HUMAN RESOURCE

MANAGEMENT
A PROJECT REPORT
SUBMITTED IN PARTIAL FULFILLMENT OF THE REQIREMENTS FOR
THE AWARD OF THE M.COM DEGREE OF
MASTER IN COMMERCE
(MANAGEMENT)
SUBMITTED TO UNIVERSITY OF MUMBAI,
LALA LAJPATRAI COLLEGE, MAHALAXMI, MUMBAI

SUBMITTED BY
SAMIR PARIKH ROLL NO. 639

SUPERVISED BY
Prof. Neelam Arora
February, 2014
 HUMAN RESOURCE
MANAGEMENT
A PROJECT REPORT
SUBMITTED IN PARTIAL FULFILLMENT OF THE REQIREMENTS FOR
THE AWARD OF THE M.COM DEGREE OF
MASTER IN COMMERCE
(MANAGEMENT)
SUBMITTED TO UNIVERSITY OF MUMBAI,
LALA LAJPATRAI COLLEGE, MAHALAXMI, MUMBAI

SUBMITTED BY
SAMIR PARIKH ROLL NO. 639

SUPERVISED BY
Prof. Neelam Arora
February, 2014

2
 AKNOWLEDGEMENT
I would like to place on record my deep sense of gratitude to Prof. Neelam Arora,
for her generous guidance, help and useful suggestions.
I express my sincere gratitude to Prof. Neelam Arora, for her stimulating guidance,
continuous encouragement and supervision throughout the course of present work.
I also wish to extend my thanks to Prof. Neelam Arora and other colleagues for
attending my seminars and for their insightful comments and constructive
suggestions to improve the quality of this project work.
I am extremely thankful to the Principal Dr. Neelam Arora, for providing me with
infrastructural facilities to work in, without which this work would not have been
possible.

SIGNATURE OF STUDENT

3
 CERTIFICATE
I hereby certify that the work which is being presented in the M.Com Internal
Project Report entitled “Case Study on Training on a company and its effect on
employee benefits”, in partial fulfillment of the requirements for the award of the
Master of Commerce in Management and submitted to the Lala Lajpatrai College of
Commerce and Economics, Mahalaxmi, Mumbai – 400034 is an authentic record of
my own work carried out under the supervision of Prof. Neelam Arora. The matter
presented in this Project Report has not been submitted by me for the award of any
other degree elsewhere.

SIGNATURE OF STUDENT:

SIGNATURE OF SUPERVISOR:

INTERNAL EXAMINER:

EXTERNAL EXAMINER:

COLLEGE STAMP:

PRINCIPAL

4
 TABLE OF CONTENTS

CHAPTER 1 : Introduction

CHAPTER 2: Literature Survey

CHAPTER 3: Present Work

CHAPTER 4: Result & Discussion

CHAPTER 5: Conclusion

CASE STUDY ON Godrej

5
1.INTRODUCTION

Training and Development of Employees Finding is the main objective of this project
report and some of the sub-objective in this report. They are :

 To know the effectiveness of the training programme conducted by the company.

 To know whether employees are aware about their responsibilities and authorities
or not.
 To improve Organizational Climate and increase the morale of employees.
 To know whether training programme is conducted successfully or not.
 To know about the work culture of the organization.

Training and Development of Employees :

Training and Development of Employees : After employees have been selected for
various positions in an organization, training them for the specific tasks to which they have
been assigned assumes great importance. It is true in many organizations that before an
employee is fitted into a harmonious working relationship with other employees, he is given
adequate training. Training is the act of increasing the knowledge and skills of an employee
for performing a particular job. The major outcome of training is learning. A trainee learns
new habits, refined skills and useful knowledge during the training that helps him improve
performance. Training enables an employee to do his present job more efficiently and
prepare himself for a higher-level job. The essential features of training may be stated thus:

 Increases knowledge and skills for doing a particular job; it bridges the gap
between job needs and employee skills, knowledge and behaviors
 Focuses attention on the current job; it is job specific and addresses particular
performance deficits or problems
 Concentrates on individual employees; changing what employees know, how they
work, their attitudes toward their work or their interactions with their co-workers
or supervisors
 Tends to be more narrowly focused and oriented toward short-term performance
concerns.

