Project Report Final

GRASIM INDUSTRIES, KUMARA PATTANAM.
CHAPTER 1
INTRODUCTION
1.1 Introduction to the Project:
Training and Development is a process of learning a sequence of knowledge. It gives people awareness of the rules and procedures to guide their behaviour it attempts to improve their performance on the current job or prepare they for an intended job. The purpose of training is to achieve change in the behaviour of employees and enable them to do their jobs better in order to achieve this the training programme should try to bring profit changes in knowledge.. Helps to know facts, policies, procedures. Skills . Helps to increase technical efficiency Attitude . Moulds the behaviour towards co-workers. EXECUTIVE OR MANAGEMENT DEVELOPMENT : Is a long term educational process utilizing a systematic and organized procedure by which managerial personnel learn conceptual and theoretical knowledge. So the study was conducted to know the competitiveness of Development Programme.
1.2
Statement of the Study :

A study on the competitiveness of Managerial Development
programs
KLESS IMSR, VIDYANAGARA, HUBLI
1.3
Objectives of the Study :

To study the training Development Programme Industries, Kumarapattanam, Harihar. To know the competitiveness of Development at Grasim Industries, Kumarapattanam, Harihar To suggest, if any changes required in the concept. at Grasim
1.4
SCOPE OF STUDY
1) The study is confined to Grasim Industries Kumarapattanam, Harihar. 2) Study deals with the ANALYSIS GRASIM OF TRAINING Industries COMPETITIVENESS Kumarapattanam, Harihar. 3) It shows light on the training programme conducted by the organization. 4) It encompasses only on training in the organization. AT
1.5
Limitations of the Study: 1) The study is restricted to Grasim Industries Kumarapattanam, Harihar. 2) The study is restricted to know the training competitiveness. 3) The study is based on the response given by the respondents, which may be based.
1.6
METHODOLOGY OF THE STUDY :

Primary data is collected through personal interview and questionnaire survey method. Secondary data is collected from Tex Books, News papers, Magazines and Internet. Company manual in house documents.
ANALYSIS OF TRAINING COMPETITIVENESS AT GRASIM
1.7
Sample Area :
Staff line Manager, Deputy General Manager, Assistant General Manager, Manager, Officers, Junior Officers.
1.8
1.9 1.10
Sample Size : 50 Sampling method :

