A

PROJECT REPORT

ON

“TRAINING & DEVELOPMENT PROCESS AT

DABUR INDIA LIMITED”

PROJECT SUBMITTED FOR THE PARTIAL FULFILLMENT OF

THE REQUIREMENT

OF

MBA (03 YEARS) PROGRAMME/ COURSE OF ASODL

SUBMITTED BY

2
 TABLE OF CONTENTS

CHAPTER INDEX
INTRODUCTION
CHAPTER-1
CHAPTER-2 OBJECTIVE OF THE STUDY & SCOPE OF THE STUDY
CHAPTER-3 METHODOLOGY
CHAPTER-4 DATA COLLECTION
CHAPTER-5 DATA ANALYSIS
CHAPTER-6 FINDINGS
CHAPTER-7 RECOMMENDATION
CHAPTER-8 CONCLUSION
CHAPTER-9 APPENDIX & ANNEXURE
CHAPTER-10 BIBLIOGRAPHY

CHAPTER -1
3
INTRODUCTION

4
 INTRODUCTION

Dabur India Limited came into existence over 100 years ago in 1884 at Calcutta. The

founder, Dr.S.K.Burman, was a practicing allopathic doctor. At that time Malaria, Cholera

and Plague were the common diseases. He was a physician who brought ayurvedic medicines

to the masses of Bengal. Initially established as a proprietary firm for the manufacture of

chemicals and ayurvedic drugs it was later on 19th November 1930 incorporated as private

limited company. Late Shri C.L.Burman, son of late Dr S.K. Burman and his son late Shri

P.C.Burman in the name of Dr S.K.Burman Pvt.Ltd. to expand the operations by setting up

production facilities at Garia and Narendrapur, West Bengal and Daburgram, Bihar.

Dabur (Dr.S.K.Burman) Pvt. Ltd. was merged with Vidogum and Chemicals Ltd. w.e.f.

1st July1985 and the amalgamated company was renamed DABUR INDIA LIMITED and a

fresh certificate of incorporation was issued to that effect. In 1970,the bulk of manufacturing

facilities were shifted from West Bengal to Faridabad in Haryana.

In 1975,vidogum and chemicals were incorporated in technical collaboration with

Unipekin AG (Switzerland) for the manufacture of edible grade and industrial grade

Guargum powder at Alwar in Rajasthan.

In 1977,a modern automated plant was set up in Sahibabad (U.P.) for the manufacture of

Chyawanprash, Asavrishthas, Hair oil, Tooth powders, Hajmola, and other Ayurvedic

specialties. Certification for production of toiletries and food grade products was issued on

13th October 1986 by the registrar of Delhi and Haryana to the company, Dabur Private

Limited, a closely held Public Limited Company.

5
 It was incorporated as a Private Ltd. Company in the name of Dabur (Dr. S.K. Burman)

Pvt. Ltd. From a humble beginning in 1884, a manufacture of traditional medicine in

Calcutta, Dabur has come a long way to become a multifaceted multinational, multi-product,

modern Indian corporation with a global presence. It now enjoys the distinction of being the

2nd largest FMCG Company and is praised to become a true Indian Multinational.

The main plant was set up in Sahibabad (U.P.) in 1977 for manufacturing of Chyawanprash,

hair oil, tooth powder, hajmola and other ayurvedic medicines and food products etc. Dabur's

main line of business is in the sphere of Health care, Personal care and Beauty care. Its

strength lies in natural and herbal preparations.

Dabur's corporate philosophy has always been ahead of its time. The founder's initial

success was mainly due to his direct main campaigns- a technique that became very popular

nearly a century later. The company was one of the earlier Indian companies to have fully

equipped R & D lab as early as in 1919. Today, the company has its own mainframes and

computers are a way of life here.

Dabur is also an ISO 9002 certified company. The certification was obtained in 1995 by

SGS YARSLEY international services Limited U.K. Dabur's revenue today exceed Rs.800

crores with plans to achieve Rs.2, 000 crores by year 2003. Dabur has 34,000 shareholders

with market capitalization of over Rs.1, 400 crores.

6
 Dabur has 11 manufacturing plants in India and Nepal and a licensee in the Middle East.

It has manufacturing base in Egypt also. The company has over 4,000 employees with around

1,500 looking after sales and marketing functions.

The Indian market is being served through a transactional network of sales offices and

carrying and forwarding agents. The company has its offices in London, New York and

Moscow. Dabur products are being exported to around 50 countries. Dabur portfolio is

exceeding 500 products of FMCG and health care products.

The Board of Directors of Dabur India Limited (DIL) met on July 23, 2003 to

consider the unaudited financials of the company for the first quarter that ended on June 30,

2003. Company has recorded a growth of 36 per cent in its net profit per cent growth in its

turnover during April-June 2003.

The turnover of DIL, during the three-month period, has increased to Rs 266 crore to

Rs 300 crore while the net profit has increased 11.5 crore to Rs 16 crore during the same

period.

The first quarter results should not be annualized as sales usually improve in

subsequent quarters.

7
 CHAPTER -2

COMPANY PROFILE

8
 COMPANY PROFILE

Dabur India Limited is the fourth largest FMCG Company in India with interests in

Health care, Personal care and Food products. Building on a legacy of quality and experience

for over 100 years, today Dabur has a turnover of Rs.1232 Crore with powerful brands like

Dabur Amla, Dabur Chyawanprash, Vatika, Hajmola & Real.

The story of Dabur began with a small, but visionary endeavor by Dr. S. K.

Burman, a physician tucked away in Bengal. His mission was to provide effective and

affordable cure for ordinary people in far-flung villages. With missionary zeal and fervor, Dr.

Burman undertook the task of preparing natural cures for the killer diseases of those days,

like cholera, malaria and plague.

Soon the news of his medicines traveled, and he came to be known as the trusted

'Daktar' or Doctor who came up with effective cures. And that is how his venture Dabur got

its name - derived from the Devanagri rendition of Daktar Burman. Dr. Burman set up Dabur

in 1884 to produce and dispense Ayurvedic medicines. Reaching out to a wide mass of people

who had no access to proper treatment. Dr. S. K. Burman's commitment and ceaseless efforts

resulted in the company growing from a fledgling medicine manufacturer in a small Calcutta

house, to a household name that at once evokes trust and reliability.

9
 DABUR OVER THE YEARS

More than a century ago, a young doctor started with a vision to provide
innovative and affordable health care products to Indian masses. Thus, was born
an organisation today known as Dabur India Limited. The twelve hundred
crores corporate today started with a small dispensary at Calcutta, the noble
thoughts of Dr.S.K.Burman being the main source of inspiration behind the
project. From that humble beginning, the company has grown into India’s
leading manufacturer of consumer health care, personal care and food products.
This phenomenal progress has seen many milestones, some of which are
mentioned below:

 1884: Dr.S.K.Burman lays the foundation of what is known as Dabur

India Limited. Started from a small shop at Calcutta, he began a direct
mailing system to send his medicines to even the smallest of villages in
Bengal. The brand name Dabur is derived from the words "DA" for
Daktar or doctor and "BUR" from Burman.

 1896: As the demand for Dabur products grows, Dr. Burman felt the need
for mass production for some of his medicines. He set up a small
manufacturing plant at Garhai near Calcutta.

 Early 1900s: The next generation of Burman's take a conscious decision

to enter the Ayurvedic medicines market, as they believe that it is only
through ayurveda that the healthcare needs of poor Indians can be met.

10
 1919: The search for processes to suit mass production of ayurvedic
medicines without compromising on basic ayurvedic principles lead to
the setting up of the first Research and Development laboratory at Dabur.
This initiate a pain staking study of ayurvedic medicines as mentioned in
age old scriptures.

 1920s:A-manufacturing facility for Ayurvedic Medicines is set up at

Narendrapur and Daburgram. Dabur expands its distribution network to
Bihar and northeast.

 1936: Dabur India (Dr. S.K.Burman) Pvt.Ltd. is incorporated.

 1940: Dabur diversifiers into personal care products with the launch of its
Dabur Amla Hair Oil.

 1949: Dabur Chyawanprash is launched in a tin pack and becomes the

first branded Chyawanprash of India.

 1956: Dabur buys its first computer. Accounts and stock keeping are one
of the first operations to be computerized.

 1970: Dabur expands its personal care portfolio by adding oral care
products. Dabur Lal Dant Manjan is launched and captures the Indian
rural market.

 1972: Dabur shifts base to Delhi from Calcutta. Starts production from a
hired manufacturing facility at Faridabad.

11
 1978: Dabur launches the Hajmola tablets. This is the first time that a
classical ayurvedic medicine is branded from Shudhabardhak bati to
Hajmola tablets.

