INTRODUCTION

For any organization to perpetuate itself and achieve growth there is a basic need

for developing its manpower resources. It is one thing to possess knowledge but yet

another thing to put it to effective use. It is essential to develop skills and also update the

knowledge. Especially, in a rapidly changing society, employee training and development

is not only an activity that is desirable but also an activity that an organization must

commit resources to if it is to maintain a viable and knowledgeable workforce. They

need to learn many things to avoid cultural shock; cross-cultural orientation of employees

is becoming equally important.

Evaluation is an essential part of measuring the impact of any organization’s learning and

development programme, but often the most neglected. Training as a service intended to

achieve quality results requires continuous evaluation to achieve continuous

improvement. Evaluation should pervade the training process. Successful evaluation

should address the needs of the organization, measure whether or not these needs were

met and quantify these tangible benefits and the return on investment. Participants on this

programme will gain a clear understanding of the evaluation process and how it can help

with future training projects.

1

INDUSTRY PROFILE

Food processing involves any type of value addition to agricultural or

horticultural produce and also includes processes such as grading, sorting, and packaging

which enhance shelf life of food products. The food processing industry provides vital

linkages and synergies between industry and agriculture. The Food Processing Industry

sector in India is one of the largest in terms of production, consumption, export and

growth prospects. The government has accorded it a high priority, with a number of fiscal

reliefs and incentives, to encourage commercialization and value addition to agricultural

produce, for minimizing pre/post harvest wastage, generating employment and export

growth. India's food processing sector covers a wide range of products fruit and

vegetables; meat and poultry; milk and milk products, alcoholic beverages, fisheries,

plantation, grain processing and other consumer product groups like confectionery,

chocolates and cocoa products, Soya-based products, mineral water, high protein foods

etc.

Biscuit industry in India

Biscuit industry is the largest segment of the grain milling industry. Similarly,

production of biscuits in the organized sector is about 80 percent and quantity of biscuits

produced in the unorganized sector is about 20 percent. During the year 2005-06, (up to

December), financial assistance was sanctioned by Ministry of Food Processing for 27

consumer food-processing units.

The production by organized players is estimated to be 1561,000 tonnes, for the year

2005, which means if they include the unorganized sector the total tonnage should be at

least 2,600,000.

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The industry consists of 3 large-scale manufacturers, around 50 medium scale brands and

2500 small-scale units in the country. The unorganized sector is estimated to have

approximately 30,000 small & tiny bakeris across the country.

Rural penetration and unorganised sector

The rural penetration of the branded biscuits segment is also significant. Towns

with populations of less than a lakh contribute significantly to the industry's turnover,

with some estimates placing it at 40 per cent. However, rural markets largely consume

lower-priced varieties, and it is here that branded biscuits meet with stiff competition

from the unorganised sector. According to official statistics, the contribution of the

unorganised sector, which sells biscuits loose, could be as high as 50 per cent.

While the presence of a large unorganised segment could mean that a sizeable population

can be converted into branded biscuits consumers and, therefore, represent huge market

potential for companies in the organised sector, the fiscal duty structure still favours the

unorganised sector. Except for select low-priced varieties, the excise duty on biscuits is a

hefty 16 per cent.

The segment can be further divided into the sweet and savoury. If the Marie category is

also included in the sweet biscuits category, it would easily account for close to 80 per

cent of the industry's total volumes of 775,000 tonnes. The savoury segment includes salt

biscuits, and the salt and sweet variety accounts for the rest. The market has been

growing at 15 per cent per annum.

3

The major brands are - Britannia, Parle, ITC, Priyagold, Cremica, Dukes, Anmol, Priya,

etc besides various regional and state brands. The annual production of biscuit in the

organized sector continues to be predominantly in the small and medium scale sector

before and after de-reservation.

According to the biscuit manufacturers federation, the annual growth of overall biscuit

industry showed a decline of 3.5% in 2000-01, mainly due to 100 percent hike in central

excise duty (from 8 % to 16%). Production in the year 2001-02 increased very marginally

by 2.75%, whereas in 2002-03 the growth was around 3%. The market's domination by

Britannia's premium varieties is quite significant. In the last two years, the company has

also stepped up investments on products and brands to further strengthen its hold over the

market. In terms of value, Britannia leads the market with 37 per cent market share,

followed by Parle’s 31.3 per cent and ITC’s 6.3 per cent.

4

COMPANY PROFILE

VISION STATEMENT

To dominate the food and beverage market I India with a distinctive ranged

“Tasty but healthy” Britannia brands, to triple the turnover and operating

Income by the year 2006

MISSION STATEMENT

Every third customer must be Britannia customer by the year 2006.

For Britannia colors represents

Red: Symbolizing energy and vitality.

Green: Nutrition and freshness.

White: Purity.

“Eat healthy, think better”

Captures the essence of the Indian concept of the unity of body and mind.

5

The story of one of India's favourite brands reads almost like a fairy tale. Once

upon a time, in 1892 to be precise, a biscuit company was started in a nondescript house

in Calcutta (now Kolkata) with an initial investment of Rs. 295. The company we all

know as Britannia today.

The beginnings might have been humble-the dreams were anything but. By 1910, with

the advent of electricity, Britannia mechanised its operations, and in 1921, it became the

first company east of the Suez Canal to use imported gas ovens. Britannia's business was

flourishing. But, more importantly, Britannia was acquiring a reputation for quality and

value. As a result, during the tragic World War II, the Government reposed its trust in

Britannia by contracting it to supply large quantities of "service biscuits" to the armed

forces.

