Project Report Final Copy

GRASIM INDUSTRIES, KUMARA PATTANAM.

CHAPTER – 1

INTRODUCTION

1.1 Introduction to the Project:

Training and Development is a process of learning a sequence of

knowledge. It gives people awareness of the rules and procedures to

guide their behaviour it attempts to improve their performance on the

current job or prepare they for an intended job.

“The purpose of training is to achieve change in the behaviour of

employees and enable them to do their jobs better in order to achieve this

the training programme should try to bring profit changes in

knowledge……….. Helps to know facts, policies, procedures. Skills

………. Helps to increase technical efficiency Attitude ………. Moulds

the behaviour towards co-workers.

EXECUTIVE OR MANAGEMENT DEVELOPMENT :

Is a long term educational process utilizing a systematic and organized

procedure by which managerial personnel learn conceptual and

theoretical knowledge. So the study was conducted to know the

competitiveness of Development Programme.

1.2 Statement of the Study :

“A study on the competitiveness of Managerial Development

programs ”

KLES’S IMSR, VIDYANAGARA, HUBLI


1.3 Objectives of the Study :

To study the training Development Programme at Grasim

Industries, Kumarapattanam, Harihar.

To know the competitiveness of Development at Grasim

Industries, Kumarapattanam, Harihar

To suggest, if any changes required in the concept.

1.4 SCOPE OF STUDY

1) The study is confined to Grasim Industries Kumarapattanam,

Harihar.

2) Study deals with the ANALYSIS OF TRAINING

COMPETITIVENESS AT GRASIM Industries

Kumarapattanam, Harihar.

3) It shows light on the training programme conducted by the

organization.

4) It encompasses only on training in the organization.

1.5 Limitations of the Study:

1) The study is restricted to Grasim Industries Kumarapattanam,

Harihar.

2) The study is restricted to know the training competitiveness.

3) The study is based on the response given by the respondents,

which may be based.



1.6 METHODOLOGY OF THE STUDY :

Primary data is collected through personal interview and

questionnaire survey method.

Secondary data is collected from Tex Books, News papers,

Magazines and Internet. Company manual in house documents.

ANALYSIS OF TRAINING COMPETITIVENESS AT GRASIM

1.7 Sample Area :

Staff line Manager, Deputy General Manager, Assistant General

Manager, Manager, Officers, Junior Officers.

1.8 Sample Size : 50

1.9 Sampling method : Random Sampling

1.10 Geographical local : Grasim Industries, Harihar.

ENTRANCE GATE OF THE GRASIM INDUSTRIES



CHAPTER – 2

1. BIRLA FAMILYThe Birla family is one of the foremost business houses in India.

Their businesses vary from petrochemicals and textiles to automobiles and Infocomm. The founder of the Birla Group was Baldeo Das Birla, a member of the successful Marwari community from the westerly state of Rajasthan. He moved to Calcutta to set up the family business during the late nineteenth century, and with it established close ties to the freedom movement of the time. The Birla's are known for their work and support of the nation during the freedom struggle, and the family were close friends of Mahatma Gandhi. Even today, the Birla name is synonymous with wealth, dignity and power in India, just as it was a hundred years ago.


http://en.wikipedia.org/wiki/Rajasthan

http://en.wikipedia.org/wiki/Marwari

http://en.wikipedia.org/wiki/Baldeo_Das_Birla

http://en.wikipedia.org/wiki/Infocomm

http://en.wikipedia.org/wiki/Textile

http://en.wikipedia.org/wiki/Petrochemical

http://en.wikipedia.org/wiki/India

http://en.wikipedia.org/wiki/Image:Familytree.gif%00%E5%A1%B9%EF%92%81%E1%B4%BB%E4%A1%BF%E2%B2%AF%E5%B6%82%E8%97%84%E6%8C%A7%00%00%EA%AE%A5


COMPANY PROFILE

INTRODUCTION TO GRASIM:

Grasim industries limited a member of Aditya Birla group, was

introduced on August 25th 1947 in the state of Madhya Pradesh exactly 10

days after the country got independence.

A dynamic multinational company, “THE ADITYA BIRLA

GROUP” consists of more than 55 professionally managed large units.

It enjoys the confidence of more than 6 lakh shareholders and has an asset

of dedicated and devoted personnel.

Mr. Kumaramangalam Birla, son of late Mr. Aditya Vikram Birla,

leads Graism Industries enterprise having 5 division spread all over the



country. Grasim has 9 joint venture out of which 4 are in India and 5 are

abroad.

The Aditya Birla Group in India’s second largest business industry with

A turn over of Rs. 220 billion

A asset base of over Rs.1.68. billion

A premier conglometre of India’s leading co’s including

Grasim Hindal co, Indian Rayon and Indo Gulf.

Leadership position in key business with strong competitive

edge.

For over 50 years now the Aditya Birla Group has been and

continuous to be committed to the future of India through its quality

products, services and commodities offering total customer satisfaction.

Its states of the art manufacturing units and sectarian services span

are in India, Indonesia, Malaysia, Philippines, Egypt, Canada, USA and

UK group has trading operation is Singapore, Dubai, UK, USA, South

Africa, Tanzania, Myanmur, Russia and China. Excellence in corner

stones of its worldwide presence the thread the binds a 65,000 strong

work force spanning 40 cores, across 15 countries.

A caring corporate citizen, the Aditya Birla Group inherently

believes in the trusteeship concept of management.

A part of its profits is ploughed in to meaningful welfare driven

indicatives that makes a qualitative difference to the lives of peoples.

Carried out under the ages of the Aditya Birla centre for community

initiative and rural development, which is spread headed by

Smt.Rajashree Birla with the following objectives.



Anchored in a deeply held set of Aditya Birla Groups

avowed.

Mission is to deliver value for its shareholders, customers,

employees and society at large.

Vision is to be a premium conglomerate with a focus at

every business level.

Grasim ranks amongst the ‘ten’ largest companies in the private

sector in India in terms of asset, turnover and profits, the company

secured quality standard systems. It is leading supplier of technology and

machinery to the production of non-made fiber. It has received

prestigious award in the area of productivity and total preventive

maintenance.

The word GRASIM stand for

G : Gwalior

R&A : Rayon

S&I : Silk

M : Manufacture

The word of high performance terms Birla stands for

B : Bench marked

I : Innovative

R : Reliable

L : Learning

ADOPTABLE

Grasim Industries Ltd. A flagship of the Aditya Birla Group

amongst India’s ten largest companies in the private sector in India in



terms assets and sales. Incorporated I 1947, Grasim commenced

operations as a textiles manufactures.

Grasim is a leader in its key businesses

Cement

Fiber

Textiles

Grasim other business include sponge iron and international trade.

Given is a listing of Grasim business. Grasim is leader in its key

businesses. Cement, fiber and textiles.

2.2 DIVISION

The 2 division of Grasim Industries Harihar are :

1. Harihar Polyfibers

2. Grasilene Division



ORGANIZATIONAL STRUCTURE OF THE COMPANY


Executive President

V P Production V P Marketing V P Finance V P HRD

DGM Production AGM Purchase

AGM Production Senior Manager Purchase

Senior Manager Production

Assistant Manager Purchase

Junior Manager Officer

DGM Marketing

DGM Finance

Senior Manager

AGM Finance

Junior Manager

Senior Manager

Junior Manager

Office

Senior Manager

Senior Manager

Office Office

DGM HRD

AGMF & S

AGM Joint Officer

Officer


1. HARIHAR POLYFIBERS:

It was established in the year 1972. It is situated on bank of the

river Tungabhadra at Kumarapattanam, a small town in Haveri District, 3

km from Harihar in state of Karnataka. It manufactures rayon grade pulp

from wood from the government plantation. The supplies from

government was derived up, this made the company depend on private

plantation raised by the farmers to take care of there, they have developed

“resources and development activities”. Thus activities commenced in the

year 1990. It has separate wing for “research and development in the

name Grasim Forest Research Institute (GFRI) which produces high tech

plant let through the technology of tissue culture. Tissue culture is a

technique of producing plants from undifferentiated tissues called callus.

This method of producing plant helps them to produced 1000’s of of

orphologically and genetically identified plant let from a single bud

collected from trees. They have already started the process and the results

are positive.

The final product of Harihar Poliyfibres is the wood pulp, which is

sued as raw materials, in their Grasilene division of the same company

and their unit in Nagda and Mayor. The installed capacity of the plant is

60,000 tones per annum initial investment was 160 crore.

Harihar Polyfibers :

First fully indigenous pulp mill in India.

Grasim itself developed process technology

Plant was set up with indigenous know how, engineering and

equipment.

Most of the plant machinery was manufactured in their workship.



HARIHAR POLIYFIBERS VISION

To be the “Best Rayon Grade Pulp Manufacture”.

Harihar Polyfibers Mission :

To produce Cost Competitive Quality Rayon Grade Pulp.

To develop resources for continuous supply of raw material in

harmony with nature.

To win and sustain chairman’s award for Manufacturing

Excellence.

PRODUCTION PROCESS:

Rayon grade pulping is the process of separating alpha cellulose

from the balance wood constituents. Debarked wood is chipped to

suitable size. Chipped wood is cooked by prehydrolyed sulphate pulping

process in digester. Cellulose pulp so generated is washed on pressure

washers; the washed pulp is bleached, dried and baled. Weak black liquor

obtained from washing operation is concentrated in evaporators and burnt

in recovery boilers to from smelt and to generate steam and power

required for the process. The smelt so obtained is cauterized with lime to

recover the cooking liquor to be reused in the process. The lime sludge

generated during caustic sing is fully recycled in the limekiln to produce

lime.



2. GRASILENE :

The Grasilene division was started in the year 1977; the main

products of the Grasilene are viscose staple fibre, sodium, sulphate,

suplhuric acid, and carbon-disulphide.

VISION :

To be the “Best Rayon Grade Fiber Manufacturer”

MISSION:

To win the chairman’s Award for Manufacturing excellence and it

sustain excellent performance by carrying out team – based activities

related to the eight dimensions of WCM with specific emphasis on work

Environment and Muda, Autonomous Maintenance and Visual

Management.

PRODUCTION PROCESS OF GRASILENE DIVISION :

Rayon Grade pulp is steeped in caustic soda solution and the

excess lye is separated in slurry press to obtain a mat of alkali cellulose.

