A

RESEARCH REPORT
ON

(Based on Advance Computer Network)

(Under Partial fulfillment of Master of Business Administration)

SUBMITTED TO :
DR. HIMANSHU VERMA
(Asst. Professor)

SUBMITTED BY :
SURENDER SINGH
ITERC, Duhai
MBA, IV SEM
Roll No: 1167970050

INSTITUTE OF TECHNICAL EDUCATION AND RESEARCH CENTRE

DUHAI, GHAZIABAD, (U.P.)

STUDENT DECLARATION
I, ANNU KUMARI student of MBA IV SEM. from SHANTI NIKETAN GROUP OF
INSTITUTIONS, MOHIUDDINPUR, MEERUT here by declares that the research report titled
TRAINING AND DEVELOPMENT PROCESS IN HUL is completed and submitted under
the valuable guidance of Mr. ANUJ AGARWAL Faculty of Management, it is my original
work.

The imperial finding in this report is based on the data collected by me. This research has
not been submitted to MTU, NOIDA or any other university for the purpose of compliance of
any requirement of any examination or degree.

Date.
ANNU KUMARI
MBA IV SEM.

ACKNOWLEDGEMENT
It is my pleasant duty to offer my service acknowledgement to those honorable personalities of
the department who have been a constant source of help and encouragement in carrying out this
research.

First of all I wish to express my indebtness to Mr. ANUJ AGARWAL (SHANTI NIKETAN
GROUP OF INSTITUTIONS, MOHIUDDINPUR, MEERUT) for his valuable suggestions and
guidance throughout the research.

This research would not have been completed without friendly efforts of the all the concerned
authorities. Also this project enables me to have the know-how of the effectiveness & working of
the team spirit. Its web like structure helps me to have added potential in myself to adjust easily
to the tense & result oriented environment of the organization.

ANNU KUMARI

PREFACE
The research report on Training & Development programme in HUL has been successfully
done in HUL, Sahibabad. It helped me to gain lots of experience to motivate, to bring out the
maximum efficiency of the various Department of Human Resources.
This report enlightens the management skills used for the advancement of the employees. It
brings out the lowest input and maximum output to give maximum efficiency.
Further motivations and ideas come from the various reference books. Specially, I would be
thankful to the books, Evaluation of Control of training, Mc Grawhill, Training Methodology
and Development. I would also like to remember the names of the persons who efficiently
affected me in my training period to gain new experiences.
My efforts in presenting this research report will by ably rewarded if the invigilator and my
senior members satisfy with my research report. I would gratefully acknowledge the contribution
of the faculty members by way of bringing to my attention the errors and printing mistakes that
might have inadvertently crept into the report.

CONTENTS

Declaration
Acknowledgement
Preface
Introduction
Scope of the study
Company profile
Competitive arena
H.R. in HUL
Training and development process
Objective of the study
Research methodology
Data analysis & interpretation
Conclusions
Limitations
Suggestions
Recommendations
Questionnaire
Bibliography

INTRODUCTION
Human resource development has in recent years become the focus of attention of planners
policy makers and administrators: Human resource development is the process of increasing the
knowledge, skills and capacities of people. It is important riot only tar an enterprise but for a
nation to develop its human resources.
Human resource development encompasses two main components, which are significant in every
organisation.
(1)

TRAINING AND EDUCATION:

The training in any organisation is a process employees are increased to perform specific, jobs.
On the other hand education has wider scope and it is the process of increasing the basic
knowledge and under training of employees.
(2)

TRAINING AND DEVELOPMENT:

Training and development of the employees go hand in hand. The development of any
organisation depends on better training of the employees. Development is a long term
educational process utilizes a systematic and organized procedure by which the managerial
personnel learn conceptual and theoretical knowledge for general purpose. Training is present for
non-manager whereas development is provided to the managerial professionals.
In every organisation appropriate training programme is very necessary to achieve the training
objective training policy represents the commitment of top management to employee training. It
consists to rules and procedure concerning training.

The efficiency of, any programme depends on best training policy in the company. Hence we can
say that an ideal training programme Indicate the intention of ., the Company to develop its
employee; provide appropriate opportunities to employees for their own betterment, and identify
critical areas where training is to be given on a priority basis.
A good training policy therefore should he conducted to accelerate the growth of employees in
the organization.

SCOPE OF THE STUDY

HUL, as a massive organisation is a public company with a huge manpower strength. This
organisation deems to have the aggregate of about 48000 employees in which HUL Sahibabad
handles the overall manpower capacity of about 9360 approximately. In the total, schedule caste
and schedule tribe constitute to 18.05% and 3.66% respectively of the total strength. This it self
proves the significance of training and development and its necessity in the organisation.
The training, and development programme at HUL, is conducted mainly by HRDC and HRDI.
Both these agencies nominate the employees of HUL for the training programmes conducted for
the development of the skills of the employees. Besides this, more than 4000 trade apprentices
are provided Ill trade facilities and l the Apprentices Act.
IMPORTANCE OF THE STUDY
The project encompasses the entire training and development of the HUL employees and
acknowledges with proper information pertaining to the socio-economic development that the
employees avail by obtaining suitable training assistance from the organization.

HLL Announces New Corporate Identity

Company name is now Hindustan Unilever Limited
Mumbai, June 25, 2007: Hindustan Lever Limited announced that it has obtained
approval from the government for the change of the company name to Hindustan
Unilever Limited.
With this the companys new corporate identity represented by a new logo and the
new name Hindustan Unilever Limited comes into effect. The shareholders of the
company had earlier approved the proposal for change of name at the Companys
74th Annual General Meeting on May 18, 2007.
The Company believes that the new name provides the optimum balance between
maintaining the heritage of the Company and the synergies of global alignment
with the corporate name of Unilever. Most importantly the name retains
Hindustan as the first word in its name to reflect the Companys continued
commitment to local economy, consumers, partners and employees. The new logo
is symbolic of the companys mission of Adding Vitality to life. It comprises of
25 different icons representing the organization, its brands and the idea of Vitality.
The discription of 25 icons is following -

10

COMPANY PROFILE
AT A GLANCE

TYPE

: Public

FOUNDED

: 1933

HEADQUARTER

: Mumbai

CHAIRMAN

: Mr. Harish Manwani

INDUSTRY

: FMCG

PRODUCTS

: Tea, Soap, Detergents,Cosmatic Products

EMPLOYEES

: 41,000

PARENT

: Unilever

11

COMPANY PROFILE
Hindustan Unilever Limited (HUL) is India's largest Fast Moving Consumer Goods
company, touching the lives of two out of three Indians with over 20 distinct categories in Home
& Personal Care Products and Foods & Beverages. They endow the company with a scale of
combined

volumes

of

about

million

tonnes

and

sales

of

Rs.10,000

crores.

