Chapter Two Literature Review

2.1 Meaning of Human Resource Management

Human resource management (HRM) is a relatively modern label for the range of
themes and practices involved in managing people. It is defined and described in a
variety of (sometimes contradictory) ways.
Human resource management (HRM) is the function within an organization that
focuses on recruitment of, management of, and providing direction for the people who
work in the organization. Human resource management can also be performed by line
managers.

Human resource management is the organizational function that deals with issues
related to people such as compensation, hiring, performance management, organization
development, safety, wellness, benefits, employee motivation, communication,
administration, and training.

According to Flippo (2005, p.5) “ Human Resource/ personal Management is the

planning, organizing, directing and controlling of the procurement, development,
compensation, integration, maintenance and separation of human resources to the end
that individual, organizational and social objectives are accomplished”.

According to Mathis & Jackson (1997, p.1) “Human Resource (HR) Management as
the design of formal systems in an organization to ensure the effective and efficient use
of human talent to accomplish organizational goals”.

According to Barney (1995, p.50) “Human Resources include all the experience, skills,
judgment, abilities, knowledge, contacts, risk-taking and wisdom of individuals and
associates within an organization”.

According to Dessler & Varkkey (2010, p.2) “Human Resource Management is the
process of acquiring, training, appraising and compensating employees, and of
attending to their labor relations, health and safety, and fairness concerns”.

According to Rao (2009, p.3) “Human Resources Management (HRM) is managing

(planning, organizing, directing and controlling) the functions of employing,
developing, compensating and utilizing human resources, resulting in the creation and
development of human and industrial relations which would shape the future policies
and practices of human resource management, with a view to contribute proportionately
(due to them) to the organizational, individual and social goals”.
According to Megginson (1977, p.4) the term human resources (HR) can be thought of
as “the total knowledge, skills, creative abilities, talents and aptitudes of an
organization’s workforce, as well as the value, attitudes and beliefs of the individuals
involved”.
According to French (1974, p.3) “Personnel management is the recruitment, selection,
development, utilization of and accommodation in human resources by organizations.
The human resources of an organization consist of all individuals regardless of their
role, who are engaged in any of the organizations activities”.
Human Resource Practices

Human Resource Planning

Recruitment
Selecting
Orienting
Placement
Training
Development
Performance appraisal
Compensation
Employee relations

Table 2.1 Human Resource Practices

Training and Development

Meaning and Definition
Every human activity needs up-to-date knowledge and required skills to perform it.
Employee training and development becomes more important, when job becomes more
complex.
According to Mukherjee (2007) Organizations cannot survive without training and
development of employees. Improvement in skills increases versatility and adaptability
of employees that leads to required performance level in the current job. Training is
planned effort concerned with helping an employee acquire specific and immediately
usable skills, knowledge, concepts, attitudes and behavior to enable him or her perform
efficiently and effectively on his present job.
Various authors have given various definitions on training and development. Training
is a learning process that seeks to bring about permanent improvement in the ability
and behavior of employees by enabling them to learn new skills, knowledge, attitude
and behavior. Training in a general sense refers to a planned effort by an organization
to facilitate employees in acquiring skill, attitude and behavior that are critical for
successful performance on the job.
Michael Jucius (1955) defines training as "a process by which the aptitudes, skills and
abilities of employees to perform specific jobs, are increased.
According to Flippo (1971), “Training is the act of increasing the knowledge and skills
of an employee for doing a particular job”.
Beach (1980) referred that "Training is the organized procedure by which people learn
knowledge and/or skills for a definite purpose.
Dubashi (1983) defined training as “A process of improving the knowledge skill and
attitude of employees to achieve organizational objectives. It is only through a
systematic program of training that necessary professional knowledge is imparted,
skills developed and attitudes attuned to work situation”.
Drucker (1984) defined training as a systematic process of altering the behavior and/or
attitude of employees in a direction to achieve organizational goals.
Klatt et al, (1985) said that training is concerned with technical/manual skills to non-
managerial staff. Development, on the other hand, is planned activities which focus on
increasing and enlarging the capabilities of employees so that they can successfully
handle greater and/or assume higher positions in the organizations hierarchy to better
handle current responsibilities.