Training is needed to serve the following purposes:

6
  Newly recruited employees require training so as to perform their tasks effectively.
Instruction, guidance, coaching help them to handle jobs competently, without any
wastage.
 Training is necessary to prepare existing employees for higher-level jobs
(promotion).
 Existing employees require refresher training so as to keep abreast of the latest
developments in job operations. In the face of rapid technological changes, this is
an absolute necessity.
 Training is necessary when a person moves from one job to another (transfer). After
training, the' employee can change jobs quickly, improve his performance levels
and achieve career goals comfortably
 Training is necessary to make employees mobile and versatile. They can be placed
on various jobs depending on organizational needs.
 Training is needed to bridge the gap between what the employee has and what the
job demands.
 Training is needed to make employees more productive and useful in the long-run.
 Training is needed for employees to gain acceptance from peers (learning a job
quickly and being able to pull their own weight is one of the best ways for them to
gain acceptance).

Importance of Training :

 Training offers innumerable benefits to both employees and employers. It makes

the employee more productive and more useful to an organization. The importance
of training can be studied under the following heads:

Benefits to the business:

 Trained workers can work more efficiently. They use machines, tools, and materials
in a proper way. Wastage is thus eliminated to a large extent.
 There will be fewer accidents. Training improves the knowledge of employees
regarding the use of machines and equipment. Hence, trained workers need not be
put under close supervision, as they know how to handle operations properly.
 Trained workers can show superior performance. They can turn out better
performance. They can turn out better quality goods by putting the materials, tools
and equipment to good use.
 Training makes employees more loyal to an organization. They will be less inclined
7
to leave the unit where there are growth opportunities
Benefits to the employees:

 Training makes an employee more useful to a firm. Hence, he will find

employment more easily.
 Training makes employees more efficient and effective. By combining materials,
tools and equipment in a right way, they can produce more with minimum effort.
 Training enables employees to secure promotions easily. They can realise their
career goals comfortably.
 Training helps an employee to move from one organization to another easily. He
can be more mobile and pursue career goals actively.
 Employees can avoid mistakes, accidents on the job. They can handle jobs with
confidence. They will be more satisfied on their jobs. Their morale would be high.

Thus, training can contribute to higher production, fewer mistakes, greater job satisfaction
and lower labour turnover. Also, it can enable employees to cope with organizational, social
and technological change. Effective training is an invaluable investment in the human
resources of an organization.

Learning Principles: The Philosophy of Training

Training is essential for job success. It can lead to higher production, fewer mistakes,
greater job satisfaction and lower turnover. These benefits accrue to both the trainee and
the organization, if managers understand the principles behind the training process. To this
end, training efforts must invariably follow certain learning-oriented guidelines.

Modelling

Modeling is simply copying someone else's behavior. Passive classroom learning does
not leave any room for modeling. If we want to change people, it would be a good idea to
have videotapes of people showing the desired behavior. The selected model should provide
the right kind of behavior to be copied by others. A great deal of human behaviour is
learned by modelling others. Children learn by modelling parents and older children, they
are quite comfortable with the process by the time they grow up. As experts put it.
"managers tend to manage as they were managed"

Motivation

For learning to take place, intention to learn is important. When the employee is
motivated, he pays attention to what is being said, done and presented. Motivation to 8
learn is influenced by the answers to questions such as: How important is my job to me?
How important is the information? Will learning help me progress in the company? etc.
People learn more quickly when the material is important and relevant to them. Learning is
usually quicker and long-lasting when the learner participates actively. Most people, for
example, never forget how to ride a bicycle because they took an active part in the learning
process.

Reinforcement

Positive reinforcement consists of rewarding desired behaviors. If a behavior is

rewarded, it probably will be repeated. People avoid certain behaviors that invite
criticism and punishment. A bank officer would want to do a postgraduate course in
finance, if it earns him increments and makes him eligible for further promotions. Both the
external rewards (investments, praise) and the internal rewards (a feeling of pride and
achievement) associated with desired behaviors compel subjects to learn properly. To be
effective, the trainer must reward desired behaviors only. If he rewards poor performance,
the results may be disastrous: good performers may quit in frustration, accidents may go up,
and productivity may suffer. The reinforcement principle is also based on the premise that
punishment is less effective in learning than reward. Punishment is a pointer to undesirable
behaviors. When administered, it causes pain to the employee. He mayor may not repeat the
mistakes. The reactions may be mild or wild. Action taken to repeal a person from
undesirable action is punishment. If administered properly, punishment may force the
trainee to modify the undesired or incorrect behaviors.