As time moved on, the biscuit market continued to grow… and Britannia grew along with

it. In 1975, the Britannia Biscuit Company took over the distribution of biscuits from

Parry's who till now distributed Britannia biscuits in India. In the subsequent public issue

of 1978, Indian shareholding crossed 60%, firmly establishing the Indianness of the firm.

The following year, Britannia Biscuit Company was re-christened Britannia Industries

Limited (BIL). Four years later in 1983, it crossed the Rs. 100 crores revenue mark.

On the operations front, the company was making equally dynamic strides. In 1992, it

celebrated its Platinum Jubilee. The Wadia Group acquired a stake in the company and

became an equal partner with Groupe Danone in Britannia. The subsequent year saw

sales cross a landmark 100,000 tonnes of biscuits or 1 billion packs of 100g.

In 1997, the company unveiled its new corporate identity - "Eat Healthy, Think Better" -

and made its first foray into the dairy products market. In 1999, the "Britannia Khao,

World Cup Jao" promotion further fortified the affinity consumers had with Brand.

6

Britannia strode into the 21st Century as one of India's biggest brands and the pre-

eminent food brand of the country. It was equally recognised for its innovative approach

to products and marketing: the Lagaan Match was voted India's most successful

promotional activity of the year 2001 while the delicious Britannia 50-50 Maska-Chaska

became India's most successful product launch. In 2002, Britannia's New Business

Division formed a joint venture with Fonterra, the world's second largest Dairy

Company, and Britannia New Zealand Foods Pvt. Ltd. was born. In recognition of its

vision and accelerating graph, Forbes Global rated Britannia 'One amongst the Top 200

Small Companies of the World', and The Economic Times pegged Britannia India's 2nd

Most Trusted Brand. Today, more than a century after those tentative first steps,

Britannia's fairy tale is not only going strong but blazing new standards, and that

miniscule initial investment has grown by leaps and bounds to crores of rupees in wealth

for Britannia's shareholders. The company's offerings are spread across the spectrum with

products ranging from the healthy and economical Tiger biscuits to the more lifestyle-

oriented Milkman Cheese. Having succeeded in garnering the trust of almost one-third of

India's one billion populations and a strong management at the helm means Britannia will

continue to dream big on its path of innovation and quality. And millions of consumers

will savour the results, happily ever after. The company’s principal activity is the

manufacture and sale of biscuits, bread, rusk, cakes and diary products like cheese, butter

and milk. The brand names of biscuits include Vita Marie Gold, Tiger Variants,

Nutrichoice Junior and Good Morning. Biscuits & high protein food accounted for 81%

of fiscal 2002 gross revenues; Dairy Products, 12% Bread, 4% Cake & Rusk 2% & other

1%.

7

MILESTONES

1892 The Genesis - Britannia established with an investment of Rs. 295 in Kolkata

 

 1910 Advent of electricity sees operations mechanised

 

 1921 Imported machinery introduced; Britannia becomes the first company East of the

Suez to use gas ovens

 

 1939 – 44 Sales rise exponentially to Rs.16,27,202 in 1939

During 1944 sales ramp up by more than eight times to reach Rs.1.36 crore

 

 1975 Britannia Biscuit Company takes over biscuit distribution from Parry's

 1978 Public issue - Indian shareholding crosses 60%

 

 1979 Re-christened Britannia Industries Ltd. (BIL)

 

 1983 Sales cross Rs.100 crore

 

 1989 The Executive Office relocated to Bangalore

 

 1992 BIL celebrates its Platinum Jubilee

 

 1993 Wadia Group acquires stake in ABIL, UK and becomes an equal partner with

Groupe Danone in BIL

 

 1994 Volumes cross 1,00,000 tons of biscuits

 

 1997 Re-birth - new corporate identity 'Eat Healthy, Think Better' leads to new mission:

'Make every third Indian a Britannia consumer'

BIL enters the dairy products market

8

 1999 "Britannia Khao World Cup Jao" - a major success! Profit up by 37%

 

 2000 Forbes Global Ranking - Britannia among Top 300 small companies

 

 2001 BIL ranked one of India's biggest brands

No.1 food brand of the country

Britannia Lagaan Match: India's most successful promotional activity of the year

Maska Chaska: India's most successful FMCG launch

 2002 BIL launches joint venture with Fonterra, the world's second largest dairy

company

Britannia New Zealand Foods Pvt. Ltd. is born

Rated as 'One amongst the Top 200 Small Companies of the World' by Forbes

Global

Economic Times ranks BIL India's 2nd Most Trusted Brand

Pure Magic -Winner of the Worldstar, Asiastar and Indiastar award for packaging

 2003 'Treat Duet'- most successful launch of the year

Britannia Khao World Cup Jao rocks the consumer lives yet again

 2004 Britannia accorded the status of being a 'Superbrand'

Volumes cross 3,00,000 tons of biscuits

Good Day adds a new variant - Choconut - in its range

2005 Re-birth of Tiger - 'Swasth Khao, Tiger Ban Jao' becomes the popular chant!

Britannia launched 'Greetings' range of premium assorted gift packs

The new plant in Uttaranchal, commissioned ahead of schedule.

The launch of yet another exciting snacking option - Britannia 50-50 Pepper

Chakkar

9

Plant locations

Britannia’s plants are located in the 4 major metro cities-Kolkatta,Mumbai,Delhi

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

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

Maharastra, and Modern Diary at Karnal in Haryana and Thacker and Dairy products at

Howrah in West Bengal.

Recent Developments

A new initiative taken by Britannia, to cater to all the taste fads of the consumer,

seeks to widen the range of its snack foods. This will be Britannia's biggest challenge in

the next few years. Meanwhile in existing categories of biscuits and baked products,

innovation will be the key principle. A host of new flavours and food-formats, as never

seen before in the Indian market, are due to enter the market in 2004. Thus, Britannia will

continue to define the Indian market in biscuits and other food products.

