Project Original

Submitted by Subhankar Ghosh Roll No:25100910003 DSMS BUSINESS SCHOOL (affiliated to WBUT)
Under the guidance of 1:Dr. Subir Ghosh(Asst Prof, DSMS Business School) 2:Abhishek Chatterjee(Asst HR Manager, Dabur ,Narendrapur)
Acknowledgement
I have taken efforts in this project. However, it would not have been possible without the kind support and help of many individuals and organizations. I would like to extend my sincere thanks to all of them.
I am highly indebted to Mr.Umasankar Dutta & Mr.Abhishek Chatterjee for their guidance and constant supervision as well as for providing necessary information regarding the project & also for their support in completing the project. I would like to express my gratitude towards my parents & faculty members specially our director sir Mr.D.k patra our HOD Mr.Durlav sarkar & my project guide Dr.Subir ghosh & Mr.Indranil mudsuddi for their kind co-operation and encouragement which help me in completion of this project. I would like to express my special gratitude and thanks to employees of Dabur for giving me such attention and time. My thanks and appreciations also go to my friends in developing the project and people who have willingly helped me out with their abilities.
Preface
The concept of training has become a strategic option in the development of human resources. Consequently the strategies of development which aim at improving ,modernizing, simplifying work method has been greatly required as a pressing need of the corporate bodies. The modern concept of training provides that the training should convey the basic theoretical and practical skills in a way that copes with the latest challenges represented in the ever changing work requirements. The efforts of training should be fundamentally channeled towards the construction and innovation of more efficient methods in planning and following up human resources to achieve the aspired objectives of development more efficiently, thus leading to improved performance at work on a continued basis. The training and development departments exerts utmost efforts to development training programmes through application of the most advanced techniques in training to confront recent challenges and developments at work environment and bridge the gap between actual and targeted level of performance through qualified trainers who maintain required theoretical and practical skills. There is no doubt that the construction of a solid base of administrators and trainers has become the fruitful outcome of dedicated efforts over the past years of continued training & development. I decided to do the project on this topic to acquire the real life knowledge about the industrial environment and business practices which would supplement the theoretical study of business management in general.
Introduction of Company
Dabur Indias profile & history: Dabur India Ltd is one of Indias leading FMCG Companies with Revenues of about US$910 Million (Rs 4110 Crore) & Market Capitalisation of US$4 Billion (Rs 20,000 Crore). Building on a legacy of quality and experience of over 125 years, Dabur is today Indias most trusted name and the worlds largest Ayurvedic and Natural Health Care Company. Dabur India is also a world leader in Ayurveda with a portfolio of over 250 Herbal/Ayurvedic products. Dabur's FMCG portfolio today includes five flagship brands with distinct brand identities -- Dabur as the master brand for natural healthcare products, Vatika for premium personal care, Hajmola for digestives, Ral for fruit juices and beverages and Fem for fairness bleaches and skin care products. Dabur today operates in key consumer products categories like Hair Care, Oral Care, Health Care, Skin Care, Home Care and Foods. The company has a wide distribution network, covering over 2.8 million retail outlets with a high penetration in both urban and rural markets. Dabur's products also have a huge presence in the overseas markets and are today available in over 60 countries across the globe. Its brands are highly popular in the Middle East, SAARC countries, Africa, US, Europe and Russia. Dabur's overseas revenues stands at over Rs 500 Crore in the 2008-09 fiscal, accounting for about 20% of the total turnover.
The origin of Dabur can be traced back to 1884 when Dr. S.K. Burman started a health care products manufacturing facility in a small Calcutta pharmacy. In 1896, as a result of growing popularity of Dabur products, Dr. Burman set up a manufacturing plant for mass production of formulations. In early 1900s, Dabur entered the specialized area of nature based Ayurvedic medicines. In 1919, Dabur established research laboratories to develop scientific processes and quality checks. In 1936, Dabur became a full-fledged company with the name Dabur India (Dr. S.K. Burman) Pvt Ltd. Dabur shifted its operations to Delhi in 1972. Dabur
became a Public Limited Company in 1986 and Dabur India Limited came into existence after reverse merger with Vidogum Limited. In 1992, Dabur entered into a joint venture with Agrolimen of Spain to manufacture and market confectionary items in India. In 1994, Dabur raised its first IPO. In 1998, day to day running of the company was handed over to professionals. In 2000, Dabur achieved a turnover of Rs 1000 crores. In 2005, Dabur acquired Balsara. Dabur crossed $ 2 billion market cap in 2006.
Dabur India decides to merge its wholly-owned subsidiary Dabur Foods Limited with itself in 2007.Same year Dabur India announced its foray into the organised retail business through a wholly-owned subsidiary, H&B Stores Ltd. Dabur will invest Rs 140 crores by 2010 to establish its presence in the retail market in India with a chain of stores on the Health & Beauty format. Dabur India acquires Fem Care Pharma, a leading player in the women's skin care market in 2008.In 2009 Dabur launched Odomos Naturals, a range of personal application mosquito repellents. Dabur Red Toothpaste becomes the Dabur's ninth Billion Rupee brand in the same year.
Products
Health care products:
Dabur's Health Care range brings a wide selection of Ayurvedic and natural products that offer complete care for varying individual needs. The products are derived from the time-tested heritage of Ayurveda, and backed by the most modern scientific test & trials that ensure unfailing quality and safety in anything you pick. Products include: Health supplements Dabur chyawanprash,Dabur chyawanprakash,Chyawan junior Dabur glucose Dabur honey Dabur nutrigo total and nutrigo women Oral care Dabur red toothpaste Babool toothpaste Meswak toothpaste Promise toothpaste Dabur lal dant manjan Babool mint fresh gel Digestives Hajmola tablets Hajmola candy Personal care products Hair care
Hair oil Dabur amla Dabur amla flower magic Vatica enriched coconut hair oil Vatica enriched almond hair oil Shampoo Vatica smooth &silky shampoo Vatica root strengthening Vatica black shine shampoo Vatica dandruff control shampoo Dabur total protect shampoo Conditioner Vatica smooth & silky conditioner Vatica root strengthening conditioner Fem Fairness crme bleach Fem herbal bleach Fem oxy bleach Saka men bleach Fem hair removing cream Fem liquid hand wash Skin care Uveda
Uveda complete fairness cream Uveda moisturising face wash uveda clarifying face wash uveda 2-in-1 face wash Gulabari Gulabari rose water Gulabari face freshener Gulabari moisturising cream Gulabari moisturising lotion Food products Real fruit juice Activ fruit juice Burrst fruit juice Lemoneez Capsico chili sauce Homemade Ginger garlic paste Coconut milk Tomato puree Home care Dazzl Odomos cream Odomos lotion
Odonil Odopic Sani fresh shine Consumer health OTC product Cough & cold Dabur honitus cough syrup Honitus lozenges Gastro-intestinal Dabur pudin hara Dabur active antacid
Memory enhancer Dabur shankha pushpi Medicated oils Dabur badam oil Rejuvenation Shilajit gold Baby care Dabur lal tail Dabur janma ghunti Dabur gripe water Womens health Dabur active blood purifier
Rubs & balms Dabur balm strong Cosumer health ethical Broncorid Rheumatil Dabur lipistat
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Dabur India LTD(Narendrapur unit details)

The Narendrapur unit of Dabur india is one of the manufacturing units of Dabur in the Eastern zone. Currently this unit possess a land of 46588.00sqm of which 34424.00sqm is used in production purposes. The factory has taken a big step towards modernization and many fully automatic and semi-automatic machines were installed. Currently the factory is having most modern indigenous and imported highly automated equipments at various manufacturing and packing locations along with the provision of Reserve Osmosis water plant and Demineralized water plant. A state of the art Effluent Treatment plant has been installed for recycling of water. A wide range of products is manufactured in the Narendrapur factory. These products are Honey, Asavas, Chyawanprash, Mritsanjeevani sura , Glucose and Pudinhara . The unit is headed by Mr.Mohon Arora(Factory manager).There are Assistant managers ,Officers, Assistant Officers, Supervisors and Workers to assist the Factory Managers & Managers in running the unit. At present it has 6 managers 15 staff and 75 workers. It has 200-400 numbers of contractual workers. The factory has a turnover of 140 crore in 2011 & 84 crore in 2010.
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THE STUDY
OBJECTIVES OF THE STUDY Primary objectives: To identify the training needs, training methodologies and training programs at Dabur Narendrapur unit. To measure the effectiveness of the training programs at Dabur Narendrapur unit. Secondary objectives: To study the existing training programs. To identify the effectiveness of the training programme given by Dabur Narendrapur unit.
To study the impact of training programme of the employee performance.
To ascertain the challenge of training at Dabur Narendrapur unit.
NEED OF THE STUDY The study is an analysis of an organization to determine the areas of job performance in which an employees needs training. A survey or assessment is conducted before any training takes place. The information gained through this training survey is an integral part for improvement and success.
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The training survey i can also be used to determine the effectiveness of training.
SCOPE OF THE STUDY The study asses the challenges of training at Dabur Narendrapur unit. The study has been conducted among the workers in that organization of different positions and age group. The study also covers the level of effectiveness of the training programs at Dabur Narendrapur unit.
LIMITATION OF THE STUDY
The study was conducted only at Dabur Narendrapur unit.
Some of the respondents were reluctant to answer due to their busy work schedules. There may be bias in the responses given by the employees. Another limitation is the time factor, where there was limited time for the study.
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INTRODUCTION OF THE STUDY