 1979: The Dabur Research Foundation (DRF), an independent company

is set up to spearhead Dabur's multi-faceted research. Commercial
production starts at Sahibabad. This is one of the largest and most modern
production facilities for ayurvedic medicines in India at this time.

 1984: The Dabur brand turns 100 but is still young enough to experiment
with new offerings in the market.

 1986: Dabur becomes a public Limited company through reverse merger

with Vidogum Limited, and is re-christened Dabur India Limited.

 1989: Hajmola Candy is launched and captures the imagination of

children and establishes a large market share.

 1992: Dabur enters into a joint venture with Agrolimen of Spain far
manufacturing and marketing confectionery items such as bubble gums in
India.

 1993: Dabur set up the oncology formulation plant at Baddi, Himachal

Pradesh.

 1994: Dabur India Limited comes out with its first public issued at a
premium of Rs.85 per share. The issue is subscribed over 21 times.

12
 1994: Dabur enters the oncology (anti-cancer) market with the launch of
Intaxel (Pacitaxel). Dabur becomes only the second company in the world
to launch this product. The Dabur Research Foundation develops the
unique eco-friendly process of extracting the drug from the leaves of the
Asian Yew Tree.

 1995: Dabur enters into a joint venture with Osem of Israel for
food and Bongrain of France for cheese other dairy products.

 1996: Dabur launches Real fruit juices, which heralds the company's
entry into the processed food market.

 1997: The foods division is created, compromising of real fruit juices and
Homemade cooking paste to form the core of this division's product
portfolio.

 1998: Project STARS (Strive To Achieve Record Successes) is initiated

by the company to achieve accelerated growth in the coming years. The
scope of this project is strategic, structural and operational changes to
enables efficiencies and improves growth rates.

 1998: The Burman family hands over the reins of the company to a
professional, Mr. Ninu Khanna joins Dabur, as the Chief Executive
Officer.

 1999-2000: Dabur achieves the Rs.1000 crores turnover mark.

13
 2001-2002: Launched Amla Light, new flavors in Real Juices-grapes,
guava, apple active, orange active, homemade pappad, Vatika- an anti-
dandruff shampoo.

 2005: New launches homemade coconut milk (in south), Tang, Tomato
puree, Vatika light.

 2006: Dabur achieves Rs.3,184 crores turnover mark with an increase of

9 per cent. Turnover of FMCG reaches to Rs 1356.5crores, which shows
a profit of Rs. 78 crores. Turnover of pharmaceuticals reaches to Rs 190
crores with a profit of Rs.17 crores.

14
 LOCATION OF OPERATIONS

Head office : Sahibabad, Ghaziabad (U.P.)

Regd. Office : Asaf Ali Road, New Delhi
Corporate office : Kaushambi, Ghaziabad (U.P.)
Sales & Marketing: New Delhi

OFFICES:

Chandigarh (H.P.), New Delhi (Delhi), Jaipur (Rajasthan), Kanpur (U.P.), Patna
(Bihar), Ahemadabad (Gujarat), Indore (M.P.), Cuttak (Orissa), Mumbai
(Maharashtra), Hydrabad (A.P.), Chennai (TamilNadu), Bangalore (Kamatka),
Kochi (Kerela), Guwahati (Assam), Kathmandu (Nepal), Russia, U.K.

FACTORY:

Baddi (H.P.), Ghaziabad (U.P.), Alwar (Rajasthan), Daburgram (Bihar),

Kalyani&
Narendrapur (West Bengal), Katni (M.P), Birgunj (Nepal), Egypt.

C&Fa:

Jammu, Chandigarh (HP) Ambala (Punjab), New Delhi (Delhi), Ghaziabad

(U.P.), Dehradun (U.P.), Lucknow (UP), Rachi, Patna (Bihar), Guwahati
(Assam), Calcutta (West Bengal), Jaipur (Rajasthan), Ahemadabad (Gujarat),
lndore (M.P.) Raipur (M.P.), Bhubaneshwar (Orissa), Cuttak (Orissa), Mumbai
(Maharashtra), Hydrabad
(A.P.), Chennai (TamilNadu), Bangalore (Karnataka), Cochin (Kerela).

15
Dabur’s products World Wide

Dabur have spread itself wide and deep to be in close touch with our overseas
consumers.

 Offices and representatives in Europe, America and Africa;

 A special herbal health care and personal care range successfully selling in markets of
the Middle East, Far East and several European countries.

 Inroads into European and American markets that have good potential due to
resurgence of the back-to-nature movement.

 Export of Active Pharmaceutical Ingredients (APIs), manufactured under strict

international quality benchmarks, to Europe, Latin America, Africa, and other
Asian countries.

 Export of food and textile grade natural gums, extracted from traditional plant
sources.

Partnerships and Production

 Strategic partnerships with leading multinational food and health care companies to
introduce innovations in products and services.

 Manufacturing facilities spread across 3 overseas locations to optimize production by

utilizing local resources and the most modern technology available.

MAJOR PRODUCTS AT A GLANCE

Health Care Personal care Foods
Health Supplements Hair Care- Oil Real
*Dabur Chawanprash *Amla Hair Oil *Fruit Juice
*Glucose D *Amla Lite Hair Oil *Active
*Honey *Vatika Hair Oil
*Anmol

16
Digestives Hair Care- Shampoos Cooking
*Hajmola *Vatika Henna Conditioner *Coconut
*Hajmola Candy *Vatika Anti Dandruff
*Pudin Hara
*Pudin Hara G

Oral Care Skin Care

*Gripe Water *Gulabari
*Dabur Red Toothpaste
*Dabur Lal Dant Manjan
*Binaca Tooth Paste

Baby Care
*Dabur Lal Tail
*Dabur Baby Olive Oil
*Dabur Janma Ghuti

OTC Products
*Nature Care
*Sat Isabgol
*Shilajit
*Ring Ring
*Itch Care
*Back Aid
*Shankha Pushpi
*Dabur Balm
*Sarbyna

17
CHAPTER - 3

OBJECTIVE

18
 OBJECTIVE

The fundamental aim of training is to help the organization. Achieve its purpose
by adding value to its key resource, the people, it employs. Training means
investing in the people to enable them to perform better and to empower them to
make the best use of their natural ability. The particular objectives of training
are to:-

 Develop the competences of employees & improve their performance.

 Help people to grow within the organization in order that as for as

possible its future needs for Human Resource can be met from within.

 Reduce the learning time for employees starting in new job on appointment, Transfer
or Promotion & ensure that they become fully competent as quickly & economically
as possible. The objective of the project is to “Training and Development in DIL.”
As we know that training is an important factor for growing because growth is
lifeline for the company.

 The main motto of this project was to know, how company conducts training
program. What are the basic requirements during this process? How does the
company come to know that some body needs training?

 After providing them training analysis is required. Analysis makes the management
aware of the workers or staffs whosoever had gone through the training.
Development is the main objective of any training.

 If there is no any development, the objective of training is not achieved. So for

achieving the objective, development is very much required.

19
 CHAPTER -4

RESEARCH
METHODOLOGY

20
 RESEARCH METHODOLOGY

To conduct any research scientific method must be followed.

The universe of study is very large. In which it is difficult to collect information from all the

employees. So the sampling method has been followed for the study.

 The analysis is based on primary as well as Secondary Data.

Research Area
 Dabur Inida Limited, Ghaziabad

Sample Size
 100 Peoples

Data Collection types

1. Primary Data
2. Secondary Data

1. Primary Data - Primary data collected using an appropriate questionnaire. And

observing employees at mother dairy.

2. Secondary Data – Secondary data collected by using Internet & Books.

METHOD OF ANALYSIS : Pie Chart

21
 CHAPTER -5

TRAINING & DEVELOPMENT

22
 TRAINING & DEVELOPMENT POLICY
Why training is important
Every company should be fully committed to the continuous development of its staff, in
the same ways as we continuously develop our services. This will be achieved by helping all
staff identify and meet their own job and business related development needs. This policy
will ensure that we have the adaptability and flexibility to thrive and succeed as a business.
To do this, all line managers, through the Performance Review process, will
 Ensure that staff have a level of knowledge and skill to fully perform their role
 Encourage staff to develop within their current role
 Look for potential, and find ways for staff to demonstrate potential
 Recognize and reward staff development (utilizing it wherever possible)
 Create a learning culture by providing opportunities for learning
Equal opportunities
All staff are entitled to and can expect to receive training they need to carry out their
current role. This includes fixed-term contract or short-term contract staff.
Permanent employees can expect to benefit from further commitment for each
individual to devote at least 5 days a year towards training and development. First priority
will be towards job-related training, but we will also encourage individuals to undertake
personal development training. This may entail taking professional qualifications;
undertaking research into a particular field of interest or experiencing a particular aspect of
another job in order to gain an insight into the role and fuller understanding of the work.

