Evaluation of Training Effectiveness in Britania (1)

SUMMER TRAINING PROJECT REPORT

ON

“EVALUATION OF TRAINING EFFECTIVENESS IN

BRITANNIA INDUSTRIES LTD.”

SUBMITTED IN PARTIAL FULFILLMENT OF THE

REQUIREMENT OF AWARD OF DEGREE OF

BACHELOR OF BUSINESS ADMINISTRATION (COMPUTER AIDED MANAGEMENT)

GURU GOBIND SINGH INDRAPRASTHA UNIVERSITY, NEW DELHI

SUBMITTED TO: SUBMITTED BY:Ms. KANIKA DUGGAL HIMANI HITESHI PROJECT GUIDE ENROLLMENT NO 02712101909

DAV INSTITUTE OF MANAGEMENT

FARIDABAD

DECLARATION

I Himani Hiteshi, student of BBA (CAM) from DAV INSTITUTE OF

MANAGEMENT affiliated to GGSIPU, hereby declare that all the

information, facts and finding furnished in this report are based on my

indigenous work and are original in nature. This information is used

for academic purpose only. Any resemblance for existing work is

purely coincidental.

:

HIMANI

HITESHI

PREFACE

After the newly appointed employees have joined the organisation, the next

phase of the personnel program is to impart necessary training to the

employees to make them full fit for the job they are supposed to handle.

In modern industrial organisation, the need for training of employees is also

widely recognized so as to keep the employees in touch with the new

technological developments. Every company must have a systematic

training program for the growth and development of its employees.

With this objective in mind, the evaluation of training effectiveness is

studied, examined and analysed in respect of Britannia Industries Ltd., New

Delhi and certain recommendations have been proposed for formation of an

effective training strategy.

ACKNOWLEDGEMENT

My major project on Britannia Industries– HR has been a learning

experience for me. A fresher like me, who just knew the theoretical aspect of

Human Resource Management, learned its application. Hence, it is my duty

to acknowledge those who have spared their time and extended their co-

operation to complete this report.

I owe special thanks to Mr. Sunil Srivastava (Personnel Officer- Britannia)

for sparing his invaluable time and providing me with all the information

and helping me in preparation of my project.

I express my thanks to my Institutional Guide – Mr. ANKUR

BUDHIRAJA, who guided me throughout this project and without him this

task would not had been completed.

Submitted by:

HIMANI HITESHIBBA(CAM) 3rd SEMDAV INSTITUE OF MANAGEMENTGGSIPU.

TABLE OF CONTENTS

Chapter-1 – INTRODUCTION

Overview of the Industry

Overview of Britannia Industries Ltd

Chapter-2 – REVIEW OF LITERATURE

Profile of the Organisation

- SWOT Analysis

- Problems of the Organisation in respect of Training needs

Conceptual Discussion

Evaluating the Effectiveness of Training

The Evaluation Models

Existing Training Activities in BIL

Training Programmes in BIL

Training in Britannia Industries Ltd.

Chapter-3 – RESEARCH METHODOLOGY

Objectives of the Study

Scope of the Study

Managerial Usefulness of the Study

Methodology

Selection of Sample Size

Sampling Technique Used

Data Collection

Statistical Tools Used

Chapter-4 – DATA ANALYSIS AND INTERPRETATION

Chapter-5 – SUMMARY

Findings

Recommendations

Limitations of the Study

Chapter-6- ANNEXURE

Questionnaire

Bibliography

CHAPTER-1

INTRODUCTION

OVERVIEW OF THE INDUSTRY

The Indian economy continues to grow at a healthy pace with a 6.9% growth in

the financial year 2004-05 on the back of robust showing by manufacturing and service

sectors.

Within FMCG’s, the biscuit industry showed a robust volume growth last year.

The organized and branded biscuit industry in India is currently estimated at around

900,000 tonnes having grown 12% last year, as compared to the 7% growth of the FMCG

sector. New players have entered the market at the national level and the regional level,

making the industry dynamic and very competitive. Aggressive pricing activity, trade and

consumer promotions have pulled down the overall pricing power of the brands in the

market. This needs to be managed through the strong margin management measures in

order to sustain profitability in the industry. In last year alone, the key input costs

increased by 12-15%.

The per capita consumption continues to grow across all age groups and socio-

economic strata. Biscuits continue to maintain their position as one of the most widely

distributed and available packaged food categories in India. 38% of the total volume

comes from the rural markets though this number varies by type of biscuit, with glucose

being the most widely distributed in rural markets at 50% overall sales. The market has

also migrated towards bulk and family packs that offer better value for money on a per kg

basis.

OVERVIEW OF BRITANNIA INDUSTRIES LTD

Baking practices were well known to Indian cuisine for thousands of years, but

the humble biscuit became a familiar and commonplace item of diet only during the 20th

century. The products and marketing strategies of India’s premier food company

Britannia Industries. Limited over the last century have been responsible for this

remarkable dietary acculturation.

The entire biscuits’ market is estimated to be 1.1 million tonnes per annum, and

valued at over Rs. 50 billion.

The biscuits segment enjoys one of the most developed markets for any item of

mass consumption, covering over 90 per cent of the overall potential market. This implies

that over 900 million Indians buy and eat biscuits, with varying frequency in any year.

The market is highly competitive at the supply-side, with thousands of small-scale

manufacturers as well as others in the organized, large-scale sector.

The strength of the Britannia brand is demonstrated by the fact that it stands far

above all in this fiercely competitive market, with over 46 per cent market share, by value

(Source: ACNielsen ORG-MARG 2003).

ACHIEVEMENTS

Britannia is synonymous with the rise and growth of the biscuit industry in India.

Throughout this process it has displayed an uncanny intuition about emerging

popular tastes for biscuits. This foresight, coupled with the will to innovate and evolve

new products, has been the impetus that has propelled the Britannia brand ahead of the

rest. Being the market leader, Britannia Industries operates under an underlying principle

of setting its own rules and standards that have almost always become the adopted

paradigm for the entire biscuit industry.

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 (Source: ACNielsen ORG-

MARG, 2003), 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 (Source: ET Brand Equity Study, 2003).

- Britannia has also successively made the Forbes List of 200 Best Small Companies in

the world for the years 1999, 2000 and 2002.

SEGMENT-WISE PERFORMANCE

The primary business segment of the company is bakery, which consists of

biscuits, bread and cakes. The overall sales have improved by 11% in volume and 10% in

value during the year 2004-05.

-The Biscuit volume grew 12% and its value 10%.

-Bread volume grew 4% and its value 6%.

-Cake and Rusk volume grew 28% and their value 24%.

FACTS ABOUT BRITANNIA

Britannia products are sold in over 2 million outlets, reaching millions of consumers

who buy approximately 2.4 billion packs each year.

A small army keeps Britannia going- over 100 stock-keeping units, 3,000 employees,

over 1,500 authorized whole sellers, 53 depots and 46 factories. The number of

biscuits produced by Britannia in one year would be equivalent of one pack of 12

biscuits for every two people in the world.

Britannia has had a long association with cricket and its players. Nearly half the

members of the current Indian Cricket team serve as its brand ambassadors.