Feedback

People learn best if reinforcement is given as soon as possible after training. Every
employee wants to know what is expected of him and how well he is doing. If he is off the
track, somebody must put him back on the rails. The errors in such cases must be rectified
immediately. The trainee after learning the right behaviour is motivated to do things in a
'right' way and earn the associated rewards. Positive feedback (showing the trainee the right
way of doing things) is to be preferred to negative feedback (telling the trainee that he is not
correct) when we want to change behaviour.

Spaced Practice

Learning takes place easily if the practice sessions are spread over a period of time. New
employees learn better if the orientation programme is spread over a two or three day 9
period, instead of covering it all in one day. For memorizing tasks, 'massed' practice is
usually more effective. Imagine the way schools ask the kids to say the Lord's prayer aloud.
Can you memorise a long poem by learning only one line per day? You tend to forget the
beginning of the poem by the time you reach the last stanza. For 'acquiring' skills as stated
by Mathis and Jackson, spaced practice is usually the best. This incremental approach to
skill acquisition minimises the physical fatigue that deters learning.

Whole Learning

The concept of whole learning suggests that employees learn better if the job information
is explained as an entire logical process, so that they can see how the various actions fit
together into the 'big picture'. A broad overview of what the trainee would be doing on the
job should be given top priority, if learning has to take place quickly. Research studies have
also indicated that it is more efficient to practice a whole task all at once rather than trying
to master the various components of the task at different intervals.

Active Practice

'Practice makes a man perfect': so said Bacon. To be a swimmer, you should plunge into
water instead of simply reading about swimming or looking at films of the worlds' best
swimmers. Learning is enhanced when trainees are provided ample opportunities to repeat
the task. For maximum benefit, practice sessions should be distributed over time.

Applicability of Training

Training should be as real as possible so that trainees can successfully transfer the new
knowledge to their jobs. The training situations should be set up so that trainees can
visualise - and identify with - the types of situations they can come across on the job.

Environment

Finally, environment plays a major role in training. It is natural that workers who are
exposed to training in comfortable environments with adequate, well spaced rest periods are
more likely to learn than employees whose training conditions are less than ideal. Generally
speaking, learning is very fast at the beginning. Thereafter, the pace of learning slows down
as opportunities for improvement taper off.

Areas of Training
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The Areas of Training in which training is offered may be classified into the following
categories.

Knowledge

Here the trainee learns about a set of rules and regulations about the job, the staff and the
products or services offered by the company. The aim is to make the new employee fully
aware of what goes on inside and outside the company.

Technical Skills

The employee is taught a specific skill (e.g., operating a machine, handling computer etc.)
so that he can acquire that skill and contribute meaningfully.

Social Skills

The employee is made to learn about himself and others, and to develop a right mental
attitude towards the job, colleagues and the company. The principal focus is on teaching the
employee how to be a team member and get ahead.

Techniques

This involves the application of knowledge and skill to various on-the-job situations.

In addition to improving the skills and knowledge of employees, training aims at moulding
employee attitudes: When administered properly, a training programme will go a long way
in obt8ining employee loyalty, support and commitment to company activities.

Types of Training

There are many approaches to training. We focus here on the types of training that are
commonly employed in present-day organisations.

Skills training: Skill training is most common in organisations. The process here is fairly
simple. The need for training in basic skills (such as reading, writing, computing, speaking,
listening, problem solving, managing oneself, knowing how to learn, working as part of a
team, leading others) is identified through assessment. Specific training objectives are set
and training content is developed to meet those objectives. Several methods are available
for imparting these basic skills in modern organisations (such as lectures, apprenticeship,
on-the-job, coaching etc.). Before employing these methods, managers should: 11
  explain how the training will help the trainees in their jobs.
 relate the training to the trainees' goals.
 respect and consider participant responses and use these as a resource.
 encourage trainees to learn by doing.
 give feedback on progress toward meeting learning objectives.

Refresher training: Rapid changes in technology may force companies to go in for this
kind of training. By organising short-term courses which incorporate the latest
developments in a particular field, the company may keep its employees up-to-date and
ready to take on emerging challenges.

 It is conducted at regular intervals by taking the help of outside consultants who

specialise in a particular descriptive.