HUL is also one of the country's largest exporters; it has been recognized as a Golden
Super Star Trading House by the Government of India. The mission that inspires HUL's 16,000
employees, including over 1,200 managers, is to "add vitality to life." HUL meets everyday
needs for nutrition, hygiene, and personal care with brands that help people feel good, look good
and get more out of life. It is a mission HUL shares with its parent company, Unilever, which
holds 51.55% of the equity. The rest of the shareholding is distributed among 380,000 individual
shareholders and financial institutions.HUL's brands - like Lifebuoy, Lux, Surf Excel, Rin,
Wheel, Fair & Lovely, Pond's, Sunsilk, Clinic, Pepsodent, Close-up, Lakme, Brooke Bond,
Kissan, Knorr-Annapurna, Kwality Wall's are household names across the country and span
many categories - soaps, detergents, personal products, tea, coffee, branded staples, ice cream
and culinary products. They are manufactured over 40 factories across India. The operations
involve over 2,000 suppliers and associates. HUL's distribution network, comprising about 4,000
redistribution stockists, covering 6.3 million retail outlets reaching the entire urban population,
and about 250 million rural consumers.

HUL has traditionally been a company, which incorporates latest technology in all its
operations. The Hindustan Lever Research Centre (HLRC) was set up in 1958, and now has
facilities in Mumbai and Bangalore. HLRC and the Global Technology Centres in India have
over 200 highly qualified scientists and technologists, many with post-doctoral experience
acquired in the US and Europe.

12

HUL believes that an organisation's worth is also in the service it renders to the
community. HUL is focusing on health & hygiene education, women empowerment, and water
management. It is also involved in education and rehabilitation of special or underprivileged
children, care for the destitute and HIV-positive, and rural development. HUL has also responded
in case of national calamities / adversities and contributes through various welfare measures,
most recent being the village built by HUL in earthquake affected Gujarat, and relief &
rehabilitation after the Tsunami caused devastation in South India.
In 2001, the company embarked on an ambitious programme, Shakti. Through Shakti,
HUL is creating micro-enterprise opportunities for rural women, thereby improving their
livelihood and the standard of living in rural communities. Shakti also includes health and
hygiene education through the Shakti Vani Programme, and creating access to relevant
information through the iShakti community portal. The program now covers 15 states in India
and has over 31,000 women entrepreneurs in its fold, reaching out to 100,000 villages and
directly reaching to 150 million rural consumers. By the end of 2010, Shakti aims to have
100,000 Shakti entrepreneurs covering 500,000 villages, touching the lives of over 600 million
people.
HUL is also running a rural health programme Lifebuoy Swasthya Chetana. The
programme endeavours to induce adoption of hygienic practices among rural Indians and aims to
bring down the incidence of diarrhoea. It has already touched 70 million people in approximately
15000 villages of 8 states. The vision is to make a billion Indians feel safe and secure.
If Hindustan Unilever straddles the Indian corporate world, it is because of being singleminded in identifying itself with Indian aspirations and needs in every walk of life.

13

ORIGIN OF LEVER
Hindustan Unilever Limited (HUL) is India's largest fast moving consumer goods
company with leadership in Home & Personal Care Products and Foods & Beverages.
In the summer of 1888, visitors to the Kolkata harbour noticed crates full of Sunlight
soap bars, embossed with the words "Made in England by Lever Brothers". With it, began an era
of marketing branded Fast Moving Consumer Good (FMCG).
Soon after followed Lifebuoy in 1895 and other famous brands like Pears, Lux and Vim.
Vanaspati was launched in 1918 and the famous Dalda brand came to the market in 1937.
In 1931, Unilever set up its first Indian subsidiary, Hindustan Vanaspati Manufacturing
Company, followed by Lever Brothers India Limited (1933) and United Traders Limited (1935).
These three companies merged to form HLL in November 1956; HLL offered 10% of its equity
to the Indian public, being the first among the foreign subsidiaries to do so. Unilever now holds
51.55% equity in the company. The rest of the shareholding is distributed among about 380,000
individual shareholders and financial institutions.
The erstwhile Brooke Bond's presence in India dates back to 1900. By 1903, the
company had launched Red Label tea in the country. In 1912, Brooke Bond & Co. India Limited
was formed. Brooke Bond joined the Unilever fold in 1984 through an international acquisition.
The erstwhile Lipton's links with India were forged in 1898. Unilever acquired Lipton in 1972,
and in 1977 Lipton Tea (India) Limited was incorporated.
Pond's (India) Limited had been present in India since 1947. It joined the Unilever fold
through

an

international

acquisition

of

14

Chesebrough

Pond's

USA

in

1986.

Since the very early years, HLL has vigorously responded to the stimulus of economic
growth. The growth process has been accompanied by judicious diversification, always in line
with Indian opinions and aspirations.
The liberalisation of the Indian economy, started in 1991, clearly marked an inflexion in
HLL's and the Group's growth curve. Removal of the regulatory framework allowed the
company to explore every single product and opportunity segment, without any constraints on
production capacity.
Simultaneously, deregulation permitted alliances, acquisitions and mergers. In one of the
most visible and talked about events of India's corporate history, the erstwhile Tata Oil Mills
Company (TOMCO) merged with HLL, effective from April 1, 1993. In 1995, HLL and yet
another Tata company, Lakme Limited, formed a 50:50 joint venture, Lakme Lever Limited, to
market Lakme's market-leading cosmetics and other appropriate products of both the companies.
Subsequently in 1998, Lakme Limited sold its brands to HLL and divested its 50% stake in the
joint venture to the company.

HLL formed a 50:50 joint venture with the US-based Kimberly Clark Corporation in
1994, Kimberly-Clark Lever Ltd, which markets Huggies Diapers and Kotex Sanitary Pads. HLL
has also set up a subsidiary in Nepal, Nepal Lever Limited (NLL), and its factory represents the
largest manufacturing investment in the Himalayan kingdom. The NLL factory manufactures
HLL's products like Soaps, Detergents and Personal Products both for the domestic market and
exports to India.
The 1990s also witnessed a string of crucial mergers, acquisitions and alliances on the
Foods and Beverages front. In 1992, the erstwhile Brooke Bond acquired Kothari General Foods,
with significant interests in Instant Coffee. In 1993, it acquired the Kissan business from the UB
Group and the Dollops Icecream business from Cadbury India.
As a measure of backward integration, Tea Estates and Doom Dooma, two plantation
companies of Unilever, were merged with Brooke Bond. Then in July 1993, Brooke Bond India