Shared responsibilities
It is recognizes the need for everyone to learn and develop their skills on a continuous
basis and will support individuals to help them achieve this. Equally, the company expects
individuals to take on some responsibility for their own self-development. For example,
identifying suitable training activities (with the help of line managers and Personnel Services)
and adopting a flexible and positive approach to any training and development that is
identified with them.

23
Identifying training & development needs
Identifying training and development needs, and helping individuals to improve their
performance, are key responsibilities for line managers, so they are expected to be actively
involved in their team’s training and development. Line managers are also responsible for
measuring the effectiveness of any training and development undertaken by team members,
with assistance from Personnel Services.
The skills and knowledge that will be needed for the future success of the company
will become apparent as each year’s business (corporate) plan is drafted and communicated to
teams within the company and individual performance objectives agreed. Where individual
skills, knowledge or the development of competencies are needed to achieve our business
objectives, these should be recorded on the Development Needs Assessment plan, which
forms part of our Performance Review process.

Setting and evaluating learning objectives/outcomes

The company has a number of key business objectives that it needs to achieve. These
objectives can be achieved only through harnessing the abilities and skills of everyone in the
company and by releasing potential and maximizing opportunities for development. If
individuals need to learn in order to achieve business objectives, it is important that any
training and development in which we invest has a relationship to our business objectives, so
we can demonstrate the contribution learning makes towards overall organizational success.
To demonstrate this contribution, individuals will agree with their line managers, prior
to undertaking a learning activity, “learning objectives”. Learning objectives will be the
means by which managers and company can measure how effective training and development
has been towards achieving our business objectives or performance. Setting learning
objectives will therefore provide a benefit for everyone:
For individuals, objectives give a better understanding of what is expected of them; where
priorities lie; where their contribution fits into the organization and how they are progressing.
For managers, objectives provide a basis for allocating responsibility to individuals for
achieving certain results; monitoring the achievement of results and providing solid evidence,
which is less subjective, for assessing an individual’s performance.
For the organization, objectives give a greater likelihood of strategic and corporate plans
being achieved.

24
 Once someone has experienced a training and development activity or learning, we
will measure its impact and effectiveness on individual performance and the organization.
Again, line managers are expected to be part of this process by defining the performance
standards (or measures) when setting objectives and deciding on the methods that they will
use to evaluate the learning.(Personnel Services will of course be available throughout the
process to provide guidance and support).
There are three key stages that will be used to evaluate training and development:
Reaction: At this level, evaluation provides information on the attitudes of a participant to
learning, but it does not measure how much they have actually learned. That being said, if a
participant has a positive reaction to the learning experience they are more likely to
implement what they have learned. Evaluation at this level will be measured by a post-
learning questionnaire, which will be completed immediately after the learning activity has
taken place. Normally, Personnel Services will be responsible for issuing this type of
questionnaire.
Performance: Evaluation at this level looks at the impact of a learning experience on
individual performance at work. Key to this area of evaluation will be the need to have
established smart learning objectives prior to the learning experience so that when evaluation
takes place there are measures to use. For example, an important learning objective for a
junior secretary attending a Word training course may be “to produce typed correspondence
with no spelling or typographical errors.” In this example, a manager would be able to
evaluate the secretary’s performance using a measure of “no spelling or typographical
errors”. Ideally, evaluation on performance should take place approximately 3 – 4 months
after the learning activity. Line managers should undertake this evaluation and send a copy
of the results to Personnel Services.
Organizational impact: At this level evaluation assesses the impact of learning on
organizational effectiveness, and whether or not it is cost-effective in organizational terms.
Personnel Services will undertake this evaluation as part of a wider training and development
evaluation process.
In summary then, Personnel Services will evaluate training and development at the
reaction and organizational levels, and line managers will be responsible for evaluating the
effectiveness of training and development at the performance level. However, there will be
some types of learning activities, for example attending conferences or seminars, where it

25
may not be appropriate to undertake any evaluation. If any doubt, please contact Personnel
Services.
To assist line managers, there are a variety of methods that can be used to measure the
effectiveness of the learning. Some of these include:
 Participant self-assessment
 Written or practical tests
 Structured interviews
 Questionnaires
 Feedback – for example, internally from colleagues, peers, and managers and/or
externally from partners, customers or clients
 Qualifications obtained

Line managers should contact Personnel Services, who will be pleased to help set-up an
evaluation method to use to measure the effectiveness of a training activity.
Funding
Funding for training and development will be paid from a central training budget, therefore
the Head of Personnel Services must approve any training and development that involves a
financial cost before any financial commitment is made. Details of how to apply for a
training and development are explained under the section headed “Selecting a training

provider and applying for training”.

In addition to job-related training and development, company also recognises the need
to help individuals to improve within their chosen career path by encouraging individuals to
gain professional/vocational/academic qualifications. With this in mind, company has
established a company sponsorship scheme whereby full or partial sponsorship will be
provided. Information about the scheme can be found under the section headed “Company
sponsorship”.
Time off to attend training courses
Where an individual needs to attend a training course funded by company, time off
during working hours will be given to attend the course. Individuals are expected to travel to
and from a training venue within the normal course of the day. Where company is providing
sponsorship towards a professional qualification, time off to attend
lectures/workshops/summer school will be agreed on an individual basis, taking account of

26
the business needs. The Head of Personnel Services will approve any such requests, in full
consultation with line managers.
Non-training course learning activities
Typically, a training course is designed to transfer new skills or knowledge to an
individual. Invariably new skills and knowledge will be developed over time to improve
performance. However, not all learning has to be addressed through a training course. There
is a wide range of development methods available that can be used without leaving the office.
For example, being coached by a fellow colleague or manager; using a computer aided
training package; on-the job training; reading books; undertaking research or practising a
particular skill.
Finding out about training courses or alternative learning methods
Personnel Services is building up a range of literature from training suppliers and a
selection of books/videos/computer discs available for individual use. To find out more,
please contact Personnel Services.
Selecting a training provider and applying for training
Before booking a training event, individuals should research the costs and course availability
with possible training providers. Personnel Services will be happy to help as they keep
details of various training providers, so please contact them for information/advice.
Company organised training programmes, for example Customer Service Training,
Team Building training, will be co-ordinated through Personnel Services (so individuals do
not have to complete any forms). All other training and development activities must be
authorised by Personnel Services before any training is booked.
Company sponsorship
Company recognises the need for continuous professional development and are
pleased to be able to offer a sponsorship scheme to all permanent and fixed-term employees
(whose contracts are for at least one year). The scheme covers professional, academic or
NVQ (or equivalent) qualifications. The following guidelines are designed to give
individuals an idea of the sort of funding that may be available and how individuals may
apply.
TRAINING NEEDS IDENTIFICATION
IDENTIFICATION OF TRAINING NEEDS
Training is often included as an essential element of an organization’s strategy to gain

27
a competitive advantage. Regulatory agencies require that employees be trained certain topics
and personal development/career paths often specify skill and knowledge areas which must
be mastered. These are the factors that influence an organization’s overall training program.
With all these sometimes-divergent factors competing for resources training systems can
become stressed, ineffective, inefficient and fragmented. Organizations need a structure
approach when developing/improving their training system.
For purposes of this discussion we will divide the training process into three phases:

(1) Needs identification

(2) Training Systems (courses, modules, training aids, presentation, instructors, records)

(3) Evaluation

PHASE ONE: Needs Identification

The first phase is the identification and analysis of an organization's training needs. As a
minimum, the organization should be able to accomplish the following four things:

1. Systematic review of each trade, occupation or process by a team of

knowledgeable individuals

2. Conduct verbal and/or written surveys of managers, supervisors, leaders,

technicians and workers

3. Conduct a complete review of legislated training requirements

4. Review the results of Hazard Analyses, Occupational Health surveys and

other survey or process analyses.

Identification of training needs (ITN)

Identification of training needs (ITN), if done properly, provides the basis on which
all other training activities can be considered. Also requiring careful thought and analysis, it
is a process that needs to be carried out with sensitivity: people’s learning important to them,
and the success or the organization may by to stake.

It is important to know exactly what you are doing, and why, when undertaking ITN.
This is the reason we have included material to help you make considered decision and take

28
thoughtful action. You will find, however, that the return on the investment you make in fully
understanding what ITN is all about will make it well worth while.

