New Project

“A STUDY ON EMPLOYEE’S PERCEPTION

TOWARDS TRAINING AND DEVELOPMENT AT

HINDUSTAN COCA-COLA BEVERAGES PRIVATE

LIMITED”

Undertaken at

HINDUSTAN COCA-COLA BEVERAGES PRIVATE

LIMITED.

NEMAM

A PROJECT REPORT

Submitted by

MADANAPALEM RAJESH

(Reg. No: 10606631023)

Of

JAYA ENGINEERING COLLEGE

In partial fulfillment for award of the degree

Of

MASTER OF BUSINESS ADMINISTRATION

IN

HR

JUNE 2008

DECLARATION

I Mr. MADANAPALEM RAJESH , (10606631023) a bonafied student of

Department of Management Studies, Jaya Engineering College, Thiruninravur,

would like to declare that the project entitled “A Study On employees

Perception Towards training and development programmes in Hindustan Coca-

Cola Beverages private Limited”

In partial fulfillment of Master of Business Administration Course of Anna

University is my original work.

Place: Chennai SIGNATURE

Date: 20/08/07

ACKNOWLEDGEMENT

My very special thanks and gratitude to our chairman

Prof. A. Kanagaraj, M.A., M.Phil and Secretary Mrs. Vijaya Kumari

M.A., B.Ed, and the vice-chairman Mr. K. Navaraj M.Tech.

My very special thanks and gratitude to our beloved

principal Prof. G. S. Kandaswami.

My very special thanks and gratitude to our beloved

Director of Department Dr. Latha Krishnadass who provided me an

opportunity to do this project.

My very special thanks and gratitude to the Hindustan Coca-Cola

Beverages Private Limited, which has given me its consent to undertake a

project. I am also indebted to convey my sincere thanks to Mr.P.Deepak &

P.B.Ragavendran who guided me well and all other staff members of the

company.

I would like to thank Mr. G.Vinodkumar, for his valuable guidance, advice

and continuous encouragement during this project work. And I would like

to thank all the staff of my department for their valuable guidance, advice

and continuous encouragement during the project work.

Finally I thank who was with me and spared their time with me to do the

project work, and they are none other than my Parents, Respondents

Friends and Relatives who supported me to complete my project work.

ABSTRACT

ABSTRACT

TABLE OF CONTENTS

CHAPTER

NO.

TITLE PAGE NO

ABSTRACT

LIST OF TABLES

LIST OF FIGURES

1. INDUSTRY PROFILE

2. INTRODUCTION OF THE PROBLEM

2.1 TITLE OF THE PROJECT

2.2 NEED FOR THE STUDY

2.3 OBJECTIVE OF THE STUDY

2.4 SCOPE OF THE STUDY

2.5 STATEMENT OF THE STUDY

3. ORGANISATION PROFILE

4. REVIEW OF LITERATURE

CHAPTER NO.

TITLE PAGE NO.

5. RESEARCH METHODOLOGY

5.1 RESEARCH DESIGN

5.2 DATA COLLECTION METHODS

5.3 RESEARCH INSTRUMENT

5.4 SAMPLING

5.5 ANALYSIS TOOLS

5.6 LIMITATIONS OF THE STUDY

6. DATA ANALYSIS & INTERPRETATION

6.1 PERCENTAGE ANALYSIS

6.2 GRAPHICAL ANALYSIS

6.3 STASTICAL ANALYSIS 6.3.1 CHI-SQUARE 6.3.2 WEIGHTED AVERAGE METHOD 6.3.3 CORRELATION

7. FINDINGS

8. SUGGESTIONS & RECOMMENDATIONS

9. CONCLUSIONAPPENDIXBIBLIOGRAPHY

LIST OF TABLES

TABLE NO

TITLE PAGE NO.

1TABLE SHOWING THE AGE GROUP OF THE

RESPONDENTS.

2 TABLE SHOWING THE DEPARTMENT OF

THE RESPONDENTS

3 TABLE SHOWING RESPONDENTS

EDUCATIONAL QUALIFICATION

4 TABLE SHOWING TOTAL EXPERIENCE OF

THE RESPONDENTS

5 TABLE SHOWING COCA-COLA EXPERIENCE

OF THE RESPONDENTS

6 TABLE SHOWING UNDER GONE THE

TRAINING PROGRAMME

7 TABLE SHOWING TRAINING PROGRAMME

IMPORTENT

TABLE NO

TITLE PAGE NO.

7(i) TABLE SHOWING TO DEVELOP SKILLS

7(ii) TABLE SHOWING TO DEVELOP KNOWLEDGE

7(iii)TABLE SHOWING TO DEVELOP INTERPERSONAL RELATIONSHIP

7(iv) TABLE SHOWING TO DEVELOP ATTITUDE

8TABLE SHOWING HOW FREQUENTLY TRAINING PROGRAMMES ARE CONDUCTED

9TABLE SHOWING WHAT ARE THE TRAINING METHODS ADOPTED IN THE ORGANIZATION

10TABLE SHOWING RESPONDENTS PRESENT TRAINING MODULE SATISFACTION

11(i)TABLE SHOWING IF 'YES' IMPROVED YOUR SKILLS

11(ii)TABLE SHOWING IMPROVED YOUR KNOWLEDGE

TABLE NO

TITLE PAGE NO.

11(iii)TABLE SHOWING IMPROVED YOUR INTERPERSONAL RELATIONSHIP

11(iv) TABLE SHOWING DEVELOP YOUR ATTITUDE

12TABLE SHOWING HANDLING DAY TO DAY ACTIVITIES EFFECTIVELY AFTER ATTENDING THE TRAINING PROGRAMME

13TABLE SHOWING IF 'NO' REASON FOR THE DISSATISFACTION

14TABLE SHOWING RESPONDENTS PLACE PREFERE FOR THE TRAINING

15TABLE SHOWING RESPONDENTS NO OF DAYS PREFERE FOR THE TRAINING

16(i)TABLE SHOWING RESPONDENTS RATE THE FACILITIES FOR DURING THE TRAINING PROGRAMME - TRAINING MATERIAL

16(ii) TABLE SHOWING MODE OF TRAINING

16(iii) TABLE SHOWING ABOUT TRAINER

16(iv) TABLE SHOWING ABOUT TRAINING ROOM

TABLE NO

TITLE PAGE NO.

16(v) TABLE SHOWING ABOUT AMBIENCE

16(vi) TABLE SHOWING ABOUT FOOD

17TABLE SHOWING RESPONDENTS SATISFACTION LEVEL OF EVALUATION PROCEDURE

18TABLE SHOWING RESPONDENTS PREFERE FOR LIKE TO GET TRAINED

19TABLE SHOWING RESPONDENTS PARTICIPATION LEVEL

20TABLE SHOWING GIVEN OPPORTUNITY TO PRESENT THE PROBLEM

CHART NO

TITLE PAGE NO.

1

THE AGE GROUP OF THE RESPONDENTS.

2THE DEPARTMENT OF THE RESPONDENTS

3 EDUCATIONAL QUALIFICATION

4TOTAL EXPERIENCE OF THE RESPONDENTS

5 COCA-COLA EXPERIENCE OF THE

RESPONDENTS

6 UNDER GONE THE TRAINING PROGRAMME

7TRAINING PROGRAMME IMPORTENT

7(i) TO DEVELOP SKILLS

7(ii) TO DEVELOP KNOWLEDGE

7(iii)TO DEVELOP INTERPERSONAL RELATIONSHIP

7(iv) TO DEVELOP ATTITUDE

8HOW FREQUENTLY TRAINING PROGRAMMES ARE CONDUCTED

CHART NO

TITLE PAGE NO.

9WHAT ARE THE TRAINING METHODS ADOPTED IN THE ORGANIZATION

10RESPONDENTS PRESENT TRAINING MODULE SATISFACTION

11(i) IF 'YES' IMPROVED YOUR SKILLS

11(ii) IMPROVED YOUR KNOWLEDGE

11(iii)SHOWING IMPROVED YOUR INTERPERSONAL RELATIONSHIP

11(iv) DEVELOP YOUR ATTITUDE

12HANDLING DAY TO DAY ACTIVITIES EFFECTIVELY AFTER ATTENDING THE TRAINING PROGRAMME

13 IF 'NO' REASON FOR THE DISSATISFACTION

14RESPONDENTS PLACE PREFERE FOR THE TRAINING

15RESPONDENTS DAYS PREFERE FOR THE TRAINING

CHART NO

TITLE PAGE NO.

16(i)RESPONDENTS RATE THE FACILITIES FOR DURING THE TRAINING PROGRAMME - TRAINING MATERIAL

16(ii) MODE OF TRAINING

16(iii) TRAINER

16(iv) TRAINING ROOM

16(v) AMBIENCE

16(vi) FOOD

17RESPONDENTS SATISFACTION LEVEL OF EVALUATION PROCEDURE

18RESPONDENTS PREFERE FOR LIKE TO GET TRAINED

19 RESPONDENTS PARTICIPATION LEVEL

20GIVEN OPPORTUNITY TO PRESENT THE PROBLEM

CHAPTER - 1

INDUSTRY PROFILE

INDUSTRY PROFILE

Soft drinks are one of the common drinks which are basically used for

thirst quenching purpose. It was introduced in the 17th century. Due to the

changing life scenario it is now positioned as a fun drink and virtually luxury.