Random Sampling
Geographical local : Grasim Industries, Harihar.
ENTRANCE GATE OF THE GRASIM INDUSTRIES
CHAPTER 2
1. BIRLA FAMILY
The Birla family is one of the foremost business houses in India. Their businesses vary from petrochemicals and textiles to automobiles and Infocomm. The founder of the Birla Group was Baldeo Das Birla, a member of the successful Marwari community from the westerly state of Rajasthan. He moved to Calcutta to set up the family business during the late nineteenth century, and with it established close ties to the freedom movement of the time. The Birla's are known for their work and support of the nation during the freedom struggle, and the family were close friends of Mahatma Gandhi. Even today, the Birla name is synonymous with wealth, dignity and power in India, just as it was a hundred years ago.
COMPANY PROFILE
INTRODUCTION TO GRASIM: Grasim industries limited a member of Aditya Birla group, was introduced on August 25th 1947 in the state of Madhya Pradesh exactly 10 days after the country got independence. A dynamic multinational company, THE ADITYA BIRLA GROUP consists of more than 55 professionally managed large units. It enjoys the confidence of more than 6 lakh shareholders and has an asset of dedicated and devoted personnel. Mr. Kumaramangalam Birla, son of late Mr. Aditya Vikram Birla, leads Graism Industries enterprise having 5 division spread all over the
country. Grasim has 9 joint venture out of which 4 are in India and 5 are abroad. The Aditya Birla Group in Indias second largest business industry with A turn over of Rs. 220 billion A asset base of over Rs.1.68. billion A premier conglometre of Indias leading cos Leadership position in key business with strong
including Grasim Hindal co, Indian Rayon and Indo Gulf. competitive edge. For over 50 years now the Aditya Birla Group has been and continuous to be committed to the future of India through its quality products, services and commodities offering total customer satisfaction. Its states of the art manufacturing units and sectarian services span are in India, Indonesia, Malaysia, Philippines, Egypt, Canada, USA and UK group has trading operation is Singapore, Dubai, UK, USA, South Africa, Tanzania, Myanmur, Russia and China. Excellence in corner stones of its worldwide presence the thread the binds a 65,000 strong work force spanning 40 cores, across 15 countries. A caring corporate citizen, the Aditya Birla Group inherently believes in the trusteeship concept of management. A part of its profits is ploughed in to meaningful welfare driven indicatives that makes a qualitative difference to the lives of peoples. Carried out under the ages of the Aditya Birla centre for community
initiative and rural development, which is spread headed by Smt.Rajashree Birla with the following objectives. Anchored in a deeply held set of Aditya Birla Groups Mission is to deliver value for its shareholders, Vision is to be a premium conglomerate with a focus avowed. customers, employees and society at large. at every business level. Grasim ranks amongst the ten largest companies in the private sector in India in terms of asset, turnover and profits, the company secured quality standard systems. It is leading supplier of technology and machinery to the production of non-made fiber. It has received prestigious award in the area of productivity and total preventive maintenance.
The word GRASIM stand for G : Gwalior Rayon Silk Manufacture Bench marked Innovative Reliable Learning R&A : S&I : M B I R L ADOPTABLE : : : : :
The word of high performance terms Birla stands for
Grasim Industries Ltd. terms assets and sales.
A flagship of the Aditya Birla Group
amongst Indias ten largest companies in the private sector in India in Incorporated I 1947, Grasim commenced operations as a textiles manufactures. Grasim is a leader in its key businesses Cement Fiber Textiles
Grasim other business include sponge iron and international trade. Given is a listing of Grasim business. businesses. Cement, fiber and textiles. 2.2 DIVISION The 2 division of Grasim Industries Harihar are : 1. Harihar Polyfibers 2. Grasilene Division Grasim is leader in its key
ORGANIZATIONAL STRUCTURE OF THE COMPANY
Executive President
V P Production
V P Marketing
V P Finance
V P HRD
DGM Marketing DGM Production AGM Purchase Senior Manager
DGM Finance DGM HRD AGM Finance AGM Joint Officer AGM F&S
AGM Production
Senior Manager Purchase
Junior Manager Senior Manager Production Assistant Manager Purchase
Senior Manager Officer Junior Manager
Junior Manager
Officer
Senior Manager
Senior Manager Office
Office
Office
1.
HARIHAR POLYFIBERS: It was established in the year 1972. It is situated on bank of the
river Tungabhadra at Kumarapattanam, a small town in Haveri District, 3 km from Harihar in state of Karnataka. It manufactures rayon grade pulp from wood from the government plantation. The supplies from government was derived up, this made the company depend on private plantation raised by the farmers to take care of there, they have developed resources and development activities. Thus activities commenced in the year 1990. It has separate wing for research and development in the name Grasim Forest Research Institute (GFRI) which produces high tech plant let through the technology of tissue culture. Tissue culture is a technique of producing plants from undifferentiated tissues called callus. This method of producing plant helps them to produced 1000s of of orphologically and genetically identified plant let from a single bud collected from trees. They have already started the process and the results are positive. The final product of Harihar Poliyfibres is the wood pulp, which is sued as raw materials, in their Grasilene division of the same company and their unit in Nagda and Mayor. The installed capacity of the plant is 60,000 tones per annum initial investment was 160 crore. Harihar Polyfibers : First fully indigenous pulp mill in India. Grasim itself developed process technology Plant was set up with indigenous know how, engineering and equipment.
Most of the plant machinery was manufactured in their workship. HARIHAR POLIYFIBERS VISION To be the Best Rayon Grade Pulp Manufacture. Harihar Polyfibers Mission : To produce Cost Competitive Quality Rayon Grade Pulp. To develop resources for continuous supply of raw material in harmony with nature. To win and sustain chairmans award for Manufacturing Excellence.
PRODUCTION PROCESS:
Rayon grade pulping is the process of separating alpha cellulose from the balance wood constituents. Debarked wood is chipped to suitable size. Chipped wood is cooked by prehydrolyed sulphate pulping process in digester. Cellulose pulp so generated is washed on pressure washers; the washed pulp is bleached, dried and baled. Weak black liquor obtained from washing operation is concentrated in evaporators and burnt in recovery boilers to from smelt and to generate steam and power required for the process. The smelt so obtained is cauterized with lime to recover the cooking liquor to be reused in the process. The lime sludge generated during caustic sing is fully recycled in the limekiln to produce lime.
2. GRASILENE :
The Grasilene division was started in the year 1977; the main products of the Grasilene are viscose staple fibre, sodium, sulphate, suplhuric acid, and carbon-disulphide. VISION : To be the Best Rayon Grade Fiber Manufacturer MISSION: To win the chairmans Award for Manufacturing excellence and it sustain excellent performance by carrying out team based activities related to the eight dimensions of WCM with specific emphasis on work Environment Management. PRODUCTION PROCESS OF GRASILENE DIVISION : Rayon Grade pulp is steeped in caustic soda solution and the excess lye is separated in slurry press to obtain a mat of alkali cellulose. After Shredding, Alkali Cellulose to yield Cellulose Xanthate. The xanthate is dissolved in dilute caustic soda to give a honey like liquid called Viscose. Viscose is filtered, desecrated and ripened. It is then extruded as filaments through noble metal spinnerets into a spinning bath containing sulphuric acid, sodium sulphate and special additives. The filaments are cut into fibre form of required staple length. The fibre mat is washed, and Muda, Autonomous Maintenance and Visual
desulphurised, bleached, and soft finished, opened and dried. This viscose staple fibre is then baled. 2.4 Today Grasim Is The largest producers of viscose staple fibre in the world along its joint ventures abroad. One of the worlds leading manufacturers of plants and machinery for rayon and allied chemical industry. A pace setter world wide, in the manufacture of rayon grade pulp from bamboo and hard woods. Indias largest producer of dissolving pulp.
Indias 2nd largest manufacturer of rayon grade caustic soda.
A producer of a leading range of fashion fabrics in the country under the brand name Gwalior Suiting. Largest single location cement producer in the country. Having built up the solid base, Grasim has now diversified further into the manufacture of sponge iron. It has also set up a division to produce software consultancy and has recently commenced. 2.5 INTERNATIONAL TRADING ACTIVITIES AS A MERCHANT EXPORTER: VISCOSE STAPLE FIBRE : In 1954 the company ventured into the production of VSF (Viscose Staple Fibre), a man made fibre used in textiles production. Since then, Grasim has continued to be largest manufacturer of VSF meeting over 80/0 of the country a VSF requirement.
Grasim is also one of the worlds; lowest cost producers of VSF due to its vertically integrated operations, producing most of its requirement of two principal raw materials caustic soda and rayon grade pulp. For the year 1998-99, VSF accounted for over 30 percent of Grasims turnover. The company has two VSF plants located at Nagda in Central India and Harihar in Southern India. GRASIM BUSINESS : Grasim is a leader in its key business : Cement, Fibres and Textile.
1.
CEMENT:
Grasim is the 3rd largest producer of grey cement in India (installed
capacity of 10.46 million MTPA) and is also south Asias largest producer of white cement (installed capacity of 0.36 million MTPA). IN 1998-99 Grasim consolidated its cement) business by acquiring the cement operations of Group Company. Indian rayon and by taking up strategic stakes in two other companies. The consolidation and the resultant economics of scale, improved logistics and operational synergies have strengthened the companys position. The companys national presence coupled with strong regional brands will allow it to improve utilization of its existing cement assets.
2.
FIBRES:
Grasim pioneered the manufacture of viscose staple fibre (VSF) in
India. Now with an installed capacity of 220, 775 MTPA, Grasim is Indias largest producer of this man-made cellulose fibre. Grasim is also among the worlds most. Cost efficient producers due to its integrated
operations. The company is working on improving VSF volumes through applications development and taping new export markets, while continuing with cost control.
3.
TEXTILES :
Grasim has built significant brand equity in the suiting fabrics
markets. Its Grasim and Graviera brands have been successfully built on a vast distribution network. Grasim is also a prominent producer and exporter of synthetic and worsted. Grasims other business includes sponge ; iron it and software development and international trade.
4.
SPONGE IRON :
Facility to produce both HBI (hot briquette iron) and DRI (directly
reduced iron). 5. IT AND SOFTWARE DEVELOPMENT : A range of services from Birla Consultancy and Software Services (BCSS), also a range of E-business applications and e-business advanced technology of business-to- consumer and business-tobusiness solutions from Lawson software (USA) marketed by the Lawson competency Centre division of BCCS. International business in a range of agricultural commodities, bulk products, fuel oils, engineering items, high tech products through Birla International marketing corporations (BIMC).
2.6
POORNATA
VISION: To integrate HR process through competitive use of HRMS.
MISSION: To enable businesses to competitively leverage and continuously enrich Human Capital (resources) and measure
OBJECTIVE To build a single integral HR/ERP for all ABG Management employees. To evaluate HR processes to World class levels. To Standardize HR Processes across units/ business Automate HR Process making them faster and more efficient.
SCOPE OF THE PROJECT World force Administration Position Manager Performance Management Recruitment Contemporary, career, Enterprise learning selection Compassion Employees self service and manager self service
HIGHLIGHTS OF POORNATA MODULES: RECRUITMENT: Identify and create Job Requisition online Port Jobs opening on corporate websites Screen applicants Schedule Interviews Record Interview Evaluations Make offers to selected applicants. Track expenses related to recruitment Care of the Poornta system. Records employee Job information (Dept) unit /Job Band) Records employee Personnel info (Name/address/ martial status/ email, prior work experience) Records dependent and family details. Records all employee movements within a organization (Hire/Transfer/promotion/pay rate change/separation/in a chronological sequence. PERFORMANCE MANAGEMENT: Identify and set goal for next year Half yearly review of performance Annual appraisal Employee confirmation process Trainee confirmation Trainee evaluation process
WORK FORCE ADMINISTRATION:
This module would be use only to track performance and not development of an employee.
POSITION MANAGEMENT: Key module in people soft Captures details of positions in people soft Helps in study organization structures Helps create and track manpower budget Records all info about particular position such as Job band, competencies allocated to the position incumbents to a particular position. Position information is accessed by all other modules.
COMPENSATION: Captures the compression framework in the organization with respect to different pay components for different units, location, Salary grades etc. Records the compensation history of each employee including the offer made to an applicant, the compensation paid to an employee at the time of hire, promotion transfer and increment. CAREER AND SUCCESSION PLANNING: Allows you to create and thereafter track career plans Successions planning on the other hand allow the talent management team to create management team to create succession plans for key position within an organization.
The modules record the potential assessment of his/her Job performance as well as his/her strengths and development areas.
COMPETENCY MANAGEMENT:Assign competencies to role (Position /Job codes. Group competencies into clusters and assign them to roles (position/Job codes) Evaluate competencies of employee and the assign them to him/her Perform match Gap analysis (person to role and role to person) ENTERPRISE LEARNING SOLUTIONS:Used for end to end trying process Captures trying needs identified for an employee Enrolls participants into training programme through self employment by employee himself, managers enrolling his subordinates and /or training administration enrolling the individual employee Enables learness to plan review thin learning. Records action plans post training event and also sends reminders through the system. Employee Self Service and Manager Self Service ESS :-
WFA module: Allows the employees to view and update information. ELS (Training) Modules: Allows the employees to view is update wherever possible for the following Training Data: Training History/learners action
plan/training plan for learners/self nomination requests Recruitment module : Allows employees to apply for positions/roles advertised through internal recruitment scheme Performance management: The employee can complete the performance appraisal from online as a part of the selfappraisal process.
MSS (MANAGERS SELF SERVICE): WFA Modules: Manager can view all the personal details of his/her subordinates. Performance management: Manager access the performance appraisal of his/her subordinates. ELS models Manager can view his /her subordinates Training history and track the learning of their subordinates managers can enroll the subordinates into training programs and review the action plans of subordinates.
2.7
MILESTONES OF GRASIM INDUSTRIES LIMITED :