Training Needs Identification and Analysis

 Training needs identification detects and specified the training and development needs of
individuals within organization and of the organization as a whole.
 Training needs analysis follows on from need identification and determines the most
effective and appropriate ways in which the needs might be met. If can, of course, lead to
decisions that there should be no training provision in view of the limited scale of the
needs, the cost of provision future development envisaged, and so on.
Within the identification and analysis of these ‘need’ the actual nature of the need must be
defined. A ‘need’ is not a ‘want’.
Identification of an individuals needs has been a result of the question ‘what’ sort of
training do you want? Effective training and development in an organization depends on the
need for the improvement of human performance being identified and satisfied by the
provision of appropriate development opportunities. ‘Wants’ can frequently be ‘need’, but the
analyst must be certain of the value of any aspect raised and eventually provided.
ITN is as important in the training process as the training itself and subsequent evaluation.

29
The sequence of thinking can be for example:
 In order to achieve our objectives we need our people to question the way we do
things.
 Therefore our people need to learn to question the way we things.
The training need was about learning to question the way we do things. The solution was not
direct training in questioning, but a subtler longer-term process of encouraging employees to
take an active involvement in their own development, thus increasing their commitment to
learning, to their work, and to the organization as a whole.
It will useful to consider how the concepts of training need and ITN have evolved over recent
decades.
Level of performance and need
We find it helpful to consider performance (whether of people, systems, processes, teams, or
the organisation as a whole) at three different levels. This means that the need arising from
these levels of performance, and hence levels of need are:
Level 1 Implementing (I1) doing things well
Level 2 Improving (I2) doing things betters
Level 3 Innovating (I3) doing new and better things
Level 1
Implementing level needs arise where the main problem is the gap between desired and actual
performance. In other words, this is where people need to learn how to do the job well – as
defined by current standards. It is about learning to satisfy basic requirements
and needs, in order to bring performance up to standard and maintain in there.
Level 2
Obviously, level 1 need is, in a way, about improving individual or group performance that is
currently lagging behind. However, when we refer to needs at level 2, we are talking about
improving the performance of everybody
 Of the organization as a whole – by raising current standards. This is where
continuous improvement comes in

30
Fig.1 The additive nature of the three level of performance
I1 : Implementing
Adhering (1) – learning to carry out basic tasks correctly. This is done by sticking closely
to the rules laid down for doing the job and following precisely the set procedures.
Adapting (2)– when we may need to bend the rules slightly and make adjustment to
procedures in order to make things work better. There may be minor changes in work
circumstances as the job is being carried out.
Relating (3) – involves learning to understanding why things have been set up the way
they have and why procedures work as they do – as well as appreciating what needs to be
done.
Adhering, adapting and relating are the focused of most basic instruction and training,
whether designed for newcomers to the work or to “get people up to scratch” if their
individual performance has failed to match the standard required, or if for some other reason
they are lagging behind.
I2 : Improving
For Improving performance, where our aim is “to do things better”, different types of
learning are needed. This level requires (1), (2), (2) an ability to act more independently, to
take initiatives and to make your own meaning and sense out of what is going on. So we are
concerned with the following modes.
 Experiencing (4), i.e. being able to reflect on experiences and make our own meaning
from them.
 Experimenting (5), i.e. learning to design and carry out systematic processes, in the
form of experiments, in order consciously to discover more about the job and the
work, normally in the terms of particular target areas deemed in need of improving.
If people are encouraged to learn in these way (i.e. (4), (5)) considerable improvements can
be made and performance enhanced.
I3 : Innovating
Performance at this level requires two sets of learning in addition to modes 1 to 5. here
we are concerned with doing “new and better things”, and therefore learning has to
concentrate on a more sophisticated and complex set of factors.

31
  Connecting (6), i.e. making connection between things, events, and people, and
allowing integration and synergy to be achieved. We thus learn to work better with
others, and particularly with people from different disciplines, who may have different
perspectives and assumption, all of which need accommodating.
 Dedicating (7), where we learn to work out of a sense of purpose – why we are doing
something, and why we are doing something, and why we are doing it at a certain
time and in a particular way. This should mean that we develop a clear sense of “what
is in it” not just for ourselves, but for our colleagues, the organization as a whole, and
the wider community.
Organizational, group, and individual needs
As well as the three levels of need - implementing, improving, and innovating (I1, I2
and I3) - there are also three areas of need: organisational, group, and individual. Because we
shall be devoting, specific chapters to each of these, at this point we shall give only a quick
overview of them.
Organizational needs
These concern the performance of the organisation as a whole. Information about this
overall performance may identify areas of need either for training or other interventions.
I1: implementing level
Here ITN is about finding out whether the organisation is meeting its current
performance standards and objectives, and, if not, exploring ways in which training or
learning might help it to do so.
I2: improving level
Organisational needs arise at this level we want not just to meet current objectives but,
for various reasons, to raise their level.
I3 : innovating level
These needs occur when the organisation decides that it has to adopt a major new
strategy, create a new product or service, undergo a large-scale change programme, or
develop significant new relationships, such as joining with others to form new partnerships.
The reason that so many major change programmes fail (over 75 per cent, according to
various research studies) is that they do not recognise the need to take a holistic view of all
the systems - technical, human, financial, and marketing - and they do not involve a wide
range of stakeholders in designing and implementing the change.

32
Group needs
These concern the performance of a particular group, which may be a team,
department, function, sub-unit, or so on. Information about this group¢s performance may
identify areas of need - which, again, may be for training or other interventions.
I1: implementing level
In this case ITN is about finding out how efficiently a particular team or group goes
about its business and meets its current objectives.
I2: improving level
This level is where many continuous improvement projects are to be found, because
these are usually carried out by teams. The team is able to identify improvement areas and
also works together effectively to carry out many process and systems improvements.
I3 : innovating level
By working effectively with other teams across boundaries, major changes can be
brought about, better relationships and communications be established, and new ways of
working together be formed.
Individual needs
These concern the performance of one or more individuals (as individuals, rather than
as members of a group). Again this information may identify specific needs.
I1: Implementing level
Here ITN is about finding out to what extent individuals need to learn or be trained

 to bring their current performance up to the required level

 as a result of changes in methods and processes that call for new competencies and skills.

I2: Improving level

Here ITN is about looking at the extent to which individuals need to learn or be
trained in systematic, continuous improvement skills and how to take initiatives.
I3 : Innovating level
Finally, this is where we find out whether individuals need to learn how to think
holistically, work across boundaries, examine their assumptions, or work with people from
different backgrounds and with different perspectives.

33
 In Table 1 individual, group, and organisational learning needs are brought together at
each of the three levels of performance, showing the wide range of what we may need to
consider when carrying out a thorough training-needs analysis.
STUDY OF NEEDS OF TRAINING
In Dabur India Ltd., Sahibabad across training is customized product wise. If any
defect comes in a product or process, a training session is initiated to eradicate root cause.
There are normally two work stations in production,
1. Critical station
2. Normal station
At critical work station an efficient worker should produce 5000 to 6000 units in one shift. At
this work station minor job is done.
At normal work station an efficient worker should be produce 8000 to 10000 units in one
shift in normal circumstances.
In this company there are two types of worker are working.
1. Permanent worker
2. Temporary worker
A worker get the permanent job after the good and consistent performance in the company,
these people are well experienced in their relative jobs.
Temporary worker is a layman. They don’t know any thing about the work, so these types of
people require training.
When a new person joins the company, he got the training about the safety and
maintenance. For getting these training he is send in technical training cell (TTC). In TTC he
has to go some basic knowledge and instruction, which is given by the just senior boss. That
person is called line in charge. During the training a person gets the job. He is watched by the
line in charge. At any point the line in charged found any fault in the work, the line in charge
instructed at that time, so that the worker does the job in a proper way and come out with
zero-defect product.
There are several types of operations in the production,
 Ink filling
 Stopper
 Point tipping
 Capping

34
  Packing
After the TTC training employees are divided among various teams and send to the
different operations, on the different operations. A line-in charge is there, who will watch
each and every steps during the work. If any fault in the work is found, he takes that serious
and instructs to remove the fault immediately.
After some experience the worker is transferred from one operation to another operation
area. Where same procedure is performed. He works and if get any confusion regarding the
job, he may ask the line in charge or if line in charge see any fault during the operation, he
educates the worker to do the job better. This process is repeated on each and every operation.
This is how each and every employee is familiarized to the job . The main advantage of this
job rotation is, if any worker does not come on the particular day, that place can be filled by
any other worker and the works progress without any interruption.
After job rotation and getting experienced the entire worker divided into three groups,
 Highly efficient
 Efficient
 Adequate
If a person can handle all the machines related to any particular job. That worker is
called highly efficient worker. After getting training 40% out of them became as highly
efficient worker. These workers are very efficient and can handle any situation during the
work. He can work on any machine at any time without any problem. These people can take
decision at the critical point of time. So that these type of worker are called highly efficient
worker.
After highly efficient the second category is called ‘efficient’. In this category those
type of person are master in their job. He is master in one job. In this category 50% worker
comes. These types of people are well known people in their particular job. They are not able
to handle the different machines. They feel problem in some job.
After that the third category comes, that is called adequate. This type is not beneficial
for the company. So that they are not acceptable. They have less knowledge and not will to
work.
Highly efficient person is well-known about their job. He can handle any situation. So
that this type of people doesn’t require training.
Efficient people are master of just on job. So that they need training to be highly
efficient worker.