10

Products Manufactured By Britannia Industries Limited

BISCUITS1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

Anytime

Binki

Bourbon Cream

Brita

Chakra

Circus

Coconut

Crunches

Cream Crackers

Custard Cream

Delite

Digestive

Elaichi Cream

Embassy Cream

Ginger nut

Glucose – D

Good Day

(Cashew, Pista,

Badam, Butter

Mal Bisk

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

Marie

Milk Bikies

Nice

Orange Cream

Petit Beurre

Pinapple Cream

Pure Magic

(Chocolate,

Vanilla)

Snax

Thin Arrow Root

Top

Zoological

50 – 50

Jim Jim

Oro

Tiger

Chekkers

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BREADS CHEESE SPREAD CAKES

1. Brown

Bread

2. Fruit Bread

3. Milk Bread

4. Sliced

Bread

1. Plain

2. Pepper

3. Jeera

4. Chilly

5. Capsicum

1. Chocolate Cake

2. Fruit Cake

3. Lemon Cake

4. Orange Cake

5. Pineapple Cake

6. Ribbon Cake

7. Slice Cake

(Mixed Fruits,

Pineapple)

DAIRY

WHITNERMERRICAKE HALF-HALF

FLAVOURED

MILK

(SIZ – ZIP)

1. Carton

2. Pouch

1. Fruit

2. Chocolate

3. Orange

4. Vanilla

Chocolate

5. Orange

Chocolate

6. Plaum

7. Milk

8. Butter

Sponge

1. Vanilla

Chocolate –

Twin Pack,

Family Pack

2. Orange

Chocolate -

Twin pack,

Family pack

1. Chocolate

2. Strawberry

3. Mango

4. Pineapple

5. Badam

6. Elaichi

12

Products produced in Chennai plant:

In Chennai branch, the various products produced are:

Britannia Industries (BIL) is one of the largest bakery in the private sector and a

household name in food products.Company has decided to focus on seven core brands in

the biscuits and bakery category. The brands included Good Day, Tiger, 50-50, Snacks,

and the Cream Treat brands, among others. Company is adopting its strategy aggressively

into dairy products and organized biscuit market. Currently, Britannia is focusing on

expanding its business to dairy products like cheese, butter, ghee and dairy whitener.

Britannia is an innovative marketer and has always been driven to expand its market. It

has redone its whole image to target the health and nourishment conscious Indian

consumer.

1. Good Day- Butter

2. Good Day- Cashew

3. Good Day- Pista Badam

4. Marie

5. Little Hearts

6. Maska Chaska

7. 50-50

8. Chota Tiger

13

Achievements

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

It brought the health dimension to an industry that was traditionally driven by taste alone.

This is reflected in Britannia’s brand slogan, introduced in 1997 that exhorted consumers

to ‘Eat Healthy, Think Better’. This was quickly embraced by the entire industry to come

up with similar promotional campaigns showing biscuits to be an epitome of a healthy,

happy diet.

Going beyond biscuits has been the most difficult challenge and a litmus test for the

company. Britannia entered the dairy category with the launch of Britannia Milkman

range of dairy products. With the success of Britannia Milkman Cheese, it achieved a

niche for itself in a category that was defined by a competitor that had created the

category.

Britannia’s products retail in over 2 million outlets selling approximately 200 million

packs a month. With millions of happy consumers every month, Britannia is considered

to be one of the most trusted food brands in India. Britannia has also successively made

the Forbes List of 200 Best Small Companies in the world for the years 1999, 2000 and

2002.

ABOUT THE TOPIC

Today’s corporate mantra of continuous improvement offers HR a strategic

opportunity to develop and maintain high-performance organizations. After all,

companies require much more than high technology and bright ideas to remain

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competitive. They need people who have the knowledge, skills and values to make their

businesses successful, as well as manage systems that motivate workers and reward them

for achieving goals and objectives.

Training, Development and Education

HRD programmes are divided into three main categories: training, Development

and Education. Although some organizations lump all learning under training or training

and development, dividing into three distinct categories makes the desired goals and

objects more meaningful and precise.

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

of knowledge. Training is the acquisition of technology, which permits employees to

perform their present job to standards. It improves human performance on the current job

or prepares them for an intended job.

Development is a related process. It covers not only those which bring about growth of

the personality; help individuals in the progress towards maturity and actualization of

their potential capacities so that they become not only actualization of their potential

capacities but better men and women.

In organizational terms, it is intended to equip persons to earn promotion and hold

greater responsibility. It enables leaders to guide their organizations onto new

expectations by being proactive rather than reactive. And this may well include not only 15

imparting specific skills and knowledge but also inculcating certain personality and

mental attitudes. Development is a long-tem educational process utilizing a systematic

and organized procedure by which managerial personnel learn conceptual and theoretical

knowledge for general purpose.”

Education is the understanding and interpretation on knowledge. It does not provide

definitive answers, but rather it develops a logical and rational mind that can determine

relationships among pertinent variables and there by understand phenomena. Education

must impart qualities of mind and character, and understanding of basic principles and

develop the capacities of analysis, synthesis and objectivity. Usually, education is outside

the scope or an organization’s functions. It involves a range of skills and expertise,

which can be provided only by education institutions. An organization can and does

make use of such institutions. An organization can and does make use of such

institutions in order to support and supplement its internal training and development

efforts.

SURVEY OF LITERATURE

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Training is short-term process utilizing a systematic and organized procedure by

which non-managerial personnel learn technical knowledge and skills for a definite

purpose.