Launched in 1997, Tiger became the largest selling Britannia biscuit brand in just 4

months of its launch. It crossed the Rs 1 billion mark in its very first year and is still

going stronger.

CHAPTER-2

REVIEW OF

LITERATURE

PROFILE OF THE ORGANISATION

Britannia was incorporated in 1918 as Britannia Biscuits Co Ltd in Calcutta. In

1924, Peak Freans, UK acquired a controlling stake, which later passed on to the

Associated Biscuits International (ABI) a UK based company. During the ’50s and ’60s,

Britannia expanded operations to Mumbai, Delhi and Chennai. The exports of seafoods

started in the ’70s.

In 1987, Nabisco Brands Inc, a well-known European food company, acquired

ABI. In 1989, J M Pillai, a Singapore based NRI businessman along with the Groupe Dan

one acquired Asian operations of Nabisco, thus acquiring controlling stake in Britannia.

Later, Groupe Dan one and Nusli Wadia took over Pillai’s holdings.

In 1977, the Government reserved the industry for small-scale sector, which

constrained Britannia's growth. Britannia adopted a strategy of engaging contract packers

(CP) in the small-scale sector. This led to several inefficiencies at the operating level. In

April ’97, the Government deserved the industry for small-scale sector, which

constrained Britannia's growth. Britannia adopted a strategy of engaging contract packers

(CP) in the small-scale sector. This led to several inefficiencies at the operating level.

In April ’97, the Government deserved the biscuit sector from small scale.

Britannia has expanded captive manufacturing facilities and has modernized and

upgraded its facilities in the last five years. Today Britannia is an organization having its

presence in both the national and international markets and heading towards a bright

future.

PARENT GROUP

Britannia's controlling stake is jointly with Groupe Danone and Nusli Wadia.

Groupe Danone is one of the leading players in the world in bakery products business. It

acquired interest in Britannia Industries in 1989 and acquired controlling stake in 1993.

Nusli Wadia group is one of the leading industrial houses in the country, with interests

mainly in textiles and petrochemicals.

Britannia's plants are located in the 4 major metro cities - Kolkata, Mumbai, Delhi

and Chennai. A large part of products are also outsourced from third party producers.

Dairy products are out sourced from three producers - Dynamix Dairy based in Baramati,

Maharashtra, Modern Dairy at Karnal in Haryana and Thacker Dairy Products at Howrah

in West Bengal.

Britannia as a company was started in 1892 in Calcutta .The Britannia brand was

introduced about 80 years ago, and today enjoys a status of the strongest food brand in

the country with a net sales growth of 10%. Britannia, as a company, is guided by the

benefits of the long tradition coupled with the most modern management practices.

The seeds of success are rooted in variety of factors. Britannia has an excellent

distribution network of over 100 stock- keeping units, 3000 employees, over 1500

authorized whole-sellers, 53 depots and 46 factories. Britannia sells around 1.50 lakhs

tones of biscuits, over 4500 tonnes of breads and cakes and 3,000 tonnes of dairy

products. Britannia products are sold in over 2 million outlets, reaching millions of

consumers who buy approximately 2.4 billion packs every year.

Throughout its existence, Britannia has operated on the principle of providing

products to consumer that are healthy and tasty. This is brought about by the use of high

quality ingredients with a string focus on “naturalness” and modern manufacturing

practices. The company today has a wide range of bakery products in the biscuit, bread

and cake segments. With its pioneering role in bakery sector, Britannia’s products are

today has excellent value wholesome and hygiene products for the consumer.

However, Britannia sees its role as being larger than just this. The company has a

commitment to the health of Indian masses, and this commitment is especially strong in

the context of children.

As the market leader, Britannia understands its responsibility of providing the

possible products to the consumers. No effort is spread in acquiring the finest technology

and products ideas, either indigenously or from the internal associates, Group Danone of

France.

In the last few years, the company has made a strong entry into the mass-market

segment with tiger brand. A range of products has been introduced which, apart from the

goodness of wheat, also provide the benefits of milk, glucose and calcium. The brand has

been welcomed by the consumer in all markets and by all consumer types.

Britannia brand name has always stood for good wholesome food values.

Britannia is the epitome of health, hygiene and nutrition. It has undergone a change,

which is truly comprehensive in nature. The dynamic new motto “EAT HEALTHY,

THINK BETTER” is designed to captures the very essence of purity, energy and

freshness, implicit in all its food products along with the existing products they have also

expanded their portfolio with the introduction of Britannia cheese and cheese spreads,

Britannia butter and Britannia dairy whitener. All of which have already created quite a

stir in the market.

Today, after over seven decades of being an in separable part of life in India,

Britannia is now set to usher its customers into a healthier and tastier future.

B RITANNIA LOGO

Logo consists of the Company name and slogan.

The logo along with the corporate statement is as:

“EAT HEALTHY, THINK BETTER” aims at positioning Britannia as the most

credible source of healthy yet tasty food product. The corporate statement captures the

Indian concept of unity of body and mind. The colours used in the logo have it own

significance.

Written in three colours: -Red, White and Green.

Red denotes Energy and Vitality.

White denotes Purity.

Green stands for Nutrition and Freshness.

Also there is green stroke beneath the company name, which denotes surety for

health and quality products.

The Hindi rendition of slogan “SWASTH KHAO, TAN MAN JAGAO”.

MISSION OF THE COMPANY

“To dominate the food and beverage market in India through a profitable range

of tasty yet healthy products.”

Regarding the basis of setting mission and vision statement, Britannia gives top

most priority to “customer satisfaction”, followed by quality, market leadership,

increased profit variety, sales turnover and profit maximization.

“Our markets are poised for exciting times. As a successful organization, we must not

only keep pace with consumer expectation, but also anticipate them. Our new identity is

to lay the base to project our future as a successful 'food' company, a company that

provides high quality and tasty, yet healthy foods and beverages".

-Nusli Wadia, Chairman, Britannia Industries Limited.

"I conform to the view that there are three kinds of companies - those that watch things

happen; those that make things happen; and those that wonder what happened. We

certainly wish to make things happen…My personal commandment is Do unto others

what you don't wish done unto you. It's not the big who swallow the small; it is the fast

who swallow the slow".

-Sunil Alagh, CEO, Britannia Industries Limited.

OBJECTIVES OF THE COMPANY

The objectives of the Company are:

Reduction in consumer complaints.

To start documentation of market returns dealer wise.

To empower the workmen on individual work area to ensure that only quality

products are passed onto the next stage of production.

Continuous training for the development of the human resources.

To minimize the accident rate.

Providing the minimum training base for manpower. 0

The Principles and Policies of the Company are:

Derives from the company mission, vision and cherished values.

Build stronger bond between people.

Generating motivation to excel.

Enabling continuance learning and renewal of skills.

Providing opportunities to perform and potential to growth.

Generating a climate of trust, respect and team work.

Installing a sense of pride and belongingness.

Creating a happy climate for work.

Providing a base for retraining of manpower.