Development
Systematic efforts affecting individuals’ knowledge or skills for purposes of personal
growth or future jobs and/or roles.
Employee development programs are designed to meet specific objectives, which
contribute to both employee and organizational effectiveness. There are several steps
in the process of management development. These includes reviewing organizational
objectives, evaluating the organization’s current management resources, determining
individual needs, designing and implementing development programs and evaluating
the effectiveness of these programs and measuring the impact of training on participants
quality of work life. Employee development depends on education and skills, training
effectiveness and quality of work life.
In view of various aspects and definitions on training and development, it suggests that
training helps in changing the behavior, knowledge, skill and attitude of individual
which leads to motivation in a direction to increase organizational goal achievement
and development means the advancement in one’s experience, skills and attitudes to
become or remain successful leaders in organizations.
In the corporate world training is considered as very important, training for
performance, training for improvement and training for development. Technological
advancements are constantly changing in every field, in addition jobs are becoming
increasingly complex and that’s why training is essential even though the employees
highly meet the job demands. This necessitates acquisition of different skill sets by the
employees as skilled human resources are needed everywhere to carryout various
activities. Training and development are closely related to each other, training a person
for bigger and higher job is development. Training helps employees improving the
preference on the current job or prepares them for an intended job. Development covers
not only those activities which improve job performance but also those which bring
about growth of the personality.
Development is intended to equip the persons to earn promotion and hold greater
responsibility. Development also includes imparting specific skills and knowledge and
improving certain personality and mental attitudes. Training includes updating
knowledge, skill and attitude in tune with the changing requirements of the
organization. Accordingly the training process ensures the improvement in the
employees' behavior and organizational effectiveness.

Difference between training and development

Training Development

Training means learning skills and Development refers to the growth of an

knowledge for doing a particular job and employee in all respects. It is more
increases skills required for a job. concerned with shaping the attitudes.
Training generally imparts specific skills Development is more general in nature
to the employees. and aims at overall growth of the
executives.
Training is concerned with maintaining Development builds up competences for
and improving current job performance. future performance and has a long-term
Thus, it has a short-term perspective. perspective.
Training is job centered in nature. Development is career-centered in nature.

The role of trainer or supervisor is very All development is ‘self-development’

important in training. and the executive has to be internally
motivated for the same.

Opinions of Different Authors Regarding Training & Development:

Oatey (1970) stated that training improves a person’s skill at a task. Training helps in
socially, intellectually and mentally developing an employee, which is very essential in
facilitating not only the level of productivity but also the development of personnel in
any organization.
Mathis and Jackson (1982) stated that training is related to improving upon the present
job experience.
Raymond Noe and Neal Schmitt (1986) studied influence of trainee attitudes on training
effectiveness. They stated that the influences of trainees’ characteristics on training
effectiveness have focused on the level of ability necessary to learn program content.
Motivational and environmental influences of training effectiveness have received little
attention. This analysis integrates important motivational and situational factors from
organizational behavior theory and research into a model which describes how trainees'
attributes and attitudes may influence the effectiveness of training.
Beach (1991) focused on need based nature of training and he termed training as “The
organized procedure by which people learn knowledge or skill or attitude for a definite
purpose”.
Oribabor (2000) said that training and development aim at developing competencies
such as technical, human, conceptual and managerial for the furtherance of individual
and organization growth.