After Shredding, Alkali Cellulose to yield Cellulose Xanthate. The

xanthate is dissolved in dilute caustic soda to give a honey like liquid

called “Viscose”.

Viscose is filtered, desecrated and ripened. It is then extruded as

filaments through noble metal spinnerets into a spinning bath containing

sulphuric acid, sodium sulphate and special additives. The filaments are

cut into fibre form of required staple length. The fibre mat is washed,



desulphurised, bleached, and soft finished, opened and dried. This viscose

staple fibre is then baled.

2.4 Today Grasim Is

The largest producers of viscose staple fibre in the world along its

joint ventures abroad.

One of the worlds leading manufacturers of plants and

machinery for rayon and allied chemical industry.

A pace setter world wide, in the manufacture of rayon grade

pulp from bamboo and hard woods.

India’s largest producer of dissolving pulp.

India’s 2nd largest manufacturer of rayon grade caustic soda.

A producer of a leading range of fashion fabrics in the country

under the brand name “Gwalior Suiting”.

Largest single location cement producer in the country.

Having built up the solid base, Grasim has now diversified

further into the manufacture of sponge iron. It has also set up a

division to produce software consultancy and has recently

commenced.

2.5 INTERNATIONAL TRADING ACTIVITIES AS A

MERCHANT EXPORTER:

VISCOSE STAPLE FIBRE :

In 1954 the company ventured into the production of VSF (Viscose

Staple Fibre), a man made fibre used in textiles production. Since then,

Grasim has continued to be largest manufacturer of VSF – meeting over

80/0 of the country a VSF requirement.



Grasim is also one of the world’s; lowest cost producers of VSF – due to

its vertically integrated operations, producing most of its requirement of

two principal raw materials – caustic soda and rayon grade pulp. For the

year 1998-99, VSF accounted for over 30 percent of Grasim’s turnover.

The company has two VSF plants located at Nagda in Central India and

Harihar in Southern India.

GRASIM BUSINESS :

Grasim is a leader in its key business : Cement, Fibres and Textile.

1. CEMENT:

Grasim is the 3rd largest producer of grey cement in India (installed

capacity of 10.46 million MTPA) and is also south Asia’s largest

producer of white cement (installed capacity of 0.36 million MTPA). IN

1998-99 Grasim consolidated its cement) business by acquiring the

cement operations of Group Company. Indian rayon and by taking up

strategic stakes in two other companies. The consolidation and the

resultant economics of scale, improved logistics and operational

synergies have strengthened the company’s position. The company’s

national presence coupled with strong regional brands will allow it to

improve utilization of its existing cement assets.

2. FIBRES:

Grasim pioneered the manufacture of viscose staple fibre (VSF) in

India. Now with an installed capacity of 220, 775 MTPA, Grasim is

India’s largest producer of this man-made cellulose fibre. Grasim is also

among the world’s – most. Cost efficient producers due to its integrated



operations. The company is working on improving VSF volumes through

applications development and taping new export markets, while

continuing with cost control.

3. TEXTILES :

Grasim has built significant brand equity in the suiting fabrics

markets. Its Grasim and Graviera brands have been successfully built on a

vast distribution network. Grasim is also a prominent producer and

exporter of synthetic and worsted.

Grasim’s other business includes sponge ; iron it and software

development and international trade.

4. SPONGE IRON :

Facility to produce both HBI (hot briquette iron) and DRI (directly

reduced iron).

5. IT AND SOFTWARE DEVELOPMENT :

A range of services from Birla Consultancy and Software Services

(BCSS), also a range of E-business applications and e-business advanced

technology of business-to- consumer and business-tobusiness solutions

from Lawson software (USA) marketed by the Lawson competency

Centre division of BCCS.

International business in a range of agricultural commodities, bulk

products, fuel oils, engineering items, high tech products – through Birla

International marketing corporations (BIMC).



2.6 POORNATA

VISION:

To integrate HR process through competitive use of HRMS.

MISSION:

To enable businesses to competitively leverage and continuously

enrich Human Capital (resources) and measure

OBJECTIVE

To build a single integral HR/ERP for all ABG Management

employees.

To evaluate HR processes to World class levels.

To Standardize HR Processes across units/ business

Automate HR Process making them faster and more

efficient.

SCOPE OF THE PROJECT

World force Administration

Position Manager

Performance Management

Recruitment

Contemporary, career,

Enterprise learning selection

Compassion

Employees self service and manager self service



HIGHLIGHTS OF POORNATA MODULES:

RECRUITMENT:-

Identify and create Job Requisition online

Port Jobs opening on corporate websites

Screen applicants

Schedule Interviews

Record Interview Evaluations

Make offers to selected applicants.

Track expenses related to recruitment

WORK FORCE ADMINISTRATION:-

Care of the Poornta system.

Records employee Job information (Dept) unit /Job Band)

Records employee Personnel info (Name/address/ martial

status/ email, prior work experience)

Records dependent and family details.

Records all employee movements within a organization

(Hire/Transfer/promotion/pay rate change/separation/in a

chronological sequence.

PERFORMANCE MANAGEMENT:-

Identify and set goal for next year

Half yearly review of performance

Annual appraisal

Employee confirmation process

Trainee confirmation

Trainee evaluation process

This module would be use only to track performance and not

development of an employee.



POSITION MANAGEMENT:-

Key module in people soft

Captures details of positions in people soft

Helps in study organization structures

Helps create and track manpower budget

Records all info about particular position such as Job band,

competencies allocated to the position incumbents to a

particular position.

Position information is accessed by all other modules.

COMPENSATION:-

Captures the compression framework in the organization

with respect to different pay components for different units,

location, Salary grades etc.

Records the compensation history of each employee

including the offer made to an applicant, the compensation

paid to an employee at the time of hire, promotion transfer

and increment.

CAREER AND SUCCESSION PLANNING:-

Allows you to create and thereafter track career plans

Successions planning on the other hand allow the talent

management team to create management team to create

succession plans for key position within an organization.

The modules record the potential assessment of his/her Job

performance as well as his/her strengths and development

areas.



COMPETENCY MANAGEMENT:-

Assign competencies to role (Position /Job codes.

Group competencies into clusters and assign them to roles

(position/Job codes)

Evaluate competencies of employee and the assign them to

him/her

Perform match Gap analysis (person to role and role to

person)

ENTERPRISE LEARNING SOLUTIONS:-

Used for end to end trying process

Captures trying needs identified for an employee

Enrolls participants into training programme through self

employment by employee himself, managers enrolling his

subordinates and /or training administration enrolling the

individual employee

Enables learness to plan review thin learning.

Records action plans post training event and also sends

reminders through the system.

Employee Self Service and Manager Self Service ESS :-

WFA module: Allows the employees to view and update

information.

ELS (Training) Modules: Allows the employees to view is

update wherever possible for the following



Training Data: Training History/learner’s action

plan/training plan for learners/self nomination requests

Recruitment module : Allows employees to apply for

positions/roles advertised through internal recruitment

scheme

Performance management: The employee can complete the

performance appraisal from online as a part of the self-

appraisal process.

MSS (MANAGERS SELF SERVICE):-

WFA Modules: Manager can view all the personal details of

his/her subordinates.

Performance management: Manager access the performance

appraisal of his/her subordinates.

ELS models Manager can view his /her subordinates

Training history and track the learning of their subordinates

managers can enroll the subordinates into training programs

and review the action plans of subordinates.

2.7 MILESTONES OF GRASIM INDUSTRIES LIMITED :

Grasim was incorporated on August 25, 1947, just 10 days after

India became independent, manufacturing textiles made from imported

raw materials. It is now a global leader in viscose staple fibre (VSF), the

country's largest merchant producer of sponge iron and the second-largest

caustic soda maker in India; and poised to be India's largest cement

manufacturer.



1947 - Grasim Industries Limited incorporated.

1950 - Grasim commences production of fabrics at Gwalior

using imported rayon man made Cellulose Fibre.

1954 - Grasim commences rayon production at Nagda

1962 - Grasim commences rayon production of Nagda.

1963 - Grasim sets up its first rayon grade pulp plant at Mavoor

(Kerala) the first of its kind plant with rayon. Grade pulp

being made from bamboo and other hardwoods.

1963 - Grasim purchases a composite textile mill

Bhiwani (Haryana)

1968 - Rayon production commences at Mavoor (Kerala)

1972 - Another pulp plant begins production at Harihar

(Karnataka) a completely indigenous plant based on

Grasim’s own engineering and know-how.

1972 - At Nagda Grasim commences productions of Rayon

grade caustic soda, a major raw material for VSF, production

is another step towards being self-reliant.

1977 - At Harihar (Karnataka), Grasim’s third rayon plant goes

into production.



1985 - Vikram Cement – Grasim’s first cement plant goes on

stream at Jawad (Madhya Pradesh)

1987 - Vikram Cement Second line is commissioned.

1991 - A third production line is added at Vikram Cement.

1993 - Grasim establishes Birla International Marketing

Corporation (BIMC), a merchant exporter.

1993 - Birla consultancy and software services set up to provide

consulting service in the IT area and for software

development.

1995 - Grasim commissions to green field cement plants –

Grasim Cement at Rajpur (Chathisgrah) and Aditya Cement

at Shambhapura (Rajasthan).

1995 - Grasim sets up tot new spinning units-elegant spinners at

Bhiwani (Haryana) and Vikram woolens at Manipur

(Madhya Pradesh).

1997 - The first phase of Grasim’s fourth VSF plant is

commissioned at Kharach (Gujarat)

1998 - Grasim acquires Shree Dig Vijay Cement Limited.

1998 - Grasim’s acquires Shree Dig Vijay Cement Limited.



1998 - Through a restructuring exercise, the cement business of

Group Company, Indian Rayon and Industries is transferred

to Grasim.

1999 - Grasim’s VSF Rayon Grade Pulp unit at Mavoor closed

down due to lack of raw materials.

2000 - The Lawson Company centers set as a division of Birla

consultancy and software service, the software arm of

Grasim, following a tip up with Lawson Software (USA),

among features top five private software companies.

2001

:: Grasim acquires 10 per cent stake in L&T. Subsequently

increases stake to 15.3 per cent by October 2002.

:: Four Ready-Mix Concrete plants commissioned with an

aggregate capacity of one million cubic meters.