Cross-functional Training: Cross-functional Training involves training employees to

perform operations in areas other than their assigned job. There are many approaches to
cross functional training. Job rotation can be used to provide a manager in one functional
area with a broader perspective than he would otherwise have. Departments can exchange
personnel for a certain period so that each employee understands how other departments are
functioning. High performing workers can act as peer trainers and help employees develop
skills in another area of operation. Cross functional training provides the following benefits
to an organisation (and the workers as well) (1) Workers gain rich experience in handling
diverse jobs; they become more adaptable and versatile (2) they can better engineer their
own career paths (3) they not only know their job well but also understand how others are
able to perform under a different set of constraints (4) A broader perspective increases
workers' understanding of the business and reduces the need for supervision (5) when
workers can fill in for other workers who are absent, it is easier to use flexible scheduling,
which is increasingly in demand as more employees want to spend more time with their
families. Eli Lilly and Company (India), for example, encourages cross-functional
movements to make the organisation equally attractive to both specialists and generalists.

Team Training: Team training generally covers two areas; content tasks and group
processes. Content tasks specify the team's goals such as cost control and problem solving.
Group processes reflect the way members function as a team - for example how they
interact with each other, how they sort out differences, how they participate etc. Companies
are investing heavy amounts, nowadays, in training new employees to listen to each other
and to cooperate. They are using outdoor experiential training techniques to develop
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teamwork and team spirit among their employees (such as scaling a mountain, preparing
recipes for colleagues at a restaurant, sailing through uncharted waters, crossing a jungle
etc.). The training basically throws light on (i) how members should communicate with
each other (ii) how they have to cooperate and get ahead (iii) how they should deal with
conflict-full situations (iv) how they should find their way, using collective wisdom and
experience to good advantage.

Creativity training: Companies like Mudra Communications, Titan Industries, Wipro

encourage their employees to think unconventionally, break the rules, take risks, go out of
the box and devise unexpected solutions.

 Postpone judgment: Don't reject any idea

 Create alternative frames of reference
 Break the boundary of thinking
 Examine a different aspect of the problem
 Make a wish list of solutions
 Borrow ideas from other fields
 Look for processes to change or eliminate
 Think up alternative methods
 Adopt another person's perspective
 Question all Assumptions.

In creativity training, trainers often focus on three things:

(a) Breaking away: In order to break away from restrictions, the trainee is expected to (i)
identify the dominant ideas influencing his own thinking (ii) define the boundaries within
which he is working (iii) bring the assumptions out into the open and challenge everything

(b) Generate new ideas: To generate new ideas, the trainee should open up his mind; look
at the problem from all possible angles and list as many alternative approaches as possible.
The trainee should allow his mind to wander over alternatives freely. Expose himself to
new influences (people, articles, books, situations), switch over from one perspective to
another, -arrange cross fertilization of ideas with other people and use analogies to spark off
ideas.

(c) Delaying judgement: To promote creative thinking, the trainee should not try to kill off
ideas too quickly; they should be held back until he is able to generate as many ideas as
possible. He should allow ideas to grow a little. Brainstorming (getting a large number of
ideas from a group of people in a short time) often helps in generating as many ideas as 13
possible without pausing to evaluate them. It helps in releasing ideas, overcoming
inhibitions, cross fertilising ideas and getting away from patterned thinking.

Diversity Training: Diversity training considers all of the diverse dimensions in the
workplace race, gender, age, disabilities, lifestyles, culture, education, ideas and
backgrounds - while designing a training programme. It aims to create better cross-cultural
sensitivity with the aim of fostering more harmonious and fruitful working relationships
among a firm's employees.

The programme covers two things: (i) awareness building, which helps employees
appreciate the key benefits of diversity, and (ii) skill building, which offers the knowledge,
skills and abilities required for working with people having varied backgrounds.

Literacy Training: Inability to write, speak and work well with others could often come in
the way of discharging duties, especially at the lower levels. Workers, in such situations,
may fail to understand safety messages, appreciate the importance of sticking to rules, and
commit avoidable mistakes. Functional illiteracy (low skill level in a particular content
area) may be a serious impediment to a firm's productivity and competitiveness. Functional
literacy programmes focus on the basic skills required to perform a job adequately and
capitalise on most workers' motivation to get help in a particular area. Tutorial programmes,
home assignments, reading and writing exercises, simple mathematical tests, etc., are
generally used in all company in-house programmes meant to improve the literacy levels of
employees with weak reading, writing or arithmetic skills.

Job satisfaction

Job satisfaction is in regard to one's feeling or state of mind regarding the nature of
their work. It can be influenced by a variety of factors e.g.: quality of one's relationships
with their supervisor, quality of physical environment in which they work, degree of
fulfillment in their work etc.