SOCIAL RESPONSIBILITY

Britannia recognizes its social responsibilities, and these are manifested in the

following various ways: -

Tsunami Relief- The Britannia family responded to the process of relief and

rehabilitation by voluntary donations from the employees that were matched with cash

contribution by the company and given to the Indian Red Cross Society. The Company

also supplied products and other articles of need to the affected people.

Britannia – IMG- Britannia has been sporting the Indian Music Group at St Xavier

College at Mumbai for 20 years now. The annual festival, which takes place around

January, has been recognized as one of the most significant music festivals in the country.

Apart from this it also support the Britannia IMG music centre in the college premises,

which is a boasts of a splendid music library and listening facilities.

Theatre- Britannia has been supporting theatre arts, a Bangalore-based company, for the

production of high quality English theatre. The latest production, “the kiss of the

Spiderwoman” was greeted with rave review in Bangalore.

The Britannia Amritraj Tennis Scheme-This is a scheme sponsored by Britannia,

which is committed to producing high quality tennis players of India. The scheme has

already produced several champions such as Leander Paes who have brought laurels to

the country. The scheme is fully residential program. Training is being provided by the

highest quality coaches both Indian and from overseas.

BRITANNIA-THE CORPORATE CITIZEN

Britannia constantly enriches the lives of so many people through its

philanthropic efforts.

Missionaries of Charity: Support has been consistently provided to the Missionaries of

Charity (Mother Teresa) in Calcutta. A special programme called “We Care” was run to

provide opportunities to the under privileged. Donations of biscuits, uniforms etc. are

provided regularly.

Spastic’s Society of Karnataka: Britannia also supports the Spastic’s Society of

Karnataka. In its continuous endeavour to contribute to society, the company brought

forth a unique concept of redressing its regular stationery and donating the savings made

on greeting cards to this worthy cause.

CORPORATE CULTURE OF BRITANNIA

The Company promotes:

High degree of consumer satisfaction.

Open, interactive, convivial (lively) and innovative work atmosphere.

Result driven at all level but with sense of fairness.

Development of employees and continues renewal of skills.

ORGANISATION CHART

Fig 1.1- The flowchart of Organization

PERSONNEL MANAGEMENT CHART

Fig 1.2- The flowchart of Personnel Department

PERSONNEL MANAGER

SALES MANAGER

STANDARDS MANAGER

FINANCE MANAGER

PRODUCTION PLANNING MANAGER

SYSTEM MANAGER

UNIT HEAD

SECRETARY TO R.P.MANAGER

PERSONNEL OFFICERS

ASSISTANT PERSONNEL OFFICERS

REGIONAL PERSONNEL MANAGER

EXISTING ORGANISATION STRUCTURE OF THE COMPANY

The existing organization structure of Britannia Industries Ltd is divisionalised as

follows:

Unit Head – 1

Managers – 20

Officers – 96

Territory Sales Incharge – 35

Workers – 403

LABOUR UNIONS

There are two unions in Britannia Industries Ltd.

1) Mazdoor Union (Britannia Biscuit Co.). It is affiliated to Indian Trade Union

Council (INTUC).

2) Karamchari Union (Britannia Industries Ltd.). It is affiliated to Central Industrial

Indian Trade Union (CITU).

The membership fee at each union is Rs 5/-. The terms and conditions are governed

by long-term settlement for 3 yrs. The last settlement was done in 2001. There occurred

little agitation at the time of settlement.

PRODUCTS

BISCUITS

CAKES

BREAD

BRAND DESCRIPTION

CREAM TREAT Sandwich Cream Biscuit

CHEKKERS Wafer Cream Biscuit

GOOD DAY Biscuits with Real Butter

NUTRI CHOICE Health Biscuits

MILK BIKIS Milk Biscuits

TIGER Health Force Biscuits

MARIEGOLD Semi sweet, Light, Teatime Biscuits

LITTLE HEARTS Sugar Glazed Puffed Pastry Biscuits

50-50 Sweet and Salt Crackers

SNAX Flaky Salted Crackers

MERRI CAKE Single Slice Cakes

Sliced Bar Cakes

PREMIUM BAKE Sliced Sandwich Bread

Soft, White Bread

SWOT ANALYSIS

The SWOT analysis of the company refers to the strengths & weaknesses inherent

in the organization & the opportunities & threats faced by them from the environment,

internal as well as external. This analysis is the foundation stone of the strategic planning

process as well as short-term plans needed to attain the strategic objective of the

organization.

The analysis has been done in order to have a better understanding of the

organization. The information given by the organization has been used to carry out the

analysis. The strengths, weaknesses, opportunities & threats identified are enumerated as

follows:

STRENGTHS:

World’s second largest domestic biscuit manufacturer.

The largest bakery company in India.

The business structure is divisionalised to achieve a focus at the market.

Highly advanced production facilities.

High quality product with competitively low prices with proven results.

In terms of training needs, the Company deputes its officers and staff regularly on

various training programmes.

WEAKNESSES:

Very limited product exports.

Limited product portfolio.

In terms of training needs, the Company does not have systematic training

policies.

OPPURTUNITIES:

Vast market for the exports.

Ample scope for the product diversification.

Vast potential in tapping new sales territories.

Scope for entering in the strong rural market.

In terms of training needs, the Company can formulate in-house training

programmes for its officers and staff.

THREATS:

Severe competition from the existing competitors.

Invasion of foreign brands in this segment.

Competition from small-scale regional players.

The Company may loose highly trained staff to its competitors.

PROBLEMS OF THE ORGANISATION IN RESPECT OF THE

TRAINING NEEDS

The training department of the Company is confronted with the following

problems:

- There is no regular training schedule for the officers and staff.

- The training given to the employees is not standardized.

- No work-study has been done on the requirement of training.

- No in-house training programmes have been conducted.

EVALUATING THE EFFECTIVENESS OF TRAINING

An Investor in People evaluates the investment in training and development to

assess achievement and improve future effectiveness.

Kearns (1994) suggests that there are four groups of ‘measures’ of training

effectiveness, which are used by organization. The groups are as follows:

- No Measurement

- Subjective Measures

- Qualitative Measures

- Objective Measures

The first group, in which no real measurement occurs, includes activities

undertaken as an “Act of Faith”, where no form of measurement is attempted, such as

initiatives to improve communications in organization, which seem to make people feel

good and appear to have worked in some intangible manner.

The second group includes subjective responses from trainees/course delegates, as

exemplified by the “Happy Sheet”. The main question asked is about how individuals

feel after the training. Organizations often make the assumption that positive responses

indicate training success and therefore value to the organization. However, course

delegates may well give strong positive response scores for a number of reasons,

including the presentational skills of the trainer, the quality of the venue, and the “feel

good” factor of indulging in a creative work group, and so on.

Quality measures appear to be more objective than the previous group, but are

often flawed by subjectivity as well. They are typified by questionnaires asking delegates

to “put a value on” the likely benefits of a training programme.