:: Divests holding in Birla Technologies to PSI Data Systems.

:: Consultancy and software services are spun off as a separate

entity, called Birla Technologies Ltd.

2002

:: VSF Research & Application Centre set up at Kharach in

Gujarat.

:: The Grasim Board approves an open offer for purchase of up to

20 per cent of the equity shares of Larsen & Toubro Ltd (L&T),

in accordance with the provisions and guidelines issued by the

Securities & Exchange Board of India (SEBI) Regulations,



1997.

:: Grasim increases its stake in L&T to 14.15 per cent.

:: Grasim divests Gwalior textiles unit. Textile operations

consolidated at Bhiwani to manufacture Grasim and Graviera

brands.

2003

:: Grasim's Chemical Division receives the SA 8000 (Social

Accountability) and OHSAS 18001 certifications.

:: The board of engineering major, Larsen & Toubro Ltd (L&T)

decides to de-merge its cement business into a separate

cement company, UltraTech CemCo Ltd., now UltraTech

Cement Ltd.

2004

:: Completion of the implementation process to de-merge the

cement business of L&T and completion of open offer by

Grasim, with the latter acquiring controlling stake in the newly

formed company UltraTech board.

:: UltraTech Board reconstituted with Mr. Kumar Mangalam Birla

taking over as Chairman.

:: The Staple Fibre Division and Engineering & Development

Division of Grasim, Nagda receives SA 8000:2001 certification

from SAI in recognition of its social accountability initiatives.

2005



:: Acquired St. Anne Nackawic Pulp Mill, Canada with Tembec

Inc. along with Thai Rayon and PT Indo Bharat Rayon.

2006

:: Grasim Industries Limited, India; Thai Rayon Public Company

Limited, Thailand and P.T. Indo Bharat Rayon, Indonesia form

a JV with Hubei Jing Wei Chemical Fibre Company, China, for

VSF.

:: The chlor alkali and chlorine derivatives businesses of Grasim,

Aditya Birla Nuvo and Bihar Caustic become a single SBU.

2.8 ACHIEVEMENT OF GRASIM INDUSTRIES LTD.,

1965 - JCMA award for the manufacture of rayon grade pulp

from bamboo.

1974 - Sir P.C ray award from ICMA, for development of

indigenous technology for producing Rayon Grade pulp.

1981 - Silk rayon textile promotion council award for 1981-82

for outstanding export

1991 - ICW award for environment control strategies and safety

in chemical plant.

1994 - RMTUV (Germany) for ISO 9002, certificate for

implementing quality system as per revised standards.



1994 - IMS Mumbai for outstanding contribution in the field of

industrial and labour relations.

1998 - RMTUV (Germany) for ISO 14001 certificate for

implementing system environmental Management

system.

2000 - WCM broze medal for manufacturing excellence.

2001 - Certificate from R.W.T.U.U (Germany) for OSHAS

18001 for continued implementation of occupational Health

and Safety Management System.

2001 - A certificate for obtaining ISO 9001 certification.

2001 - National Energy Conservation Award – commendation

Certificate from Ministry of Power Government of India in

appreciation of the efforts in Energy Conservation.

2002 - The Aditya Birla Group Chairman’s Gold Award for

manufacturing Excellence and Competitive Advantage.

2002 - The Aditya Birla Group Chairman’s Planet Award for

Community Development.



2002 - Greenetech Environment Excellence Silver Award –

2002-02 for outstanding achievement in the filed of

Industrial Safety.

2002 - WCM gold medal for manufacturing excellence.

2003 - Golden Peacock National Quality Awarx – 2002 for

outstanding achievement in pursuit of total quality

management instituted by Institute of Director.

2003 - Greentech Environment Excellence Silver Award –

2002-03 for outstanding achievement towards environment protection

and clear environment.

2004

:: Grasim, Nagda received the FICCI Annual Award 2003-2004 in

recognition of corporate initiative in rural development

Vikram Cement

:: The first Indian unit to win the coveted TPM award from the

Japan Institute of Plant Maintenance, Tokyo, in 1995

:: The Ramakrishna Bajaj National Quality award in 1998

:: The first cement unit in the world to receive IQRS level 5 rating

from DNV, The Netherlands

:: The first cement unit in India to be certified ISO 14001 (1997)

and OHSA 18001 (certifications from DNV, Rotterdam, The

Netherlands, in 2001)

:: SA 8000 certification achieved



Aditya Cement

2004

:: Aditya Limestone Mines wins the following awards at the Mines

Safety Week 2004, Udaipur:

Mines machinery and maintenance: first

Safety, occupational health and VTC: first

Mine working: second

Environment protection, publicity, propaganda

and housekeeping: second

Overall performance: second

2005

:: Environmental and Ecological Gold Award by Greenland

Society

:: Golden Peacock Eco-Innovation Award by IOD

:: Safety awards for longest accident-free period (Membrane Cell)

and lowest average frequency rate (CSA plant) by the

Government of India

:: CII National Energy Management Award for the most energy

efficient unit

:: Certificate for Strong Commitment to Excel CII-Exim Bank

Award for business excellence

:: Rajiv Ratna National Award — Best Chief Executive Gold

Award by Greenland Society

:: Greentech Environment Excellence Award by the Greentech



Foundation

:: Rajiv Ratna National Award – Best Pollution Control

Implementation Gold Award by Greenland Society

:: Greentech Safety Gold Award by the Greentech Foundation

:: National Safety Award by the Government of India

:: Indira Gandhi Memorial National Award by the Greenland

Society

:: Vishkarma National Award by the Government of India

Grasim, Nagda

2006

:: Greentech Environmental Excellence Award by Greentech

Foundation

:: Planet Award for Innovation in Employee Performance

Management from the Aditya Birla Group

:: Distinguished Achiever Award to Mr. Ravi Uppal from the

Aditya Birla Group

:: Young Achiever Award to Mr. Rakesh Jha from the Aditya Birla

Group



2.9 COMPANY’S AIM :

Excellence in all spheres of management through:-

Knowledge Integration programmes.

Skill development programme.

Participative management through consensus and

consultations.

Systems protections.

Delegation and decentralization

Human resource development.

2.10 OUR COMPANY ROLE

Inventor

Advisor

Monitoring

Developmental

Operational / exclusive

2.11 OUR COMPANY VALUES

D : Deliverables

R : Responsiveness

E : Empathy

A : Positive attitude

M : Measurement



2.12 OUR COMPANY VISION

We want “the Aditya Birla Group” to be a known as achievement

focused, development oriented and people organization and the HRD

function and the most business friendly servie function of the group.

2.13 OUR MISSION

“To deliver value for its share holders, customers, employees and

society at large”.

Steps taken to achieve the mission :

Education for all : to secure them a brighter future.

Sustainable livelihood : through training and education for

skill development.

Health care and hygienic living conditions.

Fairly welfare.

Restoring self – esteem of the physically handicapped.

Empowerment of women

Community development : holistic development of the

community including infrastructure.

Espousal of social causal.

2.14 Company Values

Respect for the individual

Integrity, speed, simplicity

Seamlesmers, self-assuredness

And a 100 percent commitment

Are all values we value ?

Out values are non – negotiable

They are never to be jettisoned



For us, our values are out wellspring.

2.15 QUALITY POLICY :

To meet the needs and expectation of the customers through

continuous improvement in all shares with active participation of our

people.

2.16 HUMAN RESOURCE DEPARTMENT :-

The HRD plays a very important role in the organization. The

efficiency of all other department and the output of a company depended

on the employers recruited by the HRD in the order to meet the various

challenges from outside the environment and to meet the changes. The hr

activities are up-to-date frequently in the Grasim Industries. The Human

Resource of Grasim Industries, Kumara Pattanam Extends his services to

Pulp Grasaline and Engineering Development Division.

HUMAN RESOURCE DEVELOPMENT CHART


Senior Executive President

VP HRM

DGM HR

Officer (HRD) Officer

Assistant Manager

AGM HR


Human resource policy:

We Nurture and Facilitate to EXCEL

We are committed to create great learning experience for our

people and facilitate them in creating benchmarks in relevant

work areas with progressively changing business needs.

Human Resource Mission:

To nurture high performing teams at all levels through

development centers.

To establish performance management culture.

To add values to life and work through best HR practices.

To create productivity stretch through multi-skill.

Responsibilities and authorities:

1. Assistant General Manager (HRD)

Ultimate responsibility for human resource development and

training.

Ending IIRD policies.

General recruitment.

Documents and records management.

HRD information management.

2. Assistant Manager (HRD) and officer (HRD)

Identification of training needs.

Preparation of calendar.

Selection of trainees and trainers.



Designing and organizing Training Programme as per

calendar.

Training evaluation during session and post sessions.

Maintenance of training hail and training materials.

Maintenance training records.

Training of engineering students for vocational training.

3. OFFICER (HRD)

Office Management.

Maintenance of records/documents.

Preparation of management information reports.

Computerization and correspondence.

Manpower Details as on 01-06-2007

Designation HPF GRD Security TOTAL

Staff 318 239 4 561

Workman 1104 1013 57 2174

Total 1422 1252 61 2735



2.16 WORLD CLSS MANUFACTURING (WCM) AT GRASIM

HARIHAR:

As the world business climate began to change rapidly and widely

to competition became more keen and tougher, the customer demands

changed and the technologies improved, the Grasim Harihar to overcome

challenges, started to change for the better through world-class

manufacturing. Trading this path they aimed to achieve the almost

satisfaction of customer through sustained excellence for zero defects,

zero losses, zero breakdowns, and zero pollution and zero accidents.

High performing teams were formed congenial work place was

created, sense of ownership developed among employees, multi-skilling


WORLD CLASS MANUFACTURING

Sustain, Build & Institutionalize

M arket &Custom er

O rientation

e Va

a


introduced and workforce was motivated and made self-reliant through

training and re-training.

World class manufacturing at Grasim, Harihar embrace elimination

of waste and abnormalities, customer delight, liaison and understanding,

updating information system and cash flow. They relied on the principle

that “the competitiveness is putting words into action and action into

results”.

For this they relied and concentrated their efforts on the following pillars

of WCM:

Autonomous maintenance

Focus improvement

Planned maintenance

Initial flow control

Visual management

Customer drive and delight

Safety, -hygiene and pollution control

JIT, material handling and logistics

Liaison team, force and skill development

Information system, design technology and cash flow

Muda elimination and 5S

Grasim, Harihar achieved significant and increasing multi-skilled

work force, shop floor work force having ownership concept and more

people working in teams resulting in high and quality performance.