Concept of training

Training is transferring information and knowledge to employees.

Equipping employers to translate that information and knowledge into practice

with a view to enhancing organization effectiveness and productivity, and the

quality of the management of people.

Objectives of Training

Training improves the skill and knowledge.

Training increases Production and Productivity.

Training provides job satisfaction.

Training reduces supervision.

Training reduces accidents.

Training reduces complaints.

Training provides scope for Management By Exception.

Essentials of a Good Training Programme

A good training programme should fulfill the following conditions

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It should have a specific goal.

It should be relevant.

It should make trainees accountable.

There must be provision of certain facilities

There may be a provision of suitable incentives.

It should consider individual differences.

Benefits of Training

Increases job satisfaction among employees.

Increased employee motivation.

Increases efficiency in processes, resulting in financial gain.

Increases capacity to adopt new technologies and method

Increases innovation in strategies and products.

METHODS OF TRAINING:

The methods of training are two types. They are as follows.

Methods of training

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On the job training:

The most important type of training is On the job training. Majority of industrial

training is of the On the job training. On the job training is conducted at the work site and

in the context of the job. The worker in this method learns to master the operations

involved on the actual job situation under the supervision of his immediate boss. It is

necessary to make sure that the supervisor who is imparting training is trained and

motivated to be a good trainer.

If the supervisor views the training as burden and nuisance, it will produce no good

effect. There are several types of on the job training programmes. Some of them are

described below:

Job rotation:

Off-the-job Training

Lecturer

&conferences

Case studies

Role Playing

Management Games

Sensitivity training

On-the-job Training

Internship Training

Apprenticeship

Training

Refresher Training

Job rotation

Vestibule Training

19

This method involves the employee being sent through different jobs thereby

providing him a wider exposure and an opportunity of experiencing different functions

before making choice of particular function in which he would like to develop and build

his career.

Internship training:

This refers to a joint programme of training in which schools and business co-

operate to enable the students gain a good balance between theory and practice. Class

room principles are better understood against the practical background in a factory.\

Apprenticeship training:

This training is use in those trades, crafts and technical fields in which proficiency

can be acquired after a relatively long period of time in direct association with work and

under supervision of experts. It is a good source of providing the required personnel for

the industry.

Vestibule training:

When the amount of on the job training that has to be done exceeds the capacity

of the line supervisor, a portion of this training is taken away from the line and assigned

to the staff through a vestibule school.

This method attempts to duplicate on the job situations in a company classroom. The

trainees are taken through a short course under working conditions that approximate

20

actual shop, sales or office conditions. This technique enables the trainee to concentrate

on learning the new skills rather than on performing an actual job.

Refresher training:

With passage of time, employees may forget some of the methods, which were

taught to them, or they may have become outdated because of technological development

and improved techniques of management and production. Hence, refresher training is

arranged for the existing employees in order to provide them with an opportunity to

revive and also improve their knowledge. Retraining (refresher training) programmes are

designed to avoid personal obsolescence.

Off the job training:

Off the job training simply means that training is not a part of everyday job

activities. Off the job methods are used away from workplace. Classroom or off the job

instructions are useful when concepts, attitudes theories and problem solving abilities are

to be taught. It is associated more with knowledge than skill. Off the job method consist:

Lecture method:

This is most commonly used to address large groups about general topics. The

lecturer possesses a considerable depth of knowledge on the subject at hand. He seeks to

communicate his thoughts in such a manner as to interest the class and clause them to

retain what he has said. The trainees generally take notes as an aid to learning.

The conference method:

21

In this method, the participating individuals ‘confer’ to discuss points of common

interest to each other. It is an effective training device for persons in the positions of both

conference member and conference leader. As a member, a person can learn from others

by comparing his opinions with those of others. As a conference leader, a person can

develop the skill to motivate people through his direction of discussion. There are three

types of conferences:

Direct discussions

Training conference

Seminar conference

The conference is ideally suited to learning about problems and issues and examining

them from different angles. It is considered to be the best method for reducing dogmatism

employed in supervisory and executive developments programmes.

Case study method:

The case study method, which was popularized by the Harvard Business School

USA, is one of the common forms of training to the employees. A collateral objective is

to help them develop skills in using their knowledge. Under the case study method, the

trainees may be given a problem to discuss which is more or less related to the principles

already taught. This method gives the trainee an opportunity to apply his knowledge to

the solution of realistic problems. The case study places heavy demands upon the trainees

and requires that they should have a good deal of maturity and background in the subject

matter concerned.

The trainees learn that there is no single answer to a particular problem. The answer of

each trainee may differ. Case discussions will help them to appreciate each others

22

thinking, that is why case studies are frequently used in supervisory and executive

training. In the case study method, the trainee is expected to:

Master the facts and content of the case

Define the objectives and issues in the case

Identify the problems in the case

Develop alternative courses of action

Screen the alternatives using the objectives and issues as the criteria.

Suggest the controls needed to make the action effective.

Role playing:

Role playing technique is used for human relations and leadership training. Its

purpose is to give trainees an opportunity to learn human relations skills through practice

and to develop insight into one’s own behaviour and its effect upon others. Under this

method, conflicts situation is artificially constructed and two or more trainees are

assigned different parts to play. The trainees act out a given role as they would in a stage

play.

The role players are provided with a description of the situation and the role they are to

play. After being allowed sufficient time to play their parts, they must then act their part

spontaneously before the group. Role playing primarily involves employee- employer

relationship-hiring, firing and discussing a grievance procedure, conducting a post

appraisal interview or representation to a customer. Role playing is especially useful in

providing new insights and in presenting the trainee with opportunities to develop

interfactional skills.