35
Company is giving training to the efficient worker. For them there are three types of training;
 Counseling
 Give the opportunity to work with highly efficient worker.
 Give the expert knowledge about the work.
In counseling the instructor or line in charge counsel the worker. A line in charge tries
to motivate the worker to do their job in proper way. This is a verbal communication. With
the help of words a senior person tries to make them as effective as highly efficient worker.
The second option “provide them opportunity to work with highly efficient people”
helps those people to learn. During the work he can watch how the highly efficient people
work? How can they handle the situation? They got the idea about the problem, which may
be arising during the work. They also get the idea about dealing those types of problems. This
way an efficient worker is developed to be highly efficient worker.
Before start working every worker should get the knowledge about the job profile.
Without proper knowledge no one can perform better. There must be some defective in the
product due to less knowledge about the production process. So specific knowledge is
essential for zero-defect product. This is the duty of management to educate them and provide
full knowledge about the production process and quality control.
For adequate people company has some other way for giving them training. The work
pressure is the best way for make them work. Under this the adequate person is send to work
between two highly efficient workers. Highly efficient people can work faster than adequate
person. So from both sides he faces the pressure for work faster and effectively. This way an
adequate worker can be the efficient and highly efficient worker for company.
In any company some factor effect the training:
 Strategies changes
 Technical changes
 Matter of cost saving
If the top management of the company want to change their strategies. Here company
wants trained people for work. So firstly company looked for the experienced people, but it is
very difficult to get trained people. So they hired semi- skilled people and after joining them
they give them training. So that this can work effectively and according to the requirement of
the company.

36
 If company wants some technical change in product, they also require trained people
for work. Technical change requires more technical people. If company wants to retain the
same people who are working form last some times then company has to give them training.
After getting training a worker can adjust in any environment and work effectively.
Today’s era is the cost cutting era. In the intensive competition cost of the product is
very important. We can’t survive in the market with high cost. So we need to cut the cost of
the product. For cutting the cost we need more trained worker who can work faster and
quickly. So that the production time can be reduced. At lastly we can get the low price
product.
So that in every area we need trained people. For getting trained people we have to make
them trained by giving training.
METHODOLOGY OF TRAINING
There is various methodology of training. No single technique is always best.
The best method depends on
 Cost effectiveness
 Desired program content
 Learning principles
 Appropriateness of the facilities
 Trainee preferences and capabilities
 Trainer preferences and capabilities
There is a range of ‘teaching methods’ available to trainer. The choice of a method is a
matter of experience and competence of the instructor and his judgment of how much and
what a particular group of trainees would learn from using one method or another.
Factors which affect the choice of training method:
The choice of methods depends on the knowledge and experience of the
teacher or trainer.
 The choice of the methods should take into consideration the intellectual level and
educational background of the participants and the participants’ age practical
experience.
 Some methods are more effective than others in achieving certain objective.
 Choice methods depend on the social and cultural factors in the environment. Now
many participative methods are accepted and used in management training.

37
 It also depends on the time and the availability of resources and infrastructural
facilities.

38
Types of training
 Job instruction training
 Job rotation
 Apprenticeships
 Coaching
 Vestibule training
Induction or Orientation training:
Induction or orientation may be defined as a process of guiding and counseling the
employee to familiarize him with job situations. The induction process accomplishes several
objectives including formation of a favorable impression and attitude, development of the
feeling of belongingness and facilitation of learning and teamwork on the part of the
employees. The content of the induction program should be predetermined in the form of a
checklist specifying the topics to be covered. Attempts are to be made to follow-up and assess
the program by interviewing the new employees as a measure to correct the gaps in the
knowledge and attitude of the employees.
Rank-and-File job training:
This is based on similarities in training on several specific jobs. This type of training
can be imparted in a classroom or on the job. It is performed by a foreman or a group leader.
Its advantages arise in so far as it is realistic and economical and does not hamper production
as well as necessitate from classroom to job situations.
Limitations of rank-and-file job training:
 The trainer may be an incompetent teacher
 The shop floor may be busy
 There may arise heavy production losses.

Supervisory training:
Supervisory training needs reveal utmost divergence in view of divergent duties of
supervisors. Employee attitude surveys help in identifying area of supervisory training.
Likewise, supervisors themselves may be requested to indicate the areas where they need
training. Frequently, these surveys indicate that supervisors need training in human relations,
production control, company policies and how to instruct. Supervisory courses consist of job
methods training (JMT) and job relations training (JRT). The JMT helps the supervisors to

39
improve methods in their departments, while the JRT helps them in handling human relations
problems in their departments.

ON THE JOB TRAINING:

On the Job techniques are conducted in the real job settings. On the job methods
usually involve training in the total job. These methods are typically conducted by
individuals, workers, supervisors. The main advantage is that the trainees learn while actually
performing their work, which may minimize the training cost. They also learn in the same
physical and social environment in which they will be working once the formal training
period is completed.
Types of on the job techniques:
 Job instruction training
 Job rotation
 Apprenticeship
 Coaching
 Vestibule training
Job instruction training:
Job instruction training (JIT) is received directly on the job and so it is called “on the
job training” it is used primarily to teach workers how to do their current jobs. The worker
learns to master the operation involved on the actual job situation under the supervision of his
immediate boss who has to carry the primary burden of conducting the training. Usually no
special equipment or space is needed, since now employees are trained at the actual job
location.
Steps of job instruction training:
 The trainee receives an overview of the job, its purpose and its desired outcomes with an
emphasis on the relevance of the training. Since the employee is shown the action that the
job requires, the training is transferable to the job.
 The employee is allowed to mimic the trainer’s example. Demonstration by the trainer
and practice by the trainee are repeated until the job is mastered. Repeated demonstrations
and practice provide repetition and feedback. Finally the employee performs the job
without supervision, although the trainer may visit the employee to see if there are any
lingering questions.

40
Advantages:
 Easy organized
 Realistic
 Stimulates high motivation
 Speeds up worker’s adjustment
 Less costly

Disadvantages:
The disadvantage of this method is that the assigned instructor may be a poor teacher.
The worker may haste for immediate production, so the actual cost may increase.
JOB ROTATION:
Some trainers move a trainee from job to job. Each worker move normally is
preceded by job instruction training. This is a method of training wherein workers rotate
through a variety of jobs. Thereby providing them a wide exposure. Trainees are placed in
different jobs in different parts of the organization for a specified period of time. They may
spend several days or even years in different company locations. In this way they get an
overall perspective of the organization. It is used with both blue-collar production workers
and white collar managers and it has many organizational benefits. Job rotation creates
flexibility, during manpower shortages, workers have the skills to step in and fill open slots.
The method also provides new and different work on a systematic basis, giving employees a
variety of experiences and challenges. Employees also increase their flexibility and
marketability because they can perform a wide array of tasks.
Limitation of job rotation:
The major drawback of this, it is time consuming and expensive too.
Apprenticeship:
An apprentice is a worker who is learning a trade but who has not reached the state
where he is competent to work without supervision. It is particularly common in the skilled
trades. In organization a new worker is “tutored” by an established worker for a long period
of time. An apprenticeship lasts from two to five years. Each apprentice is usually given a
workbook consisting of reading materials, tests to be taken and practice problem to be solved.
This training is used in such trades, crafts and technical fields in which proficiency can be
acquired after a relatively long period of time in direct association with the work and under

41
the direct supervision of experts. Training is intense, lengthy and usually on a one to one
basis.

Increasing national attention is being paid to workforce preparation in the United

States. This stems from the growing realization that America's ability to occupy a leading
competitive position in the emerging global economy hinges, to a large degree, on assuring
that the nation's workforce is second to none. Today, unfortunately, this is not the case.
Employers frequently report that significant numbers of young people and adults alike exhibit
serious educational deficiencies and are ill-equipped to perform effectively in the workplace.
As a consequence, leaders from industry, labor, education, and government are all grappling
with how to design educational reforms and education/training strategies that will improve
the skills of America's current and future workforce.

In the spirit of this reform, one particular training strategy -- apprenticeship -- has
captured the interest of many policy makers, educators, and others who are involved in the
national reform movement. Its growing appeal comes as no surprise and, perhaps, is long
overdue. Experience both in the U.S. and growing abroad has repeatedly demonstrated that
apprenticeship is a highly effective strategy for preparing people for work. The bulk of
apprenticeship programs offered in the U.S. and its territories are in the building trades and
manufacturing industries, but there is significant potential to develop apprenticeship
programs in a variety of other industries.