Objective measures are the only really meaningful ones. However, they challenge

the provider of training to demonstrate how their training activities feed through to the

“bottom line”: in terms of return on investment and return on the capital employed. There

has often been an assumption, in times past, that training somehow “justifies itself”,

because it is all about developing people. However, it is incumbent on organizations to

look critically at the ways in which they evaluate their training activities, lest they fall

prey to the subject approach and are badly caught out when a rigorous analysis of all the

functions of the organization’s business is called for.

A desirable, if not essential, characteristic of all training programmes is a built-in

provision for evaluation. The four main dimensions of evaluation are:

Evaluation of contextual factors

Training effectiveness depends not only on what happens during training, but also

on what happens before the actual training and what happens after the training has

formally ended. Evaluation should, therefore, be done of both the pre-training and post-

training work. Pre- training work includes proper identification of training needs,

developing criteria of who should be sent for training, how many at a time and in what

sequence, helping people to volunteer for training, building expectations of prospective

participants from training etc. Post- training work includes helping the concerned

managers to plan to utilize the participant’s training, and provide the needed support to

them, building linkages between the training section and the line departments and so on.

Evaluation of training inputs

This involves the evaluation of the training curriculum and its sequencing.

Evaluation of the training process

The climate of the training organization, the relationship between participants and

trainers, the general attitude, and approaches of the trainers, training methods, etc are

some of the important elements of the training process which also needs to be evaluated.

Evaluation of training outcomes

Measuring the carry-home value of a training programme in terms of what has

been achieved and how much is the main task of evaluation. This, however, is a complex

technical and professional task. Benefits of a training programme are not obvious and

they are not readily measurable. Payoffs from training are intangible and rather slow to

become apparent. A central problem is the absence of objective criteria and specific

definitions of relevant variables by which to measure the effectiveness either of specific

programmes or changes in employee behaviour. Nevertheless, the good personnel

managers do make an effort to systematically appraise the benefits and results of their

programmes.

In job-related training, the objective is to train people for specific job skills so that

their productivity may increase. Evaluation can be done either to the direct criterion of

increase in output or to the indirect criteria of decrease in cost, breakage or rejects. Even

more indirect are measures that point out changes in absenteeism or turnover. The most

difficult problems of evaluation lie in the area of human relations skill training, which is

given to the supervisors and middle- level managers. Supervisory and managerial training

programmes are, for this reason, less amenable to objective review procedures. Much

subjectivity enters into evaluations of these programmes, since exact standards and

criteria are hard to devise.

THE EVALUATION MODELS

The process of evaluating the training effectiveness involves the consideration of various

constraints. Many researchers have developed various methods and models in order to

facilitate this process. Some of the models are described as below: -

CIRO MODEL OF EVALUATION

Developed originally by WARR (1978), this theoretical model is based on evaluation

being carried out at four different levels:

Context Evaluation: Obtaining and using information about the current operational

context i.e. about individual difficulties, organizational deficiencies etc. in practice, this

mainly implies the assessment of training needs as a basis for decision. This involves:

Examining the expectations and perceptions of the people.

Examining whether the training needs were accurately identified.

Putting the specific training event in the wider context of other training activities.

Establishing whether the trainers enjoyed the confidence of the trainees and whether

the latter are comfortable with the level and focus of the training.

Input Evaluation: Determine using factor and opinion about the available human and

material training resources in order to choose between alternative training methods. This

involves:

Establishing the adequacy of the resource base and its cost.

Considering the choice and effectiveness of the training methods and techniques.

Identifying the numbers who successfully completed the program compared with

those who started and draw appropriate inferences.

Establishing whether the trainers were perceived to be credible as far as the trainees

are concerned.

Establishing whether the psychological and emotional climate of learning was

appropriate.

Reaction Evaluation: Monitoring the training as it is in progress. This involves

continuous examination of administrative arrangements and feedback from trainees. This

involves:

Looking at the reactions of trainees to the content and method of training.

Establishing the reaction of other people, particularly line managers to the early

results of the training program.

Discussing the views and observations of the trainers.

Outcomes: It implies the measuring of the consequences of training. This involves:

Establishing whether expectations of results were met.

Identifying whether all or some of the learning objectives were met.

Finding out what were the end course views about the training.

The three levels of outcome evaluation may be distinguished:

- Immediate Outcomes : The changes in the trainee’s knowledge, skills and attitude

that can be identified immediately after the completion of training. The aim here

is to find out the extent to which positive transfer of learning has taken place from

the training to the workplace. This type of evaluation may be done in several

ways such as behaviourally anchored rating scales or self repots supplemented by

reports of subordinates, peers and supervisors or critical incidents etc.

- Intermediate Outcomes : These are the changes in trainee’s actual work behaviour,

which result from training. The assumption here is that effective training should

be reflected in the trainee’s increased job-proficiency.

- Ultimate Outcomes : These are the changes in the functioning of part or the entire

organization, which have resulted from changes in work behaviour. For this

purpose, indexes of productivity, labour turnover etc, studies of organizational

climate and human resource accounting are taken as the ultimate results achieved

by the trainee.

HAMBLIN’S MODEL

Hamblin (1974) said, “The purpose of evaluation is control”. A well controlled training

program is one in which the weakness and failures are identified and corrected by means

of the negative feedback and strengths and successes and corrected by means of the

positive feedback.

The processes, which occur as a result of a successful training programme, can be divided

into 4 levels. The evaluation can be carried out at any of the following levels:

Reaction Level: It measures the reactions of the trainees to the content and methods

of the training, not the trainer, and to any other factors perceived as relevant. It

determines what the trainee thought about the training.

Learning Level: It measures the learning attitude of the trainees during the learning

period. It collects information that did the trainees learn what was intended.

Job Behaviour Level: The job behaviour of the trainees in the work environment at

the end of the training period i.e. did the training got transferred to the job?

Effect on the Department: Has the training helped the trainees in improving the

department’s performance?

The Ultimate Level: It measures that has the training affected the ultimate well being

of the organization in terms of the business objectives.

Fig 3.3- Flowchart of Hamblin’s Model

Training

O1ReactionsObjectives

O2Learning

Objectives

E2LearningEffects

O3Job Behaviour

Objectives

E3Job Behavior

Effects

O4OrganizationObjectives

E4Organization

Effects

O5Ultimate Value

Objectives

E5Ultimate Value

Effects

E1ReactionEffects

Measuring Techniques atEach Level

Reaction NotebooksObserver’s RecordReaction Forms

Written ExamMultiple choice TestLearning Portfolios

Activity SamplingInterviewsQuestionnaires

Indices of ProductivityOrganisation Culture

Cost Benefit AnalysisHuman Resource

Accounting

MODEL USED IN THIS REPORT FOR EVALUATION AND

RECOMMENDATIONS

The Kirkpatrick Model establishes the effectiveness in terms of assessing the

extent to which the objectives are met. Combining the four levels of this model and an

optimum cost benefit strategy would enable the management to ascertain the extent to

which a programme is contributing to the effectiveness of the organization. Therefore,

this technique is used to identify and recommend certain measures in order to improve

the training effectiveness at BIL.

The details of Kirkpatrick Model are explained in the succeeding paragraph.