15

and Lipton India merged to form Brooke Bond Lipton India Limited (BBLIL), enabling greater
focus and ensuring synergy in the traditional Beverages business. 1994 witnessed BBLIL
launching the Wall's range of Frozen Desserts. By the end of the year, the company entered into a
strategic alliance with the Kwality Icecream Group families and in 1995 the Milkfood 100%
Icecream marketing and distribution rights too were acquired.
Finally, BBLIL merged with HLL, with effect from January 1, 1996. The internal
restructuring culminated in the merger of Pond's (India) Limited (PIL) with HLL in 1998. The
two companies had significant overlaps in Personal Products, Speciality Chemicals and Exports
businesses, besides a common distribution system since 1993 for Personal Products. The two
also had a common management pool and a technology base. The amalgamation was done to
ensure for the Group, benefits from scale economies both in domestic and export markets and
enable it to fund investments required for aggressively building new categories.
In January 2000, in a historic step, the government decided to award 74 per cent equity in
Modern Foods to HLL, thereby beginning the divestment of government equity in public sector
undertakings (PSU) to private sector partners. HLL's entry into Bread is a strategic extension of
the company's wheat business. In 2002, HLL acquired the government's remaining stake in
Modern Foods.
In 2003, HLL acquired the Cooked Shrimp and Pasteurised Crabmeat business of the
Amalgam Group of Companies, a leader in value added Marine Products exports.
Hindustan Unilever Limited is India's largest Fast Moving Consumer Goods (FMCG)
company. It is present in Home & Personal Care and Foods & Beverages categories. HUL and
Group companies have about 16,000 employees, including 1200 managers.
The fundamental principle determining the organisation structure is to infuse speed and
flexibility in decision-making and implementation, with empowered managers across the
company's nationwide operations. For this, HUL is organised into two self-sufficient divisions Home & Personal Care & Foods.

16

Our deep roots in local cultures and markets around the world give us our strong
relationship with consumers and are the foundation for our future growth. We will bring our
wealth of knowledge and international expertise to the service of local consumers - a truly multilocal multinational.

Our long-term success requires a total commitment to exceptional standards of

performance and productivity, to working together effectively, and to a willingness to embrace
new ideas and learn continuously.
To succeed also requires, we believe, the highest standards of corporate behaviour
towards everyone we work with, the communities we touch, and the environment on which we
have an impact. This is our road to sustainable, profitable growth, creating long-term value for
our shareholders, our people, and our business partners.

17

First Manufacturing Unit:

In September 1934, after more than a decade of discussions in London and in India, a
Lever factory was allowed to sprout on the land that had been reclaimed by the Bombay Port
Trust at Sewri. From here, a month later rolled out the first cake of Sunlight soap to be
manufactured in India. The same year, Lever Brothers took over the Garden Reach Factory in
Kolkata.
Today the company has more than 80 manufacturing units across India.

Factories In Backward Areas:

Khamgaon and Yavatmal (Maharashtra)
Chhindwara (Madhya Pradesh)
Orai, Sumerpur and Khalilabad (Uttar Pradesh)
Haldia (West Bengal)
Silvassa (Dadra & Nagar Haveli)
Pondicherry, Goa, Doom Dooma (Assam)
Haridwar (Uttaranchal)
Barotiwala (Himachal Pradesh).

18

Exports:
Today, HUL is India's largest exporter of branded Fast Moving Consumer Goods. It has
been recognised by the Government of India as a Golden Super Star Trading House. HUL
exports about 12% of the company's turnover. HUL's Exports geography comprises, at present,
countries in Asia, Australia, Africa, North America and Europe.

Exports
HPC
Beverages
Marine Products
Rice
Castor

19

QUALITY POLICY
Hindustan Lever Limited considers quality as one of the principal strategic objectives to
guarantee its growth and leadership in the markets in which it operates.
The company is committed to fulfill its legal and statutory obligations and international
standards of product safety and hygiene and will not knowingly sell product that is harmful to
consumers or their belongings.
The company will maintain an open communication channel with its consumers and
customers and will carefully monitor the feedback to continuously improve its products and
services and set quality standards to fulfill them.

20

MISSION
Unilever's mission is to add Vitality to life. We meet everyday needs for
nutrition, hygiene, and personal care with brands that help people feel good, look
good and get more out of life. HUL supplies high quality goods and services to
meet the daily needs of consumers and customers.

THE VISION
Our vision is to continue to be an environmentally responsible organisation
making continuous improvements in the management of the environmental impact
of our operations.
We will achieve this through an Integrated Environment Management
approach, which focuses on People, Technology and Facilities, supported by
Management Commitment as the prime driver.

21

MARKET & SALES OPERATORS

For managing sales operations, HUL divides the country into four regions, with regional
branches in Delhi, Kolkata, Chennai and Mumbai. Headed by a Regional Manager, they
comprise Regional Sales Managers and Area Sales Managers, assisted by dedicated field forces,
comprising Sales Officers and Territory Sales Incharges.
In Marketing, each category has a Marketing Manager who heads a team of Brand
Managers dedicated to each or a group of brands.
Sales officers comes under the territory sales incharge whose job is to handle the rural
distributer sales manager, sub-stockest and retailers also.

22

PRODUCT CATEGORIES

Hindustan unilever ltd. is top most FMCG company due to his unique strategies in this context
company divided his products in different categories such as :

Dets

Personal care

Foods

beverage

Every category has a wide range of products. Company have a wide range of product so
company divided its product in different category so that its selling can be effective. i.e.
companys sales are going more and more day by day.

23

24

HUMAN RESOURCE -MANAGEMENT IN HUL

1.

INDUSTRIAL RELATION DURING 2002-2003

The Industrial Relations at various manufacturing units and service division of the company
were harmonious and cordial throughout the year. The thrust on participative culture continued
during the year. A unique meeting of the apex level bipartite forum (Joint Committee) was held
in a Workshop format for two days in August 2002. The leaders of the Central Trade Unions and
the Union representatives from various plants of HUL participated very enthusiastically in this
Workshop. Various issues of concern to the Company were discussed and fruitful suggestions /
presentations were made.
Similar Workshop for the representative of Supervisors and Executives was also held for two
days in October 2002. The theme of the Workshop was Enhancing organizational
effectiveness.
There were two meetings of the Joint Committee during the year. Similarly 65 meeting of the
Plant Councils and 308 meetings of the Shop Councils were held during the year in various Units
of the Company.

25

2. VOLUNTARY RETIREMENT SCHEME

Focused Voluntary Retirement Scheme was in operation in the Company during the year. In all
3340 employees (483 Executives 680 Supervisors and 2249 Workmen) opted for retirement
order this scheme.

3. HUMAN RESOURCE DEVELOPMENT

The overall manpower strength at the end of the year was 47516 showing a decrease of 8 28%
over the previous year. This decline in manpower is mainly due to introduction of Voluntary
Retirement Scheme for the third consecutive year and also restricting fresh induction to only
critical areas.
HUL nominates the employee for training programmes conducted in-house by HRDI & HRDCs
and by other external agencies. During the year 2001-2002, a total of 40172 participants
nominated by HUL attended various training programmes. Besides 3333 Trade Apprentices were
provided training facilities under the Apprentices Act.