Soft drink is consumed by almost every section of the society for its cool and

tasty attributes.

HISTORY

The first marketed soft drinks (non-carbonated) appeared in the 17th

century. They were made from water and lemon juice sweetened with honey. In

1676, the campaign de Limonadiers of Paris were granted a monopoly for the

sale of lemonade soft drinks. Vendors would carry tanks of lemonade on their

backs and dispensed cups of the soft drink to thirsty Parisians.

Joseph Priestley

In 1776, Englishmen created the first drinkable man-made glass of carbonated

water three years later, Swedish chemist Torbern Bergman invented a

generating apparatus that made carbonated water from chalk by the use of

sulphuric acid. Bergman’s apparatus allowed imitation mineral water to be

produced in large amounts.

John Mathews

In 1810, the first united states patent was issued for the ;means of mass

manufacturer of imitation mineral waters’ to Simons and rundell of Charleston

south Carolina however, carbonated beverages did not adhesive great popularity

in America until l1832, when john Mathew invented his apparatus for the

making carbonated water. John Mathews then mass manufactured his apparatus

for a sale to soda fountain owners.

THE SOFT DRINK BOTTLING INDUSTRY

Over 1,500 U.S. patents were filed for a cork, cap or lid for the carbonated drink

bottle tops during the early days of the bottling industry. Carbonated drink

bottles are under a lot of pressure form the gas. Inventors were trying to find the

best way to prevent the carbon dioxide or bubbles form escaping. In 1892,

William painter a Baltimore machine shop operator patented the “crown cork

bottle seal”. It was the first very successful method of keeping the bubbles in

the bottle.

Automatic Production of Glass Bottles:

In 1899, the first patent was issued for a glass bowling machine for the

automatic production of glass bottles. Earlier glass bottles had all been hand

blown. Four years later the new bottle bowing machine was in operation. The

inventor Michael Owens, an employee of Libby Glass Company first operated it

within a few years glass bottle production increased from 1,500 bottles a day to

57,000 bottles a day.

Horn Paks and Vending Machines

During the 1920’s the first”Horn-Paks” were invented hornpaks are the familiar

pack beverage carrying cartons made from cardboard. Automatic vending

machines also began to appear in the 1920 the soft drink had become an

American mainstay.

SOFT DRINK MARKET IN INDIA

The history of the soft drink market in India started by back in early

1940’s by Glucose Company and next by Parle group in 1949 followed by

another manufacturers of soft drinks like pure drinks. Mc Dowell, dukes etc.

after the exit of the coca-cola in 1977 Parle became the undisputed market

leader till recent past.

Since the introduction these soft drinks were served in 2oo ml packs that

too in bottles only. In September – October 1998 Parle had decided to go for

250 ml bottles and introduced thumps up in Delhi. The main factor that

influenced them in going to 250ml instead of 200ml was to counter attack the

entry of Pepsi.

PRESENT SCENARIO

Latter on when globalizing our economy opening it up for MNC’s like

Pepsi, Coca-Cola, and Cadbury etc to enter the real cola war had begun.

Although the import and manufacture of international brands like coke and

Pepsi is enhanced in India, the local brands are being stabilized by

advertisement good quality and low cost.

Ever since the entry of Pepsi, the competition between Pepsi and Parle

was a battle of small arms, as the alliance of Parle with coke and constant reveal

of sophisticated management techniques by Coke and full fledge highly

innovative promotional activates by Pepsi has really made the industry as a

battle field of cannons.

One can make above statement by seeing advertisement expenditure and

investment of Coke and Pepsi. Coke is expected to pump 2400 crores and Pepsi

300 crores into the Indian markets apart their initial investment of 250 crores

and 500 crores respectively.

MARKET SHARE

Cola products account for nearly 61-62% of the total soft drink market.

The brands that fall in the this category are Pepsi, Thumps Up, Diet Coke, Diet

Pepsi, Bovonto etc. Non-Cola segments which constitute 36% can be divided

into four categories based on the types of flavors available namely orange,

cloudy Lime, Clear Lime and mango. Coca Cola, king of soft drinks industry

boasts a global market share of around 50% followed by Pepsi Company at

about 21% and Cadbury Schweppes at 7%.

INDIAN ORGANIZATION STRUCTURE

CEOJohn Ustas

CEOJohn Ustas

VP SalesVP Sales VP Supply Chain

VP Supply Chain

CFOCFO Director HRDirector HR VP BSGVP BSG

Region VP (North)

Region VP (North)

Region VP (Central)

Region VP (Central)

Region VP (South)

Region VP (South)

WORLD ORGANIZATION STRUCTURE

Chairman and CEOE. Neville Isdell

Chairman and CEOE. Neville Isdell

President CCNAPresident CCNAEVP & President,

Coca-Cola International

EVP & President,Coca-Cola

International

EVP & President, Marketing, Strategy &

Innovation

EVP & President, Marketing, Strategy &

Innovation

President, Bottling Investments & Supply Chain

Irial Finan

President, Bottling Investments & Supply Chain

Irial Finan

CFOCFO

CFO Director , HRDirector , HR Region DirectorSteve BuffingtonRegion DirectorSteve Buffington

Region DirectorRegion Director

Singapore CBOSingapore CBO

Brazil CBOBrazil CBO

India CBO(HCCBPL)India CBO(HCCBPL)

China CBOChina CBO

CHAPTER-2

INTRODUCTION TO THE PROBLEM

2.1 TITLE OF THE PROJECT

“A STUDY ON EMPLOYEE PERCEPTION TOWARDS TRAINING

AND DEVELOPMENT AT HINDUSTAN COCA-COLA

BEVERAGES PRIVATE LIMITED”

2.2NEED FOR THE STUDY

In spite of rapid growth technology, HR has become a critical factor in making

the technology efficient enough to compete in the market. To make the HR

more competitive training and development has gained lots of importance in

making HR a success factor. The organizational personnel at different levels

require different skills these skills can be developed though various training and

development programmes. This project is to be helpful for HCCBPL to find out

the perception on training and development.

2.3 OBJECTIVES OF THE STUDY

PRIMARY OBJECTIVE:

To Study the Employee Perception towards Training and

development in Hindustan Coca-Cola Beverages private limited

SECONDARY OBJECTIVE:

To find out the expectations of employees on the training and

development

To assess the satisfaction level of employees on current training

module

To identify the employees preference on

Place of training

Training method

Duration of training

SCOPE OF THE STUDY

Training is a long-term investment in human resource management. So, when

proper training methods are designed, it reflects on both employees’

productivity and morale of the employees’

This project will help the management in understanding the employees’

perception on training and development module. This will reveal the

satisfaction level, the performance on training method / trainer / period and etc.

The above information will contribute a lot in redesigning the

training module that will balance the organization need and personnel needs.

2.4 STATEMENT OF THE STUDY

This topic is chosen because training is a key success factor of any

organization in today’s context.

The organizational personnel at different levels require different skills.

So, these can be developed through various training and development

programmes.

This study helps to identify the opinion regarding the existing training

programmes and perception on training and development programmes.

CHAPTER – 3

COMPANY PROFILE

COMPANY PROFILE

Dr.John S.Pemberton in Atlanta, Georgia invented coca-cola with coke

leaves and kola nut as a basis in may1886. Dr.John S.Pemberton’s first coke

leaf drink, French winecok, was actually imitation of Vin mariani, a coke wine

drink invented by Angelo Mariani and the same was considered superior than

the original drink. As Dr.John S.Pemberton was not in good health he sold part

of the company to Willis Veneable and George Lowndes in 1887. Neither had

the time to make marker or sell coke and they sold their share of the company to

Wool folk Walter and his younger sister Margaret Dozier.

Dozier owned two-ninths and walker four-ninths of the formula rights.

Later venable somehow disposed of his portion of coca-cola in 1887 to Joseph

Jacobs owner of Jacob’s pharmacy in early October 1887 Dr. John S.

Pemberton got three investors with and ad and he took $2000 from

J.C.Mayfield, A.O.Murphey and E. H. Bloodworth. The three new partners

were ready to produce all of Pemberton’s wonderful medicines. At this point the

formula of Coca-Cola was officially owned by Pemberton, Walker and Dozier

and several others had interest in it.

Candler, an ambitious Atlanta druggist some how acquired control of the

company in 1888. With Charley Pemberton (John’s Son) claiming his rights to

the drink. This kicked off two coke clones by the name of Yum Yum and Koke.

Despite illness Pemberton continued with his work and developed a new drink,

a modified cola with celery extract but died on August 16, 1888 before finishing

the drink. Exactly two weeks after Pemberton died Candler bought the

remaining interest of Walker and Dozier for $1000 with the expectation of the

Walker, Candler & company had legal right to coca-cola.

In 1891, nine years prior to the invention of paper clip, Asa Candler

became the owner of the five year ole coca-cola business and the incorporated

the coca-cola company and registered the “Coca-Cola” trademark with the U.S.

patent. The secret formula dubbed “7X” and was only shared with a handful of

his most trusted associates.

In 1899, two Chattanooga, Tennessee entrepreneurs who bought the

rights to bottle and sell coca-cola across the united states ushered large scale

bottling in that operation was the forerunner of the targets, most widespread

production and distribution network in the world. The Coca-Cola Spenserian

script as a reminder was splashed on the side of buildings and banner walls to

the extent of 2.5 million. Sq.feet in the America by 1908. By 1960’s the

company moved onto more modern methods of promotion as other means of

advertising had emerged.