THE KIRKPATRICK MODEL

Perhaps the most influential approach to training evaluation was developed by

D.L. KIRKPATRICK (1975) which, according to Bornbrauer (1987), despite its age and

common sense approach to the subject, remains valid: “because of its

comprehensiveness, simplicity, and applicability to a variety of training situations.”

Level One-Reaction

This level in the Kirkpatrick model is seen to offer some useful insights into the early

experiences of trainees, but precisely because it is concerned with “feelings” and first

reactions, the results need to be viewed with some caution.

Measurement can be done through:

Reaction sheets: Reaction sheets (often referred to as ‘happy sheets’) should ask

questions about the achievement of the course objectives, about the course material, the

presentation, the activities used, the venue and the pre-course material.

Group discussion: Build in time at the end of the course for how they will take the

learning forward. Have them record the main points of the discussion for you to take

away.

Thumbs up, thumb down: This is much focused on reaction. Ask closed questions about

the training course directed to the whole group. If participants feel the answer to the

question is ‘Yes’ they give a thumbs-up sign, if the answer is ‘No’, it’s a thumbs down.

You need to record the number of responses, positive or negative, to each question.

Level Two- Learning

This is the level at which “new learning” is generated and which requires evaluators to

try to establish individual’s progress towards the learning of specified skills and

competencies.

Measurements can be done through:

Reaction sheets: Questions about what participants feel they have learnt during the course

can be included on the reaction sheets.

Post-courses review: Delegates should meet with their lime manager soon after the course

to discuss what learning has taken place and how this will be applied. They should then

meet at agreed intervals to review how much progress is being made.

Action plans: By requiring delegates to complete action plans at the end of course, we

imply that we are expecting them to implement some learning from the course and make

some changes in the way they work.

Level Three- Effects On Individual Performance

Recognizing that the purpose of training is to create new job capabilities means that

evaluation must be extended to the working environment. Above all, this level of

evaluation draws attention to the fact that training does not end at the completion of the

training programme, but has to embrace issues such as the transfer of training, support for

the use of new skills and competences and the support provided by line managers.

Measurement can be done through:

Post- course review with line manager: Delegates should meet with their lime manager

soon after the course to discuss what learning has taken place and how this will be

applied. They should then meet at agreed intervals to review how much progress is being

made.

Follow-up questionnaire: The trainer circulates a questionnaire to all delegates and their

managers asking questions about how the learning from the course is being applied.

Follow-up calls: The trainer, or a nominated person, chooses a random sample of

delegates from a course and then contacts them and their line managers to ask a series of

questions about the application of learning from the course.

Re-testing: If the training is very skills- based and has culminated with a test, it is

possible (although time-consuming) to re-test delegates on regular basis and then to

retrain if necessary.

Level Four- Effects On Organizational Performance

The ultimate level and one that represents an attempt to establish what is often described

as the impact of training on the “bottom line” must be measured.

As with level three evaluations, in order to assess the effects of training on an

organization, measures need to be taken prior to the training being carried out. Examples

of such measures are:

Staff attitude surveys

Profit levels

Wastage

Levels of consumables used’

Accidents and damage rates

Customer complaints

Working rates

Error rates

Work outstanding

Task completed per hour/day/week

Self-assessment of performance by team members

TRAINING PROGRAMMES IN BIL

Britannia Industries Ltd follows the philosophy to establish and build a strong

performance driven culture with greater accountability and responsibility at all levels. To

that extent the Company views capability as a combination of the right people in the right

jobs, supported by the right processes, systems, structure and metrics.

The Company organizes various training and development programmes, both in-

house and at other places in order to enhance the skills and efficiency of its employees.

These training and development programmes are conducted at various levels i.e. for

workers and for officers etc.

THE VARIOUS TRAINING PROGRAMMES ATTENDED BY THE OFFICERS OF

BIL: -

S.no Training programmes Duration No. of

participants

Designation

1 Baking with Soy 2 days 1 Officer

2 Land Mark Seminar 1 day 5 Manager,

Officers

3 Contract Labour 1 day 2 Managers

4 Lean Manufacturing

Implementation

2 days 2 Managers

5 Risk assessment in work

place

1 day 1 Officer

6 Productivity and

Accomplishment

2 days 4 Officers

7 Adv. Technology mgmt for

prevention and control of

pollution

2 days 1 Officer

8 Bearing Maintenance 1 day 1 Officer

technology

9 Good Auditing Practices 1 day 1 Manager

10 HACCP/GMP/GHP 2 day 4 Officers

11 Occupational health and

safety

2 day 1 Officer

12 Sales training programme 3 days 3 Sales territory

Incharge

13 Assessment centre 2 days 16 Officers

14 Landmark Forum

Programme

3 days 7 Managers,

officers

15 Excellence in Manufacturing

by eliminating stock-outs

2 days 3 Officers

16 XIV training programme in

Biscuit manufacture

4 days 4 Officers

17 Occupation and health 2 days 1 Officer

18 Training for INKJET printer 4 days 7 Managers,

officers

VARIOUS TRAINING PROGRAMMES ORGANISED FOR THE WORKERS IN

BIL:-

S.no Training Programmes Duration Conducted by

1 ISO 9000 and ISO 14000 refresher

programme

1 day Worker teachers

2 Personality development 2 days Worker teachers

3 Worker teacher’s day 1 day Worker teachers

4 ISO 14000 awareness ½ day Worker teachers

5 National safety day 1 day Worker teachers

6 Fire fighting ½ day Security officer

7 Worker’s participation in

management

3 days Central board of

worker’s association

8 Educational trip to Haridwar,

Rishikesh, Dehradun

7 days Worker teachers

9 Gemba- Kaizen workshop 5 days Kaizen institute

10 Security and fire fighting 1 day Worker teachers

11 Positive approach 1 day Worker teachers

12 Vipassana meditation 2 days Vipassana Sadhna

Sansthan

13 Worker’s children- Workshop for

young people, personality

development

1 day Shakuntala Anand

TRAINING IN BRITANNIA INDUSTRIES LTD.

Britannia Industries Ltd. provides training to all its employees as per the policy of

the organization.

PURPOSE OF TRAINING: To ensure availability of trained manpower.

SCOPE: All categories of employees in Biscuit plant.

FLOW CHART OF TRAINING PROCEDURE

Fig 4.1 The training procedure

Identification of Needs

Preparation of Training Plan

Imparting Training

Feedback

Induction Training

Training Effectiveness

IDENTIFICATION OF NEEDS

Management Staff

The Performance Appraisal form of the organization has a section in which the

training and development needs are filed up. The person whom the concerned employee

is reporting fills the Performance Appraisal form annually. Such person may be a branch

head or department head.

Identification of training need is done at the Executive Office (EO) level for the

managers through the Performance Appraisal forms annually and the records are

maintained at the Executive Office. Managers are nominated for the various training

courses by the Executive’s Office. Managers may also be nominated to certain training

programmes from the branch if the subject’s covered are found to be of interest or if they

offer a learning opportunity in some emerging areas of knowledge.

Training needs for the department through their Performance Appraisal forms

identifies the officers, which are filled in by the department head. The Performance

Appraisal forms thus give the emerging training needs. This exercise is carried out

annually.