26

DESIGN AND IMPLEMENTATION OF DESIGN AND IMPLEMENTATION OF

TRAINING AND DEVELOPMEN PROGRAMMES
Most organizations undergo five different phases in their struggle for existence and growth.
These five phases form the organizational cycle.
Each phase of an organization exhibits special characteristics, which differ from the
characteristics of other phases of the organizational cycle. What makes an organization
Successful or uII1SuICcessful depends upon the efforts put in to mobiles human resources most
appropriately to meet its dire need. In this context, training functions as one of the integrating
forces for building up an organization and guiding its activities for its continuous growth. When
an organization is in its first phase, that of concept and development of business, greater
emphasis is given to manpower planning and role clarity. Training plays a vital role at this stage.
During the next phase, one of rapid growth and expansion of the organization, training explores
more avenues for its growth and takes care of human resources development. When it reaches
the third phase, of it and stability there is a tendency to reach a state of plateau. This stage is a
very critical stage for the organization. If the plateauing continues for a longer time, it may lead
the organization to its fourth phase one of decline. Efforts are needed to turn the organization
around either through diversification or by enlarging expanding the product range. Training is the
highest resource builder at the time of crisis of this nature.

27

DEFINITION
Training is defined as the process of enhancing efficiency and effectiveness- of persons at work
by improving and developing sills relevant to work. It is clone by cultivating appropriate attitude
and behavior towards work and people. It helps people to improve their present capabilities at
work and prepares them to assume greater responsibilities in future training aims essentially at
increasing knowledge, stimulating aptitude and imparting skills related to a specific, job or
people. In this endeavor, training is a continuous and life long process. As an organized effort, it
is designed with certain objectives to help participants be informed of the subject mater which
they have to apply in their day-to-day work situations. Apart from change of attitudes, their skills
have to be improved and knowledge or information has to be imparted through effective
methods. In other words, training provides an atmosphere of sharing and synthesizing with the
help or trainers.
Employees who take training learn faster than those who take not training. Average participants
reach the Experienced Worker Standard (EWS) in less time as compared to others who learn
through trial and error.
According to learning theory people who attain the plateau state continue to dwell there, without
which improvement in their performance. Training helps them to reach a higher plateau through
acquisition of new skills, knowledge and attitude.
APPROACHES TO TRAINING
Very often, training faces a great dilemma between theory and practice. Some trainers insist on
theory, giving very little importance to practice and some avoid theory clue to their strop. Faith
only in practice theory and practice has to be balanced. For the accomplishment of training,

28

theory contributes more towards total perspective and practice towards acquisition of taskoriented sills. Use of both have to be encouraged for effective training and transfer of learning.

Another difficult option with training is whether to focus on the trainee himself or the task lie has
to perform in the field. Here again, a balance has to be struck between the task and the trainee.
Tasks have to be focused so that trainees can comprehend the actual situation and develop
themselves to perform a task successfully.

29

BASIC CONSIDERATIONS
In order to be effective, the following basic consideration has to be taken care of, while
conducting training programmes.

Training has to be viewed as all organic process Of growth, corresponding to dynamics of

the held and the body of experiences constantly being generated.

Training programme has to be flexible multidimensional in its formal as well as

substantive aspects in order to fully utilize the feedback from the resource.

Training is no longer considered HIS an auxiliary or subsidiary component of

development as the role 01 human factor in development has been well recognized.

TRAINING CYCLE
Training is the most important component of Human Resources Development (HRD) philosophy
of modern organizations, which rely oil training. It helps them to find solutions to their day-today problems by identifying their problems and guiding them in the right direction. It functions
as a cycle from identification of the needs to evaluation and feedback. Training as a constructive
cycle mobilizes all available resources in organizations and moves them towards attainment of
human goals.
The training cycle has seven steps, which, in a sequence, form a constructive cycle.
The seven steps are:
1. Identification of training needs and analysis.
2. Setting up of terminal objectives
3. Selection and designing of programmes.

30

4. Selection and developing of audio-visual aids

5. Organizing training programmes
6. Evaluation of training
7. Feedback leading to further identification of training needs. These steps provide a holistic
approach to training. They are interlinked with on another, providing a wider scope for
the improvement of the training process. Each step is analyzed to evaluate how it can be
improved for the total effectiveness of the programme.

31

32

STEP 1: IDENTIFICATION OF TRAINING NEEDS AND ANALYSIS

Training needs are classified under two major heads. They are individual needs and group needs.
The following process identifies individual needs:
Dialogue With the Individual
Dialogue With the superior
Dialogue with peers
Dialogue with subordinates
THE FOLLOWING PROCESSES IDENTIFY GROUP NEEDS:
Buzzing session
Structured survey
Unstructured survey
Identification of training needs of individuals and groups is the first and most Important Step In
the training process for achieving the goals of individuals, groups and organizations. It helps to
bring to the surface the prevalent attitude of individuals and the climate of organizations.
Group needs emerge from the way the group is formed and functioning. In the process of
identifying their needs, the expectations of individuals and the group will be brought into
limelight.

Training need analysis depends upon the phase and context of -n organization. In the wake of
modern technological inventions and innovations, individual training needs are very many. It
impels an organization to be-dynamic. Training need analysis is not a one-tulle Activity but it has
to be periodically sensed. It is like the changing needs of a mountaineering team. When the team
33

members reach greater heights their needs arc different and cater effort has to be made to cater to
them. Group needs. It not e summation of Individual needs. It prepares the group for
ascertaining the training objectives.
STEP2: SETTING UP OF TERMINAL OBJECTIVES
A training, programme must clearly lay down its objectives. Training normally intends to fulfill
the following objectives:
Helps trainees in acquiring knowledge of the subject matter.
Helps to bring about a change III the attitude and behavior of trainees.
Helps in developing knowledge about sell to an extent that enables trainees to develop their
potentials.
Helps in interaction among trainees themselves, who learn from each others experience.
Aims at enhancing the capacity of trainees so as the enable them to increase their problemsolving capability.
Aims at helping the process of learning and developing.
Aims at bridging the gap between expected level of performance and the actual level of
performance.
Aims at providing a scientific base for acquisition of knowledge and skills.

Objectives spell out the real mission of an organization. These also help individuals to be aware
of their own objectives in relation to the organizational objectives. A sense off direction is
achieved by setting up terminal objectives.

34

Objectives have to be expressed in behavioral terms. They have to be expressed In terms of

measurable quantity and quality, which can be seen in action. A behavioral objective defines the
standards of acceptable performance.
Trainers have to give specific objectives, stated in terms of what employees will be able to do
when they leave the training programme and return to their jobs. Behavioral objective, when they
are properly written, are powerful tool for the trainer to use in bringing about managements
commitment to training programmes. Properly designed and accepted objectives form a road
map for designing training programmes.
It is relatively easy to write a good training objective if the trainer follows a few simple steps.
The trainer keeps in mind that descriptions relate to what participants will be able to do at end of
a training programme, conditions under which they will have to perform and criteria for success.
Following are the steps a trainer should use in writing behavioral objectives.