Candler sold the coca-cola company in 1919 for $25 million to an Atlanta

banker named Woodruff and investor group he had organized in 1923

E.Woodruff’s 33 year old son Robert Woodruff was elected as the president of

Coca-Cola Company. “The

Business was re-incorporated as Delaware Corporation and 500,000 shares of

common stock were sold publicly for $40 per share”. Robert Woodruff bought

Coca-Cola Company to even greater highs for more than six decades.

“Fundamental to his success was a commitment to the highest standards for

product quality a commitment that remains a hall mark of the Coca-Cola system

today”.

In 1960 the Coca-Cola Company purchased minute maid corporation

adding frozen citrus juice concentrates and adds along with the trademarks

minute maid and Hi-c the company’s beverage line. The company later acquired

Duncan foods a coffee producer and formed the Coca-Cola company foods

divisions in 1967, now known as the “Minute Maid Company” during 1977-

1983 the company produced and marketed wine in the United States and bought

Belmont Spring Water Company incorporated in 1982.

Although Coca-Cola had debled on several industries over the years in

1981 Roberto Goizueta a chemical engineer rejuvenated the business and

engineered the largest diversification the $700 million acquisition of Columbia

picture in 1982. In 1985 Coke changed its original recipe for a “New Coke”.

Market shares had fallen and Guizueta changed the name to “New Coke” the

same was rejected by the customers. This forced the company to get back to the

original recipe. In 1986, it consolidated the

U.S. bottling operation it owned into Coca-Cola enterprises and sold 51% of the

new company to the public.

Coca-Cola company thought that the entertainment business would be

good for ;them and in 1982 acquired Columbia pictures industries which joined

Tri Star pictures in 1987, to form the independent corporation Columbia

pictures entertainment inc. Coca-Cola the sold Belmont springs water

companying. In 1989 closing out a decade of accelerated growth and change

while Robert was in the company the value rose form $4 billion to $145 billion.

In 1977, Douglas Ivester, the architect of Coca-Cola’s restructured bottling

operations took over the company.

COCA-COLA IN INDIA

After a 16 years absence, Coca-Cola returned to India in 1993 Coca-Cola

India has made significant investments to build and continually improve its

business in India including new production facilities, waste water treatment

plants and distribution systems and marketing equipment. During the past

decade the Coca-Cola system has invested more than US $ 1 billion in India. In

2003 Coca-Cola India pledged to invest further US$100 million in its

operations. Coca-Cola business system directly employees approximately 6000

local people in India and indirectly created employment for more than 125,000

people in related industries through their various Vast supply and distribution

system. The Coca-Cola system in India companies comprises 27 wholly owned

company-owned bottling operations another 17 franchise owned bottling units.

A network of 29 contract packers also manufactures a range of product for the

company.

Coca-Cola India has 50% market share nationally in the soft drink

segment. Despite accumulating losses of Rs.2,086 crores in its bottling

subsidiary, Hindustan Coca-Cola Beverages in the last two years, the coal giant

has signaled its intention to stay the long haul in India. Coca-Cola India’s

biggest has come from Kinley, it packaged water brand Kinley has a market

share of 35.1% nationally in this segment.

FRAME WORK OF THE COMPANY

VISION STATEMENT

Our Vision:

Sustainable Growth

Profit: Maximizing

return to shareowners while being mindful of

our overall responsibilities.

People: Being a great place to work where people are

inspired to be the best they can

be.

Plant: Being a responsible

global citizen that makes a difference.

Partners: Nurturing a

winning network of

partners and building mutual

loyalty.

Portfolio: Bring to the world a portfolio of

beverage brands that anticipate and

satisfy peoples desire & needs.

MISSION STATEMENT

OUR MISSION:

“To refresh the world… in mind body and spirit. To inspire moments of

optimism… through our brands and our actions. To create value and make a

difference… everywhere we engage.”

QUALITY POLICY

“We at Chennai unit will ensure customer and consumer satisfaction by

providing the best quality products and services through continuous

improvement of our system and processes.”

ENVIRONMENT POLICY

“We at Coca-Cola India are in the business of beverages that refresh people. We

will carry out our operations in ways that Protect, Preserve and Enhance the

Environment we work in. Our activities are guided by Coca-Cola eKOsystem,

which provides a framework to transform this principle in actions.”

UNIT ORGANIZATION STRUCTURE

AGM / AODAGM / AOD

Plant ManagerPlant Manager Route to Market

Route to Market

HR Manager

HR Manager

Finance ManagerFinance Manager

Sales Manager / GSM

Sales Manager / GSM

ASMsASMs Channel ManagerChannel Manager

Area CapabilityDev Manager

Area CapabilityDev Manager

Market DevelopersMarket

DevelopersDistributors/

SalesmenDistributors/

Salesmen

MarketingMarketing Key AccountsKey Accounts

Sales TrainersSales TrainersSales ExecutivesSales Executives

PRODUCT PROFILE

Coca cola from an average six drinks a day at the time of invention is consumed

currently at the rate of more than 834 million drinks per day generating sales

over $15 billion a year. The objective of the Coca-Cola is to benefit and refresh

everyone. Founded in1886, Coca Cola Company is the world’s leading

manufacturer, marketer and distributor of non-alcoholic beverage concentrates

and syrup, owns nearly 400 beverage brands. The corporate headquarters is

located at Atlanta, with local operations in over 200 countries around the world.

Another aspect involving Coca-Cola distribution system is the company’s

ambitious product line.

These beverages are classified into four separate groups, which consist of

the following: carbonated Soft Drinks (CSD) – Coke, Sprite, Limca, Fanta,

Mazza, Dr.pepper etc., No-carb-Nestea juices, Fruitopia etc., Isotonic –

PowerAde and Water-Desani (filtered water) and Evian (pure spring water is

imported from Sweden).

Products of Coca-Cola Beverages:

Coca-cola HBC products are alcohol-free beverages. The majority of sales

(approximately 77%) are carbonated soft drinks (CSDs) from The Coca-Cola

Company that are among the most famous brands in the world.

We have the right, in the countries where we operate, to produce,

package, distribute and sell specific beverages of The Coca-Cola

Company, principally Coca-Cola, Coca-Cola light, Fanta, Sprite,

Minute Maid, BonAqua and Lift. Four of these brands-- Coca-

Cola, Coca-Cola light, Fanta, Sprite—are four of the world’s top

five CSD brands. Coca-Cola HBC’s product line also includes

juices, water, sports and energy drinks (Burn and Power), and

ready-to-drink beverages such as teas and coffees.

We are constantly expanding our product range in response to changing

consumer preferences. A prime example of this is the Fanta brand. Coca-Cola

HBC now offers Fanta in 34 flavors that are tailored to satisfy local tastes. In

Greece, we introduced limited edition flavors of Fanta, including Fanta

Madness and Fanta Mandarin. Hungary has launched Fanta Blue-Grape and

Fanta Wild Berry, and the Fanta line was extended in Italy by adding Fanta

Bitter Orange, Fanta Blood Orange and Fanta Chinotto. Nigeria, celebrated the

country’s 40th anniversary by presenting consumers with Fanta Black Currant.

The Fanta range is now the second largest brand in Nigeria, after Coca-Cola.

DIFFERENT FLAVORS COCA-COLA PRODUCT

Coca-Cola

Thums Up

Sprite

Fanta

Diet Coke

Limca

Maaza

WATER & SODA:

Kinley

Schweppes (Soda water)

CHAPTER – 4

REVIEW OF LITERATURE

REVIEW OF LITERATURE

Training is a process of learning a sequence of programmed behaviour. It

is application of knowledge. It attempts to improve their performance of their

current job or prepare them for an intended job.

Development is related process and it covers not only those activities, which

improve job performance, but also those, which brings about the growth of the

personality and helps the individuals in the progress towards maturity and

actualization of their potential capacity so that they become not only effective

employee but also better citizen.

Training and development is a process that attempts to improve an employee

with information, skills, and an understanding of the organization and its goals.

In addition, training and development are designed to help a person continue to

make positive contribution in the forms of good performance.

“Training and development of the employees is not an optional, it

is an intrinsic part of practice of human resource management in

people”.

- Mr. Keep

“Training was treated as a necessary overhead in the past. But in

today’s knowledge based economy, training employees to the

changing world is considered mandatory’.

- Dr. Amitabh Kodwari, HRM Review

Quality of work life

"Training is a continuous, systematic development among all levels

of employee of that knowledge and those skills and attitude which

contributes to their welfare and that of the company”

- Planty, M.C. Cord

“The strategic move to outsourcing the human resource function,

especially training and development, has gained momentum. The

key strategic issue in sourcing versus out sourcing training and

development depends on whether a company can achieve

competitive advantage by performing the training and development

function internally on a continual basis, or would it gain more

efficiency by out sourcing it

- B.Sumalatha – HRM Review

Organizational strategy and HR

“Training is the act of increasing the knowledge and skill of an

employee for doing a particular job”.

“Development is a broad one. It includes both training and

education. Its aim is to improve the overall personality of an

individual”.

- Tripathi

“Training is a learning experience in that it seeks a relatively

permanent change in an individual that will improve his or her

ability to perform on the job”.