Staff and Workers

Training needs for staff and workers are identified based on:

- Company’s strategy and policy.

- Organizational Thrust Areas.

- New Emerging Areas.

This together gives the consolidated system of needs that is prepared by the Personnel

Officer and approved by the Department Head.

PREPARATION OF TRAINING PLAN

On the basis of identified training needs, the annual training calendar is prepared

by the Personnel officer and approved by the Personnel Head.

Annual Training Budget is prepared by Branch Personnel Head and is approved

by Executive Office. This gives the final list of training activities in a particular year. It is

attempted to carry out all the programmes to fulfill the identified needs. The Head of the

Personnel Department monitors the actual training conducted vis-à-vis the identified

training needs on a monthly basis.

IMPARTING OF TRAINING

Actual training is imparted with the help of in-house and outside agencies. The

selection of these agencies is done on the basis of reputation; programmes offered by

them, past experience and feedback received from the earlier participants.

Training is also imparted by nominating the concerned employee for an external

training programme. All records of the training are maintained at branch as per Record of

Training in the Personnel folder and the same is intimated to the Executive Office

Personnel through the Monthly Personnel Report.

FEEDBACK

A feedback is taken from the participants through a questionnaire on the

programme and their impressions in order to further improve upon the same. There are

three such questionnaires available and one of these is used depending upon the nature of

the training programme and the level of participants. Also, a person from the personnel

department sits through the final session of the programme and takes the verbal feedback

about the programme.

INDUCTION TRAINING

Staff/ Officers/ Managers

This is carried out as the very first step for any new entrant into the branch at the

Staff/ Officer/ Manager level.

The department prepares a schedule for the employee as per which he is required

to spend specific time in each department. During such period, he is reporting to the

respective department head.

The objective of the induction programme is to familiarize the participant to the

function of different department. The copies of the same are sent to the General Manager

and all concerned. At the end of the induction, the trainee has to submit a report to the

Personnel Department.

Workers

In the case of a new entrant, he is called in General shift for 2 days for training

under a senior worker to familiarize him with the welfare facilities like card punching,

canteen, public conveniences, rules and regulations, standing orders, shift timings, spell

outs, medical facilities, leave procedures etc. After two days of training, he is deployed in

the concerned department. The Personnel Officer organizes this.

Management Trainee’s Training

Management trainees are given a fortnight of induction programme. Corporate

HR advises it as per Management Trainee Training programme designed by them.

Thereafter, a detailed training programme is carried out whereby the incumbent is

to understand in depth of working of each department at various locations as per the

programme given by the Corporate HR. Corporate HR maintains all relevant records

pertaining to Management Trainee’s training at Bangalore.

TRAINING EFFECTIVENESS

For each training programme conducted in-house for Britannia Delhi branch

personnel, a training brochure is developed.

The brochure developed consists of the following information:

- Programme objectives: Need of the training and what are the objectives that this

training aims to achieve, what likely outcomes are expected to come out of impact of

this training.

- Programme content: Topics being covered during the training.

- Methodology adopted.

- Programme faculty.

- Personnel to be covered.

- Training methodology.

- Training effectiveness criteria and scale.

The training effectiveness is measured by measurement of the achievement of the

objectives. This lists down the measurement indicators, achievement of which will ensure

that programme objectives are achieved.

A person gets nominated for the training programme in the following two ways:

a) Training programme flowing from the training needs.

b) Training programme for testing out the training/ increased awareness/ general

information/ omnibus training types etc.

Training programmes flowing from training needs:

The programmes are divided into three broad categories:

- Functional

- Behavioral

- General/ Omnibus programmes

1. Functional: The outcome of the training is measured by comparing the data pre-

training and post-training. A scale is developed for measuring the effectiveness of

training based on the % achievement of the objectives.

2. Behavioral: The effectiveness of the training of this nature is measured annually.

This is seen through the training need identification for the coming year for the

employee. If the training need is repeated there, then the training provided is taken as

ineffective. If the training need is repeated but with focus on a part of the need, then

the training is partially effective. If not repeated, then the training is effective.

3. General: These are the training needs flowing directly from the organizational needs.

Examples of these can be ISO 9000 training, ISO 14000 training and any awareness

training. These are omnibus training programmes, which are run for a large number

of employees.

The effectiveness of the training is measured by:

- - Achievement of those organizational objectives within the time lines.

- - Number of audit issues raised on the areas covered in the training.

- - Any other such thing as defined in the training brochure.

The effectiveness of the outside training programme is measured on the same line

as above. However, no detailed brochure is prepared for the same. The measurement

criterion for the programme is defined in the beginning of the programme and

effectiveness measured against the same.

A consolidated effectiveness report of the training programme is prepared at the end of

the year. The programmes that are found to be ineffective are reworked.

Training programme for testing out the training

Also there are training programmes, which are not flowing directly from the training

needs measurement of effectiveness of the training is not needed to be measured.

TRAINING OF AN OFFICER

Fig 4.2 Flowchart for Training of an Officer

Identification of Training needs

Consolidation of Training needs

AnnualTrainingCalendar

Approval from the Personnel Department

AnnualTrainingBudget

ImpartingTraining

CollectingFeedback forFurther Improvement

Monitoring of Actual Training vis-a-vis the Identified needs

TRAINING OF A WORKER

Fig 4.3 Flowchart for Training of a Worker

Organizational Thrust Areas

Company Strategy and Policy

New Emerging Areas

Identification Of Training needs

Consolidation Of Training needs

AnnualTrainingCalendar

Approval from the Personnel Department

AnnualTrainingBudget

ImpartingTraining

Collecting Feedback for Further Training

Monitoring of Actual vs the Identified Training needs.

CHAPTER-3

RESEARCH

METHODOLOGY

OBJECTIVES OF THE STUDY

The first & foremost step in any research work is to identify the problems or

objectives on which the researcher has to work on. There are two types of objectives met

in this study, as explained below:

MAJOR OBJECTIVE

To analyze the existing training practices, its effectiveness and recommend

measures to improve the training practices in the organization.

MINOR OBJECTIVES

To study the frequency of training, training methods and their effects on the

trainees and recommend certain measures for improvement.

To understand the present practices enforced in respect of training at the

personnel department and recommend any changes if necessary.

To take feedback and analyze the level of satisfaction amongst the employees in

respect of training activities and suggest alternatives.

SCOPE OF THE STUDY

Training Effectiveness is the process wherein the management finds out how

effective it has been at training and developing the employees in an organization.

This study gives some suggestions for making the present training and

development system more effective.

It gives organization the direction, how to deal differently with different

employees.

It identifies the training & development needs present among the employees.

MANAGERIAL USEFULNESS OF THE STUDY

The effectiveness of the training programmes can be established through this

study.

This study helps to understand, analyze & apply the core concepts of training in

an organization.

Managers would be able to identify the need of training for its employees.

Managers would know what employees think of the training and development

programmes and make changes if necessary.

METHODOLOGY

Every project work is based on certain methodology, which is a way to

systematically solve the problem or attain its objectives. It is a very important guideline

and lead to completion of any project work through observation, data collection and data

analysis.