The rush to embrace apprenticeship, however, is leading to efforts that could

undermine the very pillars of its value. For example, in some instances, apprenticeship is
being viewed as a generic concept -- one that can be loosely applied to a variety of learning
situations. Likewise, others have coined such terms as "youth apprenticeship" to characterize
various school-to-work transition programs. Such thinking, while understandable in an
environment that begs for creativity and innovation, may be more harmful than helpful to the
cause.

42
What Apprenticeship Is: The Essential Components
1. Apprenticeship is a training strategy that a) combines supervised, structured
on-the-job training with related theoretical instruction and b) is sponsored by employers
or labor. Management groups that have the ability to hire and train in a work
environment.

2. Apprenticeship is a training strategy that prepares people for skilled

employment by conducting a training in a bona fide and documented employment
settings. The content of training, both on-the-job and related instruction, is defined and
dictated by the needs of the industry, which refers to all types of business/workplace
settings. The length of training is determined by the needs of the specific occupation
within an industry. In the building trades, for example, some apprenticeship programs are
as long as five years with up to 240 hours of related instruction per year.

3. Apprenticeship is a training strategy with requirements that are clearly

delineated in Federal and State laws and regulations. The National Apprenticeship Act of
1937 (also known as the Fitzgerald Act) and numerous State laws provide the basis for
the operation of formal apprenticeship training programs in the U.S.; regulations that
implement these laws are in force today. These laws and regulations establish minimum
requirements for protecting the welfare of the apprentice such as the length of training,
the type and amount of related instruction, supervision of the apprentice, appropriate
ratios of apprentices to journeypersons, apprentice selection and recruitment procedures,
wage progression, safety, etc.

4. Apprenticeship is a training strategy that by virtue of a legal contract

(indenture) leads to a Certificate of Completion and official journeyperson status. These
credentials have explicit meaning, recognition and respect in the eyes of Federal and
State governments and relevant industries.

5. Apprenticeship is a training strategy that involves tangible and generally

sizable investment on the part of the employer or labor/management program sponsor.

6. Apprenticeship is a training strategy that pays wages to its participants at

least during the on-the-job training phase of their apprenticeship and that increases these

43
 wages throughout the training program in accordance with a predefined wage
progression scale.

7. Apprenticeship is a training strategy that involves a written agreement and an

implicit social obligation between the program sponsor and the apprentice. The written
agreement, which is signed by both the apprentice and the program sponsor and is
ratified by government, details the roles and responsibilities of each party. The implicit
social obligation gives employers or program sponsors the right to expect to employ the
apprentice upon completion of training given the investment in training and gives the
apprentice a reasonable right to expect such employment. Labor market conditions
should guide the size of training programs to enable each party to maintain his or her side
of the obligation.

What Apprenticeship Is Not

Unless they conform to the essential components described previously, apprenticeship
is no cooperative education, vocational education, tech prep, two plus two (three or four),
summer or part-time work experiences or any other myriad training strategies that many are
promoting as ways to assure adequate workforce preparation. Such strategies undoubtedly
have value in their own right, but they are not apprenticeship. What distinguishes
apprenticeship from most of these other approaches are such fundamental qualities as training
program sponsorship and location, the skills required, the value attached to the credential
earned, curricula content that is defined exclusively by the workplace, wage requirements, the
written agreement, and the implicit social contract that exists between program sponsors and
their participants. No other training strategy provides for this unique combination of
characteristics. When a person completes a registered apprenticeship program, he or she is
prepared to go to work as a fully trained, competent journeyperson whose skills enable him or
her to perform effectively in the workplace. Few, if any, other types of educational programs
can make this claim.

A Policy Recommendation
As the education and training system in this country undergoes its restructuring, how
apprenticeship fits in must be considered. Some may argue that the definition of
apprenticeship should be boarded to encompass some or all of the previously described

44
alternative training strategies. Unfortunately, this could have the practical effect of seriously
undermining a tried and true training strategy -- on that, ironically, exhibits all ten qualities
that reformers are striving to achieve in new training designs. Of particular concern is the
possibility that an expanded definition could significantly dilute the value and meaning
attached to the apprenticeship credential. Today, an apprentice who earns a Certificate of
Completion and attains journey worker status from a registered apprenticeship program
knows that he or she has acquired industry-defined skills at industry-accepted standards of
performance and can reasonably expect to be gainfully employed in his or her occupational
area. If alternative training strategies (ones that do not fully conform to the essential
components) are also permitted to call themselves "apprenticeship," the apprenticeship
credential stands to become devalued. Such a step makes little sense at a time when other
credentials -- such as high school diplomas -- have lost much of their meaning.

Thus, we conclude that their term "apprenticeship" should be reserved only for those
programs that adhere to the eight essential components described previously. Other strategies
may seek to adopt designs that conform to all the essential components, in which case they
may be called apprenticeship. But to call any other types of programs "apprenticeship" is to
do a major disservice to the participants in such programs. Whether intentional or not, the
participants may be misled into thinking that completion of these programs will allow them to
reap the benefits accorded to graduates of true apprenticeship programs.

Clearly, we are on the verge of a major revolution with respect to how America
prepares its workforce. As a new national training system emerges in the coming years,
considerable thought should be given to the role of true apprenticeship in that new system.
One on hand, apprenticeship could be the locomotive that drives this training system. Under
this scenario, apprenticeship programs would serve as the principal form of training for
preparing the majority of the nation's workforce. Alternatively, apprenticeship may become
one of several cars on a train that provides a variety of training options to existing and future
workers. This choice requires further study and broader deliberation, but, whatever the
outcome, the integrity of the term "apprenticeship" should not be jeopardized or
compromised.
Coaching:
At management levels Coaching of immediate subordinates by their managers is
common. A coach attempts to provide a model for the trainee to copy it tends to be less

45
formal than an apprenticeship program. Coaching is almost always handled by the supervisor
or manager. It is likely not to be as directive approaches such as nondirective counseling or
sensitivity training. If the trainee’s shortcomings are emotional or personal. Coaching will be
ineffective if relations between trainee and coach are ambiguous in that the trainee cannot
trust the coach.
Coaching thrives in a “climate of confidence”, a climate in which subordinates respect
the integrity and capability of their superiors.
Vestibule training:
Vestibule training is a type of instruction often found in production work. A vestibule
consists of training equipment that is set up a short distance from the actual production line.
Trainees can practice in the vestibule without getting in the way or slowing down the
production line. These special training areas are usually used for skilled and semiskilled jobs,
particularly those involving technical equipment.
Vestibule is small, so relatively few people can be trained at the same time. The method is
good for promoting practice a learning principle involving the repetition of behavior.

OFF-THE JOB TRAINING:

Off the job method are those training and development programs that take place away
from the daily pressures of the job and conducted by highly competent outside resource
people who often serve as trainers, which is one of the main advantages of this method. The
major drawback of this is the transfer problem.
Types of off the job training:
Lectures consist of meeting in which one small number of those present actually plays
an active part. The lecture method is a popular form of instruction in educational institution.
The lecturer may be a member of the company or a guest speaker.
Before preparing the lecture some points should be considered.
 Who is your audience?
 What is your audience?
 What is the time available?
 What is the subject mater?

46
 The lecture should be brief and to the point, presenting the theme of the subject in a
manner that arouses the interest of the audience from the start. The speaker should be poised,
courteous and sincere. The action should be spontaneous. The role of a lecturer is make
difficult things simple, not the reverse.
Limitation of the lecture method:
It gives very little opportunity for active practice, development, over learning,
knowledge or results or transfer of learning. In this method trainee himself or herself have to
understand and personalize the content of the lecture. It is not suitable for courses where
people with work experience are participating. This method involves one-way
communication, which is not interaction of the audience. This method can’t readily adopt
itself to individual differences, which may arise farthest from reality.
Audio-visual techniques:
Audio-visual techniques covers an array of tainting techniques, such as films, slides
and videotapes. It allows seeing while listening and is usually quite good at capturing their
interests. These methods allow a trainer’s message to be uniformly given to numerous
organizational locations at one time and to be reused as often a required.
Available devices used in lecture techniques:
 Blackboard
 Flip chart
 Magnetic board
 Flannel board
 Overhead projector
Conference or discussion method:
This method encourages the participation of all members of the group in an exchange
of opinions, ideas and criticisms. It is a small group discussion in which the leader plays a
neutral role providing guidance and feedback. Inspite of the intention to encourage general
participation the conferences are frequently dominated by a few, with the majority no more
active than they would be at a lecture. It is more effective than the lecture in changing adult
behavior and also modifying attitudes. The conference method can draw on the learning
principles of motivation and feedback. It is used to enhance knowledge or attitudinal
development.