Locke gives a comprehensive definition of job satisfaction as involving cognitive, effective

and evaluative reactions or attitudes and states it is "a pleasurable or positive emotional
state resulting from the appraisal of one's job or job experience." Job satisfaction is a result
of employees' perception of how well their job provides those things that are viewed as
important.

There are three generally accepted dimensions to job satisfaction.

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First, job satisfaction is an emotional response to a job situation, as such it cannot be seen;
it can only be inferred.

Second, job satisfaction is often determined by how well outcomes meet or exceed
expectations. For example if organizational participants feel that they are working more
harder than others in the department but are receiving fewer rewards, they will probably
have a negative attitude toward the work, the boss or the coworkers. They will be
dissatisfied. On the other hand, if they feel they are being treated very well and are being
paid equitably, they are likely to have a positive attitude toward the job. They will be job -
satisfied.

Third, job satisfaction represents several related attitudes.

Factors determining job satisfaction

Factors affecting jobs are the main factors of job satisfaction, which may be challenging
work, reward systems, working conditions, colleagues, learning and personality. Skill
variety autonomy and significance are challenging tasks, which provide maximum
satisfaction to employees. Many people feel bored if a job is too simple and routine, but
many employees also enjoy simple and routine jobs.

The job characteristics are important factors for providing satisfaction. Reward systems,
equitable rewards, equal pay for equal work, promotion avenues, etc are satisfaction factors.
Money is important to employees having unfulfilled basic needs, i.e. they require more
award and recognition.

Fairness in promotion, unbiased attitude of management, responsibilities and social status

are the factors that are said to be providing satisfaction to employees.

Working conditions influence employee's level of satisfaction. Under conducive working

condition, people prefer to work hard while in an adverse atmosphere people avoid work.
Working condition not only include physicals of the work but also the working
relationships in the organization. The physical conditions, for example, are the light,
temperature, willingness, etc. A clerk working under routine conditions likes to work hard
in an air - conditioned atmosphere with computer facilities. It increases the working
capacity of the employee.

The relationships between the employees and the managers have an important bearing on
job satisfaction. 15
Job satisfaction is greater in case the higher authority is sympathetic, friendly and willing
to help the employees. Employees feel satisfied when their views are listened to and
regarded by their higher authorities

Personal attitude and perceptions are the employees' angles of satisfaction, which should be
taken into consideration while motivating people to arrive at job satisfaction

Feedback from the job itself and autonomy are two of the major job-related motivational
factors. A recent found that career development was most important to both younger and
older employees.

Supervision is another moderately important of job satisfaction. There seem to be two

dimensions of supervisory style that affect job satisfaction. One is employee centeredness,
which is measured by the degree to which a supervisor takes a personal interest and cares
about the employee. It commonly is manifested in ways such as checking to see how well
the employee is doing, providing advice and assistance to the individual, and
communicating with the associate on a personal as well as an official level . The other
dimension is participation or influence, as illustrated by managers who allow their people to
participate in decisions that affect their own jobs. In most case, this approach leads higher
job satisfaction.

Friendly, cooperative coworkers or team members are a modest source of job satisfaction to
individual employees. The group, especially a "tight" team, serves as a source of support,
comfort, advice, and assistance to the individual member.

Outcomes of job satisfaction

To society as a whole as well as from an individual employee's standpoint, job satisfaction

in and of itself is a desirable outcome. It is important to know, if at all, satisfaction relates to
outcomes variable. For example, if job satisfaction is high, will the employee perform better
and the organization be more effective? I f job satisfaction is low, will there be performance
problems and ineffectiveness? The following sections examine the most important of these.

Satisfaction and performance:

Most assume a positive relationship; the research to date indicates that there is no strong
linkage between satisfaction and performance. Conceptual, methodological, and empirical
analyses have questioned and argued against these results.
16
The best conclusion about satisfaction and performance is that there is, definitely a
relationship. The relationship may even be more complex than others in organization
behavior. For example, there seem to be many possible-moderating variables, the most
important of which is reward. If people receive reward they feel are equitable, they will be
satisfied, and is likely to result in greater performance effort.