Intensifying business performance is an expedition, not a destination. The success of business operations depends upon the ups and downs of the employee performances. Hence, the HR managers started looking for the methods to boost the performance and efficiency of its workforce to carry out the work today, and to train them for meeting tomorrow's goals. Training programmers were developed many years ago, but now-a-days, it has become a crucial factor in companies with certain objectives in mind. Appraisal & Training and development practices
should boost up performance and develop the skills, knowledge and expertise of the employees. The vital objective of training is to build-up right ability and capability in the labor force so that they can perform to meet the needs, wants and expected returns of the employers. Training has made remarkable contributions to the improvement of all kinds. Training is essential; but doubts arise over its contribution in practice. Complaints are growing over in its ineffectiveness. The training apparatus and costs have multiplied. Unhappiness persists and is growing at the working level, where the benefits of training should show up most clearly. This disillusionment shows in many ways - reluctance to send the most talented workforce for training, inadequate use of personnel after training, etc. With disillusionment
mounting in the midst of expansion, training has entered a dangerous phase in its development. Training is neither a panacea for all ills nor is it a waste of time. What is required is an insight into what training can or
cannot do, and skill in designing and executing training successfully and costeffectively.
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At the present time, all the organizations give more trust on commercializing their activities. All the firms, in order to continue to exist in the competitive global market and to be effectual, should espouse the most modern technology, i.e., mechanization, computerization and automation. Technical knowhow alone, however, does not assure success unless it is sustained by workforce possessing indispensable expertise. Hence, organizations should train the employees to enrich them in the areas of changing technical skills and knowledge from time to time. The firms consider its human resources as one of their most precious assets. To induce the sense of responsibility for the work in the employees to achieve the mutually agreed goals, training is a vital tool. Training is a valuable assessment device that helps the organizations to improve the performance and skill levels of their employees and to monitor them on continuous basis for effectiveness of human resources. The training should be imparted to all the staff on their specialized areas as well as general areas, irrespective of their position in the company. In the context of globalization, human resource development with proper training to the workforce is required to meet the challenges in future and to win the global competitive advantage. The organizations spend huge amounts of money on imparting training to its employees. So it is very important to evaluate the efficacy of the training programmes conducted so far, and to find out whether the executives are able to implement the skills that they learned in the training and development process.
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Training Definition:
A systematic development of knowledge, skills and attitudes required by an individual to perform adequately a given task or job. Michael Armstrong.
Effectiveness Core definition

Effectiveness is the extent to which an activity fulfils its intended purpose or function.
Effectiveness:
This is a measure of the match between stated goals and their achievement. It is always possible to achieve easy, low-standard goals. In other words, quality in higher education cannot only be a question of achievements outputs but must also involve judgments about the goals (part of inputs) A measure of the extent to which a specific intervention, procedure, regimen, or service, when deployed in the field in routine circumstances, does what it is intended to do for a specified population. In the health field, it is a measure of output from those health services that contribute towards reducing the dimension of a problem or improving an unsatisfactory situation.
Appraisal definition
Performance appraisal is the process of obtaining, analyzing and recording information about the relative worth of an employee. The focus of the performance appraisal is measuring and improving the actual performance of the employee and also the future potential of the employee. Its aim is to
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measure what an employee does. Training need is also ascertained from the from the appraisal system in an organization. If the difference between the expected performance and actual performance comes out to be positive, then certainly there is a need of training.
Importance of Training: Productivity Training and Development helps in increasing the productivity
of the employees that helps the organization further to achieve its long-term goal.
Team spirit Training and Development helps in inculcating the sense of team
work, team spirit, and inter-team collaborations. It helps in inculcating the zeal to learn within the employees.
Organization Culture Training and Development helps to develop

and improve the organizational health culture and effectiveness. It helps in creating the learning culture within the organization.
Training and Development helps building the positive perception and feeling about the organization. The employees get these feelings from leaders, subordinates, and peers.
Organization Climate
Quality Training
work and work-life.
and Development helps in improving upon the quality of
Healthy work environment Training and Development helps in creating

the healthy working environment. It helps to build good employee, relationship so that individual goals aligns with organizational goal. Training and Development helps in improving the health and safety of the organization thus preventing obsolescence.
Health and Safety

Training
Morale
force.
and Development helps in improving the morale of the work
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Image Training and Development helps in creating a better corporate image. Profitability Training
and Development leads to improved profitability and
more positive attitudes towards profit orientation.
Training need Analysis:

An analysis of training need is an essential requirement to the design of effective training. The purpose of training need analysis is to determine whether there is a gap between what is required for effective performance and present level of performance. Analyzing the need, or performing a needs assessment, is
crucial in identifying the information that must be addressed in the program. This is where we ask the question, What do we want our employees to get out of the program? A great way to complete this phase is to perform a gap analysis by comparing current results to the desired performance. Another way to perform this phase is to treat team members as stakeholders in the process, much like we treat customers. Get their help by asking for specifications for the training. After all, they know where they need help...particularly when it comes to delivering a better product or dealing with customers. This analysis is also useful in creating metrics that will help your organization gauge the effectiveness of the training. This phase is where training program objectives begin to take shape. If an organization performs the assessment phase without rigorous attention to details, money and time is wasted.
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Why training need analysis:

Training need analysis is conducted to determine whether resources required are available or not. It helps to plan the budget of the company, areas where training is required, and also highlights the occasions where training might not be appropriate but requires alternate action. Before the training is conducted it is required to check at which level training needs to be given. Individual skill gap analysis is done to identify the each individuals training needs. Pillar checklist is used as inputs in identifying the training needs. On the basis of different needs these are categorized into three level.
Training Need arises at three levels:
Training Need
Business Need
Generic Need
Individual Need
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Business Need -Training Need analysis at Business needs level focuses on the
work that is being assigned to the employees which will help the organization to achieve business goals. The job analyst gathers the information on whether the job is clearly understood by an employee or not. He gathers this information through technical interview, observation, psychological test; questionnaires asking the closed ended as well as open ended questions, etc. Today, jobs are dynamic and keep changing over the time. Employees need to prepare for these changes. The job analyst also gathers information on the tasks needs to be done plus the tasks that will be required in the future. Based on the information collected, training Need analysis (TNA) is done.
Generic Level Training need analysis at generic level focuses on safety, strategic planning, business need, and goals. It starts with the assessment of internal environment of the organization such as, procedures, structures, policies, strengths, and weaknesses and external environment such as opportunities and threats. Weaknesses can be dealt with the training interventions, while strengths can further be strengthened with continued training. Threats can be reduced by identifying the areas where training is required. And, opportunities can be exploited by balancing it against costs. For this approach to be successful, the HR department of the company requires to be involved in strategic planning. In this planning, HR develops strategies to be sure that the employees in the organization have the required Knowledge, Skills, and Attributes (KSAs) based on the future KSAs requirements at each level.
Individual Level Training need analysis at individual level focuses on each

and every individual in the organization. At this level, the organization checks whether an employee is performing at desired level or the performance is below
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expectation. It also checks how each of the employee is maintaining the discipline & shop floor hygiene, flexibility & punctuality & willingness to learn. If the difference between the expected performance and actual performance comes out to be positive, then certainly there is a need of training. However, individual competence can also be linked to individual need. The methods that are used to analyze the individual need are:

Appraisal and performance review
Peer appraisal
Competency assessments Subordinate appraisal Client feedback Customer feedback Self-assessment or self-appraisal
Training Design & Development of Materials