47
Main objectives of conference method:
 Developing the decision making and problem solving skills of personnel
 Changing or modifying attitudes
 Presenting new and sometimes complicated material
Role playing
Active participation rather than passive reception facilitate learnings. Role-playing
believes in active participation. This is a training method often aimed at enhancing either
human relations skills or sales techniques. Role-playing can be defined as an educational or
therapeutic technique in which some problems involving human interaction, real or imaginary
is presented and then spontaneously acted out. Participants suggest how the problem should
be handled more effectively in the future. This “acting out” is followed by discussion and
analysis to determine what happened and why and, if necessary, how the problem could be
better handled in future.
Role-playing is less tightly structured than acting, where performers have to say set
lines on sue. Participants are assigned roles in the scenario to be enacted, so , in this way, it is
a device that forces trainees to assume different identities. Usually participants exaggerate
each other’s behavior. Ideally, they get to see themselves as others see them.
The typical Role Involves Three Phases
 The Warm Up : the objective of the warm-up is to get the trainees participate in a
constructive manner with minimum anxiety and maximum motivation. The trainer’s
introduction to the session should be such that it would arouse interest of trainees.
 The Enactment: before conducting the role-play-enactment, the trainer should carry out
the following:-
(a) Read aloud generation information,
(B) Those who have volunteered to role play are given briefing sheets and sent out of the
room with the instruction not to communicate amongst themselves,
(C) The instructor should clarify all the doubts that role player might have,
(D) Role players take their positions facing the class, (E) To begin the role play, the
trainer sets the scene by restating the identify of the roles being enacted and making a
brief statement about what has just happened when the action began.
 Post Enactment Discussion: in conducting post enactment discussion, reaction to role
play should be obtained form the people who have acted a role play.

48
 Role playing has been shown to be effective (I)in studying small group leadership skills,
(ii) increasing sensitivity to the motivation of others, (iii)improving interviewing skills,
(iv) enhancing ability to develop innovative solutions to human relation problems, and (v)
modifying attitudes.
Case Study
By studying a case situation, trainees learn about real of hypothetical circumstances
and the actions others take under those circumstances. Beside learning from the content of the
case, a person can develop decision making skills. Case method is an excellent medium for
developing analytical skills.
Cases are usually organized around one or more problems or issues that are confronted by an
organization. Cases can range from one page to over fifty pages.
Feedback and repetition, are usually lacking. One inherent difficulty is personal bias.
This method calls for skills with language. But many people are sent to case study courses
primarily because they lack communication skills.
When cases are meaningful an similar to work related situations, there is some
transference. There also is the advantage of participation through discussion of the case. It
improves participants’ skills in problem analysis, communication and particularly brings
home to the participant that nothing is absolutely “right or wrong” in the field of human
behavior. Survey results indicate that the case method is considered by training directors to be
the best methods of developing problem solving skills.

49
 EVALUATION OF TRAINING AND DEVELOPMENT
Evaluation means the assessment of value or worth. Evaluation of training is the act
of judging whether or not it is worthwhile in terms of set criteria. Evaluation of training and
development programmes provides assessment of various methods and techniques, sells
training to management, identities the weaknesses of training programmes and helps to
accomplish the closest possible correlation between the training and the job. A
comprehensive and effective evaluation plan is a critical component of any successful
training programmes. It should be structured to generate information of the impact of training
on the reactions; on the amount of learning that has taken place; on the trainees’ behaviour;
and its contribution to the job/ organization. Therefore, evaluation is a measure of how well
training has met the needs of its human resources.
To verify programme’s success, HR managers increasingly demand that training and
development activities be evaluated systematically. A lack of evaluation may be the most
serious flaw in most training and development efforts. There are many reasons for this
neglecting activity; firstly, many training directors do not have the proper skills to conduct a
rigorous evaluation research. Secondly, some managers are just reluctant to evaluate
something which they have already convinced themselves is worthwhile. Thirdly, some of the
organizations are involved in training not because it is necessary but simply because their
competitors are doing it or the unions are demanding it. Fourthly, as training itself is very
expensive, the organizations do not want to spend even a penny on the evaluation. Fifthly,
some of the training programmes are very difficult to evaluate because the behaviour taught
is itself very complex and ambiguous.

50
 METHODS OF TRAINING IN COMPANY

In Dabur India Ltd., Sahibabad. Need based system of importing training is followed.

Training is based on the frequency of defects found during the production. Job supervisor is

vigilantly watching each and every product. If he find any defect in the product, he instructs

the worker to do right way. If no. of worker are doing same mistake, than all of them are

taken in a group and provided training spontaneously & the process in reurded. This way only

defective based training is provided by the company.

51
 CHAPTER -6

DATA ANALYSIS

52
1. The Training Was Necessary To Meet The Organization Recruitments.

2. This Training Is Helpful In Increasing The Production.

53
3. Training was useful for personal improvement.

4. Training was helpful in improving interpersonal skills.

54
5. Training was free from disturbances.

6. Training was Interactive.

55
7. Introduction part of training an overall idea communicated properly.

8. Intention behind the training was convincing.

56
9. It was as a Motivational Training.

10. Response of Trainees towards training was positive.

57
11. Trainers were able to communicate the message effectively.

12. Trainer were efficient.

58
13. You were able to understand the concepts taken up in training.

14. You were able to relate your practical work to the training.

59
15. Facilities & arrangements for training were good enough.

16. Training aids were used wherever relevant.

60
17. Environment of Training was comfortable.

18. Training duration was sufficient.

61
19. Proper case studies were taken up to make concept understandable.

20. All the areas were covered in the training.

62
21. The topics were covered in proper order.

22. Methods adopted for training were suitable.

63
23. The training sessions were not too long.

24. Study Material Provided was adequate.

64
25. Enough practical knowledge was given.

26. Numbers of trainees in the class was balanced.

65
 CHAPTER -7

DEMOGRAPHIC DATA

66
 THE DEMOGRAPHIC DATA
The demographic data of the 50 employees who participated in the

Survey Questionnaire:- ……..

S. Name Gender Age Designation Length of

No. Service

1 Ajit Chaudhary Male 33 Deputy 9

Manager

2 Mohit Sharma Male 30 Executive 4

3 Manoj Kanojia Male 31 Executive 5

4 Rahul Pandey Male 28 Executive 3

5 Sushobhit Male 33 Senior 9

Agarwal Executive

6 Ranjee Singh Male 19 Worker 5

7 Siddhart Pradhan Male 37 Sales Manager 12

8 Bhanupratabh Male 32 CC Executive 6

9 Rohit Yadav Male 34 HR-Executive 7

10 Mohit Sharma Male 32 Worker 8

11 Mukesh Kumar Male 30 Executive 7

12 Rahul Rawat Male 29 Worker 6

13 Mohit Sharma Male 32 Sales Executive 8

14 Sobhit Rana Male 34 Production Unit 8

Coordinators

15 Manoj Singh Male 32 Worker 8

16 Mayank Sethi Male 28 Executive 7

17 S.N. Prasad Male 38 Sales Manager 12

18 Abhay Tomar Male 29 Worker 5

19 Apurva Tyagi Female 28 HR Executive 6

67
20 Ranjan Malhotra Male 29 Sales Executive 5

21 Brijesh Tyagi Male 33 Senior 9

Executive

22 Sudhir Malik Male 32 Worker 8

23 Prashant Kumar Male 30 Worker 8

24 Anup kulkarni Male 28 Worker 5

25 Pooja Dixit Female 32 HR Executive 8

26 K.P.S Murthy Male 34 Engineer 7

27 Jay Kumar Male 28 Worker 5

28 Tushar Mehta Male 36 Executive 8

29 Reshu Gupta Female 28 Executive 4

30 Mohini Verma Female 25 Executive 2

31 Rakesh Kumar Male 26 Executive 2

32 Bijendra Singh Male 29 Worker 5

33 Rajiv Solanki Male 28 Worker 6

34 V.k. Malik Male 29 Worker 8

35 Sunil Kumar Male 27 Worker 3

36 R.K. Kaushik Male 34 Sale Manager 9

37 Mrinal Pandey Female 32 Executive 6

38 Dhananjay Male 31 Worker 8

Kumar

39 Suresh Rathi Male 25 Worker 2

40 Gaurav Atrey Male 29 Worker 8

41 S.D Bhardgawa Male 35 Engineer 12

42 Manoj Kumar Male 28 Worker 3

Singh

43 S.K. Dutta Male 28 Worker 6

44 Chirag Kohali Male 33 Worker 11

68
45 Mohd. Arif Male 28 Worker 5

46 Devasish Male 32 Executive 9

Mohanty

47 Kailsh Bhatt Male 38 HR- Executive 15

48 Badri Prashad Male 25 Worker 2

49 Khalid Husain Male 37 Worker 15

50 Rohit Batra Male 35 Engineer 15

69
CHAPTER -8
FINDINGS

70
 FINDINGS

 29% employees strongly agree with the training patterns.