A WCM Unit’s employee should be

Multi-skilled

A team worker

Proactive

Dynamic

Flexible

Creative

Innovation

Self inspires

Systematic

Adaptable

Open to learning

Disciplined

Committed/dedicated

2.17 SIX SIGMA APPROACH:

The company has adopted six sigma approach (break through

strategy). Six sigma approach is the problem solving approach,

measuring system and provides systematic and disciplined change.



CHAPTER – 3

THEORETICAL ASPECTS

3.1 Meaning and Purpose of Training:

Training is a process of learning a sequence of programmed

behaviour. It is application of knowledge. It gives people an awareness

of the rules and procedures to guide their behaviour. It attempts to

improve their performance on the current job or prepare them for an

intended job. According to Edwin D Flippo – “The purpose of training is

to achieve a change in the behaviour of these trained and to enable them

to do their jobs better. In order to achieve this objective, any training

programme should try to bring positive changes in:

Knowledge – it helps training to know facts, policies,

procedures and rules pertaining to his job.

Skills – it helps him to increase his technical and manual

efficiency necessary to do the job and

Attitude – it moulds his behaviour towards his Co-workers

and supervisors and creates a sense of responsibility in the

trainee.

IMPORTANCE OF TRAININGS

The importance of training are-

1. Training enables the management to face the pressure of chaning

environments.

2. Training usually results in the increase of quantity and quality of

output.



3. Training leads to job satisfaction and higher, morale of the

employees

4. Trained workers need lesser supervision.

5. Trained workers enable the enterprise to face competition from

rival organization.

6. Training enables employees to develop and rise within the

organization and increase their earning capacity.

7. It moulds the employee’s attitudes and helps them to achieve better

cooperation with the organization.

8. Trained employees make better economic use of materials and

equipment resulting in reduction of wastage and spoilage.

9. Training instructs the workers toward better job adjustment and

reduces the rate of labour turnover and absenteeism.

BENEFIT TO ORGANIZATION:-

A programme of training becomes essential for the purpose of

meeting the specific problems of a particular organization arising out of

the introduction of new lines of Production, changes in design, the

demands of competition etc. The major benefits of training to an

organization are:-

Higher Productivity:- Training can help employees to increase

their level of performance on their present assignment. Training

increases the skill of an employee in the performance of a

particular job. Increased performance and Productivity, because at

training, are most evident on the part of new employees who are

not yet fully aware of the most efficient and competitive ways of



performing their job. An increase in skill usually helps to increase

both quantity and quality of output.

Better Organizational Climate:- An endless chain of positive

reactions result from a well planned training programme.

Increased morale, less supervisor pressures improved product

quality, increased financial incentives, internal promotions etc.,

result in better organizational climate.

Less Supervision:- Training does not eliminate the need for

supervision, but it reduces the need for constant supervision .

Prevents Manpower Obsolescence:- Manpower obsolescence is

prevented by training as it fosters the initiative and creativity of

employees. Ai employee is able to adapt himself to technological

changes.

Economical Operations:- Trained personnel will make

economical use materials and equipment. This will reduce wastage

in materials and damage to machinery and equipments.

Prevents Industrial Accidents:- Proper training can help to

prevent industrial accidents.

Improves Qualities:- Trained employees are less likely to make

operation mistakes thereby increasing the quality of the company’s

products.



Greater Loyalty:- A common objective of training programme

will mould employees’ attitudes to achieve support for

organizational activities and to obtain better cooperation and

greater loyalty. Thus, training helps in building an efficient and

loyal work force.

To fulfill Organizations future Personnel Needs:- When the

need arises, organizational vacancies can be staffed from internal

sources, if an organization initiates and maintains and adequate

training programme.

Standardization of Procedures:- Trained employees will work

intelligently and make fewer mistakes when they possess the

required know-how and have an understanding of their jobs.

5.1. BENEFITS TO EMPLOYEES:

Personal Growth:- Employees on a personal basis gain

individually from training. They secure wider awareness, enlarged

skill and enhanced personal growth.

Development of new Skills:- Training improves the performance

of the employees and makes him more useful and productive. The

skill developed through training serves as a valuable personal asset

to the employee. It remains permanently with the employee.

Higher Earning Capacity:- By imparting skills, training facilities

higher remuneration and other monetary benefits to the employee.



Thus, training helps each employee to utilized and develop his full

potential.

Helps adjust with changing Technology:- Old employees need

refresher training to enable them to keep abreast of the changing

methods, techniques and use of sophisticated tools and equipment.

Increased Safety:- Proper training can help prevent industrial

accidents. Trained workers handle the machines safely. Thus, they

are less prone to industrial accidents. A state work environment

also leads to a more stable mental attitude on the part of the

employees.

Confidence:- Training creates a feeling of confidence in the minds

of employees. It gives safety and security to them in the

organization.

5.5. TYPE OF TRAINING PROGRAMMES:

5.5.1. INDICATION OR ORIENTATION TRAINING:

As the name suggests it is the method of introducing a employee

into the organization with a view to gaining his confidence and

developing in him a sense of co-operation. It is a training programme

used to induct new employee into the new social setting of his work. The

new employee is introduced to his job situation and to his co-employees.

He is also informed about the rules, working conditions, privileges and

activities of the company. The induction training not only helps personal



adjustment of the new employee to his job and work group but also

promotes good morale in the organization.

An induction programme should aim at achieving the following

objectives:-

(a) To build up the new employee’s confidence in the organization

so that he may become an efficient employee.

(b) To ensure that the new employee may not loan false

impressions regarding their place of work.

(c) To promote of feeling of belonging and loyalty.

(d) To give information to the new employee about canteen, leave

rules and other facilities.

In short, planned induction welcomes a new employee, creates a

good attitude, reduces labour turnover and makes the employee

feel at home beginning.

5.5.2. JOB TRAINING:

The object of job training is to increase the knowledge of workers

about the job with which they are concerned, so that their efficiency and

skill of performance are improved. In job training, workers are enabled

to learn correct methods of handling machines and equipment avoiding

accidents, minimizing wastes etc. Under this technique, an employee is

placed in a new job and is told how it may be performed. It is primarily



concerned with developing in an employee the skills and habits consistent

with the existing practices of an organization and with orienting him to

his immediate problems. The employees learn the job by personal

observation and practice as well as occasionally handling it. It is learning

by doing, and it is most useful for jobs that are either difficult to stimulate

or can be learned quickly by watching and doing.

The actual training follows a four-step process:-

Preparation of the trainee for instruction.

Presentation of the instructions in a dear manner.

Having the trainee try out the job to show that he has

understood the instructions.

Encouraging the question and allowing the trainee to work

along and the trainer follow up regularly.

5.5.3. PROMOTIONAL TRAINING:-

Many concerns follow a policy of filling some of the vacancies at

higher levels by promoting existing employees. This policy increases the

morale of workers. When the existing employees are promoted to

superior positions in the organization, they are required to should….. new

responsibilities. For this, training has to be given.

REFRESHER TRAINING:

With the 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 and improved

techniques of management and production. Hence, refresher training is



arranged for existing employees in order to provide them an Opportunity

to revive and also improve their knowledge.

According to Dale Yoder:- “Retraining (refresher training)

programmes are designed to avoid personnel obsolescence”. Thus,

refresher training is essential because.

(i) Employees require training to bring them up-to-date with the

knowledge and skills and to relearn what they have

forgotten.

(ii) Rapid technological changes make even the most qualified

workers obsolete in course of time.

(iii) Refresher training becomes necessary because many new

lobs are created and are to be manned by the existing

employees.

Apprenticeship Training:-

Apprenticeship training system is widely in vogue today in many

industries. It is a good source of providing the required personnel for the

industry. Under this, method, both knowledge and skills in doing a job or

a series of related jobs are involved. The apprenticeship programmes

combine on-the-job training and experiences with classroom instructions

in particular subjects. Apprenticeship training is desirable in industries

which require a constant flow of new employees expected to become all-

round craftsmen.



(vi). Management Games:-

A management game is a classroom exercise in which teams of

students compete against each other to achieve common objectives. The

game is designed to be a close representation of real-life conditions.

(vii). 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 other 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.

3.5. Steps in Training Programme:-

Training programme is a costly and time-consuming process. The

training procedure discussed below is essentially an adoption of the job

instruction training course. The following steps are usually considered as

necessary.

1) Discovering or Identifying Training needs.

2) Preparing the instruction or getting ready for the job.

3) Preparing the trainee.

4) Presenting the operation.

5) Try out the trainees’ performance.

6) Follow-up or Rewards and feedback.



Discovering or Identifying the training needs:-

A training programme should be established only when it is felt

that it would assist in the solution of specific problems. Identification of

training needs must contain three types of analysis:-

(i) Organizational analysis:- Determine the organization’s

goals, its resources and the allocation of the resources as

they relate to the organizational goals.

(ii) Operations analysis:- Focuses on the task or job regardless

of the employee doing the job.

(iii) Man analysis:- Reviews the knowledge, attitudes and skills a

person must acquire to contribute satisfactorily to the

attainment of organizational objectives.

Armed with the knowledge of each trainee’s specific training

needs, programmes of improvement can be developed that is tailored to

these needs. The training programme then follows a general sequence

aimed at supplying the trainee with the opportunity to develop his skills

and abilities.

Preparing the Instructor:-

The instructor is the key figure in the entire programme. He must

know both the job to be taught and how to teach it. The job must be

divided into logical parts so that each can be taught at a proper time

without the trainee losing perspective of the whole. This becomes a

lesson plan. For each part one should have in mind the desired technique

of instruction, i.e., whether a particular point is best taught by illustration,

demonstration or explanation.



Preparing the Trainee:-

This step consists of:-

In putting the learner at eases.

In stating the importance and ingredients of the job and its

relationship to work flow;

In explaining why he is being taught

In creating interest and encouraging questions, finding out

what the learner already knows about his job or other jobs.

In explaining the ‘why’ of the whole job and relating it to

some job the worker already knows

In placing the learner as close to his normal position as

possible and

In familiarizing him with the equipment, materials, tools and

trade terms.