Grasim was incorporated on August 25, 1947, just 10 days after
India became independent, manufacturing textiles made from imported
raw materials. It is now a global leader in viscose staple fibre (VSF), the country's largest merchant producer of sponge iron and the second-largest caustic soda maker in India; and poised to be India's largest cement manufacturer.
1947 1950 -
Grasim Industries Limited incorporated. Grasim commences production of fabrics at Gwalior using imported rayon man made Cellulose Fibre.
1954 1962 1963 -
Grasim commences rayon production at Nagda Grasim commences rayon production of Nagda. Grasim sets up its first rayon grade pulp plant at Mavoor (Kerala) the first of its kind plant with rayon. Grade pulp being made from bamboo and other hardwoods.
1963 -
Grasim purchases a composite textile mill Bhiwani (Haryana)
1968 1972 -
Rayon production commences at Mavoor (Kerala) Another pulp plant begins production at Harihar (Karnataka) a completely indigenous plant based on Grasims own engineering and know-how.
1972 -
At Nagda Grasim commences productions of Rayon grade caustic soda, a major raw material for VSF, production is another step towards being self-reliant.
1977 -
At Harihar (Karnataka), Grasims third rayon plant goes into production.
1985 -
Vikram Cement Grasims first cement plant goes on stream at Jawad (Madhya Pradesh)
1987 1991 1993 -
Vikram Cement Second line is commissioned. A third production line is added at Vikram Cement. Grasim establishes Birla International Marketing Corporation (BIMC), a merchant exporter.
1993 -
Birla consultancy and software services set up to provide consulting service in the IT area and for software development.
1995 -
Grasim commissions to green field cement plants Grasim Cement at Rajpur (Chathisgrah) and Aditya Cement at Shambhapura (Rajasthan).
1995 -
Grasim sets up tot new spinning units-elegant spinners at Bhiwani (Haryana) and Vikram woolens at Manipur (Madhya Pradesh).
1997 -
The first phase of Grasims fourth VSF plant is commissioned at Kharach (Gujarat)
1998 1998 -
Grasim acquires Shree Dig Vijay Cement Limited. Grasims acquires Shree Dig Vijay Cement Limited.
1998 -
Through a restructuring exercise, the cement business of Group Company, Indian Rayon and Industries is transferred to Grasim.
1999 -
Grasims VSF Rayon Grade Pulp unit at Mavoor closed down due to lack of raw materials.
2000 -
The Lawson Company centers set as a division of Birla consultancy and software service, the software arm of Grasim, following a tip up with Lawson Software (USA), among features top five private software companies.
2001 :: Grasim acquires 10 per cent stake in L&T. Subsequently increases stake to 15.3 per cent by October 2002. :: Four Ready-Mix Concrete plants commissioned with an aggregate capacity of one million cubic meters. :: Divests holding in Birla Technologies to PSI Data Systems. :: Consultancy and software services are spun off as a separate entity, called Birla Technologies Ltd. 2002 :: VSF Research & Application Centre set up at Kharach in Gujarat. :: The Grasim Board approves an open offer for purchase of up to 20 per cent of the equity shares of Larsen & Toubro Ltd (L&T), in accordance with the provisions and guidelines issued by the Securities & Exchange Board of India (SEBI) Regulations, 1997. :: Grasim increases its stake in L&T to 14.15 per cent. :: Grasim divests Gwalior textiles unit. Textile operations
consolidated at Bhiwani to manufacture Grasim and Graviera brands. 2003 :: Grasim's Chemical Division receives the SA 8000 (Social Accountability) and OHSAS 18001 certifications. :: The board of engineering major, Larsen & Toubro Ltd (L&T) decides to de-merge its cement business into a separate cement company, UltraTech CemCo Ltd., now UltraTech Cement Ltd. 2004 :: Completion of the implementation process to de-merge the cement business of L&T and completion of open offer by Grasim, with the latter acquiring controlling stake in the newly formed company UltraTech board. :: UltraTech Board reconstituted with Mr. Kumar Mangalam Birla taking over as Chairman. :: The Staple Fibre Division and Engineering & Development Division of Grasim, Nagda receives SA 8000:2001 certification from SAI in recognition of its social accountability initiatives. 2005 :: Acquired St. Anne Nackawic Pulp Mill, Canada with Tembec Inc. along with Thai Rayon and PT Indo Bharat Rayon. 2006 :: Grasim Industries Limited, India; Thai Rayon Public Company
Limited, Thailand and P.T. Indo Bharat Rayon, Indonesia form a JV with Hubei Jing Wei Chemical Fibre Company, China, for VSF. :: The chlor alkali and chlorine derivatives businesses of Grasim, Aditya Birla Nuvo and Bihar Caustic become a single SBU.
2.8
ACHIEVEMENT OF GRASIM INDUSTRIES LTD., JCMA award for the manufacture of rayon grade pulp from bamboo.
1965 -
1974 -
Sir P.C ray award from ICMA, for development of indigenous technology for producing Rayon Grade pulp.
1981 -
Silk rayon textile promotion council award for 1981-82 for outstanding export
1991 -
ICW award for environment control strategies and safety in chemical plant.
1994 -
RMTUV (Germany) for ISO 9002, certificate for implementing quality system as per revised standards.
1994 -
IMS Mumbai for outstanding contribution in the field of industrial and labour relations.
1998 -
RMTUV (Germany) for ISO 14001 certificate for implementing system environmental Management
system. 2000 2001 WCM broze medal for manufacturing excellence. Certificate from R.W.T.U.U (Germany) for OSHAS 18001 for continued implementation of occupational Health and Safety Management System. 2001 2001 A certificate for obtaining ISO 9001 certification. National Energy Conservation Award commendation Certificate from Ministry of Power Government of India in appreciation of the efforts in Energy Conservation. 2002 The Aditya Birla Group Chairmans Gold Award for manufacturing Excellence and Competitive Advantage. 2002 The Aditya Birla Group Chairmans Planet Award for Community Development.
2002 -
Greenetech Environment Excellence Silver Award 2002-02 for outstanding achievement in the filed of Industrial Safety.
2002 2003 -
WCM gold medal for manufacturing excellence. Golden Peacock National Quality Awarx 2002 for outstanding achievement in pursuit of total quality management instituted by Institute of Director.
2003 -
Greentech Environment Excellence Silver Award 2002-03 for outstanding achievement towards environment protection and clear environment.
2004 :: Grasim, Nagda received the FICCI Annual Award 2003-2004 in recognition of corporate initiative in rural development Vikram Cement :: The first Indian unit to win the coveted TPM award from the Japan Institute of Plant Maintenance, Tokyo, in 1995 :: The Ramakrishna Bajaj National Quality award in 1998 :: The first cement unit in the world to receive IQRS level 5 rating from DNV, The Netherlands :: The first cement unit in India to be certified ISO 14001 (1997) and OHSA 18001 (certifications from DNV, Rotterdam, The Netherlands, in 2001) :: SA 8000 certification achieved Aditya Cement
2004 :: Aditya Limestone Mines wins the following awards at the Mines Safety Week 2004, Udaipur:

Mines machinery and maintenance: first Safety, occupational health and VTC: first Mine working: second Environment protection, publicity, propaganda and housekeeping: second
Overall performance: second
2005 :: Environmental and Ecological Gold Award by Greenland Society :: Golden Peacock Eco-Innovation Award by IOD :: Safety awards for longest accident-free period (Membrane Cell) and lowest average frequency rate (CSA plant) by the Government of India :: CII National Energy Management Award for the most energy efficient unit :: Certificate for Strong Commitment to Excel CII-Exim Bank Award for business excellence :: Rajiv Ratna National Award Best Chief Executive Gold Award by Greenland Society :: Greentech Environment Excellence Award by the Greentech Foundation :: Rajiv Ratna National Award Best Pollution Control Implementation Gold Award by Greenland Society :: Greentech Safety Gold Award by the Greentech Foundation :: National Safety Award by the Government of India :: Indira Gandhi Memorial National Award by the Greenland
Society :: Vishkarma National Award by the Government of India Grasim, Nagda 2006 :: Greentech Environmental Excellence Award by Greentech Foundation :: Planet Award for Innovation in Employee Performance Management from the Aditya Birla Group :: Distinguished Achiever Award to Mr. Ravi Uppal from the Aditya Birla Group :: Young Achiever Award to Mr. Rakesh Jha from the Aditya Birla Group
2.9
COMPANYS AIM :
Knowledge Integration programmes. Skill development programme. Participative consultations. Systems protections. Delegation and decentralization Human resource development. management through consensus and
Excellence in all spheres of management through:-
2.10 OUR COMPANY ROLE