According to Clifford Woody,

“Research Methodology comprises of defining & redefining problems, collecting,

organizing &evaluating data, making deductions &researching to conclusions.”

Accordingly, the methodology used in the project is as follows: -

Defining the objectives of the study

Framing of questionnaire keeping objectives in mind (considering the objectives)

Feedback from the employees

Analysis of feedback

Conclusion, findings and suggestions.

SELECTION OF SAMPLE SIZE

The Company has a total strength of 96 officers and 403 workers. In order to take

a reasonable sample size and not to disturb the functioning of the organization, a sample

size of 20% of the total strength of the Company has been taken in order to arrive at the

present practices of training in the Company.

Accordingly, 20 officers and 40 workers have been selected at random from all

the departments of the organization and feedback forms (questionnaire) have been

obtained. The data has been analyzed in order to arrive at present training practices in the

organization.

SAMPLING TECHNIQUE USED

The technique of Random Sampling has been used in the analysis of the data.

Random sampling from a finite population refers to that method of sample selection,

which gives each possible sample combination an equal probability of being picked up

and each item in the entire population to have an equal chance of being included in the

sample. This sampling is without replacement, i.e. once an item is selected for the

sample, it cannot appear in the sample again.

DATA COLLECTION

To determine the appropriate data for research mainly two kinds of data was

collected namely primary & secondary data as explained below:

PRIMARY DATA

Primary data are those, which were collected afresh & for the first time and thus

happen to be original in character. However, there are many methods of collecting the

primary data; all have not been used for the purpose of this project. The ones that have

been used are:

Questionnaire

Informal Interviews

Observation

SECONDARY DATA

Secondary data is collected from previous researches and literature to fill in the

respective project. The secondary data was collected through:

Text Books

Articles

Journals

Websites

TOOLS USED

The main tools used for the collection and analyses of data in this project are:

Questionnaire

Pie Charts

Tables

CHAPTER-4

DATA ANALYSIS

1) How many training programmes have you attended in last 5 years?

No. of

Programmes

No. of Respondents % of

Responses

0-5 8 40%

6-10 5 25%

10-15 4 20%

More than 15 3 15%

Total 20 100%

INTERPRETATION

45% of the officers have attended 6-15 training programmes in the last 5 years, which is

an indication of an effective training policy of the organization. However, 40% of the

officers have attended only 0-5 training programmes, which needs to be evenly

monitored by the organization.

2) The programme objectives were known to you before attending it.

Options No. of Respondents % of

Responses

Strongly agree 5 25%

Moderately agree 7 35%

Can’t Say 3 15%

Moderately

Disagree

1 5%

Strongly Disagree 4 20%

Total 20 100%

INTERPRETATION

35% of the respondents moderately agree to the fact of knowing the training objectives

beforehand, in addition to 25% who strongly agree. But a small population disagrees as

20% strongly disagree to this notion. Training objectives should therefore be made

known compulsorily before imparting training in the organization.

3) The training programme was relevant to your developmental needs.


Responses



Can’t Say 3 15%

Moderately

Disagree

2 10%


Total 20 100%

INTERPRETATION

70% of the respondents feel that the training programmes were in accordance to their

developmental needs. 15% respondents could not comment on the question and 15%

think that the programmes are irrelevant to their developmental needs and the

organization must ensure programmes that satisfy the developmental needs of the

officers.

4) The period of training session was sufficient for the learning.


Responses



Can’t Say 4 21%

Moderately

Disagree

3 16%


Total 20 100%

INTERPRETATION

52% respondents feel that the time limit of the training programme was adequate but 25%

feel that it was insufficient. Also, 21% could not comment on the question. All the

respondents though felt that increase in time limit of the programmes would certainly be

beneficial and the organization should plan for this to be implemented in the near future.

5) The training methods used during the training were effective for understanding the

subject.


Responses



Can’t Say 3 15%

Moderately

Disagree

3 15%


Total 20 100%

INTERPRETATION

40% of the respondents believe that the training methods used during the programmes

were helpful in understanding the subject, yet 25% disagree to this notion. The

organization should use better, hi-tech methods to enhance the effectiveness of the

methods being used during the training programmes.

6) The training sessions were exciting and a good learning experience.


Responses



Can’t Say 2 10%

Moderately

Disagree

3 15%


Total 20 100%

INTERPRETATION

65% respondents believe that the training sessions were exciting and a good learning

experience. 10% respondents could not comment on this while 25% differ in opinion.

They feel that the training sessions could have been more exciting if the sessions had

been more interactive and in line with the current practices in the market.

7) The training aids used were helpful in improving the overall effectiveness of the

programme.


Responses



Can’t Say 7 35%

Moderately

Disagree

3 15%


Total 20 100%

INTERPRETATION

40% of the respondents believe that the training aids used were helpful in improving the

overall effectiveness, yet 20% disagree to this notion. 35% respondents did not comment

on the issue. Yet the total mindset of the respondents was that the organization should use

better scientific aids to enhance the presentation and acceptance value of the training

programme.

8) The training was effective in improving on- the- job efficiency.


Responses



Can’t Say 4 20%

Moderately

Disagree

4 20%


Total 20 100%

INTERPRETATION

45% respondents believe that the training programmes increase their job efficiency but

35% disagree to this. The view of the respondents were towards having more

technological and current topics for the training programmes which could help them

satisfy their creative urge and simultaneously increase their on-the-job efficiency.

9) In your opinion, the numbers of training programmes organized during the year were

sufficient for officers of BIL.


Responses



Can’t Say 5 25%

Moderately

Disagree

2 10%


Total 20 100%

INTERPRETATION

25% respondents have the opinion that the frequency of the training programmes is

sufficient but 50% of the respondents differ to this. They believe that the number of

training programmes organized in a year should be increased and some in house training

programmes should also be organized by the organisation regularly.

10) Please suggest any changes you would like to have in the existing training

programmes.

The major suggestions for changes in the existing training programmes are as

follows:-

The frequency of the training programmes organized in a year should be

increased.

The duration of the training sessions should be amplified.

New programmes for personal as well as professional development of the officers

should be developed.

Officers should be referred for the training programmes as per their

developmental needs.

The training programmes should be organized outside the office in order to avoid

disturbance in the work.

Some training sessions should also be organized in house for the officers who find

it difficult to attend them if held outside the office premises.

Better presentation technologies should be used in order to increase the

effectiveness of the programmes.

The course curriculum for the training programmes should be current in terms of

the new developments in the world.

1) How many training programmes have you attended during the last year?

No. of

Programmes

No. of Respondents % of

Responses

Upto 2 25 62%

3-5 10 25%

6-8 4 10%

More than 8 1 3%

Total 40 100%

INTERPRETATION

35% of the workers have attended 3-8 training programmes in the last year, which is the

clue of a useful training policy of the organization. However, 62% of the workers have

attended only 0-2 training programmes, which should be effectively seen by the

organization. Also, every worker should be given chances to attend as many training

programmes as possible.

2) The training given is useful to you.