Satisfaction and turnover:

Unlike that between satisfaction and performance, research has uncovered a moderately
negatively relationship between satisfaction and turnover. High job satisfaction will not, in
and of itself, keep turnover low, but it does seem to help. On the other hand, if there is
considerable job dissatisfaction, there is likely to be high turnover. Obviously, other
variables enter into an Employees decision to quit besides job satisfaction. For example, age
tenure in the organization, and commitments to the organization, may playa role. Some
people cannot see them selves working anywhere else, so they remain regardless of how
dissatisfied they feel.

Another factor is the general economy, typically there will be an increase in turnover
because will being looking for better opportunities with other organization.

Satisfaction and absenteeism:

Research has only demonstrated a weak negative relationship between satisfaction and
absenteeism. As with turnover, many variables enter into the decision to stay home besides
satisfaction with the job. For example, there are moderating variables such as the degree to
which people that there job are important. For example, research among state govt.
Employees has found those who believed that there was important had lower absenteeism
than did who did not feel this way. Additionally, it is important to remember that although
job satisfaction will not necessarily result in absenteeism, low job satisfaction more likely
to bring about absenteeism.

Significance of Study

Every organization desires that it will grow continuously and make and retain its position in
the competitive and continuously changing market environment. For this purpose the
employees of the organization must be skilled and talented. But all the employees may not
have the desired skills. Their skills can be improved with the help of training programs. It is
an important activity for the origination to conduct appropriate and related programme for
17
its employees, so that may be able to understand the terms required for the completion of
his job. This also helps the employees of the organization to know about his job and
organization very well. This also helps in better communication and relation among the
organization wants to grow rapidly, then it is essential for it to conduct periodically training
programmes for its employees to improve the skills and knowledge.

So the top management must concentrate on the training programs and organize them in
such a way that maximum number of employees wants to attend these programs. These
must be related to training and development of employees and their job satisfaction.

18
CASE STUDY ON “GODREJ AND TRAINING & DEVELOPMENT”

"Many Indian companies have increased their emphasis on training tremendously. I

think it is absolutely essential to spend a lot of money on training and continuous
improvement. In our group every employee has to undergo at least five days of
training a year."

- Adi Godrej, Chairman Godrej Group.

Introduction

In January 2002, Godrej Industries Ltd. (GIL) bought a

26% stake in "Personalitree Academy Ltd."
Personalitree provided interactive soft skills training
programmes online to corporates. Personalitree's
training modules have since been a part of Godrej's
training and development initiatives.

It all started in 1996 with the break-up of the joint

venture between Godrej Soaps Ltd (GSL) and Proctor
and Gamble (P&G). Post break-up, GSL was bereft of a
distribution system and had to start from scratch. As part
of the rebuilding exercise, GSL recruited about 250 new
employees who had to be aligned with its corporate
culture. In 1997, GSL conducted a Total Quality
Management (TQM) workshop for all its 5000
employees to help them connect to their job.

Parivartan was launched in September 2000 in GSL to train new as well as existing
employees on various aspects of the business and to motivate them. In 2001, new
initiatives like Young Entrepreneurs Board (YEB), Red and Blue Teams, Mentoring
and Reverse Mentoring were introduced in the Godrej Group, (Godrej) to encourage
the involvement of youth in strategic decision-making.
19
In early 2002, a need was felt among the top brass of Godrej to instil a performance-
driven culture in the company. In addition to upgrading the talents of existing
employees, Godrej had to train new recruits.

Thus, Godrej developed a comprehensive and innovative training programme for

management trainees and named it Godrej Accelerated Learning Leadership and
Orientation Programme (GALLOP).

The objective of GALLOP was to develop a newcomer into a professional by

giving him or her exposure to various departments and inculcate in him or her, a
sense of belonging.

Later, in September 2002, GIL introduced Spark, a training programme for

managers to help them become effective coaches. Towards the end of 2002, E-
gyan was introduced in GIL to increase the learning potential of employees.

In January 2003, a special HR programme on honing the interpersonal and

negotiation skills of officer- level employees was launched in GIL. Further, in
October 2003, an English language training programme was held for floor workers
of Godrej and Boyce Manufacturing Company Ltd (GBML), so that they could
follow all instructions issued in that language independently.

Background Note

The Godrej story started in 1897, when Ardeshir Burjorji

Godrej (Ardeshir) gave up his legal practice and started
manufacturing locks in a small shed at Lalbaug near
Mumbai. Thus was GBML born. His brother, Phirozshah
Godrej (Phirozshah), carried on the pioneering work and
in 1905 GBML built its first safe, thus entering the
security equipment business.