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Management games:

A management game has been described as a dynamic training exercise utilizing a

model of a business situation. In these games participates are divided into various teams

which are placed in competition with each other in resolving some problems information

about which is supplied to all teams. The game illustrates the value of analytic techniques

such as the use of mathematical models to arrive at optimum solution.

Sensitivity Training:

Sensitivity training or T-group training means the development of awareness and

sensitivity to behavioral patterns of oneself and others. In sensitivity training, the trainees

are enabled to see themselves as others see them and develop an understanding of others’

views and behaviour. It aims at increasing tolerance power of the individual and his

ability to understand others. The sensitivity training programmes are generally conducted

under controlled laboratory conditions.

Training programme in BIL:

As Britannia is a food industry, training and development programme is given due

importance. The need for training is identified based on the skill requirement. The

employees are sent for the training based on his job, potentials and his drawbacks.

Departments

Location

Programme Name

24

Conducted by

Date

About the objectives of the programme

Summary of learning’s

About the type of training programme

Benefits of the programme

Area of implementation

Overall rating of programme

Satisfaction level of employee about the programme

After four months the employee will be given post training evaluation form consists of

the following information. This form contains three parts

PART-1

Objectives by which the nomination was made and the extent to which the objective were

met with

(This is to be filled by immediate supervisor/ Department Head)

PART-2

Expectations from the training programme and extent to which the expectation were met

with,

(This is to filled by the participant)

PART-3

25

Learning made from the training, practical usage of this in the work place, an action plan

for practically evaluating the improvements in the work place owing to the training

programme.

(This is to be filled jointly by the participant and immediate supervisor/Department Head)

But these forms will not cover training feed back. Training feed back will be collected

from the participant separately immediately after the training programme and the

evaluation will be done after 3 months to check the performance of the employee and

whether he has met with his objectives or not.

The training needs are identified in the presence of the department and by the HR

department head. The training methods and techniques are decided based on the training

needs of both employees as well as the organization. Based on the training needs the

training manual is prepared which have the complete details about the identification of

training needs. The training calendar is prepared by the HR department.

The format of the training calendar is as follows:

26

s.no Training

identified

Programme

name

Nature Date Institute List of

participants

Dept remark

The training calendar is prepared once in a year and changes are made on the basis of

requirements. The employees are informed about the programme they are going to attend.

This gives the details about the training programme, how effective it worked and what

are the benefits dervided from the training programmes and the changes to be made to the

training programme.

STEPS INVOLVED IN TRAINING:27

Step 1: Determining the training needs:

The first step is to identity the training needs of employees. This requires

organizational analysis (i.e.) analyzing the present and future needs of the total

organization, operational analysis (i.e.) analyzing the needs of a specific group job, and

28

Determine the training needs

Deciding the purpose of training

Choosing the training method

Evaluating the training programmes

individual analysis (i.e.) analyzing the needs of the specific employees. In order to

determine training needs it is also necessary to analyze the competence level and

potential level of the employees.

Step 2: Decide the purpose of training

Once the training needs have been identified the specific goals and criteria for

training should be decided. This implies establishing short term and long term objectives

of the training programme will be evaluated.

Step 3: Choosing the training method:

There are several internal and external methods of training. Internal methods

include apprenticeship, internship understudy, job rotation, etc. these training

programmes are less expensive and require less time. External methods include

classroom instructions, role playing, case analysis, etc…these programmes facilitate

better concentration on learning and expose the trainee to the view points of the experts

and mangers of other concerns. While making a choice the cost and learning value of

alternative methods should be carefully weighted in the light of the needs of the

organization and the individual.

Step 4: Evaluating the training programmes

Evaluation of the training may takes place during the programme and after it.

Such evaluation is necessary to find out whether the cost of the programme as yielded

29

benefits or not. The effectiveness of training programme may be judged in the terms of

change in the behaviour a performance has yielded benefits or not.

Training evaluation

Training evaluation refers to the process of collecting the outcomes needed to

determine if training is effective. Training effectiveness refers to the benefits that

company and the trainees receive from training benefits for trainees may include learning

30

new skills or behaviour. Benefits to the company may include increased sales and more

satisfied customers. Evaluation is the application of systematic methods to periodically

and objectively assess the effectiveness of programmes in achieving expected results,

their impacts, both intended and unintended, continued relevant and alternative or more

cost-effective ways of achieving expected results.

There are the two principal factors which need to be resolved:

Who is responsible for the validation and evaluation processes?

What resources of time, people and money are available for validation/evaluation

purposes?

The evaluation should:

Determine whether or not a programme is accomplishing its objectives.

Identify the strengths and weaknesses in a Human Resources Programme.

Determine the cost/benefit ratio of an HRD programme.

Decide who should participate in future programmes.

Identify which participants benefited most or least from the programme.

Reinforce major points made to the participants.

Gather data to assist in marketing future programmes.

Determine of the programme was appropriate.

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KIRKPATRICK'S FOUR LEVELS OF EVALUATION

The most well-known and used model for measuring the effective of training

programmes was developed by Donald Kirkpatrick in the late 1950s. The basic structure

of Kirkpatrick’s four-level model is shown here..

In Kirkpatrick's four-level model, each successive evaluation level is built on information

provided by the lower level.

   Level 4 - Results  What organizational benefits resulted from the

training?        Level 3 - Behavior  To what extent did participants change their behavior

back in the workplace as a result of the training?     

   Level 2 - Learning  

To what extent did participants improve knowledge and skills and change attitudes as a result of the training?

        Level 1 - Reaction  How did participants react to the programme?