- David A.Decenzo

- Stephen P.Robbins

Success of any training programme largely depends upon proper

identification of training needs. Training needs are felt by the

managers when they discover/perceive deviation between standard

performance and actual performance of its employees. It is not that

only workers need training of course workers need training to

operate machines reduce scrap and avoid accidents simultaneously

supervisors, managers and executives do need to be trained and

development to grow and acquire maternity of thought and action.

International journal of training and development

“Training tools and methodologies”

Volume xxii No.1 – Jan-mar 2002

Training typically involves providing employees the knowledge

and skills needed to do a particular task or job, though attitude

change may also be attempted

Randy c. defimone

John m. Harris

Thomson publication

Most training is directed at upgrading and improving an

employee’s technical skills. This includes basic skills-the ability to

read, write, and perform math computations-as well as job specific

competencies.

Stephen P.Robbins & Mary coulter

TRAINING

Training is the process of enhancing knowledge developing skills and

changing attitudes of people so that they are effective in their work

responsibilities.

Hassling defines “training as a sequence of experience of opportunities

designed to modify behaviour in order to attain a stated objective”.

Oaten define training as any activity, which deliberately attempts to

improve persons, a skill at a task.

DEVELOPMENT

According to Richardson development is a step process and day-to-day

growth where the people define the problem and they plan for the future.

Why training?

Selection for employment us from a perfect process of necessity, it is

almost always a compromise candidates rarely offers a perfect match for the job

specification strength in some areas must compensate for deficiencies in other.

Training and development is the simple term used for the process of inducing

behaviour modification for matching the employee’s characteristics with the

organization needs. The training process differ from managerial level to

workers from the superior to subordinates according to dale and yahoo, training

is taken to imply to educated somewhat narrowly, mainly by instruction drill

and discipline.

EVALUATION OF TRAINING

WHAT IS EVALUATION?

Though people use the term evaluation in different ways, according

to the dictionary it means getting to know the value of something”. The key to

good training lies in good design on a realistic assessment of training needs but

the success is measured by evaluation.

The evaluation is a process of using the outcome of assessment testing and

measuring is widest sense to make one or more informed value judgments that

help to know the degree of success achieved. Now, it is obvious that it is

evolution the makes any effort (like training) complete and more meaningful.

WHY EVALUATE (NEED FOR EVALUATING TRAINING

PROGRAMS)

Organizations spent vast sums of money time and efforts in equipping their

human resources with skills so necessary for achieving organizing rules, and

training has come to stay as the most preferred intervention style in equipping

the staff.

Since we like to think of training as an investment rather than a cost so we feel we should demonstrate a return. But how do training institutions come to know whether:

They are getting values for their money or the sponsoring agent.

The extent to which training has helped to solve the organization’s problems.

The existence of the training functions is fully justified or not.

Anything better can be done in the future and its effectiveness improved upon or not.

All the above queries are answerable by EVALUATING the training programmes.

TRAINING AND THE WORK PLACE

Most training takes place in an organizational setting, typically in support of

skill and knowledge requirements originating in the work place. This

relationship between training and the workplace is illustrated in the figure

below.

The Structure of the Training Evaluation Problem

1 2 3 4 5

TRAINING WORK PLACE

REACTIONSRESULTS

LEARNING BEHAVIOUR

Using the diagram in figure 1 as a structural framework, we can identify five

basic points at which we might take measurements, conduct assessments, or

reach judgments. These five points are indicated in the diagram by the numbers

1 through 5.

1) Before training.

2) During training.

3) After training or before entry (Reentry).

4) In the workplace.

5) Upon existing the workplace.

EVALUATING STRATEGIES

In the current climate of cost cutting and downsizing, training professionals are

under increasing pressure to provide positive, measurable evidence of the

bottom line contribution of training. Yet evaluating the effects and results of

training is notoriously difficult. Here are a few thoughts on evaluation, collected

from our own experience, which you may find useful in planning what to

evaluate, and how to go about doing it.

PLANNING EVALUATION

A common mistake which many organizations make is that they leave

evaluation considerations until after they have planned and delivered their

training. For evaluation to be truly effective the evaluation strategy needs to be

planned and designed in conjunction with, rather than after the training planning

and design stages.

Level 1: Reaction – a measure of satisfaction

Level 2: Learning – a measure of learning

Level 3: Behavior – a measure of behavior change

Level 4: Results – a measure of results

LEVELS OF EVALUATION

ASSESSING TRAINING EFFECTIVENESS often entails using the four-

level model developed by Donald Kirkpatrick (1994). According to this model.

Evolutions 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 program. But at the same time requires a more

rigorous and time consuming analysis.

LEVEL 1 EVALUATION – REACTIONS

Just as the word implies, evaluation at this level measures how participants on a

training program react to it. It attempts to answer questions regarding the

participant’s perceptions – Did they like it? Was the material relevant to their

work? According to Kirkpatrick, every program should at least be evaluated at

this level to provide for the improvement of the training program. In addition,

the participant’s 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

Assessing at this level moves the evolution 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 arborous than level one.

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 EVALUATIONS – TRANSFER

This level measures the transfer that has occurred in learner’s behavior due to

the training program. Evaluating at this level attempts to answer the question –

Are the newly acquired skills, knowledge, or attitude being used in the everyday

environment of the learner? For many trainers this level represents the truest

assessment of a program’s effectiveness. However, measuring at this level is

difficult as it often impossible to predict when the change in behavioral will

occur, and thus requires important decisions in terms of when to evaluate, how

often to evaluate, and how to evaluate.

LEVEL 4 EVALUATIONS – RESULTS

Frequently thought of as the bottom line, this level measures the success of the

program 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

program 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.

TRAINING NEED ANALYSIS(TNA)

An analysis of training need is an essential requirement to the design of

effective training. The purpose of training need analysis is to determine whether

there is a gap between what is required for effective performance and present

level of performance.

Why training need analysis?

Training need analysis is conducted to determine whether resources required are

available or not. It helps to plan the budget of the company, areas where training

is required, and also highlights the occasions where training might not be

appropriate but requires alternate action.

TYPES OF NEEDS ANALYSES

Many needs assessments are available for use in different employment contexts.

Sources that can help you determine which needs analysis is appropriate for

your situation are described below.

Context Analysis. An analysis of the business needs or other reasons the

training is desired. The important questions being answered by this

analysis are who decided that training should be conducted, why a

training program is seen as the recommended solution to a business

problem, what the history of the organization has been with regard to

employee training and other management interventions.

User Analysis. Analysis dealing with potential participants and

instructors involved in the process. The important questions being

answered by this analysis are who will receive the training and their level

of existing knowledge on the subject, what their learning style is, and

who will conduct the training.

Work analysis. Analysis of the tasks being performed. This is an

analysis of the job and the requirements for performing the work. Also

known as a task analysis or job analysis, this analysis seeks to specify the

main duties and skill level required. This helps ensure that the training

which is developed will include relevant links to the content of the job.

Content Analysis. Analysis of documents, laws, procedures used on

the job. This analysis answers questions about what knowledge or

information is used on this job. This information comes from manuals,

documents, or regulations. It is important that the content of the training

does not conflict or contradict job requirements. An experienced worker

can assist (as a subject matter expert) in determining the appropriate

content.

Training Suitability Analysis. Analysis of whether training is the

desired solution. Training is one of several solutions to employment

problems. However, it may not always be the best solution. It is important

to determine if training will be effective in its usage.

Cost-Benefit Analysis. Analysis of the return on investment (ROI) of

training. Effective training results in a return of value to the organization

that is greater than the initial investment to produce or administer the

training.

TRAINING NEED ANALYSIS ARISES THREE LEVELS

Corporate need and training need are interdependent because the organization

performance ultimately depends on the performance of its individual employee

and its subgroup.

Organizational Level – Training need analysis at organizational level

focuses on strategic planning, business need, and goals. It starts with the

assessment of internal environment of the organization such as, procedures,

structures, policies, strengths, and weaknesses and external environment such as

opportunities and threats.

After doing the SWOT analysis, weaknesses can be dealt with the training

interventions, while strengths can further be strengthened with continued

training. Threats can be reduced by identifying the areas where training is

required. And, opportunities can be exploited by balancing it against costs.

For this approach to be successful, the HR department of the company requires

to be involved in strategic planning. In this planning, HR develops strategies to

be sure that the employees in the organization have the required Knowledge,

Skills, and Attributes (KSAs) based on the future KSAs requirements at each

level.

Individual Level – Training need analysis at individual level focuses on each

and every individual in the organization. At this level, the organization checks

whether an employee is performing at desired level or the performance is below

expectation. If the difference between the expected performance and actual

performance comes out to be positive, then certainly there is a need of training.

However, individual competence can also be linked to individual need. The

methods that are used to analyze the individual need are:

• Appraisal and performance review

• Peer appraisal

• Competency assessments

• Subordinate appraisal

• Client feedback

• Customer feedback

• Self-assessment or self-appraisal

Operational Level – Training Need analysis at operational level focuses on

the work that is being assigned to the employees. The job analyst gathers the

information on whether the job is clearly understood by an employee or not. He

gathers this information through technical interview, observation, psychological

test; questionnaires asking the closed ended as well as open ended questions,

etc. Today, jobs are dynamic and keep changing over the time. Employees need

to prepare for these changes.