Inventor Advisor Monitoring Developmental Operational / exclusive
2.11 OUR COMPANY VALUES

D : Deliverables R : Responsiveness E : Empathy A : Positive attitude M : Measurement
2.12 OUR COMPANY VISION

We want the Aditya Birla Group to be a known as achievement focused, development oriented and people organization and the HRD function and the most business friendly servie function of the group.
2.13 OUR MISSION

To deliver value for its share holders, customers, employees and society at large. Steps taken to achieve the mission : Education for all : to secure them a brighter future. Sustainable livelihood : through training and education for skill development. Health care and hygienic living conditions. Fairly welfare. Restoring self esteem of the physically handicapped. Empowerment of women Community development : holistic development of the community including infrastructure. Espousal of social causal.
2.14 Company Values

Respect for the individual Integrity, speed, simplicity Seamlesmers, self-assuredness And a 100 percent commitment Are all values we value ? Out values are non negotiable
They are never to be jettisoned For us, our values are out wellspring.
2.15 QUALITY POLICY :

To meet the needs and expectation of the customers through continuous improvement in all shares with active participation of our people.
2.16 HUMAN RESOURCE DEPARTMENT :The HRD plays a very important role in the organization. The efficiency of all other department and the output of a company depended on the employers recruited by the HRD in the order to meet the various challenges from outside the environment and to meet the changes. The hr activities are up-to-date frequently in the Grasim Industries. The Human Resource of Grasim Industries, Kumara Pattanam Extends his services to Pulp Grasaline and Engineering Development Division.
HUMAN RESOURCE DEVELOPMENT CHART

Senior Executive President
VP HRM
DGM HR
AGM HR
Assistant Manager
Officer (HRD) KLESS IMSR, VIDYANAGARA, HUBLI
Officer
Human resource policy: We Nurture and Facilitate to EXCEL We are committed to create great learning experience for our people and facilitate them in creating benchmarks in relevant work areas with progressively changing business needs. Human Resource Mission: To nurture high performing teams at all levels through development centers. To establish performance management culture. To add values to life and work through best HR practices. To create productivity stretch through multi-skill.
Responsibilities and authorities: 1. Assistant General Manager (HRD) Ultimate responsibility for human resource development and training. 2. Ending IIRD policies. General recruitment. Documents and records management. HRD information management.
Assistant Manager (HRD) and officer (HRD) Identification of training needs. Preparation of calendar. Selection of trainees and trainers.
Designing and organizing Training Programme as per calendar. Training evaluation during session and post sessions. Maintenance of training hail and training materials. Maintenance training records. Training of engineering students for vocational training.
3.
OFFICER (HRD) Office Management. Maintenance of records/documents. Preparation of management information reports. Computerization and correspondence.
Manpower Details as on 01-06-2007 Designation Staff Workman Total HPF 318 1104 1422 GRD 239 1013 1252 Security 4 57 61 TOTAL 561 2174 2735
2.16 WORLD CLSS MANUFACTURING (WCM) AT GRASIM HARIHAR:
WORLD CLASS MANUFACTURING

Vi
a is s io n , V lu e s & S tra te g n, M y s io
Te
am
s-I
n sp
o n , C r e a tiv ity & C ira ti ont i
ltu re & P a s s io n t, C u
M a r k e t & C u s t o m e r O r i e n t a t i o n
se in d
nu
u sL e
Sustain, Build & Institutionalize

As the world business climate began to change rapidly and widely to competition became more keen and tougher, the customer demands changed and the technologies improved, the Grasim Harihar to overcome challenges, started to change for the better through world-class manufacturing. Trading this path they aimed to achieve the almost satisfaction of customer through sustained excellence for zero defects, zero losses, zero breakdowns, and zero pollution and zero accidents. High performing teams were formed congenial work place was created, sense of ownership developed among employees, multi-skilling
ar
n in
introduced and workforce was motivated and made self-reliant through training and re-training. World class manufacturing at Grasim, Harihar embrace elimination of waste and abnormalities, customer delight, liaison and understanding, updating information system and cash flow. They relied on the principle that the competitiveness is putting words into action and action into results. For this they relied and concentrated their efforts on the following pillars of WCM: Autonomous maintenance Focus improvement Planned maintenance Initial flow control Visual management Customer drive and delight Safety, -hygiene and pollution control JIT, material handling and logistics Liaison team, force and skill development Information system, design technology and cash flow Muda elimination and 5S
Grasim, Harihar achieved significant and increasing multi-skilled work force, shop floor work force having ownership concept and more people working in teams resulting in high and quality performance.
A WCM Units employee should be Multi-skilled A team worker Proactive Dynamic Flexible Creative Innovation Self inspires Systematic Adaptable Open to learning Disciplined Committed/dedicated
2.17 SIX SIGMA APPROACH: The company has adopted six sigma approach (break through strategy). Six sigma approach is the problem solving approach, measuring system and provides systematic and disciplined change.
CHAPTER 3 THEORETICAL ASPECTS