ASSESSING TRAINING EFFECTIVENESS often entails using the four-level model

developed by Donald Kirkpatrick (1994). According to this model, evaluation should

always begin with level one, and then, as time and budget allows, should move

sequentially through levels two, three, and four. Information from each prior level serves

as a base for the next level's evaluation. Thus, each successive level represents a more

precise measure of the effectiveness of the training programme, but at the same time

requires a more rigorous and time-consuming analysis.

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Level 1 Evaluation – Reactions

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

training programme react to it. It attempts to answer questions regarding the participants'

perceptions - Did they like it? Was the material relevant to their work? This type of

evaluation is often called a “smile sheet.” According to Kirkpatrick, every programme

should at least be evaluated at this level to provide for the improvement of a training

programme. In addition, the participants' reactions have important consequences for

learning (level two). Although a positive reaction does not guarantee learning, a negative

reaction almost certainly reduces its possibility.

Level 2 Evaluation – Learning

To assess the amount of learning that has occurred due to a training programme,

level two evaluations often use tests conducted before training (pretest) and after training

(post test).

Assessing at this level moves the evaluation beyond learner satisfaction and attempts

to assess the extent students have advanced in skills, knowledge, or attitude.

Measurement at this level is more difficult and laborious than level one.

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Measuring the learning that takes place in a training programme is important in order to

validate the learning objectives. Evaluating the learning that has taken place typically

focuses on such questions as:

What knowledge was acquired?

What skills were developed or enhanced?

What attitudes were changed?

Methods range from formal to informal testing to team assessment and self-assessment.

If possible, participants take the test or assessment before the training (pretest) and after

training (post test) to determine the amount of learning that has occurred.

Level 3 Evaluation - Behaviour

In Kirkpatrick's original four-levels of evaluation, he names this level "behavior."

However, behavior is the action that is performed, while the final results of the behavior

are the performance.

This evaluation involves testing the students capabilities to perform learned skills while

on the job, rather than in the classroom. Level three evaluations can be performed

formally (testing) or informally (observation).

It is important to measure performance because the primary purpose of training is to

improve results by having the students learn new skills and knowledge and then actually

applying them to the job. Learning new skills and knowledge is no good to an

organization unless the participants actually use them in their work activities.

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Since level three measurements must take place after the learners have returned to their

jobs, the actual Level three measurements will typically involve someone closely

involved with the learner, such as a supervisor.

Although it takes a greater effort to collect this data than it does to collect data during

training, its value is important to the training department and organization as the data

provides insight into the transfer of learning from the classroom to the work environment

and the barriers encountered when attempting to implement the new techniques learned in

the programme.

Level 4 Evaluation- Results

This is the final results that occur. It measures the training programme's

effectiveness, that is, "What impact has the training achieved?" These impacts can

include such items as monetary, efficiency, moral, teamwork, etc. Level four evaluation

attempts to assess training in terms of business results. Frequently thought of as the

bottom line, this level measures the success of the programme in terms that managers and

executives can understand -increased production, improved quality, decreased costs,

reduced frequency of accidents, increased sales, and even higher profits or return on

investment. From a business and organizational perspective, this is the overall reason for

a training programme, yet level four results are not typically addressed. Determining

results in financial terms is difficult to measure, and is hard to link directly with training.

While it is often difficult to isolate the results of a training programme, it is usually

possible to link training contributions to organizational improvements. Collecting,

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organizing and analyzing level four information can be difficult, time-consuming and

more costly than the other three levels, but the results are often quite worthwhile.

This final measurement of the training programme might be met with a more "balanced"

approach or a "balanced scorecard which looks at the impact or return from four

perspectives:

Financial: A measurement, such as an ROI, that shows a monetary return, or the

impact itself, such as how the output is affected. Financial can be either soft or hard

results.

Customer: Improving an area in which the organization differentiates itself from

competitors to attract, retain, and deepen relationships with its targeted customers.

Internal: Achieve excellence by improving such processes as supply-chain

management, production process, or support process.

Innovation and Learning: Ensuring the learning package supports a climate for

organizational change, innovation, and the growth of individuals

As we move from level one to level four, the evaluation process becomes more difficult

and time-consuming; however, it provides information that is of increasingly significant

value. Perhaps the most frequently type of measurement is Level one because it is the

easiest to measure. However, it provides the least valuable data. Measuring results that

affect the organization is considerably more difficult, thus it is conducted less frequently,

yet it yields the most valuable information.

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The Results of Training

The measuring of the results of training is beyond those of simply equipping

people with the skills and knowledge necessary to carry out their assigned tasks and

duties. Redefining training as an intervention, as a solution to some problem other than

equipping people to do their jobs.

In cases where skill and knowledge deficiencies are leading to mistakes, errors, defects,

waste, and so on, one might argue (and many do) that training which eliminates these

deficiencies and in turn reduces mistakes, errors, defects, and waste, is a solution to a

performance problem. This argument is extended to assert that the reductions in mistakes,

errors, defects, and waste, as well as the financial value of any such reductions constitute

the "results" of training.

Conclusion

The concluding point to be made here is very, very simple and very, very

important: There is no "cookbook" approach to the evaluation of training. To properly

evaluate training requires one to think through the purposes of the training, the purposes

of the evaluation, the audiences for the results of the evaluation, the points or spans of

points at which measurements will be taken, the time perspective to be employed, and the

overall framework to be utilized.

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NEED OF THE STUDY

The study aims to gauge the effectiveness of training programme took place in

Britannia Industries Ltd

The main purpose of checking the effectiveness of the training programme at

Britannia Industries Ltd is that the individual employees can realize their progress and

their own development needs. If they are allowed to realize those themselves rather

than being told then there is greater acceptance and greater commitment to continue

learning and to develop ownership of their own action plan.