 An average 70% either agree or strongly agree show in the success of training. Most

of them are satisfied with the training methods, Facilities & trainers.

 70% either agree or strongly agree with the fact that the training was necessary to

meet the recruitments of the organization.

 66% employees either agree or strongly agree with the point that training was useful

for personal improvement.

 72% employees either agree or strongly agree with the point that training is helpful in

increasing the production.

 69% Employees either agree or strongly agree with the point that the trainers were

efficient.

71
CHAPTER -9

CONCLUSION
&
LIMITATIONS

72
 CONCLUSION

Training & development program is helpful as to strengthen the employee’s

productivity, their promotion, transfer, training & developments needs etc. This is also helpful
for the employees for Self-evaluation. The organization provides training & development
program to employees not only to knowledge of the job but also for their increment &
promotion. By training & development programs we come to know that the whole staff also
performs their job according to the requirements of job. In the new millennium when the
corporate world is designing newer techniques for developing employees and retaining them,
the Dabur India Limited is no way behind and the organizational structure is such that people
works hand in hand to align the organizational goals with the individuals’ goals.

I conclude that through proper training an employee can become multi skilled and
this I have practically noticed through my analysis. Thus training endeavors to impart
knowledge skill and attitude necessary to perform job related Task.

I have found that because of the training employee are more able to perform their
work very effectively by importing suitable training to employees the company achieves the
target of:-

 Low cost.

 High quality

 Timely delivery

 Reliability.

 Value for money.

 Customer satisfaction.

73
 LIMITATIONS

Training is a costly affair for the management. It needs a handsome amount and long time. So

management has to play safe game for the benefits of the company as well as the workers.

One wrong decision may enforce the company to fall into deep troubles. So selecting the

weak areas of staffs and workers should be done very carefully. For that the management

should be conduct a test. For providing an effective training, company requires a

knowledgeable trainer. Selecting a particular trainer is again a difficult job. Trainer demands

handsome money. Training needs time and cost both.

To conclude, it is very clear that training should be provided but not at the loss of the

company. It is very costly and time taking affair. But it is most important for the development

of the company. So management can’t avoid it at any cost.

74
 CHAPTER -10

BIBLIOGRAPHY

75
 BIBLIOGRAPHY

 Agarwal R.D. “Dynamics of Personnel management in India” Tata Mc Graw Hill

publication company, New Delhi (1977)
 Bess Barnard M and Vaughan J.A “Training in Industries the management of
Learning” Tavistock, London (1969)
 Casio W.F. “Managing Human Resource” Mc Graw Hill book company, New York
(1955).
 Mamoria C.B. “Personnel Management” Himalaya Publication House, Mumbai.
(1955).
 Maslow “Motivaiton & Personality Harper & Row, New York (1954).

BOOK NAME AUTHOR

 Identification of Training Needs Leslie Rae

 Human Resource Management C B Gupta

 Human Resource Management V.S.P.Rao

 Human Resource Management K. A

WEBSITES-
 WWW.TechPreparation.com

 WWW.Training.com

76
 CHAPTER -11

QUESTIONNAIRE

77
 QUESTIONNAIRE

ANNEXURE

1. The Training Was Necessary To Meet The Organization Recruitments.

(a) Strongly Agree. (b) Mildly Agree.

(c) Mildly Disagree (d) Strongly Disagree

(e) Can’t Say

2. This Training Is Helpful In Increasing The Production.

(a) Strongly Agree. (b) Mildly Agree.

(c) Mildly Disagree (d) Strongly Disagree

(e) Can’t Say

3. Training was useful for personal improvement.

(a) Strongly Agree. (b) Mildly Agree.

(c) Mildly Disagree (d) Strongly Disagree

(e) Can’t Say

4. Training was helpful in improving interpersonal skills.

(a) Strongly Agree. (b) Mildly Agree.

(c) Mildly Disagree (d) Strongly Disagree

(e) Can’t Say

78
5. Training was free from disturbances.
(a) Strongly Agree. (b) Mildly Agree.

(c) Mildly Disagree (d) Strongly Disagree

(e) Can’t Say

6. Training was Interactive.

(a) Strongly Agree. (b) Mildly Agree.

(c) Mildly Disagree (d) Strongly Disagree

(e) Can’t Say

7. Introduction part of training an overall idea communicated properly.

(a) Strongly Agree. (b) Mildly Agree.

(c) Mildly Disagree (d) Strongly Disagree

(e) Can’t Say

8. Intention behind the training was convincing.

(a) Strongly Agree. (b) Mildly Agree.

(c) Mildly Disagree (d) Strongly Disagree

(e) Can’t Say

79
9. It was as a Motivational Training.
(a) Strongly Agree. (b) Mildly Agree.

(c) Mildly Disagree (d) Strongly Disagree

(e) Can’t Say

10.Response of Trainees towards training was positive.

(a) Strongly Agree. (b) Mildly Agree.

(c) Mildly Disagree (d) Strongly Disagree

(e) Can’t Say

11.Trainers were able to communicate the message effectively.

(a) Strongly Agree. (b) Mildly Agree.

(c) Mildly Disagree (d) Strongly Disagree

(e) Can’t Say

12.Trainer were efficient.

(a) Strongly Agree. (b) Mildly Agree.

(c) Mildly Disagree (d) Strongly Disagree

(e) Can’t Say

80
13.You were able to understand the concepts taken up in training.
(a) Strongly Agree. (b) Mildly Agree.

(c) Mildly Disagree (d) Strongly Disagree

(e) Can’t Say

14.You were able to relate your practical work to the training.

(a) Strongly Agree. (b) Mildly Agree.

(c) Mildly Disagree (d) Strongly Disagree

(e) Can’t Say

15.Facilities & arrangements for training were good enough.

(a) Strongly Agree. (b) Mildly Agree.

(c) Mildly Disagree (d) Strongly Disagree

(e) Can’t Say

16.Training aids were used wherever relevant.

(a) Strongly Agree. (b) Mildly Agree.

(c) Mildly Disagree (d) Strongly Disagree

(e) Can’t Say

17.Environment of Training was comfortable.

(a) Strongly Agree. (b) Mildly Agree.

(c) Mildly Disagree (d) Strongly Disagree

(e) Can’t Say

81
18.Training duration was sufficient.
(a) Strongly Agree. (b) Mildly Agree.

(c) Mildly Disagree (d) Strongly Disagree

(e) Can’t Say

19.Proper case studies were taken up to make concept understandable.

(a) Strongly Agree. (b) Mildly Agree.

(c) Mildly Disagree (d) Strongly Disagree

(e) Can’t Say

20.All the areas were covered in the training.

(a) Strongly Agree. (b) Mildly Agree.

(c) Mildly Disagree (d) Strongly Disagree

(e) Can’t Say

21.The topics were covered in proper order.

(a) Strongly Agree. (b) Mildly Agree.

(c) Mildly Disagree (d) Strongly Disagree

(e) Can’t Say

82
22.Methods adopted for training were suitable.
(a) Strongly Agree. (b) Mildly Agree.

(c) Mildly Disagree (d) Strongly Disagree

(e) Can’t Say

23.The training sessions were not too long.

(a) Strongly Agree. (b) Mildly Agree.

(c) Mildly Disagree (d) Strongly Disagree

(e) Can’t Say

24.Study Material Provided was adequate.

(a) Strongly Agree. (b) Mildly Agree.

(c) Mildly Disagree (d) Strongly Disagree

(e) Can’t Say

25.Enough practical knowledge was given.

(a) Strongly Agree. (b) Mildly Agree.

(c) Mildly Disagree (d) Strongly Disagree

(e) Can’t Say

83
26.Numbers of trainees in the class was balanced.
(a) Strongly Agree. (b) Mildly Agree.

(c) Mildly Disagree (d) Strongly Disagree

(e) Can’t Say

27.Evaluation was system was proper.

(a) Strongly Agree. (b) Mildly Agree.

(c) Mildly Disagree (d) Strongly Disagree

(e) Can’t Say

28.Overall all standard of training was satisfactory.

(a) Strongly Agree. (b) Mildly Agree.

(c) Mildly Disagree (d) Strongly Disagree

(e) Can’t Say

29.Give any suggestion for Training & Development Programme?

________________________________________________________________
________________________________________________________________
________________________________________________________________

84