Training and Development Models and Theories

There are several models of training and development that have made better
improvement into organizational settings, which have begun to have a greater impact
on instructional design. Research in the area of organizational development formed
training and development model such as Instructional Systems Design (ISD), Human
Performance Technology (HPT), Performance-Based Instructional Design (PBID) and
Total Quality Management (TQM).
ADDIE Model
Rothwell & Kanzanas (1992) stated that, Instructional system design (ISD) was created
by the United States military as an efficient and effective way to train soldiers. Main
objective of ISD is to improve human performance. ISD is mostly based on the
assumption that learning should not be developed in a random practice, but should be
occurred in correspondence with organized processes, be organized to the target
audience, and have outcomes that can be measured. There have been many different
versions of the ISD model published, but the common model has been the ADDIE
model.

Analyze

Evaluate Design

Impleme
Develop
nt

Figure : ADDIE Model

1. In Analysis stage job needs are analyzed to identify the performance problem
or the gap between the current and the desired performance.
2. Design stage process is performed to determine the learning objectives, both in
knowledge and performance. The objectives are determined by using the task
requirements and performance information collected during analysis stage to
specify the knowledge, skills and attitudes that are provided in the training.
3. In Development stage the trainer will organize the knowledge and performance
objectives, instructional materials, course design and model from the design
stage are put together for employees to achieve learning objectives. The
objective will describe how the trainer and employees will perform during
training to achieve the learning objectives. The results of the training materials
are reviewed for technical accuracy. The Development stage ends when the
validation demonstrates that the instruction meets the performance standards
specified by the objectives and the employer accepts the final product.
4. Implementation stage is the process when conditions are determined (who,
what, when, where) under which the training will be offered and the solution
implemented. The outcome of this step defines the guidance and support needed
to ensure successful training plan. This stage ends when the company is
prepared to carry out the tasks required to provide and support the product and
administer the materials independently.
5. Evaluation stage enables the trainer to determine if the training methods and
material were effective and successful as well as accomplishing the goal and
objective that we reestablished. In this stage data will be gathered from
participants and the results will be carefully analyzed to identify any unforeseen
problems or changing conditions to evaluate the program effectively. It is also
essential to monitor the return on investment in the training program where
productivity issues are the driving factor.
Instructional Systems Design Model
The design of training programs covers the planning and creation of training and
development programs. Instructional systems design includes the systematic design and
development of instructional methods and materials to facilitate the process of training
and development and ensure that training programs are necessary, valid and effective.

Step Description

Needs analysis Measuring the disparity between current and desired skill
levels

Task assessment Collection of data on job tasks and the subsequent

identification of learning requirements and possible
difficulties
Stating objectives Creation of concise statement of objectives and purpose
as a benchmark

Assessment/testing Development of testing materials designed to measure the

performance of the objectives

Development of materials Selection of effective instructional strategies followed by

the development of materials based on the chosen
strategies
Plot programs Plotting the program to gauge the effectiveness of the
materials as well as identify potential weaknesses through
subsequent evaluation
Evaluation Evaluation of the efficacy of the methods and materials
Training and Development Methods
There are several training and development methods available. The use of a particular
method depends which method accomplishes the training needs and objectives. There
are various methods of training, which can be divided in to cognitive and behavioral
methods71. Trainers need to understand the pros and cons of each method, also its
impact on trainees keeping their background and skills in mind before giving training.
Cognitive methods are more of giving theoretical training to the trainees.
The various methods under Cognitive approach provide the rules for how to do
something, written or verbal information, demonstrate relationships among concepts,
etc. These methods are associated with changes in knowledge and attitude by
stimulating learning. Behavioral methods are more of giving practical training to the
trainees. The various methods under Behavioral approach allow the trainee to behavior
in a real fashion. These methods are best used for skill development.
Training and development methods

Serial No Cognitive methods Behavioral methods

1 Lectures Games and simulations

2 Demonstrations Behavior modeling

3 Discussions Business games

4 Computer based training Case studies

5 Intelligent tutorial system Equipment simulators

6 Programmed instruction In basket techniques

7 Virtual reality Role plays

On Job Training
On the job training is the employee training at the place of work while doing the actual
job. Usually a professional trainer or sometimes an experienced employee serves as the
course instructor using hands on training often supported by formal classroom training.
Off the Job Training
Off the job training is the employee training at the site away from actual work
environment. This method requires trainees to leave their workplace and concentrate
their entire time towards the training objectives.
These days’ off-the-job training methods have become popular due to limitations of the
on-the-job training methods such as facilities and environment, lack of group discussion
and full participation among the trainees from different disciplines etc. In the off-the
job methods, the development of trainees is the primary task rest everything is
secondary.