3.1 Meaning and Purpose of Training: Training is a process of learning a sequence of programmed behaviour. It is application of knowledge. It gives people an awareness of the rules and procedures to guide their behaviour. It attempts to improve their performance on the current job or prepare them for an intended job. According to Edwin D Flippo The purpose of training is to achieve a change in the behaviour of these trained and to enable them to do their jobs better. In order to achieve this objective, any training programme should try to bring positive changes in: Knowledge it helps training to know facts, policies, procedures and rules pertaining to his job. Skills it helps him to increase his technical and manual efficiency necessary to do the job and Attitude it moulds his behaviour towards his Co-workers and supervisors and creates a sense of responsibility in the trainee. IMPORTANCE OF TRAININGS The importance of training are1. Training enables the management to face the pressure of chaning environments. 2. Training usually results in the increase of quantity and quality of output.
3. Training leads to job satisfaction and higher, morale of the employees 4. Trained workers need lesser supervision. 5. Trained workers enable the enterprise to face competition from rival organization. 6. Training enables employees to develop and rise within the organization and increase their earning capacity. 7. It moulds the employees attitudes and helps them to achieve better cooperation with the organization. 8. Trained employees make better economic use of materials and equipment resulting in reduction of wastage and spoilage. 9. Training instructs the workers toward better job adjustment and reduces the rate of labour turnover and absenteeism.
BENEFIT TO ORGANIZATION:A programme of training becomes essential for the purpose of meeting the specific problems of a particular organization arising out of the introduction of new lines of Production, changes in design, the demands of competition etc. organization are:Higher Productivity:- Training can help employees to increase their level of performance on their present assignment. Training increases the skill of an employee in the performance of a particular job. Increased performance and Productivity, because at training, are most evident on the part of new employees who are not yet fully aware of the most efficient and competitive ways of The major benefits of training to an
performing their job. An increase in skill usually helps to increase both quantity and quality of output. Better Organizational Climate:- An endless chain of positive reactions result from a well planned training programme. Increased morale, less supervisor pressures improved product quality, increased financial incentives, internal promotions etc., result in better organizational climate. Less Supervision:- Training does not eliminate the need for supervision, but it reduces the need for constant supervision . Prevents Manpower Obsolescence:- Manpower obsolescence is prevented by training as it fosters the initiative and creativity of employees. Ai employee is able to adapt himself to technological changes. Economical Operations:Trained personnel will make
economical use materials and equipment. This will reduce wastage in materials and damage to machinery and equipments. Prevents Industrial Accidents:- Proper training can help to prevent industrial accidents. Improves Qualities:- Trained employees are less likely to make operation mistakes thereby increasing the quality of the companys products.
Greater Loyalty:- A common objective of training programme will mould employees attitudes to achieve support for organizational activities and to obtain better cooperation and greater loyalty. Thus, training helps in building an efficient and loyal work force. To fulfill Organizations future Personnel Needs:- When the need arises, organizational vacancies can be staffed from internal sources, if an organization initiates and maintains and adequate training programme. Standardization of Procedures:- Trained employees will work intelligently and make fewer mistakes when they possess the required know-how and have an understanding of their jobs.
5.1. BENEFITS TO EMPLOYEES:
Personal Growth:- Employees on a personal basis gain individually from training. They secure wider awareness, enlarged skill and enhanced personal growth. Development of new Skills:- Training improves the performance of the employees and makes him more useful and productive. The skill developed through training serves as a valuable personal asset to the employee. It remains permanently with the employee. Higher Earning Capacity:- By imparting skills, training facilities higher remuneration and other monetary benefits to the employee.
Thus, training helps each employee to utilized and develop his full potential. Helps adjust with changing Technology:- Old employees need refresher training to enable them to keep abreast of the changing methods, techniques and use of sophisticated tools and equipment. Increased Safety:- Proper training can help prevent industrial accidents. Trained workers handle the machines safely. Thus, they are less prone to industrial accidents. A state work environment also leads to a more stable mental attitude on the part of the employees. Confidence:- Training creates a feeling of confidence in the minds of employees. organization. It gives safety and security to them in the
5.5. TYPE OF TRAINING PROGRAMMES: 5.5.1. INDICATION OR ORIENTATION TRAINING:

As the name suggests it is the method of introducing a employee into the organization with a view to gaining his confidence and developing in him a sense of co-operation. It is a training programme used to induct new employee into the new social setting of his work. The new employee is introduced to his job situation and to his co-employees. He is also informed about the rules, working conditions, privileges and activities of the company. The induction training not only helps personal
adjustment of the new employee to his job and work group but also promotes good morale in the organization. An induction programme should aim at achieving the following objectives:(a) To build up the new employees confidence in the organization so that he may become an efficient employee. (b) To ensure that the new employee may not loan false impressions regarding their place of work. (c) To promote of feeling of belonging and loyalty. (d) To give information to the new employee about canteen, leave rules and other facilities. In short, planned induction welcomes a new employee, creates a good attitude, reduces labour turnover and makes the employee feel at home beginning.
5.5.2. JOB TRAINING:

The object of job training is to increase the knowledge of workers about the job with which they are concerned, so that their efficiency and skill of performance are improved. In job training, workers are enabled to learn correct methods of handling machines and equipment avoiding accidents, minimizing wastes etc. Under this technique, an employee is placed in a new job and is told how it may be performed. It is primarily
concerned with developing in an employee the skills and habits consistent with the existing practices of an organization and with orienting him to his immediate problems. The employees learn the job by personal observation and practice as well as occasionally handling it. It is learning by doing, and it is most useful for jobs that are either difficult to stimulate or can be learned quickly by watching and doing. The actual training follows a four-step process: Preparation of the trainee for instruction. Presentation of the instructions in a dear manner. Having the trainee try out the job to show that he has understood the instructions. Encouraging the question and allowing the trainee to work along and the trainer follow up regularly.
5.5.3. PROMOTIONAL TRAINING:Many concerns follow a policy of filling some of the vacancies at higher levels by promoting existing employees. This policy increases the morale of workers. When the existing employees are promoted to superior positions in the organization, they are required to should.. new responsibilities. For this, training has to be given. REFRESHER TRAINING: With the passage of time, employees may forget some of the methods, which were taught to them, or they may have become outdated because of technological development and improved and improved techniques of management and production. Hence, refresher training is
arranged for existing employees in order to provide them an Opportunity to revive and also improve their knowledge. According to Dale Yoder:- Retraining (refresher training) programmes are designed to avoid personnel obsolescence. refresher training is essential because. (i) Employees require training to bring them up-to-date with the knowledge and skills and to relearn what they have forgotten. (ii) (iii) Rapid technological changes make even the most qualified workers obsolete in course of time. Refresher training becomes necessary because many new lobs are created and are to be manned by the existing employees. Apprenticeship Training:Apprenticeship training system is widely in vogue today in many industries. It is a good source of providing the required personnel for the industry. Under this, method, both knowledge and skills in doing a job or a series of related jobs are involved. The apprenticeship programmes combine on-the-job training and experiences with classroom instructions in particular subjects. Apprenticeship training is desirable in industries which require a constant flow of new employees expected to become allround craftsmen. Thus,
(vi). Management Games:A management game is a classroom exercise in which teams of students compete against each other to achieve common objectives. The game is designed to be a close representation of real-life conditions. (vii). Sensitivity Training:Sensitivity training or T group training means the development of awareness and sensitivity to behavioral patterns of oneself and others. In sensitivity training, the trainees are enabled to see themselves as other see them and develop an understanding of others views and behaviour. It aims at increasing tolerance power of the individual and his ability to understand others. The sensitivity training programmes are generally conducted under controlled laboratory conditions. 3.5. Steps in Training Programme:Training programme is a costly and time-consuming process. The training procedure discussed below is essentially an adoption of the job instruction training course. The following steps are usually considered as necessary. 1) Discovering or Identifying Training needs. 2) Preparing the instruction or getting ready for the job. 3) Preparing the trainee. 4) Presenting the operation. 5) Try out the trainees performance. 6) Follow-up or Rewards and feedback.
Discovering or Identifying the training needs:A training programme should be established only when it is felt that it would assist in the solution of specific problems. Identification of training needs must contain three types of analysis:(i) Organizational analysis:- Determine the organizations goals, its resources and the allocation of the resources as they relate to the organizational goals. (ii) (iii) Operations analysis:- Focuses on the task or job regardless of the employee doing the job. Man analysis:- Reviews the knowledge, attitudes and skills a person must acquire to contribute satisfactorily to the attainment of organizational objectives. Armed with the knowledge of each trainees specific training needs, programmes of improvement can be developed that is tailored to these needs. The training programme then follows a general sequence aimed at supplying the trainee with the opportunity to develop his skills and abilities. Preparing the Instructor:The instructor is the key figure in the entire programme. He must know both the job to be taught and how to teach it. The job must be divided into logical parts so that each can be taught at a proper time without the trainee losing perspective of the whole. This becomes a lesson plan. For each part one should have in mind the desired technique of instruction, i.e., whether a particular point is best taught by illustration, demonstration or explanation.
Preparing the Trainee:This step consists of: In putting the learner at eases. In stating the importance and ingredients of the job and its relationship to work flow; In explaining why he is being taught In creating interest and encouraging questions, finding out what the learner already knows about his job or other jobs. In explaining the why of the whole job and relating it to some job the worker already knows In placing the learner as close to his normal position as possible and In familiarizing him with the equipment, materials, tools and trade terms. Presenting the Operations:This is the most important step in a training programme. The trainer should clearly tell, show, illustrate and question in order to put over the new knowledge and operations. There are various alternative ways of presenting the operation namely, explanation, demonstration etc. An instructor mostly uses the method of explanation. In addition one may illustrate various points through the use of pictures, charts, diagrams and other training aids. Demonstration is an excellent device when the job is essentially physical in nature. The following sequence of training may be followed:-
1) Explain in the sequence of the entire job. 2) Do the job step by step according to the procedure. 3) Explain each step that he is performing. 4) Have the trainee explain the entire job. Instructions should be given clearly, completely and patiently; there should be an emphasis on key points and one point should be explained at a time. job. TRY OUT THE TRAINEES PERFORMANCE:Under this, the trainee is asked to go through the job several times slowly, explaining him each step. Mistakes are corrected, and if necessary, some complicated steps are done for the trainee the first time. Then the trainee is asked to do the job, gradually building up skill and speed. As soon as the trainee demonstrates that he can do the job in the right way, he is put on his own. The trainee, through repetitive practice, will acquire more skill. FOLLOW-UP:The final step in most training procedures is that of follow up. This step is undertaken with a view to testing the competitiveness of training efforts. The follow up system should provide feedback on training competitiveness and on total value of training system. It is worth remembering that if the learner hasnt learnt, the teacher hasnt taught. The trainee should also e encouraged to ask questions in order to indicate that he really knows and understands the
3.6. Selection of A Training Method:The selection of an appropriate method depends upon the following six factors.
1. Nature of problem area: The choice of training method depends
upon the task to be done or the manner in which people interact with each other i.e., the problem may be either an operational problem or a human relations problem.
2. Level of trainees in the organizations hierarchy: The choice of
a training method also depends upon the level of the participants.
3. Methods ability to hold and arouse the interest of trainees
during the training period: A trainer has to consider alternative methods of presenting Training material to participants also from the point of view of their ability to stimulate interest and facilitate retention of the matter.
4. Availability of competent Trainers: A training method is as
competitive as the ability of the trainer. He is the most important figure in the entire training programme. trainer.
5. Availability of finance: Availability of finance if crucial for any
Therefore before
venturing into a training programme we have to first find a good
training programme. To make a training programme competitive adequate finance is necessary.
Availability of Time: Training cannot be done in a hurry. Adequate time is necessary to make the training programme a success. 5.4. Executive or Management Development:Executive or management development is a long-term educational process utilizing a systematic and organized procedure by which managerial personnel learn conceptual and theoretical knowledge. Development is a related process. It covers not only these activities, which improve job performance, but also those which bring about growth of the personality; help individuals in the progress towards maturity and actualization of their potential capacities so that they become not only good employees but also better human beings. In organizational terms, it is intended to equip persons to earn promotion and held greater responsibility. Training a person for a bigger and higher job is development. According to Harold Koontz and Cyril ODonnel Developing a manager is a progressive process in the same sense that educating a person is. Neither development nor education should be through of a something that can ever be completed, for there are an known limits to the degree one may be developed or educated. Manager development concerns the means by which a erosion cultivates those skills whose application will improve the efficiency and competitiveness with which the anticipated results of a particular organizational segment are achieved. According to G.R. Teny Management development should produce change in behaviour which is more in keeping with the
organization goals than the previous behaviour. The change frequently consists of a number of small steps resulting from training but the cumulative effect is considerable. It is also basic that a terminal behaviour is identified before the development efforts start. Thus, Executive or Management Development implies that there will be a change in knowledge and behaviour of the individuals undergoing development programme. The individual will not only be able to perform his job better but also increase his potential for future assignments through the acquisition, understanding and use of new knowledge, insights and skills. Self-development is an important concept in the whole programme of management development.
3.2. Need and Importance of Executive Development:In this age of Professionalisation of Management, importance of executive development cannot be minimized. Executive talent is the most important asset of an organization. According to Peter Drucker An institution that cannon produce its own managers will die. From an overall point of view the ability of an institution to produce managers is more important than its ability to produce good efficiently and cheaply. The need for executive development is felt because: 1. There is a shortage of trained managers. The organization has to develop the talented employees and maintain an inventory of executive skills to meet the future demands. 2. The performance of a company depends upon the quality of its managers. Executive development therefore, is of paramount
importance to have competitive and desired managerial talents to meet organizations demand. 3. Obsolescence of managerial skills is another factor which calls for continuous executive development. A manager must continuously update himself to successfully meet new challenges as they occur. OBJECTIVES OF EXECUTIVE DEVELOPMENT: 1. To ensure a steady source of competent people at all levels to meet organizational needs at all time. 2. To prevent managerial adolescence by exposing the managers to new concepts and techniques in their respective fields of specialization. 3. To prepare the present employees for higher assignments so that they may be promoted from within. 4. To develop a second line of competent managers for future replacements. 5. To promote a high morale and good organizational climate. 3.3. METHODS OF EXECUTIVE DEVELOPMENT:Methods of executive development can be classified into two broadly categories:1. On-the-job methods and 2. Off-the-job methods.
1. On-the-job methods:a) Coaching on-the-job coaching is a procedure by which a
superior teachers job knowledge and skills to a subordinate.