35

Description

Example

1. Write out the task or job

Conduct a disciplinary hearing

that is to be clone using a

verb and a noun
2. Add the quantity standards

Conduct one disciplinary hearing

or criteria that will be

applied to the behavioral
objective

3. Add the quality criteria

Conduct one disciplinary hearing

that will be included in the

without violating any clauses of

behavioral objective

the labour agreement.

4. Add the circumstances i.e.,

Give a case study involving an

the tools and equipment

employee who has been absent

with which trainees will be

on the job repeatedly, conduct a

performing the objective.

Behavioral objective provide the necessary input for evaluation training programmes

36

STEP3: SELECTION AND DESIGNING OF A TRAINING AND

Development programme
Preparative efforts for analyzing the needs and deriving objectives from the need analysis
have to be integrated with the resources and rich experiences available in an organization
while designing a programme. Research on a experience with training of adults have also
demonstrated the validity of the following relevant guidelines
Adults learn when they feel a need to learn
Adults learn best by doing
Adults learn best through problem solving
Adults want o know how they are doing
Adults prefer and informal learning environment
Training will be more effective and successful if the above characteristics are considered
while designing the programme.

BASIC FACTORS IN DESIGNING TRAINING PROGRAMME

Each programme has its own special demands or needs to be fulfilled. Often we become the
victims of generalization and retard the effective process of learning.
The feasibility of transforming objectives into outcomes depends mainly on the following
factors:
1. Level of participants
2. Content of the programme

37

3. Effective training methodology

4. Faculty resources
5. Evaluation System
6. Budget provisions

The trainer is the designer of a training programme. He takes great care of all factors that would
increase and improve the effectiveness of a programme.
The level of participants is assessed through some pretest. It helps the trainer to frame a syllabus
most suitable for the group.
The appropriate training methodology is decided on various factors like the nature of the topic,
time, receptivity level of participants and availability a faculty resources. We are all living in the
days of specialization. An integrated programme has to be prepared with the cooperation of all
the specialists.
Designing an evaluation system well in advance perhaps helps trainers to consolidate their efforts
in the right direction for its effectiveness.
Budget provisions play a very important role in designing training programmes. The
programmes, faculty resources, methodology etc. are all decided according to funds available in
the budget.

38

STEP 4: SELECTION AND DEVELOPING OF TRAINING METHODS AND AIDS

Training aids are supportive to learning and should he carefully selected and sued in appropriate
context so that they are helpful in the learning process. It is a trainers job to make all possible
efforts to make learning more effective and interesting. It is necessary to use training aids and
equipments to enhance the intensity and pace of learning:
According to recent research, retention of learning takes place with 81% stemming from sight,
11% from hearing and 8% from other senses.
Audio-Visual aids, when properly used in teaching situation, can accomplish the following:
Prepare a concrete basis of conceptual thinking
Create a high degree of interest for trainees
Make learning more permanent
Offer real experience which stimulates sell-activity on the part of trainees
Develop a continuity of thought
Provide rich experiences not easily obtained through other materials
Contribute to the efficiency, depth and variety of learning.
The following guidelines will be helpful while preparing and using AV aids for training
programmes.
Prepared AV aids should be woven into lessons and teaching modules. They should become
integral parts of the learning situation.
AV aids are not allowed to become a kind of entertainment.
Selecting the appropriate type of AV aids with reference to group, subject, times etc.
Great care is taken to preview all AV aids prepared.
Updating of AV aids keeping in view the time and treatment of topics.
39

STEP 5: ORGANIZING TRAINING PROGRAMMES

Training is done according to the programme designed within a stipulated period. In the process
of training, participants have to be motivated to develop a keen interest for learning. The trainers
responsibility lies in leading participants towards a goal designed at different stages with the full
cooperation of the participants. In the process of skill and knowledge training, participants are
facilitated to test their skill and knowledge through questions and some practical exercises.
Attitudinal changes are attempted mostly through experiential leaning.
Training has to be oriented to the level of participants age, qualification, knowledge and
experience. Training provides full scope for learning and the effectiveness of training would
depend upon the learning that has taken place. Charles E. Watson suggests four levels of learning
to cause a voluntary and rational behavioral change. They are:
Reaching the knowing -about level
Reaching the understanding level
Reaching the acceptance level
Reaching the ability -to-apply level
These four levels of learning should not necessarily be construed as four successive levels. As a
practical matter, however, learning typically does proceed in successive stages, beginning with
knowing -about and ending with ability-to-apply. In general, people usually need to know about
something before they can begin to accept it, and to accept something before they are willing to
apply it.

40

REACHING THE KNOWING-ABOUT LEVEL

In a training situation, awareness creates a thirst for knowing certain concepts and prompts the
learner to acquire as much knowledge that is needed for performing a task. Effective training
brings people to the knowing-about level with an attitude of knowing more about the concept so
that they can apply it successfully and achieve the results they desire.
Inclination to know more will not take place with those who feel they have attained the knowall level.
Training methods such as case studies, role-playing, management games, in-basket exercises and
simulations can cause the knowing-about level to occur. These methods can both introduce
trainees to new concepts sand demonstrate their usefulness to new concepts and the degree to
which trainees understand, accept and possess the ability to apply them.

41

REACHING THE UNDERSTANDING LEVEL

The understanding level is reached when the following two conditions exist.
Firstly, trainees know why there is a cause-effect relationship between correct or appropriate
application of a concept or principle given in a situation and the probable outcome, and they also
know how this cause and effect relationship operates.
Secondly, trainees know the theory underlying a concept or principle sufficiently will to be able
to modify or adapt it, thus malting it appropriate for most given situations.
Creation of a situation that permits trainees to discover truths and make generalization for
themselves becomes a successful strategy for a number of reasons;
People understand new ideas only from their own frame of reference.
People understand things more fully and deeply when they discover them for themselves than
when they just hear about them.
People remember things they discover for themselves for a longer period, compared to those
things, which they have merely been told about.
To reach a level of deep understanding, learning should be trainee centered, not instructorcentered. The instructor establishes learning conditions and trainees are responsible for teaching
themselves through a process of self-discovery.
Knowing about and understanding a concept does not guarantee that it will be accepted.
Acceptance is reached when peoples values, attitudes and beliefs are not so strongly contrary to
a concept or principle.

42

REACHING THE ABILITY-TO-APPLY LEVEL

Ability-to-apply level requires that trainees have knowledge, self-confidence and willingness to
try. Participants returning to jobs from training programmes face several formidable challenges.
They need encouragement from their superiors and subordinates to try out the new concepts and
principles they learnt in the training programme.