Responses



Can’t Say 5 13%

Moderately

Disagree

5 13%


Total 20 100%

INTERPRETATION

71% of the respondents feel that the training programmes were useful. 13% respondents

could not comment on the question and 16% think that the programmes were irrelevant to

their objective of being useful. The organization must ensure programmes that are useful

and prove to cater to the developmental needs of the workers.

3) The time limit of the training programme was sufficient.


Responses



Can’t Say 5 13%

Moderately

Disagree

6 15%


Total 40 100%

INTERPRETATION

42% respondents feel that the time limit of the training programme was adequate but 35%

feel that it was insufficient. Also, 13% could not comment on the question. All the

respondents though felt that increase in time limit of the programmes would certainly be

advantageous and the organization should take some steps in this direction.

4) The time limit of the training programme, if increased would make it more effective.


Responses



Can’t Say 4 10%

Moderately

Disagree

8 20%


Total 40 100%

INTERPRETATION

65% respondents feel that the increase in the duration of the training programmes would

be beneficial but 25% differ to this opinion. Going by the majority, the organisation

should make required changes to increase the duration of the programmes and also take

the opinion of the workers to have an effective training session.

5) The training was effective in improving your on-the-job efficiency.


Responses



Can’t Say 5 13%

Moderately

Disagree

6 15%


Total 40 100%

INTERPRETATION

62% respondents believe that the training programmes increase their job efficiency but

25% disagree to this. The respondents were of the opinion that having current topics for

the training programmes and also some sessions by an external faculty would help them

increase their on the job efficiency.

6) The training aids used were effective in improving the overall effectiveness of the

programme.


Responses



Can’t Say 12 30%

Moderately

Disagree

8 20%


Total 40 100%

INTERPRETATION

35% respondents believe that the training aids were effective in improving the overall

efficiency of the programme. Contrary to this, 35% disagree and 30% could not comment

on the issue. The organization should ensure positive awareness about the training aids

used. Also, the use of better presentation aids should be facilitated.

7) The number of training programmes organized for workers in a year are sufficient.


Responses



Can’t Say 4 10%

Moderately

Disagree

15 37%


Total 40 100%

INTERPRETATION

33% respondents believe that the number of training programmes organized in a year are

sufficient, but a majority of 57% disagrees to this. The organization should ensure

multiple programmes for the workers and hence enable them in improving their skills and

knowledge.

8) The participation of workers in training programme would help increase its

effectiveness.


Responses



Can’t Say 5 13%

Moderately

Disagree

4 10%


Total 40 100%

INTERPRETATION

72% respondents feel that participative and interactive training session could provide

more awareness and knowledge in a small span of time as compared to classroom

teaching. 13% respondents could not comment on this and 15% disagree to it.

9) Please suggest any changes you would like to have in the existing

training programmes.

The major suggestions for changes in the existing training programmes are as

follows:-

The workers were of the opinion that external faculty should be appointed for the

training programmes.

The period of the training sessions should be augmented.

The rate of the training programmes organized in a year should be increased.

Every one should get a chance to attend the training programmes.

Documentaries and other films relating to issues of motivation, team building

should be screened.

Practical examples should be used to make things easy to understand during the

training sessions.

Better technological aids and methods should be used to make the training

sessions exciting.

CHAPTER-5

SUMMARY

FINDINGS

The major findings of the project are enumerated as follows:

The respondents consider training as a positive step towards

augmentation of the knowledge base.

The respondents prior to attending them broadly knew the objectives of

the training programmes.

The training programmes were adequately designed to cater to the

developmental needs of the respondents.

Some of the respondents suggested that the time period of the training

programmes were less and thus need to be increased.

The respondents believed that the training methods used were effective

Some respondents believe that the training sessions could be made more

exciting if the sessions had been more interactive and in line with the

current practices in the market.

The training aids used were helpful in improving the overall effectiveness

of the training programmes.

The training programmes were able to improve on-the-job efficiency.

Few respondents also recommended that the number of training

programmes be increased.

RECOMMENDATIONS

Based on the data collected through the questionnaire and interactions

with the Officers and Workers of BIL the following recommendations are

made for consideration:

The organization may utilize both subjective and objective approach for

the training programmes.

The management training given to the employees should be in sync with

the current market practices.

The organization can arrange the training programmes department wise

in order to give focused attention towards the departmental requirements.

Training methods such as business games should be employed more

often as they help in improving team building skills.

LIMITATIONS OF THE STUDY

The following are the limitations of the study:

The sample size was small and hence the results can have a degree of variation.

The response of the employees in giving information was lukewarm.

Organization’s resistance to share the internal information.

Questionnaire is subjected to errors.

CHAPTER-6

ANNUXERE

Questionnaire

NAME:

AGE:

SEX:

OCCUPATION:

PLACE:

1. Do you eat biscuits?

a. YES b. NO

2. If no, please specify the reasons.

- You don’t like biscuits

- You prefer other snacks

- You think it is not healthy

- You think it is costly

3. If yes, how often do you eat biscuits?

- Everyday

- Occasionally

- Rarely

4. Please tick your likely tastes

- Salty

- Sweet

- Cream Biscuits

- Glucose biscuits

- Health Biscuits

- Mix(sweet and salty)

5. Rate the buying factors on a scale of 1 to 5(1 being least preferred to 5 being most

preferred).

- Price

- Brand name

- Flavours

- Nutritional content

- Availability

6. Tick the brand that you normally prefer

- Britannia

- ITC Sunfeast

- Parle

- Bisk farm

- Anmol

- Others

7. What is the first thing that comes to your mind about Britannia?´

-The recent add

-The Britannia Jingle(ting ting tiding)

-The Britannia Tagline

-Any other

8. What, according to you, is the tagline of Britannia?

-Zindagi mein life

-Baahar se kuchh, andar se kuchh aur

-Eat healthy, think better

-Jo de jitne ki sakti

9. Do you remember any advertisement of Britannia?

Yes

No

10. Which Britannnia TV commercial appeals to you the most?

- Goodday station master

- New tasty tiger

- Mariegold bai

- Milkbikis

11. If Britannia is not available in the shop, will you look for it in the next shop?

Yes

No

12. If the retailer gives you another brand of biscuits, will you buy?

Yes

No

13. I like Britannia because(rank the following statements on a scale of 1 to 5; 1 being least

preferred to 5 being most preferred)

-I like the different flavours it offers

-It keeps me healthy

-It is an all-time snacks

-It is tasty

-It is available everywhere

-It satisfies my hunger

-It gives me a sense of enjoyment

-It is affordable

14. Tick the Britannia biscuits you like.

-Britannia 50-50

-Britannia Treat

-Britannia Greetings

-Britannia Nutrichoice

-Britannia Timepass

-Britannia MarieGold

-Britannia Tiger

-Britannia Milk Bikis

-Britannia Goodday

BIBLIOGRAPHY

Effective Planning in Training and Development Leslie Rae

World Class Training Kaye Thorne

Training in Practice Blackwell

Human Resource Management C.B.Gupta

Human Resource Management T.N.Chabra

Human Capital Journal

Documents

Evaluation of Training Effectiveness in Britania (1)