people and money are available for validation/evaluation
purposes?
The evaluation should:
Determine whether or not a programme is accomplishing its objectives.
Identify the strengths and weaknesses in a Human Resources Programme.
Determine the cost/benefit ratio of an HRD programme.
Decide who should participate in future programmes.
Identify which participants benefited most or least from the programme.
Reinforce major points made to the participants.
Gather data to assist in marketing future programmes.
Determine of the programme was appropriate.
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KIRKPATRICK'S FOUR LEVELS OF EVALUATION
The most well-known and used model for measuring the effective of training
programmes was developed by Donald Kirkpatrick in the late 1950s. The basic structure
of Kirkpatrick’s four-level model is shown here..
In Kirkpatrick's four-level model, each successive evaluation level is built on information
provided by the lower level.
Level 4 - Results What organizational benefits resulted from the
training? Level 3 - Behavior To what extent did participants change their behavior
back in the workplace as a result of the training?
Level 2 - Learning
To what extent did participants improve knowledge and skills and change attitudes as a result of the training?
Level 1 - Reaction How did participants react to the programme?
ASSESSING TRAINING EFFECTIVENESS often entails using the four-level model
developed by Donald Kirkpatrick (1994). According to this model, evaluation should
always begin with level one, and then, as time and budget allows, should move
sequentially through levels two, three, and four. Information from each prior level serves
as a base for the next level's evaluation. Thus, each successive level represents a more
precise measure of the effectiveness of the training programme, but at the same time
requires a more rigorous and time-consuming analysis.
32
Level 1 Evaluation – Reactions
Just as the word implies, evaluation at this level measures how participants in a
training programme react to it. It attempts to answer questions regarding the participants'
perceptions - Did they like it? Was the material relevant to their work? This type of
evaluation is often called a “smile sheet.” According to Kirkpatrick, every programme
should at least be evaluated at this level to provide for the improvement of a training
programme. In addition, the participants' reactions have important consequences for
learning (level two). Although a positive reaction does not guarantee learning, a negative
reaction almost certainly reduces its possibility.
Level 2 Evaluation – Learning
To assess the amount of learning that has occurred due to a training programme,
level two evaluations often use tests conducted before training (pretest) and after training
(post test).
Assessing at this level moves the evaluation beyond learner satisfaction and attempts
to assess the extent students have advanced in skills, knowledge, or attitude.
Measurement at this level is more difficult and laborious than level one.
33
Measuring the learning that takes place in a training programme is important in order to
validate the learning objectives. Evaluating the learning that has taken place typically
focuses on such questions as:
What knowledge was acquired?
What skills were developed or enhanced?
What attitudes were changed?
Methods range from formal to informal testing to team assessment and self-assessment.
If possible, participants take the test or assessment before the training (pretest) and after
training (post test) to determine the amount of learning that has occurred.
Level 3 Evaluation - Behaviour
In Kirkpatrick's original four-levels of evaluation, he names this level "behavior."
However, behavior is the action that is performed, while the final results of the behavior
are the performance.
This evaluation involves testing the students capabilities to perform learned skills while
on the job, rather than in the classroom. Level three evaluations can be performed
formally (testing) or informally (observation).
It is important to measure performance because the primary purpose of training is to
improve results by having the students learn new skills and knowledge and then actually
applying them to the job. Learning new skills and knowledge is no good to an
organization unless the participants actually use them in their work activities.
34
Since level three measurements must take place after the learners have returned to their
jobs, the actual Level three measurements will typically involve someone closely
involved with the learner, such as a supervisor.
Although it takes a greater effort to collect this data than it does to collect data during
training, its value is important to the training department and organization as the data
provides insight into the transfer of learning from the classroom to the work environment
and the barriers encountered when attempting to implement the new techniques learned in
the programme.
Level 4 Evaluation- Results
This is the final results that occur. It measures the training programme's
effectiveness, that is, "What impact has the training achieved?" These impacts can
include such items as monetary, efficiency, moral, teamwork, etc. Level four evaluation
attempts to assess training in terms of business results. Frequently thought of as the
bottom line, this level measures the success of the programme in terms that managers and
executives can understand -increased production, improved quality, decreased costs,
reduced frequency of accidents, increased sales, and even higher profits or return on
investment. From a business and organizational perspective, this is the overall reason for
a training programme, yet level four results are not typically addressed. Determining
results in financial terms is difficult to measure, and is hard to link directly with training.
While it is often difficult to isolate the results of a training programme, it is usually
possible to link training contributions to organizational improvements. Collecting,
35
organizing and analyzing level four information can be difficult, time-consuming and
more costly than the other three levels, but the results are often quite worthwhile.