GBML expanded its range of products by manufacturing 20

office equipment, typewriters, tool-room equipment, etc.
In the early 1920s, GBML started making soaps from
vegetable oils and incorporated GSL in 1928.

In 1958, GBML started manufacturing refrigerators, its first home appliance

product. GSL ventured into animal feed in 1971 to help dairy and poultry farmers
rear healthier livestock. Godrej Pacific commenced operations in 1982 as the
Electronic Business Equipment (EBE) Division of GBML.

In 1985, GBML ventured into Computer Aided Designing services as part of its
EBE division. In 1990, Godrej Properties & Investments Limited (GPIL) was
incorporated to provide meticulously planned townships. In 1991, the Godrej group
entered the processed food and edible oil segment by incorporating Godrej Foods
Ltd (GFL).

The animal feed division was spun off into a distinctly focused animal- feed and
agricultural input company in 1991-92 and was named Godrej Agrovet Limited
(GAVL). In 1993, GBML entered into a joint venture with General Electric (GE),
US and Godrej-GE Appliances was formed.

It went on to manufacture washing machines and air conditioners. GE exited from

the joint venture in 2001 and the appliances business became a division of GBML.
In 1993, Godrej entered into a manufacturing and marketing alliance with Proctor &
Gamble (P&G). A new company P&G-Godrej Ltd, with each company holding
50%, was incorporated.

The entire distribution network of Godrej was transferred to this company and the
joint venture was entrusted with the task of marketing both Godrej and P&G's toilet
soap and detergents brands.

The EBE division was spun off into Geometric Software Solutions Ltd in 1994 to
offer complete solutions to customers. In 1994, Godrej ventured into the insecticide
market through GSL, which bought 75% stake in Transelektra Domestic Products
Pvt Ltd (TDPL), the manufacturer of the "Good Knight" brand.
21
In 1995, Godrej entered into a joint venture with the US multinational, Sara Lee and
the new concern was called Godrej-Sara Lee. The venture was the world's largest
manufacturer of mosquito repellents. In August 1996, P&G-Godrej Ltd, terminated
the arrangement and Godrej re-took charge of marketing its soap & detergent brands
but without a distribution network of its own.

In 1999, GSL sold 22.5 per cent of its shareholding in Godrej-Sara Lee to the group
holding company GBML for Rs 994.7 million. Godrej Infotech Ltd was
incorporated in 1999 to offer software solutions. In March 2001, GSL got de-
merged and its consumer products division came to be known as Godrej Consumer
Products Ltd (GCPL)...

Total Quality Management (TQM) Workshops

Godrej started total quality management (TQM) workshops in 1995, to inculcate a

`positive work culture' in the company. In 1997, all the 5,000 employees of GSL
were put through a three-day workshop as part of the "visioning" session of TQM...

'Parivartan'

In 2000, 'Parivartan' was launched in GSL with the objective of motivating

employees as well as imparting knowledge about the sales functions of GSL. A
team of 18 senior executives from all divisions spanning sales, logistics and HR
were called on to provide necessary inputs...

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Economic Value Added (EVA) Training

In 2001, Godrej introduced Economic Value Added

(EVA) in all its group companies. An extensive training
program was undertaken for various managerial and
officer levels. Over 500 employees were trained to
manage EVA by making appropriate decisions involving
investments and/or trade-offs between the income
statement and the balance sheet. This training programme
was conducted by Stern Stewart, New York based
management consultancy who had pioneered the concept
of EVA...
GALLOP

GALLOP was instituted in early 2002 as a structured and organised induction-

training programme at Godrej. GALLOP aimed at nurturing the new recruits into
leaders and dynamic performers through this one-year programme. The programme
started with an induction speech by the chairman, followed by the speeches by the
CEOs of all the group companies.

The trainees were rotated in four departments other than their primary department
including a compulsory sales stint. This mandatory rotation in sales enabled the
trainees to get a hands-on experience in understanding the market...

Spark

The objective of the Spark programme, initiated by GIL in September 2002, was to
"train the trainers". The training programme was aimed at equipping the managers
to become successful coaches. GIL, in association with a Delhi-based HR
consultant, conducted a host of workshops to enable the managers assume the role
of a coach...