CHAPTER - 5

RESEARCH METHODOLOGY

RESEARCH METHODOLOGY

INTRODUCTION

Research methodology is a way to systematically solve the research

problem is to how research is done scientifically. It consists of the

different steps that are generally adopted by the researcher to the study his

research problem along with logic behind them. It is necessary to the

researcher to develop certain tests.

5.1 RESEARCH DESIGN

Research design is a plan to answer whom, when, where, and how the

subject under investigation conceived so as to obtain answers to research

questions. Here in order to meet the research objectives Descriptive

research design is used.

DESCRIPTIVE RESEARCH

It is undertaken when the researcher wants to know the characteristics

of certain friars such as age, educational level, income, occupation etc.

The study, which is carried out, is descriptive in nature, because the

researcher is done after an analysis of the problem and the survey, which is

followed in order to collect primary data.

5.2 DATA COLLECTION METHOD

Primary data

Secondary data

PRIMARY DATA

The primary data are those which are collected afresh and for the

first time, and thus happen to be original in character.

Primary data was collected by the method of survey by using

questionnaire.

SECONDARY DATA

Secondary data, on the other hand, is those which have already

been collected by someone else and which already been passed

through the statistical process.

Secondary data pertaining to this study was obtained from

company documents, brouchers, departmental information’s etc.

5.3 RESEARCH INSTRUMENT

Questionnaire:

In this method, a questionnaire is sent to the concerned persons

with the request to answer the questions and return the questionnaire. A

questionnaire consists of number of questions printed or typed in a definite

order on a form.

In the research closed ended questions were used.

5.4 SAMPLING DESIGN

SAMPLING

Sampling is the process of selecting a sufficient number of elements

from the population, so that a study of sample and an understanding of its

properties or characteristics would make it possible for us to generalize

such properties or characteristics to the population elements.

SAMPLING SIZE

The total numbers of respondents are termed as sample size. The

sample size for this analysis is 202 respondents.

SAMPLING UNIT

Sampling unit is that of “who is to be surveyed”. The survey is on

Hindustan Coca-Cola Beverages Private Ltd.

SAMPLING PROCEDURE:

Sampling procedure is about “how respondents should be chosen”

Census Method (Cover all workers) was chosen.

PERIOD OF STUDY:

The research is carried out for 100 days between 02.01.08 to 08.04.08

SAMPLING AREA:

“Hindustan Coca-Cola Beverages Private Limited”, Madura-Nemam

Village, Poonamallee Taluk, Thiruvellore Dist.,

5.5 ANALYSIS TOOLS

The information gathered is analyzed by using the following appropriate tools

such as:

PERCENTAGE ANALYSIS:

Percentage refers to a special kind of ratio. Percentage is used in making

comparison between two or more serious of data. Percentage Method is used to

describe relationship.

Formula:

No. of respondents

Percentage (%) = _________________________ X 100

Total respondents

Bar charts, Pie charts, Cone charts are used to explain the tabulation

clearly.

CHI-SQUARE TEST:

The objective of chi-square is to determine whether the real or significant

difference exists among the various groups. Chi-square test involves

comparison of observed frequency (Oi) and the expected frequency (Ei)

The Null Hypothesis is rejected if the computed value is greater than the

tabulated value.

The Null Hypothesis is accepted if the computed value is less than the

tabulated value.

Formula:

X2 = ∑ (Oi - Ei)2/ Ei

Where,

Oi = Observed frequency

Ei = Expected frequency

Expected frequency is calculated using this formula.

Ei = RT x CT

RT = Row total for the containing cell

CT = Column total for the containing cell

N = Total number of observations

WEIGHTED AVERAGE METHOD:

XW = Σ Wi Xi Σ Xi

ΣWi = Add the reverse order rank.

COEFFICIENT CORRELATION:

Correlation is a statistical tool which the studies the relationships between two variables, and correlation involves methods and techniques used for studying and measuring the extent of the relationship between two variables.

It is a statistical procedure by which we can determine the degree of association or relationship between two or more variables.

Correlation may be defined as a tendency towards interrelation variation and the coefficient of correlation is a measure of such tendency. i.e the degree to which the two variables are interrelated is measured by a coefficient which is called coefficient correlation, it gives degree of correlation.

Check whether there is a correlation between Department and present training module satisfaction level & Age and present training module satisfaction level.

n ΣXY - ΣX ΣYr = ________________________ √n ΣX2-(ΣX)2 √n ΣY2-(ΣY)2

LIMITATIONS OF THE STUDY

CHAPTER – 6

DATA ANALYSIS AND

INTERPRETATION

AGETABLE- 6.1.1

S.no ParticularsNo of respondents

% Of respondents

1 25&below 11 6%2 26-30 41 20%3 31-35 69 34%4 36&above 81 40%

TOTAL 202 100%

CHART-6.2.1

AGE

6%

20%

34%

40% 25&below

26-30

31-35

36&above

INFERENCE In this survey 40% and 34% of the respondents are 31-35 and 36& above age group.

DEPARTMENTTABLE-6.1.2


% of respondents

1 Production 64 32%2 Quality 46 23%3 Maintenance 38 19%4 Supply chain 14 7%5 Stores 10 5%6 Shipping 21 10%7 Logistic 9 4%

TOTAL 202 100%

CHART-6.2.2

32%

23%19%

7%5%

10%

4%

0%5%

10%15%20%25%30%35%

PE

RC

EN

TA

GE

Production

Quality

Maintenance

Supply chain

Stores

Shipping

Logistic

DEPARTMENTS

DEPARTMENT

INFERENCE: In this 32% of the respondents are production department and 23% of the respondents are quality department.

EDUCATION QUALIFICATIONTABLE-6.1.3


% Of respondents

1 Below SSLC 29 14%2 SSLC/HSC 34 17%3 ITI 38 19%4 Diploma 25 12%5 Graduation 49 24%

6Post graduation 27 14%TOTAL 202 100%

CHART-6.2.3

EDUCATIONAL QUALIFICATION

14%

17%

19%12%

24%

14% Below SSLC

SSLC/HSC

ITI

Diploma

Graduation

Post graduation

INFERENCE: The 24% and 19% of the respondents are graduation and ITI.

TOTAL EXPERIENCETABLE-6.1.4


% Of respondents

1 0-3 Years 15 7%2 4-6 Years 26 13%3 7-9 Years 24 12%

4Above 9 Years 137 68%TOTAL 202 100%

CHART-6.2.4

TOTAL EXPERIENCE

7%13% 12%

68%

0%

10%

20%

30%

40%

50%

60%

70%

80%

0-3 Years 4-6 Years 7-9 Years Above 9 Years

YEARS

PE

RC

EN

TA

GE

INFERENCE: In this survey shows that 68% of the respondents are above 9 years total experience they have.

COCO-COLA EXPERIENCETABLE-6.1.5


% Of respondents

1 0-3 Years 32 15%2 4-6 Years 33 16%3 7-9 Years 40 20%

4Above 9 Years 97 49%TOTAL 202 100%

CHART-6.2.5

COCA-COLA EXPERIENCE

15% 16%20%

49%

0%

10%

20%

30%

40%

50%

60%

0-3 Years 4-6 Years 7-9 Years Above 9 Years

YEARS

PE

RC

EN

TA

GE

INFERENCE: The survey shows that 49% of the respondents are above 9 years experience in coca-cola.

UNDER GONE TRAINING PROGRAMMETABLE-6.1.6


% Of respondents

1 Yes 202 100%2 No 0 0%

TOTAL 202 100%

CHART-6.2.6

UNDER GONE THE TRAINING PROGRAMME

100%

0%

Yes

No

INFERENCE: The survey show that 100% of the respondents are under gone the training programme.

TRAINING PROGRAMME IMPORTANT

A) TO DEVELOP SKILLS TABLE-6.1.7 (i)

S.no FactorsNo of

respondents% Of

respondents1 Strongly agree 136 67%2 Agree 58 29%3 Strongly disagree 5 2.5%4 Disagree 1 0.5%

5Neither agree or disagree 2 1%

TOTAL 202 100%

CHART-6.2.7 (i)

67%

29%

2.50% 0.50% 1%

0%

10%

20%

30%

40%

50%

60%

70%

PE

RC

EN

TA

GE

Stronglyagree

Agree Stronglydisagree

Disagree Neitheragree ordisagree

FACTORS

DEVELOP SKILL

INFERENCE: In this survey shows that 67% percentage of the respondents is strongly agree to develop the skills.

B) IMPROVE KNOWLEDGETABLE-6.1.7 (ii)

S.no FactorsNo of

respondents% Of

respondents1 Strongly agree 74 37%2 Agree 115 57%3 Strongly disagree 4 2%4 Disagree 2 1%

5Neither agree or disagree 7 3%TOTAL 202 100%

CHART-6.2.7 (ii)

37%

57%

2% 1% 3%

0%

10%

20%

30%

40%

50%

60%

PE

RC

EN

TA

GE

Stronglyagree



FACTORS

IMPROVE KNOWLEDGE

INFERENCE: : In this survey shows that 57% percentage of the respondents is agree to develop the knowledge.