This final measurement of the training programme might be met with a more "balanced"
approach or a "balanced scorecard which looks at the impact or return from four
perspectives:
Financial: A measurement, such as an ROI, that shows a monetary return, or the
impact itself, such as how the output is affected. Financial can be either soft or hard
results.
Customer: Improving an area in which the organization differentiates itself from
competitors to attract, retain, and deepen relationships with its targeted customers.
Internal: Achieve excellence by improving such processes as supply-chain
management, production process, or support process.
Innovation and Learning: Ensuring the learning package supports a climate for
organizational change, innovation, and the growth of individuals
As we move from level one to level four, the evaluation process becomes more difficult
and time-consuming; however, it provides information that is of increasingly significant
value. Perhaps the most frequently type of measurement is Level one because it is the
easiest to measure. However, it provides the least valuable data. Measuring results that
affect the organization is considerably more difficult, thus it is conducted less frequently,
yet it yields the most valuable information.
36
The Results of Training
The measuring of the results of training is beyond those of simply equipping
people with the skills and knowledge necessary to carry out their assigned tasks and
duties. Redefining training as an intervention, as a solution to some problem other than
equipping people to do their jobs.
In cases where skill and knowledge deficiencies are leading to mistakes, errors, defects,
waste, and so on, one might argue (and many do) that training which eliminates these
deficiencies and in turn reduces mistakes, errors, defects, and waste, is a solution to a
performance problem. This argument is extended to assert that the reductions in mistakes,
errors, defects, and waste, as well as the financial value of any such reductions constitute
the "results" of training.
Conclusion
The concluding point to be made here is very, very simple and very, very
important: There is no "cookbook" approach to the evaluation of training. To properly
evaluate training requires one to think through the purposes of the training, the purposes
of the evaluation, the audiences for the results of the evaluation, the points or spans of
points at which measurements will be taken, the time perspective to be employed, and the
overall framework to be utilized.
37
NEED OF THE STUDY
The study aims to gauge the effectiveness of training programme took place in
Britannia Industries Ltd
The main purpose of checking the effectiveness of the training programme at
Britannia Industries Ltd is that the individual employees can realize their progress and
their own development needs. If they are allowed to realize those themselves rather
than being told then there is greater acceptance and greater commitment to continue
learning and to develop ownership of their own action plan.
To determine whether the participants have actually learnt to practice the
lessons from the training programme in their day to day work lives.
To know whether there is any significant improvement in the work
performance of their employees after the training sessions.
To evaluate the effectiveness of the trainer for the training programmes.
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SCOPE OF THE STUDY
From the organizations point of view, there has been certain finding about the study and
suitable measures suggested to correct them. Hence if the suggestions are implement it
would benefit the organizations employees in attending a flawless training programme in
their future.
From the researchers point of view it would fetch him a lot of learning regarding the
procedures of training in the organization and also suggest ideas to overcome the
shortcomings of the training programme.
39
RESEARCH OBJECTIVES
Primary objective
‘To evaluate the effectiveness of training programmes at Britannia Industries Ltd’
Secondary objectives
To determine whether the training programme had any significant on the
employee’s current job.
To evaluate the effectiveness of the trainer for the training programmes.
To determine the effectiveness of the existing training programme.
To analyze whether the time duration of the training programme match its
objectives.
To assess the level of learning’s.
To suggest areas that might help in improving the training at Britannia Industries
Ltd.
40
RESEARCH METHODOLOGY
Meaning of research
The advanced learners Dictionary of current English lays down the meaning of
research as “A careful investigation or inquiry especially through search for new facts in
any branch of knowledge”. Research is thus an original contribution to the existing stock
of knowledge making for its advancements. It refers to the systematic method consisting
of enunciating the problem, formulating a hypothesis, collecting the facts, data, analyzing
the facts and reaching certain conclusion either in the form of solutions towards the
concerned problem or in certain generalizations for some theoretical formulation.
Objectives
The main aim of research is to find out the truth which is hidden and which has not yet
discovered. The objectives of carrying out researches are
To gain familiarity with a phenomenon to achieve new insights into it.
To portray accuracy the characters of a particular individual situation or a group.
To determine the frequency with which some thing occurs or with which it is associated
with something else.
To test hypothesis of a casual relationship between variables.
41
RESEARCH DESIGN
Research design is defined as “A plan structure and strategy of investigation
conceived so as to obtain answer to research question and control variables”.
RESEARCH PROCESS
While planning and designing the research project the step were to be followed
was anticipated and listed. The lists of function or steps consist of research process.