Techniques of Training and Development

Training and development techniques differentiated on the basis of training methods
i.e. on the job and off the job method of training. These are as follows.

Training and development techniques

Serial No On the job Off the job

1 Coaching Lectures

2 Mentoring Behavior modeling

3 Job instruction technique Simulation exercises

4 Job rotation Case studies

5 Orientation Behavior modeling

6 Team building exercises Business Games

7 Committee assignments Role playing

Description of Training and Development Techniques
Coaching and Mentoring
In coaching, the superior plays an active role in training the subordinate. The superior
may assign challenging task to the subordinate for the purpose of training. The superior
may assist and advice the subordinate to complete the assigned task. In this case, the
superior acts as a coach in training the subordinate.
Job Instruction Technique
Job instruction training is a step-by-step, relatively simple technique used to train
employees on the job. It is especially suitable for teaching manual skills or procedures;
the trainer is usually an employee's supervisor but can be a co-worker.
Job Rotation
Another type of experience-based training is job rotation, in which employees move
through a series of jobs in order to gain a broad understanding of the requirements of
each. Job rotation may be particularly useful in small businesses, which may feature
less role specialization than is typically seen in larger organizations. Job rotation
involves the transfer of trainees from one job to another and sometimes from one branch
to another. Job assignment under a rotation system may last for a period of 3 months to
2 years. The trainee is given full duties and responsibilities of the rotated position. It is
more suitable for lower level executives.
Orientation training
Orientation training is vital in ensuring the success of new employees. Whether the
training is conducted through an employee handbook, a lecture, or a one-on-one
meeting with a supervisor, newcomers should receive information on the company's
history and strategic position, the key people in authority at the company, the structure
of their department and how it contributes to the mission of the company, and the
company's employment policies, rules, and regulations.
Team-Building Exercises
Team building is the active creation and maintenance of effective work groups with
similar goals and objectives. Team building is a formal process of building work teams
and formulating their objectives and goals, usually facilitated by a third-party
consultant. Team building may include a broad range of different training methods,
from outdoor immersion exercises to brainstorming sessions. The main drawback to
formal team building is the cost of using outside experts and taking a group of people
away from their work during the training program.
Committee Assignments
In this, the trainees become members of a committee. The committee is assigned a
problem to discuss and make recommendations.
Lectures
A verbal method of presenting information, lectures are particularly useful in situations
when the goal is to impart the same information to a large number of people at one time.
Since they eliminate the need for individual training, lectures are among the most cost-
effective training methods. But the lecture method does have some drawbacks. Since
lectures primarily involve one-way communication, they may not provide the most
interesting or effective training.
Role Playing
In role playing, students assume a role outside of them and play out that role within a
group. A facilitator creates a scenario that is to be acted out by the participants under
the guidance of the facilitator. While the situation might be contrived, the interpersonal
relations are genuine. Furthermore, participants receive immediate feedback from the
facilitator and the scenario itself, allowing better understanding of their own behavior.
This training method is cost effective and is often applied to marketing and management
training.
Case Study
The case method is a non-directed method of study whereby students are provided with
practical case reports to analyze. The case report includes a thorough description of a
simulated or real-life situation. By analyzing the problems presented in the case report
and developing possible solutions, students can be encouraged to think independently
as opposed to relying upon the direction of an instructor. Independent case analysis can
be supplemented with open discussion with a group. The main benefit of the case
method is its use of real-life situations. The multiplicity of problems and possible
solutions provide the student with a practical learning experience rather than a
collection of abstract knowledge and theories that may be difficult to apply to practical
situations.
Simulations
Games and simulations are structured competitions and operational models that emulate
real-life scenarios. The benefits of games and simulations include the improvement of
problem-solving and decision-making skills, a greater understanding of the
organizational whole, the ability to study actual problems, and the power to capture the
student's interest.
Business Games
Business games involve teams of trainees. The teams discuss and analyze the problem
and arrive at decisions. Generally, issues related with inventories, sales, R&D,
production process, etc. are taken up for consideration.
Behavior Modeling
This is structured approach to teach specific supervisory skill. This is based on the
social learning theory in which the trainee is provided with a specific model of behavior
and is informed in advance of the consequences of engaging in that type of behavior.
 Stages of Training and Development Programs
 Assessment of training and development program’s needs.
 Designing the training and development programs.
 Implementation of the training program
 Evaluation of the training program