C) DEVELOPE INTERPERSONAL RELATIONSHIP

TABLE-6.1.7 (iii)

S.no FactorsNo of

respondents% Of

respondents1 Strongly agree 69 34%2 Agree 95 47%3 Strongly disagree 15 7%4 Disagree 6 3%

5Neither agree or disagree 17 9%TOTAL 202 100%

CHART-6.2.7 (iii)

34%

47%

7% 3%9%

0%5%

10%15%20%25%30%35%40%45%50%

PE

RC

EN

TA

GE

Stronglyagree



FACTORS

DEVELOP INTERPERSONAL RELATIONSHIP

INFERENCE: : In this survey shows that 47% percentage of the respondents is agree to develop the interpersonal relationship.

D) IMPROVE ATTITUDETABLE-6.1.7 (iv)


% Of respondents

1 Strongly agree 74 37%2 Agree 94 46%3 Strongly disagree 14 7%4 Disagree 4 2%

5Neither agree or disagree 16 8%

TOTAL 202 100%

CHART-6.2.7 (iv)

37%

46%

7%2%

8%

0%5%

10%15%20%25%30%35%40%45%50%

PE

RC

EN

TA

GE

Stronglyagree



FACTORS

IMPROVE ATTITUDE

INFERENCE: : In this survey shows that 46% percentage of the respondents is agree to develop the attitude.

HOW FREQUENTLY TRAINING PROGRAMMES ARE CONDUCTEDTABLE-6.1.8


% Of respondents

1 Monthly 16 8%2 Quarterly 75 37%3 Half yearly 75 37%4 Yearly 36 18%

TOTAL 202 100%

CHART-6.2.8

FREQUENTLY TRAINING PROGRAMMES ARE CONDUCTED

8%

37%

37%

18%

Monthly

Quarterly

Half yearly

Yearly

INFERENCE: : In this survey shows that 37% percentage of the respondents said quarterly and half yearly training programmes are conducted.

WHAT ARE THE TRAINING PROGRAMMES ADOPTEDTABLE-6.1.9


% Of respondents

1On-the-job training 58 29%

2Classroom training 32 16%

3 Both 112 55%TOTAL 202 100%

CHART-6.2.9

TRAINING PROGRAMMES ADOPTED

29%

16%

55%

0%

10%

20%

30%

40%

50%

60%

On-the-job training classroom training Both

TRAINING METHODS

PE

RC

EN

TA

GE

INFERENCE: : In this survey shows that 55% percentage of the respondents said both the On-the-job training and class room training adopted in the HCCBPL.

TRAINING MODULE SATISFACTION

TABLE-6.1.10


% Of respondents

1 Yes 185 92%2 No 17 8%

TOTAL 202 100%

CHART-6.2.10

TRAINING MODULE SATISFACTION

92%

8%

Yes

No

INFERENCE: : In this survey shows that 92% percentage of the respondents are satisfied in the present training module.

A) IF‘YES’ IMPROVED YOUR

i) SKILLS

TABLE-6.1.11 (i)


% Of respondents

1 Great extent 111 60%2 Some extent 72 39%3 Never 2 1%

TOTAL 185 100%

CHART-6.2.11 (i)

SKILLS

1%

39%

60%

0%

10%

20%

30%

40%

50%

60%

70%

Great extent Some extent Never

FACTORS

PE

RC

EN

TA

GE

INFERENCE: : In this survey shows that 60% percentage of the respondents is great extent to develop the skills.

ii) KNOWLEDGE

TABLE-6.1.11 (ii)


% Of respondents


TOTAL 185 100%

CHART-6.2.11 (ii)

KNOWLEDGE

0%

40%

60%

0%

10%

20%

30%

40%

50%

60%

70%


FACTORS

PE

RC

EN

TA

GE

INFERENCE: : In this survey shows that 60% percentage of the respondents is great extent to develop the knowledge.

iii) INTERPERSONAL RELATIONSHIP

TABLE-6.1.11 (iii)


% Of respondents


TOTAL 185 100%

CHART-6.2.11 (iii)

INTERPERSONAL RELATIONSHIP

6%

52%

45%

0%

10%

20%

30%

40%

50%

60%


FACTORS

PE

RC

EN

TA

GE

INFERENCE: : In this survey shows that 52% percentage of the respondents is some extent to develop the interpersonal relationship.

iv) ATTITUDE

TABLE-6.1.11 (iv)


% Of respondents


TOTAL 185 100%

FIGURE-6.2.11 (iv)

ATTITUDE

1%

49%50%

0%

10%

20%

30%

40%

50%

60%


FACTORS

PE

RC

EN

TA

GE

INFERENCE: : In this survey shows that 50%&49% of the respondents is great extent and some extent to develop the attitude.

a) HANDLING DAY TO DAY ACTIVITIES

TABLE- 6.1.12


% Of respondents

1 Strongly agree 63 34%2 Agree 94 51%3 Strongly disagree 3 2%4 Disagree 2 1%

5Neither agree nor disagree 23 12%

TOTAL 185 100%

CHART-6.2.12

34%

51%

2% 1%

12%

0%

10%

20%

30%

40%

50%

60%

PE

RC

EN

TA

GE

Stronglyagree


Disagree Neitheragree nordisagree

FACTORS

HANDLING DAY TO DAY ACTIVITIES

INFERENCE: : In this survey shows that 51% percentage of the respondents are agree to handling day to day work effectively after attending the training programme..

REASON FOR DISSATISFACTION

TABLE-6.1.13


% Of respondents

1Trainers are not satisfied 6 35%

2No on-the-job training 11 65%

3 Language barrier 0 0%TOTAL 17 100%

CHART-6.2.13

REASON FOR DISSATISFACTION

35%

65%

0%0%

10%

20%

30%

40%

50%

60%

70%

Trainers are notsatisfied

No on-the-jobtraining

Language barrier

FACTORS

PE

RC

EN

TA

GE

INFERENCE: In this reason for dissatisfaction total 17 respondents are not satisfied. In that 65% of the respondents are no on-the-job training.

PLACE PREFERE FOR TRAINING

TABLE-6.1.14


% Of respondents

1 Training institute 60 30%2 Training workshop 55 27%

3With in the company 56 28%

4 Other company 31 15%TOTAL 202 100%

CHART-6.2.14

PLACE PREFERE FOR TRAINING

30%

27%

28%

15%

Training institute

Training workshop

With in the company

Other company

INFERENCE: : In this survey shows that 30% percentage of the respondents are like to prefer training institute .

NUMBER OF DAYS PREFERE FOR TRAINING

TABLE-6.1.15


% Of respondents

1 One day 64 32%2 Two days 71 35%3 Three days 45 22%4 Four days 22 11%

TOTAL 202 100%

CHART-6.2.15

NUMBER OF DAYS PREFERE FOR TRAINING

32%

35%

22%

11%

One day

Two days

Three days

Four days

INFERENCE: : In this survey shows that 35% percentage of the respondents are preferring two days for training.

RATE THE FACILITIES PROVIDED DURING THE TRAINING PROGRAMME

a) TRAINING MATERIAL

Table-6.1.16 (i)


% Of respondents

1 Excellent 110 55%2 Good 67 33%3 Fair 17 8%4 Poor 6 3%5 Very poor 2 1%

TOTAL 202 100%

CHART-6.2.16 (i)

TRAINING MATERIAL

55%

33%

8%3% 1%

0%

10%

20%

30%

40%

50%

60%

Excellent Good Fair Poor Very poor

FACTORS

PE

RC

EN

TA

GE

INFERENCE: : In this survey shows that 55% percentage of the respondents are excellent for providing the training material during the training programme.

b) MODE OF TRAINING

TABLE-6.1.16 (ii)


% Of respondents

1 Excellent 44 21.5%2 Good 131 65%3 Fair 22 11%4 Poor 4 2%5 Very poor 1 0.5%

TOTAL 202 100%

CHART-6.2.16 (ii)

MODE OF TRAINING

21.50%

65%

11%

2% 0.50%0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%


FACTORS

PE

RC

EN

TA

GE

INFERENCE: In this survey shows that 65% percentage of the respondents is good for providing the mode of training during the training programme.

b) TRAINER

TABLE-6.1.16 (iii)


% Of respondents

1 Excellent 51 25%2 Good 99 49%3 Fair 47 23.5%4 Poor 4 2%5 Very poor 1 0.5%

TOTAL 202 100%

CHART-6.2.16 (iii)

TRAINER

25%

49%

23.50%

2% 0.50%0%

10%

20%

30%

40%

50%

60%


FACTORS

PE

RC

EN

TA

GE

INFERENCE: In this survey shows that 49% percentage of the respondents is good for providing the trainer during the training programme.

d) TRAINING ROOM

TABLE-6.1.16 (iv)


% Of respondents


TOTAL 202 100%

CHART-6.2.16 (iv)

TRAINING ROOM

28%

51%

19%

2% 0%0%

10%

20%

30%

40%

50%

60%


FACTORS

PE

RC

EN

TA

GE

INFERENCE: In this survey shows that 51% percentage of the respondents is good for providing the training room during the training programme.

e) AMBIENCE

TABLE-6.1.16(v)


% Of respondents


TOTAL 202 100%

CHART-6.2.16 (v)

AMBIENCE

27%

48%

21%

3% 1%0%

10%

20%

30%

40%

50%

60%


FACTORS

PE

RC

EN

TA

GE

INFERENCE: In this survey shows that 48% percentage of the respondents is good for providing the ambience during the training programme.

f) FOOD

TABLE-6.1.16 (vi)


% Of respondents


TOTAL 202 100%

CHART-6.2.16(vi)

FOOD

16%

36%

32%

10%

6%

0%

5%

10%

15%

20%

25%

30%

35%

40%


FACTORS

PE

RC

EN

TA

GE

INFERENCE: In this survey shows that 36% percentage of the respondents is good for providing the food during the training programme.