42
DEFINITION OF PROBLEM
STATEMENT OF RESEARCH OBJECTIVES
LIST OF NEEDED INFORMATION
DESIGN OF DATD COLLECTION PROJECT
SELECTING THE SAMPLING AND SAMPLE SIZE
ANALYING THE DATA
FINDING AND RECOMMENDATION
Type of research
The present type of research belongs to the category of ‘Descriptive study’.
Descriptive study are undertaken when the researcher is interested in knowing the
characteristics of certain groups, assessing behaviour, making projections or for
determining the relationship between z or more variables.
Research approach
A disciplined approach and attention to minor details would ensure that the
resultant data would be of high quality and the fixed responses gives a real insights into
the truth for which the project is done. This method is the combination of both inferential.
The purpose of the inferential approach to research is to form a database from which to
infer the characteristics or the relationship of population. This usually means survey
research where a sample of population is studied (questioned or observed) to determine
its characteristics, and it is then inferred that the population has the same characteristics.
The approach adopted for the present study is that of survey based.
Sources of data:
The research should keep in mind two types of data while collecting data viz
primary data and secondary data.
Primary data
Primary data may be described as those data that have been observed and
recorded by the researcher for the first time to their knowledge. A questionnaire was
prepared and with the help of which the primary data has been collected.43
Secondary data
Secondary data may be described as those data that has been compiled by some
agency other than the user.
There are two sources of secondary data.
A) Internal sources
B) External sources
The secondary data used for the purpose of the study are company magazine, Training
system records and the company’s website.
Sampling plan
Sampling plan is a definite plan for obtaining a sample from a given population.
It refers to the various techniques for selecting items for the sample. This plan calls for
three decisions
Population unit: The population unit is finite
Sampling unit: The sampling unit is the Officers of the Britannia Industries Ltd at Padi,
Chennai.
Sample size:
103 respondents are taken as the sample in consultation with college and company
guide.
44
Sampling procedure:
Non-probability sampling method involves a deliberate selection of particular
units of the universe for constituting a sample which request the universe. Non
probability sampling is any procedure in which elements will not have the equal
opportunities of being included in a sample.
Convenience sampling:
When the population elements are selected for inclusion in the sample based on
the ease of access is known as the convenience sampling. The research design is
descriptive which is concerned with narration of facts and description of various
characteristics of particular group of employees.
Here the respondents are chosen on the basis of non-probability sampling under which
convenience sampling design was used.
Mode of data collection
The mode of data collection is survey method. The survey method is more
appropriate to the study.
Data collection instrument:
The instrument used for data collection through Questionnaire. A questionnaire is
simply a formalized set of questions for eliciting information.
45
Open-ended questions:
Open-ended questions are questions to which there is not one definite answer.
Open-ended questions may be a good way to break the ice with a survey, giving
respondents an opportunity to answer in their own words
Closed-ended questions
Closed-ended questions have a finite set of answers from which the respondent
chooses. The benefit of closed-ended questions is that they are easy to standardize,
and data gathered from closed-ended questions lend themselves to statistical analysis
Multiple choice questions
When you want respondents to pick the best answer or answers from among all the
possible options, consider writing a multiple-choice question. Multiple-choice
questions are easy to lay out on a written survey.
Likert-scale question
When you want to know respondents' feelings or attitudes about something,
consider asking a Likert-scale question. The respondents must indicate how closely
their feelings match the question or statement on a rating scale.
Dichotomous questions:
46
A fixed-alternative question in which respondents are asked to indicate which of
two alternative responses most closely corresponds to their position on a subject. E.g.
Yes/No
Design and pre-testing of questionnaire:
Information gathered directly from the respondents through questionnaire, i.e.
survey method. The questionnaire was pre-tested among 10% 0f the associates by
conducting pilot study. There were few inhibitions from the associates during the study
regarding the options in the questionnaire which needed be reframed and they were
implemented during the real study. The findings of pilot study is subjected to through
examination to realize that an individual is not likely to think of all ways in which group
might respond and that are cannot anticipate adequately the interpretation of others. This
makes the pilot study all the more important.
47
Tools and techniques used for analysis:
Tools used:
The test is carried out using SPSS tool where the variables that are to be tested for
independence is entered and results are identified. The various tests are done by using
SPSS are percentage analysis, chi-square, binomial test, and cross tabulation.
Percentage analysis:
Percentage method refers to a specified kind which is used in making comparison
between two or more series of data. Percentages are based on descriptive relationship. It
compares the relative items. Since the percentage reduces everything to a common base
and thereby allow meaning comparison.