The design phase is where one link the needs assessment to the actual creation of new curriculum or the arrangement of existing curricula. This is where one assemble information tied to each program objective. From the needs analysis, one draw the blueprints of the training, based on the companys specifications. If we design the training based on the employees needs, one get a better product. This is also the phase where one begins to think about the operational considerations of the program. Ask the question: How is the delivery of the program going to influence my business operations? The answer to this question will force functional managers to make decisions about how they will change operations in the interim to support the program. With regard to company operations, it is better to begin the decision-making process now rather than when the implementation phase is imminent.
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Operationally, here are a few things to think about: 1. Vacation plans Will they interfere with training, or vice-versa? 2. Did I give the troops enough notice to facilitate planning and the potential impact on work-life balance? 3. Training ultimately means that people will be pulled from the workforce. Who will mind the store? Consideration be given on making multiple sessions available for flexibility in attendance. Care must be taken not to remove too many key players from the field at the same timeyou could be asking for trouble.
This includes items like, references, info packs, case studies, movies, games, and other visual aids. Keep the information organized and easy to use by both the facilitator and the attendeesconfusing programs will sabotage the program. This is also a great time to ensure that feedback from previous sessions is included. The programs should be up to date things could spice up by revamping statistical data, and finding new stories to tell. If the attendees are bored, they will not stay engaged with the facilitator. If attendees are disengaged, they will absorb less knowledge. They have to be engaged with activities such as trivia questions, interactive exercises, and group discussions. It is a proven fact that engagement raises knowledge retention.
Methods of Training
There are various methods of training, which can be divided in to cognitive and behavioral methods. 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
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something, written or verbal information, demonstrate relationships among concepts, etc. These methods are associated with changes in knowledge and attitude by stimulating learning.
The various methods that come under Cognitive approach are:
Lectures:
Lecture is telling someone about something. Lecture is given to enhance the knowledge of listener or to give him the theoretical aspect of a topic. Straight lecture method consists of presenting information, which the trainee attempts to absorb. In this method, the trainer speaks to a group about a topic. A lecture may also take the form of printed text, such as books, notes, etc. A good lecture consists of introduction of the topic, purpose of the lecture, and priorities and preferences of the order in which the topic will be covered.
Some of the main features of lecture method are:

Inability to identify and correct misunderstandings Less expensive Can be reached large number of people at once Knowledge building exercise Less effective because lectures require long periods of trainee inactivity
Demonstration:
In the demonstration method trainer shows the trainees how to perform or how to do the tasks of the job. In order to be more effective, demonstration method
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should
be
accompanied
by
the
discussion
or
lecture
method.
To carry out an effective demonstration, a trainer first prepares the lesson plan by breaking the task to be performed into smaller modules, easily learned parts. Then, the trainer sequentially organizes those modules and prepares an explanation for why that part is required. While performing the demonstration, trainer:
Helps the focusing their attention on critical aspects of the task Tells the trainees what you will be doing so they understand what you will be showing them Explains why it should be carried out in that way
After completing the demonstration the trainer provide feedback, both positive and or negative, give the trainee the opportunity to do the task and describe what he is doing and why.
Discussion
This method uses a lecturer to provide the learners with context that is supported, elaborated, explains, or expanded on through interactions both among the trainees and between the trainer and the trainees. If the Discussion method is used with proper sequence i.e. lectures, followed by discussion and questioning, can achieve higher level knowledge objectives, such as problem solving and principle learning. Understanding is conveyed in the form of verbal and non-verbal feedback that enables the trainer to determine whether the material is understood. .
COMPUTER BASED TRAINING (CBT)

With the worldwide expansion of companies and changing technologies, the demands for knowledge and skilled employees have increased more than ever, which in turn, is putting pressure on HR department to provide training at lower
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costs. Many organizations are now implementing CBT as an alternative to classroom based training to accomplish those goals. Some of the benefits of Computer Based Training are:
INTELLEGENT TUTORIAL SYSTEM(ITS)This Intelligent Tutorial system uses artificial intelligence to assist in training or tutoring the participants. This system learns through trainee responses.
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Features of Intelligent Tutorial Systems (ITS) It selects the appropriate level of instructions for the participants It guides the trainees It is a text-based system It also evaluates the training program It also improves the methodology for teaching the trainee based on the information It is an interactive system It determines the trainees level of understanding Intelligent Tutorial System (ITS) comprises of 5 components: 1. A domain expert also called the expert knowledge base 2. A trainee model stores the information on how the trainee is performing during the training program 3. A scenario generator 4. A training session manager interprets trainees responses and responds either with tutoring, more content or information 5. A user interface allows the trainee to communicate with the Intelligent tutorial System
PROGRAMMED INSTRUCTION (PI)

Programmed instruction is a Computer-based training that comprises of graphics, multimedia, text that is connected to one another and is stored in memory. Programmed instruction is the procedure of guiding the participants strategically through the information in a way that facilitates the most effective and efficient learning. In programmed instruction, trainees receive information in substantial amount and then tested on their retention of information. If the trainees are not able to retain the information, they are referred back to the original information. If the trainees retain the information, they are referred to the next log of information that is to be learned.
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Programmed Instruction also comes in

Printed form i.e. books Tape Interactive Video Other formats
Virtual reality
Virtual Reality is a training method that puts the participant in 3-D environment. The three dimensional environment stimulates situations and events that are experienced in the job. To experience virtual reality, the trainee wears devices, like headset, gloves, treadmills, etc. Virtual Reality provides trainees with an understanding of the consequences of their actions in the work environment by interpreting and responding to the trainees actions through its accessories: Some of the features of Virtual Reality System are:

It is poorly understood requires technical understanding It is expensive It is time consuming It is flexible in nature It does not incur traveling, lodging, or food cost It requires excellent infrastructure
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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. The various methods that come under Behavioral approach are:
Games & simulation:

Training games and simulations are different from work as they are designed to reproduce or simulate events, circumstances, processes that take place in trainees job. Simulation is creating computer versions of real-life games. Simulation is about imitating or making judgment or opining how events might occur in a real situation. It can entail intricate numerical modeling, role playing without the support of technology, or combinations.
Some
of
the
examples
of
this
technique
are:
Trainees can therefore experience these events, processes, games in a controlled setting where they can develop knowledge, skills, and attitudes or can find out concepts that will improve their performance.
Behavior modeling:
Modeling uses the innate inclination for people to observe others to discover how to do something new. It is more often used in combination with some other
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techniques. Procedure: In this method, some kind of process or behavior is videotaped and then is watched by the trainees. Games and simulation section is also included because once the trainees see the videotape, they practice the behavior through role plays or other kind of simulation techniques. The trainee first observes the behavior modeled in the video and then reproduces the behavior on the job. Behavior modeling focuses on developing behavioral and interpersonal skills.
Business games:
With the increase in globalization and changing technologies, many organizations are now moving from board games to computer based simulations, using interactive multimedia (IM) and virtual reality (VR). Business games are the type of simulators that try to present the way an industry, company, organization, consultancy, or subunit of a company functions.
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Some of the benefits of the business games are:
Business games simulate whole organization and provide much better perspective than any other training methods. They allow trainees to see how their decisions and actions impact on the related areas.
Case studies:
Case Studies try to simulate decision making situation that trainees may find at their work place. It reflects the situations and complex problems faced by managers, staff, HR, CEO, etc. The objective of the case study method is to get trainees to apply known concepts and ideologies and ascertain new ones. The case study method emphasize on approach to see a particular problem rather than a solution. Their
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solutions are not as important as the understanding of advantages and disadvantages. Case Study method focuses on:

Building decision making skills Assessing and developing Knowledge, Skills and Attitudes (KSAs) Developing communication and interpersonal skills Developing management skills Developing procedural and strategic knowledge
IN-basket technique: In-Basket Technique It provides trainees with a log of written text or information and requests, such as memos, messages, and reports, which would be handled by manger, engineer, reporting officer, or administrator. Procedure of the In basket Technique In this technique, trainee is given some information about the role to be played such as, description, responsibilities, general context about the role. The trainee is then given the log of materials that make up the inbasket and asked to respond to materials within a particular time period. After all the trainees complete in-basket, a discussion with the trainer takes place. In this discussion the trainee describes the justification for the decisions. The trainer then provides feedback, reinforcing decisions made suitably or encouraging the trainee to increase alternatives for those made unsuitably.
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This technique focuses on:
Role plays: Role play is a simulation in which each participant is given a role to play. Trainees are given with some information related to description of the role, concerns, objectives, responsibilities, emotions, etc. Then, a general description of the situation, and the problem that each one of them faces, is given. For instance, situation could be strike in factory, managing conflict, two parties in conflict, scheduling vacation days, etc. Once the participants read their role descriptions, they act out their roles by interacting with one another.
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Role Plays helps in
There
are
various
types
of
role
plays,
such
as:
Multiple Role Play In this type of role play, all trainees are in groups, with each group acting out the role play simultaneously. After the role play, each group analyzes the interactions and identifies the learning points. Single Role Play One group of participants plays the role for the rest, providing demonstrations of situation. Other participants observe the role play, analyze their interactions with one another and learn from the play. Role Rotation It starts as a single role play. After the interaction of participants, the trainer will stop the role play and discuss what happened so far. Then the participants are asked to exchange characters. This method allows a variety of ways to approach the roles. Spontaneous Role Play In this kind of role play, one of the trainees plays herself while the other trainees play people with whom the first participant interacted before.
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MANAGEMENT DEVELOPMENT METHOD:

The more future oriented method and more concerned with education of the employees. To become a better performer by education implies that management development activities attempt to instill sound reasoning processes. Management development method is further divided into two parts: On the Job Training: The development of a manager's abilities can take place on the job. The four techniques for on the job development are: COACHING Coaching is one of the training methods, which is considered as a corrective method for inadequate performance. Procedure of the Coaching: The procedure of the coaching is mutually determined by the executive and coach. The procedure is followed by successive counseling and meetings at the executives convenience by the coach. 1. Understand the participants job, the knowledge, skills, and attitudes, and resources required to meet the desired expectation 2. Meet the participant and mutually agree on the objective that has to be achieved 3. Mutually arrive at a plan and schedule 4. At the job, show the participant how to achieve the objectives, observe the performance and then provide feedback
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5. Repeat step 4 until performance improves For the people at middle level management, coaching is more likely done by the supervisor; however experts from outside the organization are at times used for up and coming managers.
Mentoring:
Mentoring is an ongoing relationship that is developed between a senior and junior employee. Mentoring provides guidance and clear understanding of how the organization goes to achieve its vision and mission to the junior employee.
Some key points on Mentoring

Mentoring focus on attitude development Conducted for management-level employees Mentoring is done by someone inside the company It is one-to-one interaction It helps in identifying weaknesses and focus on the area that needs improvement
Job rotation:
For managers being developed for executive roles, rotation to different functions in the company is regular carried out. This approach allows the manger to operate in diverse roles and understand the different issues that crop up. If someone is to be a corporate leader, they must have this type of training.
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It is the process of preparing employees at a lower level to replace someone at the next higher level. It is generally done for the designations that are crucial for the effective and efficient functioning of the organization.
Some of the major benefits of job rotation are:
It provides the employees with opportunities to broaden the horizon of knowledge, skills, and abilities by working in different departments, business units, functions, and countries. Identification of Knowledge, skills, and attitudes (KSAs) required It determines the areas where improvement is required Assessment of the employees who have the potential and caliber for filling the position .
JOB INSTRUCTION TECHNIQUE (JIT)
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Job Instruction Technique (JIT) uses a strategy with focus on knowledge (factual and procedural), skills and attitudes development.
Procedure
of
Job
Instruction
Technique
(JIT)
JIT consists of four steps: Plan This step includes a written breakdown of the work to be done because the trainer and the trainee must understand that documentation is must and important for the familiarity of work. Present In this step, trainer provides the synopsis of the job while presenting the participants the different aspects of the work.
Trial This step actually a kind of rehearsal step, in which trainee tries to perform the work and the trainer is able to provide instant feedback. Follow-up In this step, the trainer checks the trainees job frequently after the training program is over to prevent bad work habits from developing.
OFF THE JOB TRAINING

There are many management development techniques that an employee can take in off the job. The few popular methods are:
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SENSITIVITY TRAININGSensitivity training is about making people understand about themselves and others reasonably, which is done by developing in them social sensitivity and behavioral flexibility. Social sensitivity in one word is empathy. It is ability of an individual to sense what others feel and think from their own point of view. Behavioral flexibility is ability to behave suitably in light of understanding. Procedure of Sensitivity Training: Sensitivity Training Program requires three steps: Unfreezing the old values: It requires that the trainees become aware of the inadequacy of the old values. This can be done when the trainee faces dilemma in which his old values is not able to provide proper guidance.
Procedure of Sensitivity Training Development of new values With the trainers support, trainees begin to examine their interpersonal behavior and giving each other feedback. The reasoning of the feedbacks are discussed which motivates trainees to experiment with range of new behaviors and values. This process constitutes the second step in
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the change process of the development of these values. Refreezing the new ones This step depends upon how much opportunity the trainees get to practice their new behaviors and values at their work place.
TRANSACTIONAL ANALYSISTransactional Analysis provides trainees with a realistic and useful method for analyzing and understanding the behavior of others. In every social interaction, there is a motivation provided by one person and a reaction to that motivation given by another person. This motivation reaction relationship between two persons is a transaction. Transactional analysis can be done by the ego states of an individual. An ego state is a system of feelings accompanied by a related set of behaviors. There are basically three ego states:
Child: It is a collection of recordings in the brain of an individual of behaviors, attitudes, and impulses which come to her naturally from her own understanding as a child. The characteristics of this ego are to be spontaneous, intense, unconfident, reliant, probing, anxious, etc. Verbal clues that a person is operating from its child state are the use of words like "I guess", "I suppose", etc. and non verbal clues like, giggling, coyness, silent, attention seeking etc. Parent: It is a collection of recordings in the brain of an individual of behaviors, attitudes, and impulses imposed on her in her childhood from various sources such as, social, parents, friends, etc. The characteristics of this ego are to be overprotective, isolated, rigid, bossy, etc. Verbal clues that a person is operating from its parent states are the use of words like, always, should, never, etc and nonverbal clues such as, raising eyebrows, pointing an accusing finger at somebody, etc.
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Adult: It is a collection of reality testing, rational behavior, decision making, etc. A person in this ego state verifies, updates the data which she has received from the other two states. It is a shift from the taught and felt concepts to tested concepts. All of us evoke behavior from one ego state which is responded to by the other person from any of these three states.
STRAIGHT LECTURES/ LECTURES SIMULATION EXERCISES
Training calendar:
After the individual training need has been identified through the process and all the elements of the training is fully identified in the training plan (e.g. trainers, trainees, date, time modules, no. of attendants) the process has been collapsed into a training plan for the quarter/year. Training calendar is
40
prepared to divide the training process into quarterly/yearly plan. A separate training calendar is prepared for every dept.
Training Calendar-Production Jan 2011-Dec 2011
s Training subject s
Traine r
Jan
Feb
Apr May
Jun
July
Au g
Sep
Oct
Nov Dec
Re ma r ks
(a)10
Total plant maintenance
(b) I (C) F
(a)18
Productivity improvement
(b) I (C) H
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Quality orientation
(a)10 (b) I (C) F
Behavioral training 4 5 TQM
(a) 8 (b) E (c) F (a)10 (b) I (c) F
(a)Number of participants
(b)Faculty (1)I-internal (2)E-external (c) Duration (1) F-full day (2)H-
half day Planned Completed
MEASURING THE EFFECTIVENESS OF TRAINING

Training is an important factor in all firms' business strategy, but firms don't assess the impact of training programmes over the employees all the time. Training is effective only if it produces desired outcome. When the organization is implementing a training programme, there should be an ideal forum on which the evaluation scheme can be built, and assessment of
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effectiveness of training and development activities can be done. The article elucidates the impact of an effective training programme on the career growth and development of employees. I have also put forward some suggestions for increasing the effectiveness of the training that will help the organization to step into a bright future. The Kirkpatrick Model The most well-known and used model for measuring the effectiveness of training programs was developed by Donald Kirkpatrick in the late 1950s. It has since been adapted and modified by a number of writers; however, the basic structure has well stood the test of time. The basic structure of Kirkpatricks four-level model is shown here. Level 4 - Results What organizational benefits resulted from the training? Level 3 - Behavior To what extent did participants change their behavior back in the Workplace as a result of the training?
Level 2 - Learning To what extent did participants improve knowledge and skills and change attitudes as a result of the training? Level 1 - Reaction How did participants react to the program?
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Organizations are under pressure to justify various expenses. The training budget is, often, not exempted from this purview. There are a number of questions raised on the value derived from training programmesboth directly and indirectly. Business heads and training managers are under pressure to prove the effectiveness of training. One of the most popular methodologies for measuring training effectiveness was developed by Donald Kirkpatrick. This model articulates a fourstep process. * Level 1: Reactions. At this level, we measure the participants reaction to the programme. This is measured through the use of feedback forms (also termed as happysheets). It throws light on the level of learner satisfaction. The analysis at this level serves as inputs to the facilitator and training administrator. It enables them to make decisions on continuing the programme, making changes to the content, methodology, etc. * Level 2: Participant learning. We measure changes pertaining to knowledge, skill and attitude. These are changes that can be attributed to the training. Facilitators utilize pre-test and post-test measures to check on the learning that has occurred. However, it is important to note that learning at this level does not necessarily translate into application on the job. Measuring the effectiveness of training at this level is important as it gives an indication about the quantum of change vis--vis the learning objectives that were set. It provides critical inputs to fine-tuning the design of the programme. It
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also serves the important aspect of being a lead indicator for transfer of learning on to the job context. * Level 3: Transfer of learning. At this level, we measure the application of the learning in the work context, which is not an easy task. It is not easy to define standards that can be utilized to measure application of learning and there is always this question that preys on the minds of various people: Can all changes be attributed to the training? Inputs at this level can come from participants and their supervisors. It makes sense to obtain feedback from the participants on the application of learning on the job. This can be done a few weeks after the programme so that it gives the participants sufficient time to implement what they have learnt. Their inputs can indicate the cause of success or failure; sometimes it is possible that learning was good at level-2, but implementation did not happen due to system-related reasons. It can help the organization deal with the constraints posed by systems and processes so that they do not come in the way of applying learning.
* Level 4: Results. This measures effectiveness of the programme in terms of business objectives. At this level we look at aspects such as increase in productivity, decrease in defects, cycle time reduction, etc. Many organizations would like to measure effectiveness of training at this level; the fact remains that it is not very easy to do this, as it is improbable that we can show direct linkage. However, it is
45
worthwhile making the attempt even if the linkage at this level is indirect. It is possible for organizations to measure effectiveness for all programmes at level-1 and level-2. This can be built into the design of the training programme.
Exploration of training at Dabur:

The training at Dabur India Narendrapur aims to sharpen the skills of the employees & to oblige all the statutory rules & regulations & safety needs by the employees. At Dabur it starts with the process of training need analysis ,where training need is ascertained of each employees through analyzing between business need , generic needs, behavioral needs. To ascertain the training needs a pre training test is conducted with the help of pre-training questionaere.pre training questionnaire is prepared to ascertain the skill-gap & behavioral gap on which training will be conducted. A training calendar is prepared on the basis of time allocation through-out the year. Generally for workers training is conducted internally by their supervisor and for the managers training may be conducted externally .Training calendar is also based 8 TPM pillars. These TPM pillars are JH, KK, PM, SHE,HH,E&T,OJC, IFC. For on-the-job trainees training calendar is prepared on the basis of breakdown,quality defects,SHE issues. After every training a test will be conducted to ascertain how effective the training was . A post training questionnaire is prepared to judge the effectiveness so that it has correct ROI. The post-test questionnaire is based on TPM pillars to test the effectiveness of training. The training programme conducted is tested against this to judge the effectiveness.
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Performance appraisal
Performance appraisal is the process of obtaining, analyzing and recording information about the relative worth of an employee. The focus of the performance appraisal is measuring and improving the actual performance of the employee and also the future potential of the employee. Its aim is to measure what an employee does.
Objectives Of Performance appraisal:

To review the performance of the employees over a given period of time. To judge the gap between the actual and the desired performance. To help the management in exercising organizational control. Helps to strengthen the relationship and communication between superior subordinates and management employees. To diagnose the strengths and weaknesses of the individuals so as to identify the training and development needs of the future. To provide feedback to the employees regarding their past performance. Provide information to assist in the other personal decisions in the organization. Provide clarity of the expectations and responsibilities of the functions to be performed by the employees. To judge the effectiveness of the other human resource functions of the organization such as recruitment, selection, training and development.
To reduce the grievances of the employees.
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Process of Performance Appraisal
Establishing Performance standards: The first step in the process of performance appraisal is the setting up of the standards which will be used to as the base to compare the actual performance of the employees. This step requires setting the criteria to judge the performance of the employees as successful or unsuccessful and the degrees of their contribution to the organizational goals and objectives. The standards set should be clear, easily understandable and in measurable terms. In case the performance of the employee cannot be measured, great care should be taken to describe the standards.
Communicating the standards Once set, it is the responsibility of the management to communicate the standards to all the employees of the organization. The employees should be informed and the standards should be clearly explained . This will help them to understand their roles and to know what exactly is expected from them. The standards should also be communicated to the appraisers or the evaluators and if required, the standards can also be modified at this stage itself according to the relevant feedback from the employees or the evaluators.
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Measuring the actual performance

The most difficult part of the Performance appraisal process is measuring the actual performance of the employees that is the work done by the employees during the specified period of time. It is a continuous process which involves monitoring the performance throughout the year. This stage requires the careful selection of the appropriate techniques of measurement, taking care that personal bias does not affect the outcome of the process and providing assistance rather than interfering in an employees work.
Comparing the actual with desired performance

The actual performance is compared with the desired or the standard performance. The comparison tells the deviations in the performance of the
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employees from the standards set. The result can show the actual performance being more than the desired performance or, the actual performance being less than the desired performance depicting a negative deviation in the organizational performance. It includes recalling, evaluating and analysis of data related to the employees performance.
Discussing results
The result of the appraisal is communicated and discussed with the employees on one-to-one basis. The focus of this discussion is on communication and listening. The results, the problems and the possible solutions are discussed with the aim of problem solving and reaching consensus. The feedback should be given with a positive attitude as this can have an effect on the employees future performance. The purpose of the meeting should be to solve the problems faced and motivate the employees to perform better.
Decision making
The last step of the process is to take decisions which can be taken either to improve the performance of the employees, take the required corrective actions, or the related HR decisions like rewards, promotions, demotions, transfers etc.
Methods of performance appraisal

There are two types of performance appraisal method:
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Performance appraisal
Traditional method
Modern method
Traditional Methods of Performance Appraisal
1. ESSAY APPRAISAL METHOD

This traditional form of appraisal, also known as "Free Form method" involves a description of the performance of an employee by his superior. The description is an evaluation of the performance of any individual based on the facts and often includes examples and evidences to support the information. A major drawback of the method is the inseparability of the bias of the evaluator .
2. STRAIGHT
RANKING METHOD
This is one of the oldest and simplest techniques of performance appraisal. In this method, the appraiser ranks the employees from the best to the poorest on the basis of their overall performance. It is quite useful for a comparative evaluation.
3. PAIRED
COMPARISON
A better technique of comparison than the straight ranking method, this method compares each employee with all others in the group, one at a time. After all the comparisons on the basis of the overall comparisons, the employees are given the final rankings.
4. CRITICAL INCIDENTS METHODS
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In this method of Performance appraisal, the evaluator rates the employee on the basis of critical events and how the employee behaved during those incidents. It includes both negative and positive points. The drawback of this method is that the supervisor has to note down the critical incidents and the employee behaviour as and when they occur.
5. FIELD
REVIEW
In this method, a senior member of the HR department or a training officer discusses and interviews the supervisors to evaluate and rate their respective subordinates. A major drawback of this method is that it is a very time consuming method. But this method helps to reduce the superiors personal bias.
6. CHECKLIST
METHOD
The rater is given a checklist of the descriptions of the behaviour of the employees on job. The checklist contains a list of statements on the basis of which the rater describes the on the job performance of the employees.
7. GRAPHIC
RATING SCALE
In this method, an employees quality and quantity of work is assessed in a graphic scale indicating different degrees of a particular trait. The factors taken into consideration include both the personal characteristics and characteristics related to the on the job performance of the employees. For example a trait like Job Knowledge may be judged on the range of average, above average, outstanding or unsatisfactory.
8. FORCED
DISTRIBUTION
To eliminate the element of bias from the raters ratings, the evaluator is asked to distribute the employees in some fixed categories of ratings like on a normal
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distribution curve. The rater chooses the appropriate fit for the categories on his own discretion.
Modern methods of performance appraisal ASSESSMENT CENTRES An assessment centre typically involves the use of methods like social/informal events, tests and exercises, assignments being given to a group of employees to assess their competencies to take higher responsibilities in the future. Generally, employees are given an assignment similar to the job they would be expected to perform if promoted. The trained evaluators observe and evaluate employees as they perform the assigned jobs and are evaluated on job related characteristics. The major competencies that are judged in assessment centres are interpersonal skills, intellectual capability, planning and organizing capabilities, motivation, career orientation etc. assessment centres are also an effective way to determine the training and development needs of the targeted employees.
BEHAVIORALLY ANCHORED RATING SCALES

Behaviorally Anchored Rating Scales (BARS) is a relatively new technique which combines the graphic rating scale and critical incidents method. It consists of predetermined critical areas of job performance or sets of behavioral statements describing important job performance qualities as good or bad (for eg. the qualities like inter personal relationships, adaptability and reliability, job knowledge etc). These statements are developed from critical incidents. In this method, an employees actual job behaviour is judged against the
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desired behaviour by recording and comparing the behaviour with BARS. Developing and practicing BARS requires expert knowledge.
Human resource accounting method

Human resources are valuable assets for every organization. Human resource accounting method tries to find the relative worth of these assets in the terms of money. In this method the Performance appraisal of the employees is judged in terms of cost and contribution of the employees. The cost of employees include all the expenses incurred on them like their compensation, recruitment and selection costs, induction and training costs etc whereas their contribution includes the total value added (in monetary terms). The difference between the cost and the contribution will be the performance of the employees. Ideally, the contribution of the employees should be greater than the cost incurred on them.
360 Degree performance appraisal

360 degree feedback, also known as 'multi-rater feedback', is the most comprehensive appraisal where the feedback about the employees performance comes from all the sources that come in contact with the employee on his job. 360 degree respondents for an employee can be his/her peers, managers (i.e. superior), subordinates, team members, customers, suppliers/ vendors anyone who comes into contact with the employee and can provide valuable insights and information or feedback regarding the "on-the-job" performance of the employee. 360 degree appraisal has four integral components:
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1. Self appraisal 2. Superiors appraisal 3. Subordinates appraisal 4. Peer appraisal.
Exploration of performance appraisal system at Dabur
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A cardinal performance appraisal system in an organization like Dabur India LTD aims at: Defining the specific job criteria against which performance will be measured. Measuring past job performance precision. Justifying the rewards given to individuals/group and thereby discrimination high & low performance. Defining the development experience the employee needs to enhance the performance of the current job and to prepare for the future responsibility.
Performance appraisal system at Dabur,arendrapur is done annually for officers & supervisors. It is an open appraisal system where officers & supervisors have different appraisal forms according to grade wise.
Objectives of staff performance appraisal at dabur