Presenting the Operations:-

This is the most important step in a training programme. The

trainer should clearly tell, show, illustrate and question in order to put

over the new knowledge and operations. There are various alternative

ways of presenting the operation namely, explanation, demonstration etc.

An instructor mostly uses the method of explanation. In addition one

may illustrate various points through the use of pictures, charts, diagrams

and other training aids. Demonstration is an excellent device when the

job is essentially physical in nature. The following sequence of training

may be followed:-



1) Explain in the sequence of the entire job.

2) Do the job step by step according to the procedure.

3) Explain each step that he is performing.

4) Have the trainee explain the entire job.

Instructions should be given clearly, completely and patiently;

there should be an emphasis on key points and one point should be

explained at a time. The trainee should also e encouraged to ask

questions in order to indicate that he really knows and understands the

job.

TRY OUT THE TRAINEES’ PERFORMANCE:-

Under this, the trainee is asked to go through the job several times

slowly, explaining him each step. Mistakes are corrected, and if

necessary, some complicated steps are done for the trainee the first time.

Then the trainee is asked to do the job, gradually building up skill and

speed. As soon as the trainee demonstrates that he can do the job in the

right way, he is put on his own. The trainee, through repetitive practice,

will acquire more skill.

FOLLOW-UP:-

The final step in most training procedures is that of follow up.

This step is undertaken with a view to testing the competitiveness of

training efforts. The follow up system should provide feedback on

training competitiveness and on total value of training system. It is worth

remembering that if the learner hasn’t learnt, the teacher hasn’t taught.



3.6. Selection of A Training Method:-

The selection of an appropriate method depends upon the following

six factors.

1. Nature of problem area: The choice of training method depends

upon the task to be done or the manner in which people interact

with each other i.e., the problem may be either an operational

problem or a human relations problem.

2. Level of trainees in the organization’s hierarchy: The choice of

a training method also depends upon the level of the participants.

3. Method’s ability to hold and arouse the interest of trainees

during the training period: A trainer has to consider alternative

methods of presenting Training material to participants also from

the point of view of their ability to stimulate interest and facilitate

retention of the matter.

4. Availability of competent Trainers: A training method is as

competitive as the ability of the trainer. He is the most important

figure in the entire training programme. Therefore before

venturing into a training programme we have to first find a good

trainer.

5. Availability of finance: Availability of finance if crucial for any

training programme. To make a training programme competitive

adequate finance is necessary.



Availability of Time: Training cannot be done in a hurry. Adequate time

is necessary to make the training programme a success.

5.4. Executive or Management Development:-

Executive or management development is a long-term educational

process utilizing a systematic and organized procedure by which

managerial personnel learn conceptual and theoretical knowledge.

Development is a related process. It covers not only these activities,

which improve job performance, but also 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 good employees but also better human beings. In

organizational terms, it is intended to equip persons to earn promotion

and held greater responsibility. Training a person for a bigger and higher

job is development.

According to Harold Koontz and Cyril O’Donnel – “Developing a

manager is a progressive process in the same sense that educating a

person is. Neither development nor education should be through of a

something that can ever be completed, for there are an…… known limits

to the degree one may be developed or educated. Manager development

concerns the means by which a erosion cultivates those skills whose

application will improve the efficiency and competitiveness with which

the anticipated results of a particular organizational segment are

achieved”.

According to G.R. Teny – “Management development should

produce change in behaviour which is more in keeping with the



organization goals than the previous behaviour. The change frequently

consists of a number of small steps resulting from training but the

cumulative effect is considerable. It is also basic that a terminal

behaviour is identified before the development efforts start”.

Thus, Executive or Management Development implies that there

will be a change in knowledge and behaviour of the individuals

undergoing development programme. The individual will not only be

able to perform his job better but also increase his potential for future

assignments through the acquisition, understanding and use of new

knowledge, insights and skills. Self-development is an important concept

in the whole programme of management development.

3.2. Need and Importance of Executive Development:-

In this age of “Professionalisation of Management”, importance of

executive development cannot be minimized. Executive talent is the

most important asset of an organization. According to Peter Drucker –

“An institution that cannon produce its own managers will die. From an

overall point of view the ability of an institution to produce managers is

more important than its ability to produce good efficiently and cheaply”.

The need for executive development is felt because:

1. There is a shortage of trained managers. The organization has to

develop the talented employees and maintain an inventory of

executive skills to meet the future demands.

2. The performance of a company depends upon the quality of its

managers. Executive development therefore, is of paramount



importance to have competitive and desired managerial talents to

meet organizations demand.

3. Obsolescence of managerial skills is another factor which calls for

continuous executive development. A manager must continuously

update himself to successfully meet new challenges as they occur.

OBJECTIVES OF EXECUTIVE DEVELOPMENT:

1. To ensure a steady source of competent people at all levels to meet

organizational needs at all time.

2. To prevent managerial adolescence by exposing the managers to

new concepts and techniques in their respective fields of

specialization.

3. To prepare the present employees for higher assignments so that

they may be promoted from within.

4. To develop a second line of competent managers for future

replacements.

5. To promote a high morale and good organizational climate.

3.3. METHODS OF EXECUTIVE DEVELOPMENT:-

Methods of executive development can be classified into two

broadly categories:-

1. On-the-job methods and

2. Off-the-job methods.



1. On-the-job methods:-

a) Coaching – on-the-job coaching is a procedure by which a

superior teachers job knowledge and skills to a subordinate.

b) Job rotation - the trainee is periodically rotated from job to

job so that he acquires a general background of different

jobs.

c) Special Projects – Under this method, a trainee is assigned

a project that is closely related to the objectives of his

department. The trainee will study the problem and make

recommendations upon it.

d) Committee Assignments: – Under this method, an ad hoc

……..committee is constituted and is assigned a subject to

discuss and make recommendations.

e) The committee will make a study of the problem and

present its suggestions to the departmental head.

2. Off-the-job methods:-

a) Role Playing-Role-playing techniques are used for human

relations and leadership training. Under this method, a

conflict situation is artificially

Constructed and two or more trainees are assigned different

parts to play. 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.

b) Case study-Under this 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.

c) Conference Training – The trainee as a member can learn

from others. The conference is ideally suited to learning

problems and issues and examining them from different

angles.

d) Management Games – A management game is a classroom

exercise in which teams of students compete against each

other to achieve common objectives. The game is designed

to be a close representation of real-life conditions.

e) Sensitivity Training or T group Training – It is an

experience in interpersonal relationships which results in

charge in feeling and attitudes towards oneself and others.

f) Special Courses – The executives may be required to attend

special courses which are formally organized by the

enterprise with the help of experts from educational

institutions.

Internship Training:-



Internship training is usually meant for such vocations where

advance theoretical knowledge is to be backed up by practical experience

on the job. Under this method, the professional institutes enter into

arrangement with a big business enterprise for providing practical

knowledge to its students. For et., : Engineering students are sent to

industrial enterprise and Medical Students are sent to hospitals for

practical knowledge.

3.6. Training and Development Methods:-

Broadly, the training and development methods can be classified

into the following two categories:-

A) On-the-job Method.

B) Off-the-job Method.

A) On-the-Job Method:- The most common method used by industry to

train individuals is on-the-job training. Virtually every employee, from

clerk to General Manager, gets some on-the-job training. Under this

method, the employee is given training at his workplace by his immediate

superior who knows exactly what the trainee should learn to do. To be

competitive, training instructions should be helpful, friendly and

personal. The management should also keep ……….those watches and

check up the training from time to time. On-the-job training may take

any one of the following forms:-

a. Coaching:- Under coaching or understudy method,

the employee is trained on the job by his immediate

superior.

b. Job-rotation:- The purpose of position rotation is to

broaden the background of the employee in various



positions. The employee is made to move from job to job at

certain intervals.

c. Special Assignments:- Are used to provide the

employees with first hand experience in working on the

actual problems.

Merits of On-the-job Training:

a) It permits the trainee to learn at the actual equipment and

environment on the job.

b) It is a relatively cheaper and less time consuming as no

additional personnel or facilities are required for training.

c) As the trainee gets a feeling of actual production conditions,

it increases the competitiveness of training.

DEMERITS OF ON-THE-JOB TRAINING

1) The instructions in on-the-job training is oftenly highly

disorganized and haphazard.

2) Trainees are often subjected to distractions of a noisy shop or

office.

3) There is low productivity.

VESTIBULE TRAINING:-

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 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. Vestibule training

is suitable where it is not advisable to put the burden of training on line

supervisors and where a special coaching is required. However, trainees



have to face the adjustment problem when they are placed in the actual

work place.

B. Class Room or Off-the job Method:-

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

everyday job activities. 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 consists of:-

i) Lecture Method:-

This is most commonly used to speak to large groups about general

topics. The lecturer posses a considerable depth of knowledge of the

subject at hand. He seeks to communicate his thoughts in such a manner

as to interest the class and cause them to retain what he has said. The

trainees generally take notes as an aid to learning.

ii) The Conference Method:-

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

points of common interest to each other. It is an competitive 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 this skill to motivate people through his direction of

discussion.

There are three types of conferences:-



a. Direct Discussion – The trainer guides the discussion in such

a way that the facts, principles or concepts are explained.

b. Training Conference – The instructor gets the group to pool

its knowledge and past experience and brings different

points of view on the problem.

c. Seminar Conference – The instructor defines the problem,

encourages and ensures full participation in the discussion.

The conference is ideally suited to learning 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

development programmes.

(iii) Seminar or Team Discussion:-

Seminar is based on a paper prepared by one or more trainees on a

subject selected in consultation with the person in charge of the seminar.

The trainees read their papers and this is followed by a critical discussion.

The chairman of the seminar summarizes the contents of the papers and

the discussions which follow their reading.

(iv) Case Study Method:-

The case study method which is popularized by the Harvard

Business School USA, is one of the common forms of training to the

employees. This method was first developed in the 1880’s by

Christopher Langdell at the Hrvard Law School to help students to learn

for themselves by independent thinking. 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.

Case studies are extensively used in teaching law, personnel

management, human relations, management etc. The trainees learn that

there is no single answer to a particular problem. The answer to each

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

other’s thinking. That is why; case studies are frequently used in

supervisory and executive training. In the case study method, the trainee

is expected to:-

i. Master the facts and content of the case.

ii. Define the objectives and issues in the case.

iii. Identify the problems in the case.

iv. Develop alternative courses of action.

v. Screen the alternatives using the objectives and issues

as the criteria.

vi. Suggest the controls needed to make the action

competitive.