STEP 6: EVALUATION OF TRAINING

Evaluation of training and development programmes should be a continuous process for
improving what we teach and how we teach. Evaluation helps to design and organize successful
training programmes, based on the feedback received front participants.
Gail Trapnell has suggested live dimensions to the evaluation of training. They are:
Context evaluation
Input evaluation
Process evaluation
Product evaluation
Impact evaluation
CONTEXT EVALUATION
Context evaluation attempts to assess the environment prevalent among Manager, supervisors
and workers. It aims to know their attitudes towards training programmes, which have been
organized. It also focuses on the appropriateness of training objectives when new programmes
are organized and when new group of participants are expose to training.

43

INPUT EVALUATION
Input evaluation assesses the appropriateness and adequacy of all resources that go into a training
programme. It focuses on the elements of design, performance, objective, instructional method
and other physical resources. The physical and human resources identified must be capable of
reaching the standard already visualized and set.
PROCESS EVALUATION
Process evaluation deals with implementation of a programme design. It calls for how trainers
utilize the physical and human resources for realizing behavioral objectives. It indicates the level
at which the programme is being conducted during normal and existing situations. The success
and failure of a programme is decided by the efforts taken during process evaluation.
PRODUCT EVALUATION
Product evaluation assesses the competence of participants. It also evaluates how they are
performing in their on-the-lob Situation. Results Of pre-tests and post-tests can be compared to
determine trainees gain in knowledge, skills and attitudes in their job situation. Superiors are
also involved to assess participants.
IMPACT EVALUATION
It assesses the cumulative diffidence that training efforts have made in an organizations
productivity, efficiency and profitability. It can be measured from the resulting changes brought
about in downtime, accidents, absenteeism, customer complaints etc- positive improvements
made in these factors enhance the role of training and development.

44

IMPLICATION OF EVALUATION
If a satisfactory method of evaluating training performance can be found, the benefits can be
reaped by everyone.
Firstly, the organization is better equipped to meet its obligations and the managements decision
to invest money in this activity is vindicated, encouraging it to continue to provide resources.
Second, the employee is more fulfilled and is stimulated to put more effort into work. Third, the
boss of the employee has everything to gain from having an effective work unit and is likely to
release employees for training in future.
Finally, the training staff enjoys job satisfaction of a high order when they see that their efforts
are producing the desired results. They can row from strength to strength in applying the
experience and knowledge they have obtained front successful activities. There is no doubt the
evaluation of training is a profitable investment from everyones point of view.

45

STEP7: FEEDBACK LEADING TO FURTHER IDENTIFICATION OF TRAINING

NEEDS
From the evaluation of training programmes a feedback report is prepared and cor11n1unicated
to participants, faculty member, trainer/coordinators and sponsors, so that they may benefit from
the results of the evaluation.
Each one is looking for different kind of information and interpretation form the evaluation.
While some will be looking for the content, some others for process analysis.
With the help of feedback participants come to know, their level of achievements through the
training programme. Immediate feedback given to participants based on the evaluation of
training programmes will help them to know the performance they will be able to achieve and
the kinds of efforts needed to improve their effectiveness. Trainers are very anxious to know
whether their efforts have yielded the desired results. A detailed analysis of the feedback would
help them to modify their approaches. It would enable them to design future training
programmes taking into consideration all the successes and failures of the programmes taking
into consideration all the success and failures of the programme. Sponsors or managers who
have nominated the participants, are very curious to know how well they have performed during
the training programme. The feedback report received from trainers will help them to look for
specific changes in the behaviour of the participants. To be precise, it helps them to sharpen their
point of view of took for anticipated changes in their day-to-day situation.

46

CONCLUSION
Training plays a very vital role in human Resources Development (HRD), based on the feedback,
training system are revitalized and HRD efforts are improved. It is very clear that training, in the
process of developing people, improves related sub-systems for overall effectiveness of an
organisation. Training helps to improve performance appraisal system, potential appraisal
system, career planning system etc.
It is a challenge to modern managers to be conversant with the training cycle and process of
operating them for getting better results. Training can create high credibility in an organisation v
its continued commitment and devotion to the Organisation.

47

IMPACT OF TRAINING PROGRAMMES ON EMPLOYEES IN

HUL, SAHIBABAD
The beginning of training could be traced out to the stone, age when people started transferring
knowledge through signs & deeds to others. Training & Development is increasingly recognized
now, as a most important organizational activity. Rapid technological changes require newer
skills & efficiency to perform the job in many areas. Training has to be continuously offered to
keep employees updated & effective.
OBJECTIVES OF TRAINING
The objectives of training differ according to the employees belonging to different level of
organizations. The basic objective of training is to establish a match between individual & his
job.
This training is designed to improve knowledge skills & attitude and thus equip the individual to
be more effective in his present job or prepare hint for future assignment.
The main objective of training can be summarized as follows
1. INDUCTION
Training constitutes a significant step in the induction of the individual into the companys way
of life. What IS the Companys culture? How does structure function? What are the policies and
rules or organizations? These have to be inculcated in a new employee so as to help him to adjust
to the organisation. Thus induction training helps the Individual to blend his personality with the
organisation.
2. UPDATING

48

A significant objective of training is to prevent the obsolesce of the employees by updating their
skills & knowledge. Training becomes necessary to update employees, so that their efficiency
does not suffer because of lack of understanding of new technology.
3. PREPARING FOR FUTURE ASSIGNMENT
People are not satisfied, if they continue to work in the same position for long. One of the objects
of training is to provide the employee an opportunity to climb up the promotional ladder.
Thus the training has become quite important for any organisation, to keep in peace with the
external changing environment and with increasing competition.

49

IDENTIFYING TRAINING NEEDS

It is the process that involves establishing areas where individual lack Skill, knowledge, and
ability in effectively performing the jobs and also identifying organizational constraints that are
creating road hicks in the performance.
TRAINING METHODS
A variety of training methods are available and used by training agencies and organization. Some
of the most prevalent methods of training are follows
LECTURE
As the name indicates, it refers to a presentation by the trainer or ideas, concepts, theories &
issues. The method focuses on transmission of knowledge. It entails the maximum active role by
trainer & little overt activity by the participants. It is economical, as a large number of people can
be trained at one time saving cost in terms of man, hours & money.
ON-THE-JOB TRAINING METHOD
The training that takes place is centered around the job. The trainee used machines and tools that
he will use once the training is completed. The training takes place in surroundings were lie will,
in future be working at this regular tasks.

50

SIMULATION METHOD
In this method, real work instances are takes for training to take place. In this method the total
duplication of the work environments done in order to train the employees.
EXPERIENTIAL METHOD
The experiential methods of training are designed to provide an atmosphere of self learning
through group interaction and dynamics. The purpose is to increase the sensitivity of the
participants to their own Functions as well as the functions if other in the group. The prime
objective of this method is to integrated knowledge and theory with experience and practice.
CASE STUDY METHOD
This is the common methodology used for training. In this method certain situation is specified
in front of the workers and they are asked to comment or react on that particular situation.
Discussion is made among the different employees on the specified situation. This method helps
to improve the analytical and judgment capability of the employees.
INCIDENT METHOD
This method is also generally used by the organisation in order to provide training to their
employees. According to this method a question regarding a particular incident, which has taken
place in the organisation itself, is asked to the different employees. Personal who was mainly
responsible for the incident is also inquired along with others and the conclusion is drawn on the
basis of the discussion made on that incident. Summer job and research report is also incident.
These are some of the methods generally used by different organisation to provide training to
their employees.