To evaluate the extent of achievement of results/targets by the individual employees during a year. To provide objective information on the performance of the staff. To review the plan for his better performance. To understand the gap between knowledge & skills with a view to provide guidance & training. To identify the potential of an individual executives so that a dependable management can be built upon.
Features of Dabur staffs appraisal method:

1. Self appraisal is present for officers. 2. Forced choice pattern of format.
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3. Performance appraisal forms is divided in various parts: 4. Self appraisal, factor analysis for management effectiveness, appraisers comment & reaction on performance enhancement review & feedback and counseling jointly by the reviewer and appraiser. Analyzing strength & weakness on potential for holding higher responsibility or any training required & finally remarks /actions by the Management Development Committee. Based on the factors the appraisers give different summary options on : (a) Strength (b)Weakness (c)Developmental needs-(i)Professional (ii)Behavioral (iii)Generic
After the appraiser & reviewer have completed the appraisal it is then communicated to the appraise. This is review record & review comments based on average summary of the ratings & critical traits of the appraise. Departmental heads after evaluating the form send to H.R.D where it is reviewed and kept as a records. Based on appraisal records suitable training development needs increment and staff promotional decision is taken.
Contribution enhancement plan(CEP):

Dabur has adopted the concept of CEP stating that a organization can be successful provided the contribution of each individual adds up to enabling the organization to achieve the goals. The emphasis on new system is on contribution. Contribution means doing the right thing at the right time and doing them well. The focus is not on the individual but on the deliverables the CEP system is designed to be simple to understand and user friendly. The four ratings in the new CEP systems are: Outstanding performance, which means consistently contributing at a standards beyond the target set. It consistently exceeds expectation. Initiates/implement system or process improvements. Drive cross-functional initiatives. Implement a
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breakthrough idea(product/process) hving significant business impact. Considered as one of the best contributors. Strong rating is contributing often at labels beyond the target that are set. It often exceeds expectation. Contributing to system and cross-functional improvement initiatives. Good rating is contributing to achieve the target set. Meet expectations on most of the set jobs. Below expectation contribution is where an individual not able to achieve the minimum target that has been set. The rating system is more demanding because an organization they have to achieve as a team and have to achieve atleast good rating.
CEP score card Rating Outstanding Strong Good Below expectation Score 4 3 2 1 Range 3.51-4.00 2.51-3.50 1.51-2.50 <1.50 Spread 0.50 1.00 1.00 1.50
Contribution enhancement plan (CEP): PURPOSE : To chart out competency plan for increasing contribution to Dabur. What :the plan relates to :
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a) Learning a new skill b) Filling a gap
How : 1) Identify th
development areas
2) Check whether the development areas are appropriate or not by taking into consideration the competency require for the achievement of BBO. 3) List specific to be taken 4) List success criteria
Individual development plan

Competency Plan Action Attend in-house training course. Which demand the setting of spreadsheet. Success criteria Able to set up spreadsheets for management reports.
Pc skills
Develop excel spreadsheet
Communication skills
Improve presentation skill
Practice by giving informal presentation in departmental meetings. Attend inhouse/external training sessions on presentation skills.
Able to prepare & deliver presentations to external dept & outside the company without the assistance by the end of the year.
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Contribution enhancement plan refers to the new performance management consist of Business Building Objectives(BBO) adopted in Dabur. BBO is defined as quantitative or business targets, which are measurable. Example volume growth, value growth, increase in sales turnover, improvement in quality, service, reduction in cycle/lead time, waste minimization, cost control ,etc. They are clearly tangible objectives that can be measured in terms of rupees, percentage, numbers etc.BBO is used primarily for enhancing competencies & development of individuals. The BBOs set for the Human Resource Dept is: 1) 2) 3) 4) 5) Maintenance of harmonious industrial relations. Number of training programme conducted both internal & external. Compliance of statutory obligations. Productivity enhancement through manpower control. Coordination of zonal HR related issue.
The BBO contains grade scale for every Daburian for appraising their performance level.It is rated from 1-4 from where: 1 points stands for poor i.e below expectation generally below 1.5 points. 2 points stands for moderate i.e target oriented. 3 points stands for strong i.e more than the target set. 4 points stands for outstanding i.e beyond the target set generally 3.5 points & above. The appraiser assigns weight of those BBOS before hand and awarded performance grade is multiplied by weight age. For example ,an employee has been awarded 3 points for particular assignment and the same assignment and that same assignment weights 20%,then the performance grade is multiplied by the weight(in percent)i.e 3x.20=6. Likewise for each BBO the performance grade is multiplied with the given weight. Finally al the given points are summed up to give the final grade to conclude whether the employee stands as an outstanding or a
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moderate one. The grade scale is awarded is based on increment & performance bonus. The BIP depends on both the unit performance & individual performance. The ratio of individual & unit performance varies from sometimes 80:20 or 70:30. One who receives D grade falls on the level of poor performer that is the below expectation level. A D grade person receives very less increment but no BIP(Business incentive plan). If someone is marked as D grade for two consecutive years he is sure to receive a warning letter by the management. To upgrade his performance level. The grade rating of Dabur is also based on money value mainly on profit sharing, which depends in total business growth. Beside BIP there are other reasons for appraising also: 1) Cost reduction is to be maintained by both unit and individual level. 2) Discipline maintenance for HR people: For example, functioning of canteen, vendor control. 3) Subordinate development: (For managerial level only) (i) To prepare replace someone for ones position when he is on leave or is transferred elsewhere. (ii) Moreover autocracy is reduced on managers part.
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RESEARCH METHODOLOGY
Definition: Research methodology refers to the various sequential steps to be adopted by a researcher in studying a problem with certain objectives in view. It gives the research a systematic approach right from the problem identification to report preparation. RESEARCH DESIGN This section deals with the research design to be used data collection methods used, sampling techniques to be used, fields work to be carried out, analysis and interpretation to be done, limitations inherent in the project and finally, coverage (scope) of the research work. A research design is purely and simply the framework or plan for a study that guides the collection and analysis of data, it is a blueprint that is followed in completing the study. Descriptive research design: Descriptive research design is also called explanatory design. This is one that simply describes something such as demographic characteristic of employees. The descriptive study is typically concerned with determining frequency with which something occurs or how variables vary together. This is typically guided by an initially hypothesis.
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Importance of descriptive research: Descriptive design is used when the purpose of research is covered under one or more of the following points. To describe the characteristic of certain groups, employees with different age, sex education, etc., To estimate the proportion of people in a specific population who behave in a certain way. To determine whether certain variables are associated. The descriptive study is characterized by its rigidity and formality, a descriptive study requires a clear specification of who, what, when, why and how aspects of the research, it requires formulation of more specific hypothesis and testing these through statistical inference techniques, despite its merits the fundamental weakness is, it does not find the cause and effect relationship among variables.
Data Sources: The data is collected from the following sources, they are Primary source, and Secondary source. Primary source: The primary data those which are collected for the first time, and are original. It is collected through, Questionnaire
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Interview Observation Secondary source: Secondary data refers to the use of information already collected and published or unpublished. Sources: Books Periodicals or journals etc. Secondary data was collected from the companies Hand book, Magazines, Broachers, Books and websites. The questionnaires were collected and analysis was made on the basis of their response. The finding from the analysis were discussed in detail and suggestions provided where ever necessary. SAMPLE SIZE: For my project work I have taken 30 samples which include the top, and middle level management people. SAMPLING TECHNIQUE: Sampling Technique used for the study was convenience sampling. In convenience sampling, the sample is chosen on the basis of the researchers and respondents convenience. DATA COLLECTION METHOD: The data collection method used in the research was survey method.
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The data was systematically recorded from the respondents. RESEARCH TOOLS: A structured questionnaire has been to get the relevant information from the Respondents most of the questions are close ended so that the respondents dont have any problem to answer. Statistical tools for analysis: In the study the researcher has utilized questionnaires as the tools. Statistical tools used, The following are the statistical tools used in this study Chi square. Weighted Average Method
Chi square test: Chi square test is a statistical measured used in the context of sampling analysis for comparing a variance to a theoretical variance. As a non parametric test it can be used to determine its categorical data shows dependency. It is applicable in large number of problem. 2 = (O-E)2/E Where O Observed frequency E Expected frequency
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DATA ANALYSIS AND INTERPRETATION
Opinion survey
Opinion survey among the employees at Dabur india LTD Narendrapur regarding the performance appraisal system in their organization with various sub-context such as satisfaction of the present Training & Appraisal system which helps in strengthening trainer-trainee &appraiser-appraisee relationship. In the following page the data and the diagram shows the opinion distribution in actual and then analyze and interpret the data.
Distribution of respondents on the basis of the age Table : 1 Response 30 20-30 years 13 30-40 years 11 40 years above 3
Chart showing distribution of respondents on the basis of the age

20-30 years 30-40 years 40 years above
11% 48% 41%
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OPININON FOR REQUIREMENT OF TRAINING PROGRAMME
Table : 2
PARTICULARS Very important Important Little Very little Total
NO OF RESPONDENTS 25 3 2 0 30
Chart showing the opinion for the requirement of trining programme