E-Gyan

E-Gyan was the e-learning initiative of GIL launched in the second half of 2002. It
23
 was an attempt to move away from traditional training methods of workshops and
help sharpen the intellect of the employees by self- learning initiatives. Initially,
Satyam Education Services Ltd was the content provider and rendered the entire
gamut of learning resources through its e-learning portal -learnatsatyam.com.
Internal communication measures like 'enrolment on a first-come-first-serve basis'
and 'be the first e-gyanee' were circulated...
Criticisms

One criticism against the training and development programs at Godrej was that
there were no measurement techniques to judge the effectiveness of the programs.
For example, no specific measures were developed to determine the extent to which
the interpersonal and negotiation skills training aided the employees to develop a
more robust business concept...

Troy and Modular Management Development Academy

When Nationwide Crash Repair Centres needed to raise the professional standard of
the managers running its sites, it turned to Troy Training and Development. Troy
provided a modular Management Development Academy which was designed to
target the critical business issues faced by Nationwide and enable its managers to
concentrate their learning around the real life issues and leadership challenges
facing them in the workplace.

The Client

Nationwide Crash Repair Centres Ltd is the UK's largest group of accident repair
centres. The firm has been operating in the motor industry since 1908 when the
founder Harold Perry started the Capital Screen, Hood & Motor Accessories
Company. Considerable investment in staff, training, equipment and premises has
allowed the company to constantly improve capabilities and capacity. With a total
of 62 bodyshops, Nationwide is by far the largest group of accident repair centres in
the UK and is recognised as the market leader in the UK accident repair market.
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The Problem

Nationwide was faced with increasing demands and requirements on its customer
service levels particularly from clients such as insurance companies. In order to
maintain its reputation as the market leader, Nationwide wanted a Management
Development programme that raised the standard of the managers running its sites.
Its 62 sites are found across the country, therefore the training programme needed to
be able to take into account a range of diverse experiences.

The Solution

Troy was carrying out customer satisfaction indices (CSI) for Nationwide when it
was appointed to conduct a Management Development programme. The key driver
for Nationwide and Troy was to provide a consistent and pragmatic business
focussed approach. Troy spent time with both Nationwide's Regional & General
Managers to determine the key skills and behaviours that needed developing. Once
the situation had been assessed, it was felt by both parties that the best way forward
was with the use of a Troy Management Development Academy.

The aim of the Academy was to assist individuals in further developing key
personal, interpersonal and organisational skills in their role as Managers enabling
them to become the Best in Europe.

To achieve this aim, Troy wrote a ten module Academy programme with each
module lasting one day.

The specific objectives of the Academy were to:

 Clarify and develop the role of a Nationwide Manager

 Provide a range of people management tools and techniques to support the
achievement of Nationwide's corpoarte objectives
 Enable the use of management skills and knowledge within the business
environment
 Build a continual, self reflective process for professional development
within a supportive, learning environment
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Throughout this process Troy referenced the original results of the CSI as both a
pragmatic and targeted way to move forward and as a benchmark for measuring the
success of the Academy.

The Benefits

Troy's Management Development Academy enabled Nationwide's managers to

concentrate their learning around the real life issues and leadership challenges
facing them in the workplace. Through the Academy, Nationwide saw the following
benefits:

 Managers were able to expand on their existing skills

 The Academy was designed specifically for Nationwide to meet the needs of
its managers it was not an off the shelf' training programme
 The Modular approach helped identify and focus on personal development
needs within their individual roles
 It was business-focused, with the Troy approach ensuring that the training
was relevant and timely

This resulted in 60 managers being trained in 10 modules over a 2 year period.

Commenting on the Academy, Martin Fletcher, Regional Manager for Nationwide,

said:

"The Nationwide Academy has been a real opportunity for me to hone my

management skills and grow as a manager within the business. Its practical, real
life approach means the modules are focused on what's really happening in our
business, and not just 'management theory'. One of the advantages of the Academy
was that it gave me the opportunity to take time out once every 6 - 8 weeks and
really think about my approach to both my team and my customers. When I began
the Academy last year I was a General Manager of a site, and have now been
promoted to Regional Manager."

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For the Future

As a result of its satisfaction with the Academy, Nationwide have now contracted
Troy to deliver a 2 day Supervisory Skills course to 54 of its assistant managers, and
a 2 day Customer Care course for 164 of its front line staff.

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REFRENCES

Reference Books: -
 K Aswathappa - Human Resource and Personnel Management by Tata
McGraw – Hill Publishing Company Limited, New Delhi, Third Edition.
 K Aswathappa - Organizational Behaviour.

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