51

52

OBJECTIVES OF STUDY

To understand & observe the practical work in HUL.

To gain more practical knowledge about the Training and development programmers to
workers in HUL

To seeks out the difference between the theoretical & practical work.

To observe the functions of various departments of HUL, Sahibabad.

To have a direct contact with the employees of HUL, Sahibabad & to know about their
working condition and attitude towards HUL.

To know the policies of Bi-IEL, in respect of Training & Development.

53

54

RESEARCH METHODOLOGY ADOPTED FOR THE STUDY

The purpose of the methodology is to describe the research procedure. This includes overall
research design, the sampling procedure, the data collection method, and analysis procedure.
The sample procedure chosen for this are statistical sampling method. Here randomly employees
are selected and interviewed. Information, which I collected, was based on the questionnaires
filled up by the sample employees.
Under secondary method I took the help of various reference books which I have mentioned in
bibliography and also by way of surfing through the company website.
The findings, conclusion, suggestion, analysis of the report is based on the primary data collected
through survey method and the secondary data collected by me.
For the survey of Training and development programmes to employees in HUL, Sahibabad,
the methodology adopted is of Personal Interview & Scheduling.
For the purpose of survey, interviews were taken personally of the employees both on the basis
of structures & unstructured from. Then further analysis & interpretation of collected data were
made & finally report is being prepared.
The secondary data is collected through various magazines, books, companys personnel manual,
annual reports and the calendar of event published by the various training agencies

55

CHAPTERIZATION
The project work has been categorized into six chapters.
First chapter delineates Introduction to human resource management and the importance and
objectives of the study, scope, importance, methodology, limitations and chapterization.
Second chapter discuss an overview of HUL Human resource management in HUL, Functioning
of various cells in HUL.
Third chapter discuss information regarding design and Implementation of training and
development programmes.
Fourth chapter contains about impact of training programmes on employees in HUL Sahibabad
and suggestion for their improvement.
Fifth chapter contains suggestion for the improvement of training and development programmes
for employees and conclusion.

56

ANALYSIS AND GRAPHICAL REPRESENTATION OF THE COLLECTED DATA

The total strength of this organisation is 7200 approx. including all rides.
Samples of 50 respondents were asked written questions. It contains 5 questions .50 persons
were selected on random sampling method out of the total strength of 7200 employees of HUL,
Sahibabad consisting of workers and administrative staff.
Here I have adopted the methodology of personal interview, and on the basis of some questions
analysis is being made & is graphically represented further.

57

58

FINDINGS AND ANALYSIS

Q-1 Is there any need of training?
No. of respondent - 50

Yes

50

No

Influences:
In the survey I find 100% trainers says yes.

Q-2 Are there any trouble makers in your training & development?
No. of respondent - 50
59

Yes

35

No

15

Influences:
In the survey I find more 70% trainers says Yes. And second more 30% employee
says No.

60

Q-3 Does the promotion policy is fair in your company?

No. of respondent - 50

Yes

30

No

20

Influences:
In the survey I find more 60% employee says Yes. And second more 40%
employee says No.

61

Q-4 Does Top-level management have sincere interest in the training concern?
No. of respondent - 50

Yes

35

No

15

Influences:
In the survey I find more 100% employee says Yes. And second more 0%
employee says No.

62

Q-5 Are you satisfied with your training programs?

No. of respondent - 50

Yes

30

No

20

Influences:
In the survey I find more 60% employee says Yes. And second more 40%
employee says No.

63

Q-6 Does your complaints concerned by the training supervisor?

No. of respondent - 50

Yes

40

No

10

Influences:
In the survey I find more 80% trainers says Yes. And second more 20% trainers
says No.

64

Q-7 Are you satisfied with the training method which is used in your company?
No. of respondent - 50

Yes

40

No

10

Influences:
In the survey I find more 80% trainers says Yes. And second more 20% trainers
says No.

65

Q-8 What do you think can be improved about the department via training and
development?
No. of respondent - 50

Yes

30

No

20

Influences:
In the survey I find more 60% employee says Yes. And second more 40%
employee says No.

Q-9 Is there any managements support for the efforts to improve the weaknesses?

66

No. of respondent - 50

Yes

20

No

30

Influences:
In the survey I find more 40% employee says Yes. And second more 60%
employee says No.

Q-10 Is there any career advancement?

No. of respondent - 50

67

Yes

40

No

10

Influences:
In the survey I find more 80% trainers says Yes. And second more 20% trainers
says No.

Q-11 Is there any bonus and incentives?

No. of respondent - 50

Yes

10

No

40
68

Influences:
In the survey I find more 20% trainers says Yes. And second more 80% trainers
says No.

Q-12 Are job skills, knowledge and ability considered in assessing training needs?
No. of respondent - 50

Yes

35

No

15

69

Influences:
In the survey I find more 70% trainers says Yes. And second more 30% trainers
says No.

Q-13 Are the results of training programs monitored and evaluated?

No. of respondent - 50

Yes

30

No

20

70

Influences:
In the survey I find more 60% employee says Yes. And second more 40%
employee says No.

Q-14 Is there a reference library of training and development material for

employee use?
No. of respondent - 50

Yes

40

No

10

71

Influences:
In the survey I find more 80% trainers says Yes. And second more 20% trainers
says No.

72

73

CONCLUSION
INTRODUCTION
Every organization needs to have well trained and experienced people to
perform the activities that have to be done. If the current or potential job
occupant can meet this requirement, training is not important. But when this is
not the case, it is necessary to raise the skill levels and increase the versatility
and adaptability of employees.As the jobs become more complex, the
importance of employee development also increases. In a rapidly changing
society, employee training and development is not only an activity that is
desirable but also an activity that an organization must commit resources to if it
is to maintain a viable and knowledgeable work force.
The purpose of the training and development is to help meet company
objectives by providing opportunities for employees at all organizational levels
to acquire the requisite knowledge, skills and attitudes.
The trainee should be interview and their response and suggestion should be
noted. Feedback is an effective method by which efficiencies and deficiencies
of the training and development programmes can be viewed.
Appropriate works standard can be achieved through proper training and
development programmes either they are on the job or off the job.
74

It is a challenge to modern managers to be conversant with the training cycle and

process of operating them for getting better results. Training can create high
credibility in an organization its continued commitment and devotion to the
Organization.
In chakradhar, there is a need of training. There are many trouble makers in the
company. The promotion policy is fair and the top-level management have sincere
interest in the training concern. Via training and development they can improve the
department. The results of the training programs are monitored and evaluated.