• Assessment of training needs

• Organizational analysis
• Departmental analysis
• Job analysis
Stage 1 • Employee analysis

• Designing of training programs

• Instructional objectives learning principles
• Teaching principles
• Training principles
Stage 2 • Content design

• Implementation of training programs

• On-the-job methods
• Off-the-job methods
Stage • Characteristics of the instructor
3 • Conducting the program

• Evaluations of training programs

• Reactions
• Learning job behaviour
Stage 4
• Organization ultimate value

Figure: Stages of training and development

The Five-Steps of Training process

Instructional
Need Analysis Validation
Design

Implement the
Evaluation
Program

Figure: Steps of training process

1. Need Analysis-Needs analysis is the primary step of the preparing handle. It
recognizes the particular work execution abilities required, gets to the planned
trainer’s aptitudes and creates particular quantifiable information and execution
goals based on any deficiencies.

2. Instructional Design-Within the moment step instruction design people choose

compile and create the preparing program substance counting work books
exercises.

3. Validation-Validation is the third step in which the bugs are socked out of the
preparing program by introduction it to a little agent audience.

4. Implement the program-The Fourth step’s to execute the program by really

preparing the focused on workers group.

5. Evaluation-Fifth is an assessment step in which administration evaluates the

program’s victory or failures.
Chapter Three
Organizational Synopsis
Nestlé is present around the globe, on all continents, with around 330,000 people
working in more than 84 countries with 466 factories and with sales representatives in
at least another 70 countries. Nestlé is the world's largest food group, not only in terms
of its sales but also in terms of its product range and its geographical presence. Nestlé
covers nearly every field of nutrition: infant formula, milk products, chocolate and
confectionery, instant coffee, ice-cream, culinary products, frozen ready-made meals,
mineral water etc.

Nestlé S.A
Nestlé with headquarters in Vevey, Switzerland is the world’s leading nutrition, health
and wellness company. Nestlé has divided its worldwide operations into three zones-
 Europe regions (Adriatic, Benelux, Iberian and Russia + Eurasia).
 Americas 4 Regions (Austral‐America, Bolivarian, Caribbean and Central
American).
 AOA 3 regions (Asia, Oceania, and Africa).

Nestlé was founded by the Henri Nestlé (10 August 1814 – 7 July 1890), a German
confectioner in Vevey, Switzerland in 1866. Ever since then, in the food industry Nestlé
is the most trusted name, with its one and only target putting a seal on it - Good food
Good Life.
This is also the mission of Nestlé, driving the company to provide consumers with the
most nutritious choices in a wide range of food and beverage categories. The vision of
creating shared value and the very own - Corporate Business Principles shaped the
company culture and made them a reliable investor over 86 countries of the world.
Today Nestlé employs around 280000 people and have factories or operations in almost
every country of the world with a total equity of CHF 62.60 billion.