To determine whether the participants have actually learnt to practice the

lessons from the training programme in their day to day work lives.

To know whether there is any significant improvement in the work

performance of their employees after the training sessions.

To evaluate the effectiveness of the trainer for the training programmes.

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SCOPE OF THE STUDY

From the organizations point of view, there has been certain finding about the study and

suitable measures suggested to correct them. Hence if the suggestions are implement it

would benefit the organizations employees in attending a flawless training programme in

their future.

From the researchers point of view it would fetch him a lot of learning regarding the

procedures of training in the organization and also suggest ideas to overcome the

shortcomings of the training programme.

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RESEARCH OBJECTIVES

Primary objective

‘To evaluate the effectiveness of training programmes at Britannia Industries Ltd’

Secondary objectives

To determine whether the training programme had any significant on the

employee’s current job.

To evaluate the effectiveness of the trainer for the training programmes.

To determine the effectiveness of the existing training programme.

To analyze whether the time duration of the training programme match its

objectives.

To assess the level of learning’s.

To suggest areas that might help in improving the training at Britannia Industries

Ltd.

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RESEARCH METHODOLOGY

Meaning of research

The advanced learners Dictionary of current English lays down the meaning of

research as “A careful investigation or inquiry especially through search for new facts in

any branch of knowledge”. Research is thus an original contribution to the existing stock

of knowledge making for its advancements. It refers to the systematic method consisting

of enunciating the problem, formulating a hypothesis, collecting the facts, data, analyzing

the facts and reaching certain conclusion either in the form of solutions towards the

concerned problem or in certain generalizations for some theoretical formulation.

Objectives

The main aim of research is to find out the truth which is hidden and which has not yet

discovered. The objectives of carrying out researches are

To gain familiarity with a phenomenon to achieve new insights into it.

To portray accuracy the characters of a particular individual situation or a group.

To determine the frequency with which some thing occurs or with which it is associated

with something else.

To test hypothesis of a casual relationship between variables.

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RESEARCH DESIGN

Research design is defined as “A plan structure and strategy of investigation

conceived so as to obtain answer to research question and control variables”.

RESEARCH PROCESS

While planning and designing the research project the step were to be followed

was anticipated and listed. The lists of function or steps consist of research process.

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DEFINITION OF PROBLEM

STATEMENT OF RESEARCH OBJECTIVES

LIST OF NEEDED INFORMATION

DESIGN OF DATD COLLECTION PROJECT

SELECTING THE SAMPLING AND SAMPLE SIZE

ANALYING THE DATA

FINDING AND RECOMMENDATION

Type of research

The present type of research belongs to the category of ‘Descriptive study’.

Descriptive study are undertaken when the researcher is interested in knowing the

characteristics of certain groups, assessing behaviour, making projections or for

determining the relationship between z or more variables.

Research approach

A disciplined approach and attention to minor details would ensure that the

resultant data would be of high quality and the fixed responses gives a real insights into

the truth for which the project is done. This method is the combination of both inferential.

The purpose of the inferential approach to research is to form a database from which to

infer the characteristics or the relationship of population. This usually means survey

research where a sample of population is studied (questioned or observed) to determine

its characteristics, and it is then inferred that the population has the same characteristics.

The approach adopted for the present study is that of survey based.

Sources of data:

The research should keep in mind two types of data while collecting data viz

primary data and secondary data.

Primary data

Primary data may be described as those data that have been observed and

recorded by the researcher for the first time to their knowledge. A questionnaire was

prepared and with the help of which the primary data has been collected.43

Secondary data

Secondary data may be described as those data that has been compiled by some

agency other than the user.

There are two sources of secondary data.

A) Internal sources

B) External sources

The secondary data used for the purpose of the study are company magazine, Training

system records and the company’s website.

Sampling plan

Sampling plan is a definite plan for obtaining a sample from a given population.

It refers to the various techniques for selecting items for the sample. This plan calls for

three decisions

Population unit: The population unit is finite

Sampling unit: The sampling unit is the Officers of the Britannia Industries Ltd at Padi,

Chennai.

Sample size:

103 respondents are taken as the sample in consultation with college and company

guide.

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Sampling procedure:

Non-probability sampling method involves a deliberate selection of particular

units of the universe for constituting a sample which request the universe. Non

probability sampling is any procedure in which elements will not have the equal

opportunities of being included in a sample.

Convenience sampling:

When the population elements are selected for inclusion in the sample based on

the ease of access is known as the convenience sampling. The research design is

descriptive which is concerned with narration of facts and description of various

characteristics of particular group of employees.

Here the respondents are chosen on the basis of non-probability sampling under which

convenience sampling design was used.

Mode of data collection

The mode of data collection is survey method. The survey method is more

appropriate to the study.

Data collection instrument:

The instrument used for data collection through Questionnaire. A questionnaire is

simply a formalized set of questions for eliciting information.

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Open-ended questions:

Open-ended questions are questions to which there is not one definite answer.

Open-ended questions may be a good way to break the ice with a survey, giving

respondents an opportunity to answer in their own words

Closed-ended questions

Closed-ended questions have a finite set of answers from which the respondent

chooses. The benefit of closed-ended questions is that they are easy to standardize,

and data gathered from closed-ended questions lend themselves to statistical analysis

Multiple choice questions

When you want respondents to pick the best answer or answers from among all the

possible options, consider writing a multiple-choice question. Multiple-choice

questions are easy to lay out on a written survey.

Likert-scale question

When you want to know respondents' feelings or attitudes about something,

consider asking a Likert-scale question. The respondents must indicate how closely

their feelings match the question or statement on a rating scale.