75

76

LIMITATIONS
While making this project following limitation were encountered:
A period of one semester is a very short period to know completely about
training and development programmes of a big organization like
chakradhar.
Some data is collected through interviews; it may be possible that the
employees may have reacted over enthusiasistically.
The project work contains details only of chakradhar, Muzaffarnagar
while what other chakradhar in the country are conducting for training
and development is not known.
There is shortage of timing to complete their work.
The workers of the chakradhar are not interested in filling up the
questionnaire.
There is shortage of money to accomplish the goals of the company.
There is no bonus and incentives.
There is not any managements support for the efforts to improve the
weakness.

77

78

SUGGESTIONS FOR EFFECTIVE TRAINING AND

DEVELOPMENT
To have effective training and development programmed must accomplish the
goals of modifying skills attitudes and behavior so I suggest the following
activities and policies.
1.

To trainee director must be asked to evaluate training and

development techniques and particular Performa for the
feedback from the workers and managers must be provided so
that the difficulties in T&D programme can be sought out.

2.

Objective of T&D is to determine ability of participants and

perform jobs for which they are well trained. The specific nature
of training deficiencies whether the trainees require any
additional on the job training and the extent of training is not
require for the participants to meet job requirement.

3.

The personnel Manager should accurately assess trainees jobs

performance within two to four months after the completion of
training.

79

4.

Some writers have suggested that four basic categories of

outcomes can be measured.

a. Reaction Evaluate the trainees reaction to the programme.

Did the like the programme? Did he think it worthwhile?
a. Learning did the trainee learn the principles, skills and fact that
the supervisor or the trainer wanted them to learn?
b. Behavior Whether the trainees behaviour on the job changed
because of the training programme.
c. Results what final results have been achieved? Did he learn how to
work on machine? Did scrap page costs decrease? Was turnover
reduced? Are production quotas now being met? Etc.
5.

Questionnaires or structured interviews with the trainees are

acceptable methods for obtaining feedback on training. The
supervisor is asked to rate the former trainee on job proficiency
directly related to the training objectives.

6.

Another approach is to involve the use of experimental and

control groups. Each group is randomly selected, one of
receive training (experimental) and the other not to receive
training (control).

80

7.

The management development programme must be launched by

the chief executive officer of an organization or by a committee
consisting of the chief executive because this program involves
fundamental policy issues, decision of far-reaching importance,
and an expenditure of considerable sum of money.

8.

Incentive must be there. To indicate the bosss interest, a

memorandum from him may be circulated in advance of a
courses inauguration; the top management may have a preview
of the course.

9.

Further, matters such as temperature, ventilation, backboards,

seating arrangements, provision of lavatories, name plates and
freedom from noise and interruptions need to be given a careful
consideration.

81

82

RECOMMENDATIONS
IMPROVING EFFECTIVENESS OF TRAINING & DEVELOPMENT
The training and development programmes can be made effective if the
following hints are considered:
1.

Specific training objectives should be outlined on the bases of the

type of performance required to achieve organizational goals and
objectives. And audit of personal needs compared with operational
requirements will help to determine the specific training needs of
individual employees. This evaluation should form a well- defined
set of performance standards towards which each trainee should be
directed.

2.

Attempt should be made to determine if the trainee has the

intelligence, maturity, and motivation to successfully complete the
training may be postponed or cancelled till improvements are
visible.

3.

The trainee should be helped to see the need for training by making
him aware of the personal benefits he can achieve through better
performance. He should be helped to discover the rewards and

83

satisfactions that might be available to him through changes in

behaviour.
4.

The training & Development programme should be planned so that

it is related to the trainees previous experiences and background.
This background should be used as a foundation for new
development and new behavior.

5.

Attempts should be made to create organizational conditions that

are conducive to a good learning environment. It should be made
clearly why changes are needed. Any distractions, in the way of
learning environment, should be removed.
The support of the upper levels of management should be obtained
before applying training at lower levels.

6.

If necessary, a combination of training methods should be selected so

that variety is permitted and as many of the senses as possible are
utilized.

7.

It should be recognition that all the trainees do not progress at the

same rate. Therefore, flexibility should be allowed in judging the
rates of progress in the training programme.

84

8.

If possible, the personal involvement or active participation of the

trainee should be got in the training programme. He should be
provided with opportunity to practice the newly needed behavior
norms.

9.

As the trainee acquires new knowledge, skills or attitudes and

applies them in job situations, he should be significantly rewarded
for his efforts.

10.

The trainee should be provided with regular, constructive feedback

concerning his progress in training and implementation of the
newly acquired abilities.

85

86

QUESTIONNAIRE
1.

2.

Is there any training needs?

(a) Strongly satisfied

(b) Satisfied

(c) Dissatisfied

(d) Strongly dissatisfied

Are there any trouble makers in your group?

(a)

3.

5.

Yes

(b)

No

Does the promotion policy is fair in your company?

(a)

4.

Yes

(b)

No

Does Top-level management have sincere interest in the training concern?

(a) Always

(b) Most of time

(C) Rarely

(d) Never

Are you satisfied with your training programs?

(a) Strongly satisfied

(b) Satisfied

(C) Dissatisfied

(d) Strongly dissatisfied

87

6.

7.

8.

Does your complaints concerned by the training supervisor?

(a) Always

(b) Most of time

(C) Rarely

(d) Never

Which training method is used in your company?

(a) On the job method

(b) Off the job method

(c) Simulation method

(d) Incident method

What do you think can be improved about the department via training and
development?

9.

(a) Very Easy

(b) Easy

(C) Complicated

(d) Very Complicated

Is there any managements support for the efforts to improve the

weaknesses?
(a) Yes

(b) No

88

10.

Is there any bonus and incentives?

(a) Yes

11.

(b) No

Does job skills, knowledge and ability considered in assessing training

needs?

12.

13.

(a) Strongly satisfied

(b) Satisfied

(C) Dissatisfied

(d) Strongly dissatisfied

Does the results of the programs monitored and evaluated?

(a) Always

(b) Most of time

(C) Rarely

(d) Never

Is there a reference library of training and development material for

employee use?
(a) Yes

(b)No

89

90

BIBLIOGRAPHY
C. R. Kothari Research Methodology Second Edition, Wishwa Prakashan.
Donald S. Tull , Dell I. Hawkins Marketing Research Sixth Edition,
Published by Ashok k. Ghosh , Prentice-Hall Of India Pvt. Ltd.
Human Resource Management: V. S. P. Rao (Text and

causes).1stEdition

Decenzo A. David & Robbins P. Stephen, Personnel/HR Management,

Prentice Hall, 3rd Edition, Chapters 6, 7 & 8, pages 117-209.

Magazines
India Today
Todays travelers
Business Today

News Paper
Times of India
Hindustan Times
Economic Times
Web sites
www.\hul.com
www.indiatimes.com
91