EVALUATION PROCEDURE

TABLE-6.1.17


% Of respondents


TOTAL 202 100%

CHART-6.2.17

EVALUATION PROCEDURE

23%

56%

18%

3% 0%

Excellent

Good

Fair

Poor

Very poor

INFERENCE: In this survey shows that 56% percentage of the respondents is good for maintaining the evaluation procedure in the company.

LIKE TO GET TRAINED

TABLE-6.1.18


% Of respondents

1 Training faculty 89 44%

2Industry

supervisors/managers 64 32%3 Consultants 35 17%4 Co-employees 14 7%

TOTAL 202 100%

CHART-6.2.18

LIKE TO GET TRAINED

44%

32%

17%

7%0%5%

10%15%20%25%30%35%40%45%50%

Training faculty

Industry supervisors/managers

Consultants

Co-employees

FACTORS

PE

RC

EN

TA

GE

INFERENCE: In this survey shows that 44% percentage of the respondents like to get training training faculty.

RATE THE PARTICIPATION WITH COLLEAGUES/FACULTY

TABLE-6.1.19


% Of respondents


TOTAL 202 100%

CHART-6.2.19

34%

49%

17%

0% 0%

0%5%

10%15%20%25%30%35%40%45%50%

PE

RC

EN

TA

GE

Excellent Fair Verypoor

FACTORS

PARTICIPATION

INFERENCE: In this survey shows that 49% percentage of the respondents is good for participation.

GIVEN OPPORTUNITY TO PRESENT THE PROBLEM

TABLE-6.1.20


% Of respondents

1 Yes 162 80%2 No 40 20%

TOTAL 202 100%

CHART-6.2.20

GIVEN OPPORTUNITY TO PRESENT THE PROBLEM

80%

20%

Yes

No

INFERENCE: In this survey shows that 80% percentage of the respondents are said yes to given the opportunity to present problem.

6.3-STATISTICAL TOOLS

6.3.1-CHI SQUARE ANALYSIS

I. DEPARTMENT & EMPLOYEES PLACE PERFERE FOR TRAINING

Place Prefer

Department

Training Institute

Training Workshop

With in the company

Other company

TOTAL

Production 16 22 13 13 64Quality 12 16 11 7 46Maintenance 11 11 13 3 38Supply chain

6 2 5 1 14

Stores 3 3 2 2 10Shipping 9 0 8 4 21Logistic 3 2 3 1 9TOTAL 60 56 55 31 202

H0: There is no significant difference between Department and Place prefer for training.

H1: There is significant difference between Department and Place prefer for training.

X2 = ∑ (Oi - Ei)2/ Ei

Where,

Oi = Observed frequency

Ei = Expected frequency

S.no Oi Ei (Oi-Ei)2 (Oi-Ei)2/Ei

1 16 19.01 9.06 0.482 22 17.74 18.15 1.023 13 17.43 19.62 1.134 13 9.82 10.11 1.035 12 13.66 2.76 0.26 16 12.75 10.56 0.837 11 12.52 2.31 0.188 7 7.06 0.004 0.0019 11 11.29 0.08 0.00710 11 10.53 0.22 0.0211 13 10.35 7.02 0.6812 3 5.83 8.01 1.3713 6 4.16 3.39 0.8114 2 3.88 3.53 0.9115 5 3.81 1.42 0.3716 1 2.15 1.32 0.6117 3 2.97 0.001 0.000318 3 2.77 0.053 0.01919 2 2.72 0.52 0.1920 2 1.53 0.22 0.1421 9 6.24 7.62 1.2222 0 5.82 33.87 5.8123 8 5.72 5.2 0.9124 4 3.22 0.61 0.1925 3 2.67 0.11 0.0426 2 2.5 0.25 0.127 3 2.45 0.3 0.1228 1 1.38 0.14 0.1

TOTAL X2=18.487

Degree of freedom = (4-1) (7-1)

= (3)(6)

= 18

Tabulated value @ 5% for degree of freedom 18 = 28.869

Calculated value < Tabulated value = 18.487 < 28.869

There fore, we accept H0

INFERENCE: There is no significant difference between Department and Place prefer for training.

II. DEPARTMENT AND EMPLOYEES LIKE TO GET TRAINED

Like to get Trained

Department

Training faculty

Industry supervisors/managers

ConsultantsCo-

employeesTOTAL

Production 30 19 10 5 64Quality 18 18 6 4 46Maintenance 21 10 4 3 38Supply chain

3 6 5 0 14

Stores 4 4 2 0 10Shipping 7 7 6 1 21Logistic 6 0 2 1 9TOTAL 89 64 35 14 202

H0: There is no significant difference between Departments and like to get trained.

H1: There is significant difference between Departments and like to get trained.

S.no Oi Ei (Oi-Ei)2 (Oi-Ei)2/Ei

1 30 28.2 3.24 0.112 19 20.28 1.64 0.083 10 11.1 1.21 0.114 5 4.44 0.31 0.075 18 20.27 5.15 0.256 18 14.57 11.76 0.817 6 7.97 3.88 0.498 4 3.19 0.66 0.219 21 16.74 18.15 1.0810 10 12.04 4.16 0.3511 4 6.58 6.66 1.0112 3 2.63 0.14 0.0513 3 6.17 10.04 1.6314 6 4.44 2.43 0.5515 5 2.43 6.6 2.7216 0 0.97 0.94 0.9717 4 4.41 0.17 0.0418 4 3.17 0.69 0.2219 2 1.73 0.07 0.0420 0 0.69 0.48 0.721 7 9.25 5.06 0.5522 7 6.65 0.12 0.0223 6 3.64 5.57 1.5324 1 1.46 0.21 0.1425 6 3.96 4.06 1.0326 0 2.85 8.12 2.8527 2 1.56 0.19 0.1228 1 0.62 0.14 0.23

TOTAL X2=17.96

Degree of freedom = (4-1) (7-1)

= (3)(6)

= 18

Tabulated value @ 5% for degree of freedom 18 = 28.869

Calculated value < Tabulated value = 17.96 < 28.869

There fore, we accept H0

INFERENCE: There is no significant difference between Department and

employees like to get trained.

6.3.2-WEIGHTED AVERAGE METHOD

I-TRAINING PROGRAMME IMPORTANT

Factors

Particulars

Strongly agree

AgreeNeither

agree nor disagree

Strongly disagree

Disagree

Skills 136 58 2 5 1Knowledge 74 115 7 4 2Interperson

al relationship

69 95 17 15 6

Attitude 74 94 16 14 4

5 4 3 2 1 Strongly Agree Neither agree Strongly Disagree

agree nor disagree disagree

Skill 136 58 2 5 1

Knowledge 74 115 7 4 2

Interpersonal Relationship 69 95 17 15 6

Attitude 74 94 16 14 4

XW = Σ Wi Xi Σ Xi

Σ Wi = 5+4+3+2+1 = 15

Skill - (136*5) +(58*4)+(2*3)+(5*2)+(1*1)/15 = 680+232+6+10+1/15 = 929/15 = 61.93 IKnowledge - (74*5)+(115*4)+(7*3)+(4*2)+(2*1)/15 = 370+460+21+8+2/15 = 861/15 = 57.4 IIInterpersonal Relationship - (69*5)+(95*4)+(17*3)+(15*2)+(6*1)/15 = 345+380+51+30+6/15 = 812/15 = 54.13 IV

Attitude - (74*5)+(94*4)+(16*3)+(14*2)+(4*1)/15 = 370+376+48+28+4/15 = 826/15 = 55.07 III

CONCLUSION:

In this important for training while using the weighted average method they are giving the important to Skill – I and Knowledge –II weight they had given.

II- EMPLOYEES ARE IMPROVED

Factors

Particulars

Great extent

Some extent Never

Skills 111 72 2

Knowledge 111 74 0

Interpersonal

relationship83 96 6

Attitude 93 90 2

3 2 1Great extent Some extent Never

Skill 111 72 2

Knowledge 111 74 0

Interpersonal Relationship 83 96 6

Attitude 93 90 2

XW = Σ Wi Xi Σ Xi

Σ Wi = 3+2+1 = 6

Skill - (111*3) +(72*2)+(2*1)/6 = 333+144+2/6 = 479/6

= 79.83 IIKnowledge - (111*3)+(74*2)+(0*1)/6 = 333+148+0/6 = 481/6 = 80.17 IInterpersonal Relationship - (83*3)+(96*2)+(6*1)/6 = 249+192+6/6 = 447/6 = 74.5 IV

Attitude - (93*3)+(90*2)+(2*1)/6 = 279+180+2/6 = 461/6 = 76.83 III

CONCLUSION:

In this method employee’s what they improved while using the weighted average method they are giving the important to Knowledge –I and Skill – II weight they had given.