Very important 10% Important 7% 0% Little Very little
83%
Table : 3
TRAINING PROGRAMS ATTENDED BY RESPONDENTS
PARTICULARS Technical Skill Career Development Stress-Health fitness Time Management Soft Skill Others Total
NO OF RESPONDENTS 12 5 6 3 2 2 30
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Chart showing the training programme attended by respondent

Technical Skill Time Management 10% 6% Career Development Soft Skill 7% 40% 20% 17% Stress-Health fitness Others
TABLE: 4
CLASSIFICATION OF RESPONDENTS ON THE BASIS OF EDUCATIONAL QUALIFICATION.
PARTICULARS Post Graduate Professional Technical Others Total
Chart showing the distribution of educational qualification

Post Graduate Professional Technical Others
10%
27%
40% 23%
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Table : 5 Duration of the training programme
Particulars
Less than 3 days 3 - 7 days More than 7 days Total
NO OF RESPONDENTS 5 23 2 30
Chart showing the duration of training programme

Less than 3 days 3 - 7 days More than 7 days
6% 17%
77%
Table :6 The preference for the kind of trainer
PARTICULARS Internal External Both Total
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Chart showing the preference fro the kind of trainer

Internal External Both
20% 10% 70%
Table: 7 Finding the quality of training programme

PARTICULARS Highly effective Effective Neither effective nor ineffective Ineffective Highly ineffective Total NO OF RESPONDENTS 9 12 6 2 1 30
Chart showing the quality of training programme

Highly effective Neither effective nor ineffective Highly ineffective 7% 20% 40% 3% 30% Effective Ineffective
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Table : 8
PREFERENCE ON THE FORMS OF TRAINING METHOD PARTICULARS Training Videos Printed documentation On-Line documentation Training seminar Total NO OF RESPONDENTS 14 3 1 12 30
Chart showing preference on the form of training method

Training Videos On-Line documentation Printed documentation Training seminar
40% 10% 3%
47%
Table : 9 Opinion on whether training programme needs to be improved

PARTICULARS To be highly improved Improved to a certain extent Need not be improved Total NO OF RESPONDENTS 1 8 21 30
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Chart showing opinion on whether training programme needs to be improved

3%
To be highly improved
Improved to a certain extent
27% 70%
Table :10 Degree of agreement to the training programmes helps employees do their job better.
PARTICULARS Strongly agree Agree Neither agree nor disagree Strongly disagree Total
Chart showing the degree of agreement to The training programmes helps employees do their job better.
Strongly agree Agree Neither agree nor disagree 3% 10% 30% 57% Strongly disagree
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Table: 11 Satisfaction of the employees with the training programme
PARTICULARS Highly satisfied Satisfied Neither satisfied nor dissatisfied Dissatisfied Highly dissatisfied Total
NO OF RESPONDENTS 23 3 1 3 0 30
Chart showing the satisfaction of the employees with the training programme
Highly satisfied Neither satisfied nor Highly dissatisfied Satisfied Dissatisfied
dissatisfied
3% 10%
10% 0%
77%
Table: 12
Satisfaction of the employees with the duration of the training programme

PARTICULARS Highly satisfied Satisfied Neither satisfied nor dissatisfied NO OF RESPONDENTS 17 6 2
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Dissatisfied Highly dissatisfied Total
3 2 30
Chart showing the satisfaction of the employees with the duration of the training programme
Highly satisfied Neither satisfied nor Highly dissatisfied 10% 7% 20% 56% 7% dissatisfied Satisfied Dissatisfied
Table:13 SATISFACTION OF THE EMPLOYEE REGARDING THE EFFICIENCY OF TRAINERS

PARTICULARS Highly satisfied Satisfied Neither satisfied nor Dissatisfied Highly dissatisfied Total dissatisfied NO OF RESPONDENTS 9 18 2 1 0 30
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Chart showing the satisfaction of the employees regarding the efficiency of the trainers
Highly satisfied Neither satisfied nor Highly dissatisfied 7% 3% 0% 30% 60% dissatisfied Satisfied Dissatisfied
Table : 14 Comprehensiveness of training programme to discharge career goals
PARTICULARS Highly effective Effective Neither effective nor ineffective Ineffective Highly ineffective Total
NO OF RESPONDENTS 23 4 2 1 0 30
Chart showing the comprehensiveness of training programme to discharge career goals

Highly effective Neither effective nor ineffective Highly ineffective 13% 7% 3% 0% Effective Ineffective
77%
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TABLE : 15 SATISFACTION OF THE EMPLOYEES WITH THE TRAINING METHODOLOGY
PARTICULARS Highly satisfied Satisfied Neither satisfied nor Dissatisfied Highly dissatisfied Total dissatisfied
CHART SHOWING SATISFACTION OF THE EMPLOYEES WITH THE TRAINING METHODOLOGY Highly satisfied Satisfied Neither satisfied nor 0% 13% 23% dissatisfied Dissatisfied
64%
TABLE : 16 Impact on job involvement & behavioral attitudes PARTICULARS Highly improved Improved to a certain extent No improvement Total NO OF RESPONDENTS 23 3 4 30
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Chart showing impact on job involvement & behavioral attitudes

Highly improved Improved to a certain extent No improvement
10%
13%
77%
Table : 17 Opinion on whether employees has undergone any appraisal programme

PARTICULARS NO OF RESPONDENTS
Yes No Total
30 0 30
Chart showing the opinion on whether employees has undergone any appraisal programme
Yes 0% No
100%
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Table :18 Opnion on fairness of appraisal system