Globally Recognized Brands of Nestlé

The brand portfolio delivers the message once again how big Nestlé in the food
industry. It is the trust and effort of the Nestlé professionals which created the win
wining scenario. Today Nestlé covers almost every food and beverage category – giving
consumers tastier and healthier products.
1. Baby foods: Cerelac, Lactogen, NAN, Gerber, Gerber Graduates, NaturNes,
Nestum
2. Bottled water: Nestlé Pure Life, Perrier, Poland Spring, S.Pellegrino
3. Cereals: Chocapic, Cini Minis, Cookie Crisp, Estrelitas, Fitness, Nesquik
Cereal
 4. Chocolate & confectionery: Aero, Butterfinger, Cailler, Crunch, Kit Kat,
Orion, Smarties, Wonka
5. Coffee: Nescafé, Nescafé 3 in 1, Nescafé Cappuccino, Nescafé
Classic,NescaféDecaff, Nescafé Dolce Gusto, Nescafé Gold, Nespresso
6. Culinary, chilled and frozen food: Buitoni, Herta, Hot Pockets, Lean Cuisine,
Maggi, Stouffer's, Thomy
7. Dairy: Carnation, Coffee-Mate, La Laitière, Nido • Drinks: Juicy Juice, Milo,
Nesquik, Nestea
8. Food service: Chef, Chef-Mate, Maggi, Milo, Minor’s, Nescafé, Nestea, Sjora.
9. Healthcare nutrition: Boost, Nutren Junior, Peptamen, Resource
10. Ice cream: Dreyer’s, Extrême, Häagen-Dazs, Mövenpick

Nestle Bangladesh Ltd.

Nestlé started its operation in 1994 in Bangladesh and its only factory is now situated
in Sreepur, Gazipur. Nestlé invested Tk. 110 core so far since 1994. Vastly sold
products in Bangladesh are Nido, Nescafé, Maggi noodles and soup, Maggi Shad-e-
Magic, breakfast cereals such as Corn Flakes and Koko Crunch, Coffee-Mate, Munch
Rolls and many more.
In the early eighties Transcom Ltd. was appointed the sole agent of Nestlé products in
Bangladesh. In 1992 Nestlé S.A. and Transcom Ltd. acquired the entire share capital of
Vita Rich Foods Ltd. Nestlé S. A. took 60 percent while Transcom Ltd. acquired 40
percent. Nestlé Bangladesh Limited started its first commercial production in
Bangladesh in 1994. In 1998 Nestlé S.A. took over the remaining 40% share from our
local partner when Nestlé Bangladesh became a fully owned subsidiary of Nestlé S.A.
Nestlé Bangladesh’s vision is to build Nestlé as the respected and trustworthy leading
Food, Beverage, Nutrition, Health and Wellness Company in Bangladesh ensuring long
term sustainable and profitable growth. The company is very much focused to ensure
that the vision is implemented in every aspect.
Popular Nestlé brands entered this part of the sub‐continent during the British rule and
the trend continued during the pre‐independence days of Bangladesh. After
independence in 1971, Nestlé World Trade Corporation, the trading wing of Nestlé
S.A., sent regular dis-patches of Nestlé brands to Bangladesh through an array of
indentures and agents, and some of the brands such as Nespray, Cerelac, Lactogen, and
Blue Cross etc. became house-hold names.
 Products of Nestlé in Bangladesh Brands

Culinary Maggi noodles

Maggi Shad-e-Magic
Maggi soup
Confectionary Nestlé Munch Rolls

Breakfast Cereals Nestlé Koko Crunch

Honey Gold Flakes
Corn Flakes
Milo Breakfast cereals (coming soon)
Dairy Nido Fortified
Nido 2+
Nido 3+
Baby cereal Lactogen
NAN
Cerelac
Beverages Nescafe
Nescafe Alegria (Coming soon) Nescafe
3 in 1
Coffee Mate
Nestea (Available to a few exclusive
places)
Nes-frappe (Available to a few exclusive
places)

Its total authorized capital is TK1.5 billion and total paid up capital is TK 1.1 billion.
The only factory of the company in Bangladesh is situated at Sreepur, 55 km north of
Dhaka. The factory produces the instant noodles and cereals and repacks milks, soups,
beverages and infant nutrition products. The Company is continuously growing through
the policy of constant innovation, concentrating on its core competencies and its
commitment to high quality food to the people of Bangladesh.