Percentage = Number of respondents x 100
Total no of respondents
Cross tabulation:
Cross tabulation tables (contingency tables) display the relationship between two
or more categorical (nominal or ordinal) variables. The Cross tabs procedure forms two-
way and multiway tables and provides a variety of tests and measures of association for
48
two-way tables. The structure of the table and whether categories are ordered determine
what test or measure to use.
Chi-square:
The Chi square test procedure tabulates a variable into categories and computes a
chi square statistic. This goodness-of-fit test compares the observed and expected
frequencies in each category to test that all categories contain the same proportion of
values or test that each category contains a user-specified proportion of values.
Statistical method to test whether two (or more) variables are: (1) independent or (2)
homogeneous. The chi-square test for independence examines whether knowing the value
of one variable helps to estimate the value of another variable. The chi-square test for
homogeneity examines whether two populations have the same proportion of
observations with a common characteristic.
Binomial test:
The Binomial Test procedure compares the observed frequencies of the two
categories of a dichotomous variable to the frequencies that are expected under a
binomial distribution with a specified probability parameter. The variables that are tested
should be numeric and dichotomous. A dichotomous variable is a variable that can take
only two possible values: yes or no, true or false, 0 or 1, and so on. If the variables are not
dichotomous, you must specify a cut point. The cut point assigns cases with values that
are greater than the cut point to one group and assigns the rest of the cases to another
group.
49
Weighted average method:
The term weight stands for relative importance of different items. Weights have
been assigned to various ranks. The weighted score is calculated by multiplying the
number of respondents in a cell with their relative weights and the whole number is
summed upto to give the weighted score for that factor. In this method weights are
assigned to the items. The formula for computing weighted average is
_
X= ∑WX/ ∑W
_
Where X is weighted arithmetic mean
X = the variable value i.e. x, x1, x2…..xn
W= weight attached to the variable value i.e. w1, w2 …wn.
Tables and charts
Various kinds of tables and charts are used to represent the survey findings and
result. Charts like pie diagram, bar diagram are used.
Bar diagram
This diagram consists of a series of rectangular bars standing on a common base.
The length of the bars is proportional to their magnitude. The comparison among the bars
is based on lengths. There are three types of bar diagram.
50
Simple bar diagram
Multiple bar diagram
Component bar diagram
Pie diagram
It is a circle divided into a number of sectors represents the values of the data.
The area of the sectors is proportional to the values of the components. It is highly useful
to know how the given data is distributed.
Data interpretation
Interpretation refers to the task of drawing influences from the collected facts. It is
an analytical and or experimental study. In fact it is a research for border meaning of
research findings. Data interpretation is concerned with relationship within the collected
data, partially with relationship within the collected data. Partially overlapping analysis
interpretation is also entered beyond the data of the study to include the result of other
research, theory and hypothesis.
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LIMITATIONS OF THE STUDY:
The limitations of the study are:
The study is been confined only to the officers of Britannia Industries Ltd, Padi,
Chennai.
The study has been conducted in a short span of 3 months, which was a limitation to
the project.
The sample size was restricted to 103 keeping into account the various constraints
such as time, cost and availability of respondents.
Lack of cooperation from the respondents as they were afraid of the information
given by them would be passed on to the management.
The respondents biased information may have affected the findings.
52
Chapter No Contents Page Nos
1. INTRODUCTION 1-39
1.1 Industry Profile 2
1.2 Company Profile 5
1.3 Product Profile 11
1.4 About The Topic 15
1.5 Survey Of Literature 17
1.6 Need For The Study 38
1.7 Scope Of The Study 39
2. RESEARCH OBJECTIVES 40
2.1 Primary Objectives 40
2.2 Secondary Objectives 40
3. RESEARCH METHODOLOGY 41-48
3.1 Type Of Research 42
3.2 Research Approach 42
3.3 Sources Of Data 43
3.4 Sampling Plan 44
3.4 (1) Population And Sampling Unit
3.4(2) Sample Size
53
3.4(3) Sampling Procedure
3.5 Mode of Data Collection 44
3.6 Data Collection Instrument 44
3.7 Design and Pretesting Of Questionnaire 45
3.8 Tools and Techniques Used For Analysis 45-49
4. LIMITATIONS OF THE STUDY 50
5. DATA ANALYSIS AND INTERPRETATION 51-94
6. FINDINGS 95-98
7. RECOMMENDATIONS 99-100
8. CONCLUSION 101
9. BIBLIOGRAPHY 101-102
ANNEXURES
i. Questionnaire
ii. Others
54
55
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