Yes No Total
23 7 30
Chart showing the opinion on fairness of appraisal syatem

Yes No
23% 77%
Table : 19 Opinion on the extent to which employees feel appraisal system correctly identifies the individual performance, skills & their training needs
Strongly agree Agree Neither agree nor disagree Strongly disagree Total
2 21 5 2 30
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Chart showing opinion on the extent to which employees feel appraisal system correctly identifies the individual performance, skills & their training needs
Strongly agree Neither agree nor disagree 17% Agree Strongly disagree
7% 6%
70%
Table: 20
Opinion on the extent employees supervisor make them understand what is expected from you during the performance year
PARTICULARS Fully Partially Little Very little Total NO OF RESPONDENTS 21 6 2 1 30
Chart showing opinion on the extent employees supervisor make them understand what is expected from you during the performance year
Fully Partially 7% 3% 20% 70% Little Very little
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Table :21 Opinion on the reward employees expect on the basis of appraisal
Monetary Career & skill development training Other Total
24 4 2 30
Chart showing opinion on the reward employees expect on the basis of appraisal
Monetary
Career & skill development training 7% 13%
Other
80%
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CHI-SQUARE TEST 1. To find the influence of age of employees at Dabur India,Narendrapur unit and satisfaction of the employee along with duration of training programme. H0= There is a significant relationship between the age of employees at Dabur India,Narendrapur unit and satisfaction of the employee along with duration of training programme. H1= There is no significant relationship between the age of employees at Dabur India,Narendrapur unit and satisfaction of the employee along with duration of training programme.
Age of the Satisfaction of the employee with duration of training employees programme Row Highly Satisfied Neither Dissatisfied Highly dissatisfied total satisfied satisfied nor dissatisfied 0 20-30 8 6 1 1 13 31-40 41above Column total 5 2 17 2 1 6 1 0 2 2 0 3 1 0 2 11 3 30
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Column Total * Row Total Expected frequency (E) = _____________________ Grand Total
Satisfaction of the employee with duration of training programme Age of Neither employees satisfied nor Highly Satisfied Dissatisfied Highly dissatisfied satisfied dissatisfied 20-30 7.37 2.6 0.86 1.3 0.86 31-40 6.23 2.2 0.73 1.1 0.73 41-50 1.7 0.6 0.2 0.3 0.2 51& above 1.7 0.6 0.2 0.3 0.2 O 8 3 0 1 1 5 2 1 2 1 2 1 0 0 0 3 2 0 1 0 E 7.37 2.6 0.86 1.3 0.86 6.23 2.2 0.73 1.1 0.73 1.7 0.6 0.2 0.3 0.2 1.7 0.6 0.2 0.3 0.2 (O-E) 0.63 0.4 -0.86 -0.3 0.14 -1.23 -0.2 0.27 0.9 0.27 0.3 0.4 -0.2 -0.3 -0.2 1.3 1.4 -0.2 0.7 -0.2 (O-E)2 0.39 0.16 0.73 0.9 0.019 1.51 0.04 0.072 0.81 0.072 0.09 0.16 0.04 0.09 0.04 1.69 1.96 0.04 0.7 0.016 (O-E)2/E 0.O53 0.061 0.84 0.692 0.022 0.242 0.018 0.098 0.736 0.098 0.052 0.266 0.2 0.3 0.2 0.994 3.266 0.2 0.49 0.08 8.908
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Degrees of freedom = (r-1) (c-1) = (4-1) (5-1) = (3) (4) = 12% at significant level Table value =11.340 Conclusion: As calculated value is lower than the table value. We accept null hypothesis. Then there is significant relationship between the age of employees and satisfaction of the employee along with duration of training programme. 2. To find the influence of educational qualification employees and Satisfaction of the employee with Training Methodology. H0= There is a significant relationship between educational qualification of employees at Dabur India LTD,Narendrapur unit employee with Training Methodology. H1 = There is no significant relationship between educational qualification of employees at Dabur India LTD,Narendrapur unit and Satisfaction of the employee with Training Methodology. and Satisfaction of the
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Satisfaction of the employee with the training methodology
Educational qualification
Highly satisfied
Satisfied
Neither satisfied nor dissatisfied Row Total
Post graduates
Professional
Technical
12
Others Column Total
0 7
3 19
0 4
3 30
Column Total * Row Total Expected frequency (E) = _____________________ Grand Total
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Satisfaction of the employee along with training methodology Educational qualification Neither satisfied nor dissatisfied
Highly satisfied
Satisfied
Post graduates
1.86
5.06
1.06
Professional
1.63
4.43
0.93
Technical Others
2.8 0.7
7.6 1.9
1.6 0.4
O 2 5 1 2 4 1 3 7 2 0 3 0
E 1.86 5.06 1.06 1.63 4.43 0.93 2.8 7.6 1.6 0.7 1.9 0.4
(O-E) 0.14 -0.6 -0.6 0.37 -0.43 0.07 0.2 -0.6 0.4 -0.7 1.1 -0.4
(O-E)^2 0.0196 0.36 0.36 0.136 0.184 .0049 0.04 0.36 0.16 0.49 1.21 0.16
(O-E)^2/E 0.010 0.0642 0.0642 0.083 0.041 0.0052 0.0142 0.0642 0.1 0.7 0.636 0.4 2.182
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Degrees of freedom = (r-1) (c-1) = (4-1) (3-1) = (3) (2) = 6% at significant level Table value =12.6 Conclusion: Calculated value is less than the table value. We accept the null hypothesis. Then there is no significant relationship between the educational qualification of employees at Dabur India LTD Narendrapur unit and Satisfaction of the employee along with Training Methodology.
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SUMMARY OF FINDINGS, CONCLUSION & SUGGESTIONS
FINDINGS From the study carried out the following observation are made. Majority or the respondents belongs to the age group of 20-30 Almost half of the respondents are technical courses, while the remaining half has pursued their academics in professional courses, post graduation and others. Most of the respondents undergoes training for more than7 days. Most of the respondents have gone for career development training programme. Majority of the respondents preferred the internal and external (both) kind of trainer. Most of the respondents prefer any kind of training programme. Training programs conducted in the organization is highly effective for most of the respondents. In training method, most of the employees preferred the training videos. For certain employees the training programs conducted in the organization needs to be improved to a certain extent. Most of the employees strongly agree that the training programme in Dabur India LTD Narendrapur UNIT helps the employees to do their job better. 70% of the respondents are satisfied with the training programme.
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56% of the respondents are highly satisfied with the duration of training programme. And the overall weighted average score lies on 1.23 which signifies that the employees are highly satisfied with the duration of training programme. 64% of the respondents are satisfied with the training
methodology.the weighted score lies on 1.23 which signifies that the respondents are satisfied with the training methodology. 60% of the respondents are satisfied with the efficiency trainers.. For career goals, the training programs are highly effective for 76.6% of the respondents. Most of the respondents strongly agree that the employees are given training based on carefully identified development needs. The training is provided to deliver the duties sufficient for most of the employees. After training most of the respondents improved to a certain extent in the job involvement and behavioral attitude. All the employees agreed they have undergone the appraisal programme. 76.6% of employees agree that the appraisal system is fair. 70% of the employees feel appraisal system correctly identifies the individual performance, skills & their training needs. 70% of the employees also feel their supervisors efficiently make them understand what is needed from them. Most of the employees wants monetary reward against appraisal.
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CONCLUSION Training is a continuous and essential factor supported by appraisal system as a HRD tool for both the organization and the individuals. The effectiveness of training has helped the researches in high lighting the important factor in selecting the trainees and various methods of training quality & appraisal system helps to identify where training is needed. Right training for Right person policy should be made for training the executives. Effectiveness of the training programs should be monitored and evaluated periodically. Thus training is a good motivator and it will inculcate better work attitudes and also it will develop the morale, knowledge and skills of individuals. Effective appraisal system should be installed to track the employees performance towards reaching the business goals, targets & objectives & identify the training needs for those who are under performed. From the research that has been conducted in Dabur India LTD Narendrapur UNIT we can conclude that most of the employees are satisfied with the duration of training programme, training methodology, quality of training programme, efficiency of trainers appropriateness of training, fairness of appraisal, correctly identifying the employee skills & area of improvements at Dabur India LTD Narendrapur UNIT,. Most of the respondents are of the opinion that the comprehensiveness of training & appraisal programme which helps them to achieve their personal goals, career goal. The training programme also helped them to discharge their duties effectively and has a great impact on job involvement and behavioural attitudes.
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SUGGESTIONS Dabur India LTD Narendrapur UNIT is giving adequate training programs &have an efficient appraisal system. Some of the shortcomings encountered in the training program and appraisal where rectification needed are given below:
Some of the respondents have neutral opinion. Here their needs have to be identified. One or two days before the training programs the materials can be given to participants, so that they can be well prepared. Training programs can be further improved by arranging specialist trainers from various fields. The trainers can be equally taken from both the external and internal sources. The training programs need to be improved to certain extent the management should take care of this fact, so that the impact of training programme on job involvement and behavioral attitudes can be better improved. The management should make the technical training programme to be interesting. So that the management can bring better participation. Few employees are dissatisfied with the efficiency of trainers, there need should be identified and must be rectified. Training plan should be prepared on quarterly basis as its a continuous process. Regular training on fire fighting procedures may be included for workers and supervisors to keep them trained and alert for any eventuality. Similarly
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training on first aid will make them potentially armed to attend small accidents. Training programme on cost control should be included which will make employees more cost conscious & improve the companys productivity. The maximum training programme should be scheduled in the lean to safeguard production interest. Tool should be prepared to appraise each and every employees rather than supervisor dependent appraisal system to make it free from bias.
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BIBLIOGRAPHY
Human resource management by k.Aswathama www.citehr.com www.naukrihub.com
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Submitted by Subhankar Ghosh Roll No:25100910003 DSMS BUSINESS SCHOOL (affiliated to WBUT)

Dabur India LTD(Narendrapur unit details)

To study the impact of training programme of the employee performance.

To ascertain the challenge of training at Dabur Narendrapur unit.

LIMITATION OF THE STUDY

The study was conducted only at Dabur Narendrapur unit.

INTRODUCTION OF THE STUDY

Effectiveness Core definition

Organization Culture Training and Development helps to develop

and Development helps in improving upon the quality of

Healthy work environment Training and Development helps in creating

Health and Safety

and Development helps in improving the morale of the work

more positive attitudes towards profit orientation.

Training need Analysis:

Why training need analysis:

Training Need arises at three levels:

Individual Level Training need analysis at individual level focuses on each

Appraisal and performance review

Training Design & Development of Materials

The various methods that come under Cognitive approach are:

Some of the main features of lecture method are:

COMPUTER BASED TRAINING (CBT)

PROGRAMMED INSTRUCTION (PI)

Programmed Instruction also comes in

Printed form i.e. books Tape Interactive Video Other formats

Games & simulation:

Some of the benefits of the business games are:

This technique focuses on:

Role Plays helps in

MANAGEMENT DEVELOPMENT METHOD:

Some key points on Mentoring

Some of the major benefits of job rotation are:

JOB INSTRUCTION TECHNIQUE (JIT)

OFF THE JOB TRAINING

STRAIGHT LECTURES/ LECTURES SIMULATION EXERCISES

Training Calendar-Production Jan 2011-Dec 2011

Total plant maintenance

(a)10 (b) I (C) F

Behavioral training 4 5 TQM

(a) 8 (b) E (c) F (a)10 (b) I (c) F

(b)Faculty (1)I-internal (2)E-external (c) Duration (1) F-full day (2)H-

half day Planned Completed

MEASURING THE EFFECTIVENESS OF TRAINING

Exploration of training at Dabur:

Objectives Of Performance appraisal:

To reduce the grievances of the employees.

Process of Performance Appraisal

Measuring the actual performance

Comparing the actual with desired performance

Methods of performance appraisal

Traditional Methods of Performance Appraisal

1. ESSAY APPRAISAL METHOD

4. CRITICAL INCIDENTS METHODS

BEHAVIORALLY ANCHORED RATING SCALES

Human resource accounting method

360 Degree performance appraisal

1. Self appraisal 2. Superiors appraisal 3. Subordinates appraisal 4. Peer appraisal.

Exploration of performance appraisal system at Dabur

Objectives of staff performance appraisal at dabur

Features of Dabur staffs appraisal method:

Contribution enhancement plan(CEP):

a) Learning a new skill b) Filling a gap