(v) Role Playing:

This method was developed by Moreno a Venetian psychiatrist.

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 conflict situation is artificially constructed and

two or more trainees are assigned different parts to play. The trainees cut

out given role s they would in a stage play. The role players are provided

with a description of a situation and the role they are to play. After being

allowed sufficient time to play their actions, they must then act their part

spontaneously before the group.

Role-playing primarily involves employee-employer relationships

– 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.



CHAPTER – 4

TRAINING COMPETETIVENESS AT GRASIM

At Grasim Training and Development Progrmmes will be

continuously conducted by HRD Department.

At Grasim HRD Department will conduct the training programmes

for the people below the Management level (Operating level people)

these training programmes will emphasize on specific behaviour and will

be of short period.

HRD Department will conduct the Development Programmes for

the management level people. These Development Programmes will be

of long period and these programmes emphasize on concepts, context of

policies procedures, and improvement in Decision making capabilities.

The current study is to know the competitiveness of these training

and Development Programmes and their impact on improving the

performance of individual. Team and organization.

In the month of September – October 2005 The Managerial

development programme “Honing skills for performance management”

has been held by the HRD Department participant were from both

Graselene Division and Harihar Polyfibres. In the each training

programme HRD Department will collect the feedback of the training of

the training programme from each participant on the lost day of the

training programme. That has been in this training programme.



PERFORMANCE MANANGEMENT – AN OVERVIEW

PERFORMANCE Management is a strategic and integrated process

that establishes a culture of sustained success to organizations by

improving the performance of the people who work in them and by

developing the capabilities of individual contributions and terms.

PERFORMANCE MANAGEMENT IS:-

Strategic in the sense that it is concerned with the general direction

which the business intends to go to achieve its long-goals.

Integrated in two ways:

i) Vertical Integration, linking or aligning organizational goals

with team and individual objectives; and individual objectives;

and

ii) Horizontal Integration, linking different aspects of human

resource management, especially organizational development,

human resource development, and rewrd, so as to achieve a

coherent approach to the management and development of

people.

Performance management, in its fullest sense, is concerned with what

people do (their work), how they do it (their behaviour) and what they

achieve (their results). It embraces all formal and informal measures

adopted by an organization to increase organizational, team and

individual competitiveness and continuously top develop knowledge,

skill and competence.



PERFORMANCE MANAGEMENT IS ABOUT DEVELOPING A

PERFORMANCE CULTURE:-

THE fundamental purpose of performance management is to

establish a culture in which individuals and groups take responsibility for

continuous improvement based on the following four cornerstones:

1. Common Understanding of organization’s goals and priorities –

enabling employees to answer the question: Where is performance

planning and Development (PPD) headed/s

2. Clear Expectations for individuals and terms enabling employees

to answer the question: What is my role in helping PPD achieve

results?

3. Capability built through investments in performance management

tools, feedback, training and development, and learning enabling

employees to answer the question: Do I have what it takes to

implement PPD? What else do I need to learn? Which skills and

behaviour should I develop and how should I develop them to be

able to contribute to the organization?

4. Commitment based on meaningful work and rewards linked to

business and personal achievement enabling employees to answer

the questions: Why do I care for PPD? How does the organization

value my contribution



THE SKILLS REQUIRED FOR COMPETATIVE

PERFORMANCE MANANGEMENT

The following six skills have been identified in this workshop to

sharpen the skills for implementing a Competitive Performance

Management System:

Target Setting

Performance Review

Listening

Performance Feedback

Coaching

Counseling

SETTING PERSONAL GOALS

Set Performance, not outcome Goals

Set Specific Goals

Set Realistic Goals

PERFORMANCE GOAL SETTING – AN OVERVIEW

PERFOMANCE goal setting in the starting point of the

performance management cycle. Performance goal setting is a unique

combination of two aspects-plan and performance.

The plan aspects is primarily a joint exploration of what the

individuals are expected to do and know, and how they are expected to



behave to meet the requirements of their role and develop their skills and

capabilities.

The performance aspects of performance goal setting obtains

agreement on what has to be done to achieve objectives, raise standards

and improve results. The basis on which performance will be measured

and level of competence will be established is also agreed on. These

agreed criteria are used jointly by the managers and individuals to

monitor progress and demonstrate achievements Performance Goal

Setting is about integration of Objectives.

The integration of alignment of objectives important in order to

achieve a common understanding of performance requirement throughout

the organization, integration is achieved by ensuring that everyone is

aware of organization and functional goals and that the objectives they

agree for themselves are consistent with those goals and will contribute in

specified way to the achievement.

The aim of integration is to ensure as far as possible that

everything that people do at all levels in the organization – will support

the achievement of organization goals.

For example:-

A strategic objective of a business is to achieve competitive

advantage by raising standards of customer service above those of its

rivals, then individual and team objectives will be agreed that specifically

encourage higher levels of service, such as increasing the speed of

response to customer inquires.



PERFORMANCE GOAL SETTING IS A TWO-WAY PROCESS

OF AGREEING OBJECTIVES:-

In performance goal setting, people at each level are given the

opportunity to indicate how they believe they can contribute to the

attainment of team and departmental objectives. The views of employees

about what they believe they can achieve are noted and, if appropriate,

higher-level objectives are amended to taken account of them. This

makes it a bottom-up process.

An approach along these lines increases ‘ownership’ of the

objectives as well as providing a channel for upward communication on

key issues affecting the achievement of business goals.

Organizational Improve levels of customer service

Departmental Specify aspects of customer service for which function is responsible and overall improvement targets

TeamSpecify team gargets within the functional areas of customer service and the improvement targets for the function

Individual Specify individual targets for contributing to the achievement of team targets.



THE PROCESS OF PERFORMANCE GOAL SETTING

Performance goal setting is largely about bringing into focus the

performance expectations. The corporate vision and mission inspires

business strategy. The business strategy defines corporate key result areas

(KRAs). These KRAs are cascaded to senior management and department

/ function heads, from there to individual level, in the order. At all the

levels specific, realistic and time – bund objectives for each of the

assigned KRAs are agreed on.

At individual level, the work to be done is defined in terms of what

role holders are expected to achieve or deliver, i.e., their accountabilities,

also termed as key result areas or key performance accountabilities

(KPAs) or key activities or main tasks.

For each KPA, objectives are agreed upon. There are four types of

performance objectives, viz., Project, Process, Business-as-Usual and

Core Values objectives (for detail refer to “Setting Agreed Objective /

Goals” given ahead). All four types of objectives are considered when

writing performance objectives with every employee during goal setting

meeting.

It is not sufficient to set objectives. Next step is to determine those

actions that must occur in order to achieve the chosen objectives. These

actions should be measurable, and should outline the critical and essential

performance steps and the time frame s which these steps will be

accomplished.



The last step in performance goal setting is listing the expected,

measurable results called performance measures. Performance measures

help identify the deliverables on the basis of which performance can be

monitored and evaluated by the employee and the manager. The

following, therefore, are the key components of performance goal setting

process.

1. Establishing Key Performance Accountabilities (KPAs)

2. setting Agreed objectives / Goals

3. Determining Action Plans for objectives

4. Setting Agreed measurable performance standards based on KPAs.


Organizational vision & Mission

Business Strategy

Unit Strategy

Departmental / Functions / KPA’s

Team KPA’s

Individual KPA’s

Objectives / Goals Performance Measures

Action Plans


Establishing Agreed Key Performance Accountabilities

The key result areas or key performance accountabilities describe

what role holders are expected to achieve – their accountabilities.

A KRA/KPA summarizes the subordinate’s job profile and may

change in focus from year to year with the change in business context or

organizational goals.

Key result areas / performance accountabilities over fairly broad

heading such as stock, sales, supervision, internal communication,

external communication, administration training and development. They

are not a comprehensive list of duties.

The number of KRAs / KPs should normally be limited to Seven or

Eleven.

Defining Key Performance Accountability

The definition of KPA starts with an active verb and expresses

specially and succinctly (in one sentence) what has to be achieved. It does

not try to explain how the work is carried out. Good examples are :

Prepare marketing plans that support the achievement of

corporate targets for profit and sales revenue’.

Control manufacturing operations to achieve output targets,

quality specifications and delivery to time requirements

within cost budgets’.

‘Main a stock control system that optimizes inventory levels’



‘Plan and provide training programmes that meet defined

needs

Each of these definitions point clearly to performance measures or

indications such as profit, sales, output, inventory ratios, or the delivery

of competitive and relevant training.

Questions that provide data for defining KPAs

What do you think are the most important things you have to

do ?

What do you believe you are expected to achieve in each of

these areas ?

How will you – or anyone else – know whether or not you

have achieved expectations ?

The answer to questions such as these will need to be sorted out

and analyzed so that separate accountabilities and tasks can be

distinguished and refined to serve or eight KPAs.

PERFORMANCE REVIEW

If we want performance in the workplace, somebody has to

Have the courage and confidence to determine

Whether we are getting it or not

We must also find ways to enhance what we have getting

In our increasingly complicated and competitive world, the

working climate demands a great deal or commitment, effort are strategic

participation form employees.



What is performance review?

Performance review may be defined as – ‘A systematic means of

ensuring that managers and their staff meet regularly to discuss past and

present performance issues, and to agree what future action is appropriate

on both sides.

Regularity:

Regular performance review would be defined as twice a year in

most organizations. Assessment of performance can only be valid if it is a

continuous process and issues are dealt with as they arise.

Performance:

Performance review should be seen by those involved as an

opportunity for honest discussion. In this discussion, the reviewer does

not judge but promotes agreement about how current performance

matches upto requirements and how the future might be approached.

i. Aiming towards improving performance in the existing job

to bring it up to minimum required standards

ii. Developing a good performer to ensure that maximum

potential is being reached both by the job holder and by the

job itself.

iii. Assisting individuals to progress towards different or more

responsible positions within the organization profession.