III-FACILITIES PROVIDING DURING THE TRAINING PROGRAMME

Factors

ParticularsExcellent Good Fair Poor Very poor

Training material

110 67 17 6 2

Mode of training

44 131 22 4 1

Trainer 51 99 47 4 1

Training room

57 102 39 4 0

Ambience 54 96 42 7 3

Food 32 72 65 20 13

5 4 3 2 1 Excellent Good Fair Poor Very poor

Training material 110 67 17 6 2

Mode of training 44 131 22 4 1

Trainer 51 99 47 4 1

Training room 57 102 39 4 0

Ambience 54 96 42 7 3

Food 32 72 65 20 13

XW = Σ Wi Xi Σ Xi

Σ Wi = 5+4+3+2+1 = 15

Training material - (110*5) +(67*4)+(17*3)+(6*2)+(2*1)/15 = 550+268+51+12+2/15 = 883/15 = 58.87 IMode of training - (44*5)+(131*4)+(22*3)+(4*2)+(1*1)/15 = 220+524+66+8+1/15 = 819/15 = 54.6 IITrainer - (51*5)+(99*4)+(47*3)+(4*2)+(1*1)/15 = 255+396+141+8+1/15 = 801/15 = 53.4 IV

Training room - (57*5)+(102*4)+(39*3)+(4*2)+(0*1)/15 = 285+408+117+8+0/15 = 818/15 = 54.53 III

Ambience - (54*5)+(96*4)+(42*3)+(7*2)+(3*1)/15 = 270+384+126+14+3/15 = 797/15 = 53.13 V

Food - (32*5)+(72*4)+(65*3)+(20*2)+(13*1)/15 = 160+288+195+40+13/15 = 696/15 = 46.4 VI

CONCLUSION:

In this Facilities providing during the training programme while using the weighted average method they are giving the importance to Training material – I and Mode of training –II weight they had given.

6.3.3- CO-EFFICIENT CORRELATION

Correlation is a statistical tool which the studies the relationships between two variables, and correlation involves methods and techniques used for studying and measuring the extent of the relationship between two variables.

It is a statistical procedure by which we can determine the degree of association or relationship between two or more variables.

Correlation may be defined as a tendency towards interrelation variation and the coefficient of correlation is a measure of such tendency. i.e the degree to which the two variables are interrelated is measured by a coefficient which is called coefficient correlation, it gives degree of correlation.

Check whether there is a correlation between Department and present training module satisfaction level & Age and present training module satisfaction level.

I- DEPARTMENT AND TRAINING MODULE SATISFACTION

Training module satisfaction

Department

YES NO TOTAL

Production 60 4 64

Quality 39 7 46

Maintenance 35 3 38

Supply chain 14 0 14

Stores 7 3 10

Shipping 21 0 21

Logistic 9 0 9

TOTAL 185 17 202

P Q M S.C ST SH LOG

YES(X) : 60 39 35 14 7 21 9

NO(Y) : 4 7 3 0 3 0 0

n = 7 X=185 Y=17

n ΣXY - ΣX ΣYr = ________________________

√n ΣX2-(ΣX)2 √n ΣY2-(ΣY)2

X Y XY X2 Y260 4 240 3600 1639 7 273 1521 4935 3 105 1225 914 0 0 196 07 3 21 49 921 0 0 441 09 0 0 81 0

ΣX=185 ΣY=17 ΣXY=639 ΣX2=7113 ΣY2=83

7*639 - 185*17r = _________________________

√7*7113-(185)2 √7*83-(17)2

4473 - 3145r = _______________________

√49791-34225 √581-289

1328r = ______________

√15566 √292

1328r = ______________

124.76 * 17.09

1328r = ____________

2132.15

r = 0.623

INTERPRETATION:

There is positive correlation between departments and present training module satisfaction level.

II- AGE GROUP AND TRAINING MODULE SATISFACTION

Training module satisfaction

Age group

YES NO TOTAL

25 & below 11 0 1126 - 30 38 3 4131 - 35 61 8 69

36 & above 75 6 81

TOTAL 185 17 202

25&below 26 – 30 31 – 35 36&above

YES(X) : 11 38 61 75

NO(Y) : 0 3 8 6

n = 14 X = 185 Y = 17

n ΣXY - ΣX ΣYr = ________________________

√n ΣX2-(ΣX)2 √n ΣY2-(ΣY)2

X Y XY X2 Y211 0 0 121 038 3 114 1444 961 8 488 3721 6475 6 450 5625 36

ΣX=185 ΣY=17 ΣXY=1052ΣX2=1091

1ΣY2=109

4*1052 - 185*17r = _________________________

√4*10911-(185)2 √4*109-(17)2

4208 - 3145r = _______________________

√43644-34225 √436-289

1068r = ______________

√9419 √147

1068r = ______________

97.05*12.12

1068r = ____________

1176.25

r = 0.908

INTERPRETATION:

There is positive correlation between Age group and present training module satisfaction level.

FINDINGS

GENERAL FINDINGS:

SUGGESTIONS AND RECOMMENDATIONS

SUGGESTIONS AND RECOMMENDATIONS

CONCLUSION

CONCLUSION

APPENDIX

QUESTIONNAIRE

“A STUDY ON EMPLOYEE'S PERCEPTION TOWARDS TRAINING AND

DEVELOPMENT AT HINDUSTAN COCA-COLA BEVERAGES PRIVATE

LIMITED”

Sir / madam:

I am MADANAPALEM RAJESH, doing II year MBA in Jaya Engineering College.

As a part of my curriculum I am doing my project on “Employee Perception on Training and

Development” in your organization. I request you to kindly extend your earnest co-operation

in filling up the enclosed questionnaire. The information provided by you will be kept strictly

confidential and will be used for academic purpose only.

Thank you,

With regards,

MADANAPALEM RAJESH

QUESTIONNAIRE

Section - I

Name :

Age : 25 & Below [ ] 26-30 [ ]

31-35 [ ] 36& Above [ ]

Designation : ____________________________________

Department : Production [ ] Quality [ ]

Finance [ ] HR [ ]

Maintenance [ ] Supply Chain [ ]

Stores [ ] Shipping [ ]

IS [ ] Logistic [ ]

Edu.Qualification : Below SSLC [ ] SSLC / HSC [ ]

ITI [ ] Diploma [ ]

Graduation [ ] Post graduation [ ]

Total Experience : 0-3 years [ ] 4-6 years [ ]

7-9 years [ ] above 9 years [ ]

Experience : 0-3 years [ ] 4-6 years [ ]

at Coca-Cola 7-9 years [ ] above 9 years [ ]

Section - II

1. Have you under gone training programmes in your organization?

Yes [ ] No [ ]

2. If ‘Yes’ how many training programmes have you attended in the last 12 months?

______________________________________

3. Why do you consider training programmes are important?

I- Strongly agree II - Agree III - Strongly disagree IV- Disagree V-Neither agree nor disagree

4. How frequently are the training programmes conducted?

Monthly once [ ] Quarterly once [ ]

Half yearly once [ ] Yearly once [ ]

5. What are the training methods adopted by your organization?

On-the-job training [ ] Class room training [ ]

Both [ ] Other (please specify) ____________

6. Are you satisfied with the training module?

Yes [ ] No [ ]

7. If ‘Yes’ training improved your

I- To great extent II- To some extent III- Never

8. I am confident in handling my day to day activities effectively after the

training programme?

Strongly agree [ ] Agree [ ]

Strongly disagree [ ] Disagree [ ]

FACTORS I II III IV V

To develop your skills

To improve your knowledge

To develop your interpersonal relationshipTo improve your attitude

FACTORS I II III

Skills

Knowledge

Interpersonal relationship

Attitude

Neither agree nor disagree [ ]

9. If ‘No’ the reasons for your dissatisfaction?

Trainers are not specialized [ ] No on-the-job training [ ]

Language barrier [ ] Other (Please specify) ___________

10. Which place do you prefer for training?

Training institute [ ] Training Work shop [ ]

With in the company [ ] Other company [ ]

Other (please specify)_________________________________

11. No. of days preferred for a training programme?

One day [ ] Two days [ ]

Three days [ ] Four days [ ]

12. How do you like to rate the facilities provided during the training programme?

I- Excellent II- Good III- Fair IV- Poor V- Very Poor

13. What do you feel about the evaluation procedure followed by the company in the

training programme?

Excellent [ ] Good [ ]

Fair [ ] Poor [ ]

Very poor [ ]

14. From whom would you like to get trained?

Training faculty [ ] Industry supervisors / Managers [ ]

FACILITIES I II III IV V

Training material

Mode of training

Trainer

Training room

Ambience

Food

Consultants [ ] Co-employees [ ]

Other (Please specify) ___________________________________

15. How do you rate your participation with your colleagues / Faculty during the training

programme?

Excellent [ ] Good [ ]

Fair [ ] Poor [ ]

Very poor [ ]

16. Are you given an opportunity to present the problem before your trainer?

Yes [ ] No [ ]

17. Suggestions ………………………………………………………………………..

………………………………………………………………………………

………………………………………………………………………………

THANK YOU

TAMIL QUESTIONNAIRE

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__________________________________________________________

_____________________________________________________________

_____________________________________________________________

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BIBLIOGRAPHY

BIBLIOGRAPHY

P.N Arora & S.Arora “Stastistical For Management”

Uma Sekaran “Research Methods For Business”

Dr.Subba rao.P 2007, ‘human resource management’ himalaya publishers

The ICFAI Journal of Organizational Behavior “Training and

development practices: A study in Indian Public Sector Banks” Volume

4,No.1

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www.citehr.com

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http://www.citehr.com/

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