Dichotomous questions:

46

A fixed-alternative question in which respondents are asked to indicate which of

two alternative responses most closely corresponds to their position on a subject. E.g.

Yes/No

Design and pre-testing of questionnaire:

Information gathered directly from the respondents through questionnaire, i.e.

survey method. The questionnaire was pre-tested among 10% 0f the associates by

conducting pilot study. There were few inhibitions from the associates during the study

regarding the options in the questionnaire which needed be reframed and they were

implemented during the real study. The findings of pilot study is subjected to through

examination to realize that an individual is not likely to think of all ways in which group

might respond and that are cannot anticipate adequately the interpretation of others. This

makes the pilot study all the more important.

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Tools and techniques used for analysis:

Tools used:

The test is carried out using SPSS tool where the variables that are to be tested for

independence is entered and results are identified. The various tests are done by using

SPSS are percentage analysis, chi-square, binomial test, and cross tabulation.

Percentage analysis:

Percentage method refers to a specified kind which is used in making comparison

between two or more series of data. Percentages are based on descriptive relationship. It

compares the relative items. Since the percentage reduces everything to a common base

and thereby allow meaning comparison.

Percentage = Number of respondents x 100

Total no of respondents

Cross tabulation:

Cross tabulation tables (contingency tables) display the relationship between two

or more categorical (nominal or ordinal) variables. The Cross tabs procedure forms two-

way and multiway tables and provides a variety of tests and measures of association for

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two-way tables. The structure of the table and whether categories are ordered determine

what test or measure to use.

Chi-square:

The Chi square test procedure tabulates a variable into categories and computes a

chi square statistic. This goodness-of-fit test compares the observed and expected

frequencies in each category to test that all categories contain the same proportion of

values or test that each category contains a user-specified proportion of values.

Statistical method to test whether two (or more) variables are: (1) independent or (2)

homogeneous. The chi-square test for independence examines whether knowing the value

of one variable helps to estimate the value of another variable. The chi-square test for

homogeneity examines whether two populations have the same proportion of

observations with a common characteristic.

Binomial test:

The Binomial Test procedure compares the observed frequencies of the two

categories of a dichotomous variable to the frequencies that are expected under a

binomial distribution with a specified probability parameter. The variables that are tested

should be numeric and dichotomous. A dichotomous variable is a variable that can take

only two possible values: yes or no, true or false, 0 or 1, and so on. If the variables are not

dichotomous, you must specify a cut point. The cut point assigns cases with values that

are greater than the cut point to one group and assigns the rest of the cases to another

group.

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Weighted average method:

The term weight stands for relative importance of different items. Weights have

been assigned to various ranks. The weighted score is calculated by multiplying the

number of respondents in a cell with their relative weights and the whole number is

summed upto to give the weighted score for that factor. In this method weights are

assigned to the items. The formula for computing weighted average is

_

X= ∑WX/ ∑W

_

Where X is weighted arithmetic mean

X = the variable value i.e. x, x1, x2…..xn

W= weight attached to the variable value i.e. w1, w2 …wn.

Tables and charts

Various kinds of tables and charts are used to represent the survey findings and

result. Charts like pie diagram, bar diagram are used.

Bar diagram

This diagram consists of a series of rectangular bars standing on a common base.

The length of the bars is proportional to their magnitude. The comparison among the bars

is based on lengths. There are three types of bar diagram.

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Simple bar diagram

Multiple bar diagram

Component bar diagram

Pie diagram

It is a circle divided into a number of sectors represents the values of the data.

The area of the sectors is proportional to the values of the components. It is highly useful

to know how the given data is distributed.

Data interpretation

Interpretation refers to the task of drawing influences from the collected facts. It is

an analytical and or experimental study. In fact it is a research for border meaning of

research findings. Data interpretation is concerned with relationship within the collected

data, partially with relationship within the collected data. Partially overlapping analysis

interpretation is also entered beyond the data of the study to include the result of other

research, theory and hypothesis.

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LIMITATIONS OF THE STUDY:

The limitations of the study are:

The study is been confined only to the officers of Britannia Industries Ltd, Padi,

Chennai.

The study has been conducted in a short span of 3 months, which was a limitation to

the project.

The sample size was restricted to 103 keeping into account the various constraints

such as time, cost and availability of respondents.

Lack of cooperation from the respondents as they were afraid of the information

given by them would be passed on to the management.

The respondents biased information may have affected the findings.

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Chapter No Contents Page Nos

1. INTRODUCTION 1-39

1.1 Industry Profile 2

1.2 Company Profile 5

1.3 Product Profile 11

1.4 About The Topic 15

1.5 Survey Of Literature 17

1.6 Need For The Study 38

1.7 Scope Of The Study 39

2. RESEARCH OBJECTIVES 40

2.1 Primary Objectives 40

2.2 Secondary Objectives 40

3. RESEARCH METHODOLOGY 41-48

3.1 Type Of Research 42

3.2 Research Approach 42

3.3 Sources Of Data 43

3.4 Sampling Plan 44

3.4 (1) Population And Sampling Unit

3.4(2) Sample Size

53

3.4(3) Sampling Procedure

3.5 Mode of Data Collection 44

3.6 Data Collection Instrument 44

3.7 Design and Pretesting Of Questionnaire 45

3.8 Tools and Techniques Used For Analysis 45-49

4. LIMITATIONS OF THE STUDY 50

5. DATA ANALYSIS AND INTERPRETATION 51-94

6. FINDINGS 95-98

7. RECOMMENDATIONS 99-100

8. CONCLUSION 101

9. BIBLIOGRAPHY 101-102

ANNEXURES

i. Questionnaire

ii. Others

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