Performance Review includes ‘The Three Cs’

1. Contribution

2. Capability, and

3. Continuous development



4. Performance review is rooted in the reality of

the employee’s

performance

5. Performance review is a forward looking

process

6. Performance review complements the

continuous informal

process of monitoring performance

WHY REVIEW

Benefits for the organization

Vision / Mission gets translated into individual goals

Sets in culture of plan, Act, Check, Do

Improves job performance

Develops and motivates people

Improves communication between manager and employee

BENEFITS FOR THE REVIEWER :

Competitive planning and resource allocation

Communication of clear performance expectations

Insight into departmental problems / issues

Feedback about one’s style of management

Enhanced team functioning and interpersonal relationships

Benefits for the Reviewee:

Participation in setting performance standards and targets



Clarity on expected performance and objectives

Continuous improvements due to periodic feedback

Identification of training and development needs.

THE PROCESS OF PERFORMANCE REVIEW

1. Planning for Review

2. Review meeting

a. Delivering the message

b. Review writing

c. Creating developmental plan

REVIEW WRITING

As fare as review writing is concerned, the preliminary step is

taken by the employee in the form of filing review form / appraisal form


Planning for Review

Review meeting

Delivering theMessage

Creating Developmental

Plan

Review Writing


for self – assessment. However, the most vital aspect of review writing is

the final completion of review form by the manager after due discussions

with the employee have taken place.

Record objective facts concerning actual performance rather than,

stating evaluative opinion.

Describe specific behaviour rather than vague statement.

LISTING SKILLS :

Listen and silent may have the same letters, but listening is more

than just keeping quiet and more than just hearing. Listening is an art, a

skill a discipline.

LISTENING has been defined as “conscious hearing” as listening

requires conscious effort. The value of such definition is that is stresses

the importance of consciously using up an essentially unconscious act. By

becoming conscious of the way we listen and respond, we are likely to

improve the way we do both.

Competitive listening consists of hearing and understanding what

others say to us, Hearing becomes listening only when we pay attention

to what is said and when we understand what the speaker means by what

he or she says.

On a person to person level, managers must listen carefully to the

employee in order to understand his or her problems and needs and to

recognize where they are coming from. Where a manager is dealing with



a group, she must listen to the opinion and comments of the group

members under consideration. Competitive listening saves time, cuts

down the misunderstandings and is essential to goods teamwork.

ACTIVE LISTENING

An active listener

Always knows what he/she wishes to achieve from a

dialogue.

Always develop a strategy for achieving it.

Always prepares by doing the background reading and

having a clear view of the purpose of exchange.

Gives advance consideration to the kinds of questions that

will be appropriate, how to put them sensitively and how to

gauge reaction.

Allows the speaker to finish without interrupting and without

finishing sentences on the speakers behalf.

Maintains eye contact

Avoids in appropriate body language (yawning, looking out

of the window, failing asleep, etc.,)

Avoids leading or deliberately embarrassing questions.

Remembers that dialogue is not about winning and losing

but achieving a shared understanding.

Uses questions to create further listening opportunities

Confirms his/her understanding with the speaker.

Generally does whatever is necessary to maximize the value

of the dialogue !!



ACTIVE LISTENING TECHNIQUES

Type of statement Purpose To achieve purpose Examples

A. Clarifying

1.To get more information

2.To get a more clear picture

Don’t agree or disagree

ask open-ended

questions.

1. “What went

wrong….”

2.Are you saying that

B. Paraphrasing

1.toshow that you are

listening and understanding

emphasizing the facts.

2. To let the person know

you grasp the facts.

Restate the other’s

basic ideas

1. “If I understand,

your idea, is…..

2. “You were pretty

disturbed by

this…….

C. Reflecting

1. To show that you are

listening and understand

2. To let others know you

understand their

feelings

Restate the others basic

feelings.

1. “You feel that.”.

2. “You wer pretty

disturbed by this”….

D. Summarizing

1.To pull important ideas,

facts, etc., together.

2.To establish a basis for

further discussion

3.To review progress

Restate, reflect, and

summarize major ideas

and feelings.

1. “These seem to be

the key ideas you

have expressed.

2. “If I understand

you, you feel this way

about the

EMPATHETIC LISTENING :

One the most difficult and advanced aspects of active listening is

showing empathy. This really means understanding not just how a person

feels but why they feel like they do. Showing empathy or empathetic

response is about listening to, and understanding, the other person’s

position and feelings before offering ideas and working towards

solutions. By demonstrating empathy especially when reviewing targets it

is much more likely that constructive conservation will follow.



EXAMPLES OF EMPATHETIC RESPONSES :-

‘It sounds like you are quite angry because of the changes

which have been imposed on you’

‘You seem very pleased with the increased responsibilities

you have been given /

“It must be very frustrating to feet left out when it comes to

communication about changes in staffing’.

SOME Do’s of Empathetic Listening

Show interest

Be understanding of the other person.

Single out the problem (if there is one)

Look for the cause of the problem

Help the speaker associate the problem with the cause

Encourage the speaker to develop the competence and

motivation to sole his own problems.

Cultivate the ability to be silent when silence is called for

SOME DON’T’S OF EMPATHETIC LISTENING :

Argue

Interrupt

Pass judgment too quickly

Jump to conclusions

Left the speaker’s sentiments reflect on your own

BARRIERS TO LISTENING

Distraction: Jayadeep, a salesman is a large departmental store, is

approached by a customer who asks him to find a specific item.



Emotions : Emotions get in your way, when you attempt to evaluate the

message, but they may also prevent your receiving the message or cause

you to distort the meaning you assign to it.

Aggressiveness : If a person enters a communication situation to do

verbal battle, he or she will be a poor listener.

Wandering Attention : The listener who tunes in and out of the

communication process is doing an injustice.

Using jargon / clichés : “At the end of the day. All things being equal, to

name but a few; try using different words to say the same thing, without

using clichés.

Technical terms can cause irritation with the listener. Conscious use of

simple words can help.

Physical distractions : Noise, clutter, interruptions – these all are

barriers to listening competitively.

EXCHANGE YOUR LISTENING SKILLS :

Judge content, not delivery

Withhold evolution

Focus on central ideas

Stay flexible

Overcome distractions

Show attention





TYPES OF FEEDBACK

1. Positive feedback

2. Negative feedback

3. Constructive feedback

Styles of giving Negative feedback:

As a manager we need to be aware of the following negative

feedback so that they may refrain from such behaviour during the

feedback sessions.

Attacking

Changing it into positive

Judging style


The rambling style


The delaying style

Being inconsiderate

TRAAING COMPETITIVENESS AT GRASIM

INCOMPETITIVE FEED BACK COMPETITIVE FEED BACK

Good work The report contained a very concise, useful conclusion

You don’t’ know…customer care The client should be attended to within two minutes

You need to be more conscientious Six absences in two months are not acceptable



You should know these things The contract omitted a vital section

You are dominating I observed you interrupting that subordinate’

THE 10 TOOLS OF GIVING CONSTRUCTIVE FEEDBACK

CONSTRUCTIVE feedback can make a real difference to people

performance and therefore, ultimately to business success. The ’10 Tools’

for competitive feedback will help you concentrate on the skills of giving

constructive feedback.

Analyze the current situation

Decide on your outcome/s and objective/s

Calibrate for receptiveness

Create the right environment

Setting up a feedback contract

The toming of the feedback session

The place

Rapport building

COACHING AND PERFORMANCE MANAGEMENT

COACHING is relatively new in the corporate session. So, clear

goals and roles are especially crucial-both for getting started and for

sustained success. Most coaching is based on a one-to-one relationship

between the coach and the coachee. Each coaching situation is different.

Yet, some distinctions are essential to recognize, both to establish focus

and to foster informed choice.



One can distinguish three points along a continuum of executive coaching

roles as follows:

Coaching for skills: to focus on the subordinate’s current project or task

Coaching for performance: to focus on the subordinate’s

competitiveness in the present job

Coaching for development: to focus on the subordinate’s future job

responsibilities and/or career.

These critical distinctions help the coach and the learner to jointly set the

coaching agenda.

BASIC REQUIREMENTS OF PERFORMANCE COACHING:

Coaching will be most competitive when:

The coach understands that his or her role is to help people

to learn:

Individuals are motivated to learn –they should be aware that

their present level of knowledge or skill or their behavior

needs to be improved if they are going to perform their work

to their own and to other’s satisfaction:

Individuals are giving guidance on what they should be

learning and feedback on how they are doing:

Learning is an active, not a passive –individuals need to be

actively with their coach:



The coach listens to individuals to understand what they

want and need:

The coach adopts a constructive approach , building on

strengths and experience:

ROLE OF COACH

YOUR coaching role becomes competitive, when your behaviour

includes the following elements:

C Collaborate – The coaching relationship is a collaborative one.

The manager needs to work with the employee to identify the

performance problem, standards and performance objectives, and

develop a performance improvement plan. It becomes a matter of

how can we solve the problem.

O OWN – You need to examine your own behaviour and accept

some ownership for the problem along with the employee. Ask

yourself: “Did I make my expectations clear?” “Did I provide the

proper training?” “Does the employee have the appropriate tools to

do the job?”

A ACKNOWLEDGE – The manager needs to acknowledge

successes through reinforcement and also acknowledge an

employee’s problems, feelings, and concerns. Acknowledging

problems and concerns, however is not the same as overlooking

them or allowing them. For example, you can certainly understand

an employee’s difficulty in jugging the multiple responsibilities of



both home and work. However, the resulting chronic absenteeism

or tardiness cannot be allowed to continue.

C COMMUNICATE-Communication skills including listening,

questioning giving and receiving feedback are critical for success.

You need to practice two-way communications on a daily basis. In

particular, you need to clarify your expectations.

H HELP- As a manager, you are not only a coach but an advisor,

servicing as a resource person and a guide to other resources, both

inside and outside the organization. In addition to giving help, you

should also be seeking help from your employees. For example, if

you need to increase sales, ask you employees to help you develop

a marketing plan to increase solicit their ideas. You will be

supervised how creative and innovative people can be if you give

them a chance.

ESSENTIAL COACHING SKILLS…

Observing coache’s behavior and performance to:

Describe clearly the current status

Help identify contributions to the problem

Listening for:

Inner goals and aspirations

Gaps in reasoning

Unexamined assumptions

Readiness to act

Questioning coachee about her/his intensions

Assessment of situation



Contribution to the problem

Best way to act



COACHING AS A PROCESS:

COACHING requires each stage to be properly completed if the

whole process is to work successfully. Missing out stages or

concentrating on just one stage at the expense of the others can lead to

confusion and poor results.