The 10 Business Principles of Nestle

The 10 Business Principles of Nestle Compliance with the Nestlé Business Principles
is the foundation for our Company’s commitment. It is very much cautious to be
environmentally sustainable and to create shared value in the following 10 areas.
1. Leader in Nutrition, Health and Wellness
2. Trusted in Quality assurance and product safety
3. Transparent consumer communication
4. Exemplary human rights and labor practices
5. Credible in leadership and personal responsibility
 6. Ensuring Safety and Health at work
7. Recognize supplier and customer relations
8. Inclusive agriculture and rural development
9. Resourceful in environmental sustainability
10. Caring Water.

Nestlé Bangladesh’s Leading Objectives

a) To develop safe and wholesome packaged foods using the most efficient and
appropriate packaging materials available, while, at the same time, satisfying consumer
requirements and expectations.
b) Nestlé Bangladesh seeks packaging solutions that:

 Will result in the lowest possible weight and volume of packages

 Take into account new packaging materials and processes that reduce the impact
on the environment;
 Avoid the use of substances that can adversely impact the environment during
packaging production and disposal
 Decrease packaging waste at all stages, including package manufacturing,
utilization and disposal
 Increase the use of recycled materials wherever possible; and
 Increase the recyclables and compatibility of its packages with existing waste
management schemes.

Strategies
Nestlé Bangladesh has these strategically key Success Factors:

1. Strong brands / relationships with consumers

2. Research and development

3. Innovation and renovation

4. Product availability

Regions of NBL
Nestlé Bangladesh Limited markets its products throughout the country with the help
of its distributors. Apart from that, Nestlé Professional is a separate function which is
responsible for the institutional sale, though it is breaking out of its threshold and going
for a more aggressive way of selling the products personally in crowded places such as
Robindro Shorobor. There are currently 80 distributors of Nestlé Bangladesh products
of which 76 are retail distributors and remaining 4 are Nestlé Professional’s distributors
providing products for the out of home consumptions. The whole country is divided
into seven regions:
A. Dhaka North
B. Dhaka South
C. Chittagong
D. Bogra
E. Khulna
F. Sylhet
G. Barisal

Functions of Nestlé Bangladesh

As shown in the organization structure, Nestlé Bangladesh has 10 functions, among
which the Managing director controls 3 and the rest is controlled by their individual
directors. The General Management take cares of the overall operation of the company,
while maintaining their regular governmental affairs and taking key decisions. The
Manufacturing Function is where some products are made (like Munch, Maggi) and
some, like Nido are repacked. The Human Resources function focuses on the
management of employees and organizational culture, as well as retaining the people,
motivating them more with each passing day. Supply Chain ensures the stable supply
of the products according to the demand of the customers. Marketing looks after the
existing brands, market share and product development of the products. Finance and
control deals with the financial transactions and most importantly they also apply the
control mechanism to remain the company complaint financially and procedurally. The
IS/IT department falls under the Finance function, hence they also maintain day to day
technicality. Sales and Nestlé Professionals are the revenue generating departments for
the company.

MANAGING
DIRECTOR

NESTLE
PROFESSIONALS
GENERAL
MANAGEMENT
MARKETING

Human
ManufacturingDi Finance & Corporate Supply Chain NUTRITION
ResourcesDirecto
rector ControlDirector Affairs Director Director Director
r

Figure: Organogram of Nestle Bangladesh

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