Stage 1: Analyzing for awareness: Coaching can start only when the

learner develops an awareness of the need to improve

performance through learning. The manager coach has to

help the learners in analyzing the current performance and

comparing it with the level they would like to move towards.

Having clear standards, or performance competencies, to aim

for is very helpful.

Stage 2: Planning for responsibility: Competitive learning and

development really occurs only when the individual takes

personal responsibility for the outcome. The planning stage

of the coaching process is the opportunity for the learner to

begin to exercise responsibility. A successful planning

agenda should answer these key answer:

What is to be achieved?

How will it be done?

Where will be done?

When will it start and end?

Who will be involves?

Who needs to agree with the plan?



To be most competitive, a coaching should focus on only two or three

specific development goals over a relatively short time-perhaps only the

next three months. It should be reviewed on at least a monthly basis and

thus became an integral part of the performance management process.

Stage 3: Implementing- Coaches need to use styles and techniques

that are appropriate to the situation in which the learner are

appropriate to the situation in which the learner is operating.

Opportunities for coaching arise on many different occasions

during the working day, and it is important to seize them

when they occur. However, creating awareness and a sense

of personal responsibility requires time for proper planning

if genuine development is to be achieved. Hence the need to

utilize both formal and informal modes of coaching.

Stage 4: Evaluating for success – Many coaches confuse monitoring

with evaluating. Monitoring is the essential activity of

regularly checking that progress is being made. Evaluating is

the activity of reviewing the goal once they have been

completed. It is a one activity involving the coach and the

learner.

The key questions addressed at this stage are:

Where the development goals achieved?

Did the different components of the coaching goals work in

the sequences they were designed to?



What changes if any, were made to the prior set targets, and

why?

Was the process cost competitive?

Were they any unexpected benefits?

What would you do differently next time?

Is there a need for a new approach to improve performance

still further?

COACHING TECHNIQUES

AMONG the most common situations that a coach can face are:

Coaching an inexperienced learner or helping to develop a

new skill

Finding time to help someone to sort out a problem hence

the coach is under the pressure of a heavy workload.

Coaching an experienced and able learner who has the time

and motivation to improve performance.

For each of these situations different coaching techniques can be

employed.

Coaching Inexperienced Learners- The more inexperienced the

learner is, the more’hands-on’the coaching style will need to be. One

technique that has been found most helpful in these situations is called

practice spiral.

There are a number of key points for the coach to follow at each

stage of the spiral.



Stage 1:Explain and demonstrate- At this stage the responsibility of the

coach is.

Summarise what is about to be explained and demonstrate

Emphasize why it is important

Outline how it is going to be done

Explain and demonstrate

Summarise re emphasizing why it is important

Allow time for questions, clarifications and feedback to

check understanding.

Stage 2: Reflect on the learning – This stage should be deliberately

timed. Often simply allowing a few minutes private thought,

note taking or handling of a piece of new equipment is all

that is required.

Stage 3: Reviewing progress: At this stage the coach should remind

the learner of the ultimate goal of the learning programme

and encourage the coachee to articulate the progress and

identify any barriers to learning she is experiencing as well

as enabling them to clarify any areas of misunderstanding

that may have arisen.

Stage 4: Planning to practice again- The coach should ensure three

types of practice session:

‘Risk-free’ opportunities, where mistakes can easily

be made and remedial action taken with no damage

done or blame expressed



‘close –observation’ opportunities, where coaches

can practice real-life situations, with the coach in

close proximity.

‘spot-check’ opportunities, where the learner is free to

operate in a real life situation but with the knowledge

that there will be occasional spot-checks by the coach

to offer feedback and motivation.

This spiral starts with a total ‘hands-on’ style, the coach moves

steadily down the style continuum towards a ‘hands-off’ position.

THE ‘3-D’ TECHNIQUE(3-DIMENSIONAL TECHNIQUE)

The ‘3-D’ technique is one that has been found helpful for these

situations. It is based on recognizing a three-dimensional (3-D) analysis.

PART -I:

To use this technique, a coach needs simply a blank sheet of paper or a

flip chart. The learner is asked to quickly define the problem in a single

sentence.

PART –II:

A) Careful questioning and using the 3-D analysis technique enable

the coach and the learner to quickly identify three elements or

aspects of the problem under each of three headings.

The situation, e.g., time-scales, lack of resources,

geography

People involved, e.g., unhappy customer, impatient boss,

unreliable supplier



You, e.g., lack of technical knowledge, conflicting priorities,

your general attitude.

A) The next stage is to choose the ‘best-fit’ option to implement.

B) Following this structured technique it is possible to focus

rapidly on potential actions.

PERFORMANCE COUNSELING

What is performance counseling?

Counseling has been described by the institute of personal and

Development (IPD) ASL

“Any activity in the workplace where on individual uses a set if

skills and techniques to help another individual to take responsibility for

and to manage their own decision-making whether it is work related or

personal”.

Personal counseling is about helping Subordinate Resolve his

problems- Performance counseling always relies on the assumption that

the subordinate has the skills, knowledge and-deep down-the desire to

find a solution. They may be too close to the problem, or too immersed in

emotion to be able to think rationally. The manager’s role is to help the

subordinate step back and see it differently, so that they can find a new

way forward.

Performance Counseling is about Listening- Counseling, more

than any other managerial conversation, demands deep listening skills.



Performance counseling is not about giving advice- Counseling

helps to resolve a situation that the person sees as a problem, counseling

is not giving advice.

The four stages of performance counseling are very those of coaching:

STAGE I: DIAGNOSIS

This is the conversation for relationship. The manager’s role here is

to help the subordinate to step back and examine the possibilities of the

situation.

STAGE II: EXPLORATION

This is the conversation for possibility. The managers role here is

to help the subordinate to step back and examine the possibilities of the

situation.

STAGE III: OPPORTUNITIES

The conversation for opportunity should lead the subordinate to

envisage possible courses of action and their consequences.

STAGE IV: ACTION

Now that the subordinate can see the situation more clearly and has

assessed various options, there is a need to make a move.

Three basic elements of counselor – counselee relationship

Research on counseling has shown that there are three fundamental

elements which are important in the relationship of counselee and



counselor. The three elements given below may be important for

successful relationship in may situations, but are particularly important to

you as the counseling manger.

b. Respect

c. Geniuses

d. Demonstrating empathy

THE SKILLS REQUIRED FOR PERFORMANCE COUNSELING

e. Asking open questions

f. Reflecting ; and

g. Confronting

Asking open questions – Open questions, by definition,

cannot be answered ‘Yes’ or ‘No’, they often include the

words why, who, what, when, where and how.

Reflecting – Managers as counselors use reflection in three

main ways they have said ; and

a. What subordinate are feeling.

b. Their words, the content of what they have said ; and

c. The implied content.

Confronting - Use this technique with great care. It may consist

simply of asking for concrete details to support an allegation or an

expression of vague feeling.

It is essential to member and counselors confront perceptions in

order to root out possible new ones.



GRASIM INDUSTRIES LIMITED

KUMARAPATNAM

HUMAN RESOURCES DEVELOPMENT DEPARTMENT

POST TRAINING EVALUATION

Name of the Programme :

Name of the participant : Mr.

Date attended : To Emp. No.

Department Division

1) Any improvement in his skill knowledge after the training programme? Yes 25% 50% 75%

2) To what extent is able to apply his skills / knowledge acquired

during training programme?

Fully Partially 25% 50% 75% No Change

3) Is their any positive change in his attitude?Fully Partially 25% 50% 75% No Change

4) Please specify how training has benefited the department / organiation.

5) Any other comments to improve the training?(If more space is required please use backside of the shet)

Dept. Head Signature


No Change


FINDINGS:

Question 1: Improvement in skills/ knowledge after Development Programme:

Sl.No.

CriteriaNo. of

RespondentsPercentage

1. 25% 21 42%

2. 50% 12 24%

3. 75% 17 34%

4. 100% 0 0%

5. No change 0 0%

Total 50 100%

From the above statistics we can inter that 25% of improvement in

skills/ knowledge has been found in 42% of respondent 50%

improvement in skills /knowledge has been found in 24% of respondents

75% improvement in skills/ knowledge has been found in 34% of

respondents.



Question 2: Indicating the levels of able to apply the skills/ knowledge

after Development Programme.

25%

improvement has been found in 25% of participants 50% improvement

has been found in 46% of participants 75% improvements has been found

in 18% of participants and 100% improvements has been found in 10% of

participants.


Sl.No.

Criteria No. of Respondents Percentage

1. 25% 21 26%

2. 50% 23 46%

3. 75% 9 18%

4. 100% 5 10%

5. No change 0 0

Total 50 100%


Question 3: Table Indicating the levels of positive change in attitude after

Development Programme.

Sl. No. Criteria No. of Respondents Percentage

1. 25% 11 22%

2. 50% 23 46%

3. 75% 14 28%

4. 100% 2 4%

5. No change 0 0

Total 50 100%

25% improvement has been found in 22% of participants 50% improvement

has been found in 46% of participants 75% improvements has been found in 28%

of participants and 100% improvements has been found in 4% of participants.



CONCLUSION

1) From the data collected it is concluded that

training programme yielded positive changes in participants.

2) The training programme concentrated much on

the performance management learning, counseling, communication

which motivates the participants.

3) From the data collected it is concluded that

Training Programme helped in improving performance career

development. Hence the objective is achieved.

4) Trainer skills of inspiring participants are very

much happy about the training programme because they identified

positive changes.

5) Superior of the participants are very much

happy about the training programme because they identified positive

changes.

6) Still there is a need of changes for such

Development Programmes to achieve better results.



SUGGESTIONS

It is necessary to take the opinion of superiors of

participants before selecting participants. Because superiors

known among their subordinates who is very much need of

Development Programme when compared to others. They helps

to provide Development Programme to all of the employees and

also helps superiors to manage conflict.



BIBLIOGRAPHY

Book -- Human Resource & Personal

Management by K.Ashwathappa.

Organization Behaviour by

Stephen Rabins.

Magazine -- Aditya Kirana

Grasim Sankalp

Internet -- www.grasim.com

www.adityabirla.com

In house documents -- News Papers and Magazines

Questionnaire --


http://www.adityabirla.com/

http://www.grasim.com/