b) Job rotation - the trainee is periodically rotated from job to
job so that he acquires a general background of different jobs.

c) Special Projects Under this method, a trainee is assigned
a project that is closely related to the objectives of his department. The trainee will study the problem and make recommendations upon it.
d) Committee Assignments: Under this method, an ad hoc
..committee is constituted and is assigned a subject to discuss and make recommendations. e) The committee will make a study of the problem and present its suggestions to the departmental head. 2. Off-the-job methods:a) Role Playing-Role-playing techniques are used for human relations and leadership training. conflict situation is artificially Constructed and two or more trainees are assigned different parts to play. Its purpose is to give trainees an opportunity to learn human relations skills through practice and to Under this method, a
develop insight into ones own behaviour and its effect upon others. b) Case study-Under this method, the trainees may be given a problem to discuss which is more or less related to the principles already taught. This method gives the trainee an opportunity to apply his knowledge to the solution of realistic problems. c) Conference Training The trainee as a member can learn from others. The conference is ideally suited to learning problems and issues and examining them from different angles. d) Management Games A management game is a classroom exercise in which teams of students compete against each other to achieve common objectives. The game is designed to be a close representation of real-life conditions. e) Sensitivity Training or T group Training It is an experience in interpersonal relationships which results in charge in feeling and attitudes towards oneself and others. f) Special Courses The executives may be required to attend special courses which are formally organized by the enterprise with the help of experts from educational institutions. Internship Training:KLESS IMSR, VIDYANAGARA, HUBLI
Internship training is usually meant for such vocations where advance theoretical knowledge is to be backed up by practical experience on the job. Under this method, the professional institutes enter into arrangement with a big business enterprise for providing practical knowledge to its students. For et., : Engineering students are sent to industrial enterprise and Medical Students are sent to hospitals for practical knowledge. 3.6. Training and Development Methods:Broadly, the training and development methods can be classified into the following two categories:A) On-the-job Method. B) Off-the-job Method. A) On-the-Job Method:- The most common method used by industry to train individuals is on-the-job training. Virtually every employee, from clerk to General Manager, gets some on-the-job training. Under this method, the employee is given training at his workplace by his immediate superior who knows exactly what the trainee should learn to do. To be competitive, training instructions should be helpful, friendly and personal. The management should also keep .those watches and check up the training from time to time. On-the-job training may take any one of the following forms:a.
Coaching:- Under coaching or understudy method,
the employee is trained on the job by his immediate superior.

b.
Job-rotation:- The purpose of position rotation is to
broaden the background of the employee in various
positions. The employee is made to move from job to job at certain intervals.
c.
Special Assignments:- Are used to provide the
employees with first hand experience in working on the actual problems. Merits of On-the-job Training: a) It permits the trainee to learn at the actual equipment and environment on the job. b) It is a relatively cheaper and less time consuming as no additional personnel or facilities are required for training. c) As the trainee gets a feeling of actual production conditions, it increases the competitiveness of training. DEMERITS OF ON-THE-JOB TRAINING 1) The instructions in on-the-job training is oftenly highly disorganized and haphazard. 2) Trainees are often subjected to distractions of a noisy shop or office. 3) There is low productivity. VESTIBULE TRAINING:This method attempts to duplicate on-the-job situations in a company classroom. The trainees are taken through a short course under working conditions that approximate actual shop, sales or office conditions. This technique enables the trainee to concentrate on learning the new skills rather than on performing an actual job. Vestibule training is suitable where it is not advisable to put the burden of training on line supervisors and where a special coaching is required. However, trainees
have to face the adjustment problem when they are placed in the actual work place. B. Class Room or Off-the job Method:Off-the job training simply means that training is not a part of everyday job activities. Classroom or off-the-job instructions are useful when concepts, attitudes, theories and problem-solving abilities are to be taught it is associated more with knowledge than skill. Off-the-job method consists of:i) Lecture Method:This is most commonly used to speak to large groups about general topics. The lecturer posses a considerable depth of knowledge of the subject at hand. He seeks to communicate his thoughts in such a manner as to interest the class and cause them to retain what he has said. The trainees generally take notes as an aid to learning. ii) The Conference Method:In this method, the participating individuals confer to discuss points of common interest to each other. It is an competitive training device for persons, in the positions of both conference member and conference leader. As a member, a person can learn from others by comparing his opinions with those of others. As a conference leader, a person can develop this skill to motivate people through his direction of discussion. There are three types of conferences:-
a. Direct Discussion The trainer guides the discussion in such a way that the facts, principles or concepts are explained. b. Training Conference The instructor gets the group to pool its knowledge and past experience and brings different points of view on the problem. c. Seminar Conference The instructor defines the problem, encourages and ensures full participation in the discussion. The conference is ideally suited to learning problems and issues and examining them from different angles. It is considered to be the best method for reducing dogmatism employed in supervisory and executive development programmes. (iii) Seminar or Team Discussion:Seminar is based on a paper prepared by one or more trainees on a subject selected in consultation with the person in charge of the seminar. The trainees read their papers and this is followed by a critical discussion. The chairman of the seminar summarizes the contents of the papers and the discussions which follow their reading. (iv) Case Study Method:The case study method which is popularized by the Harvard Business School USA, is one of the common forms of training to the employees. This method was first developed in the 1880s by Christopher Langdell at the Hrvard Law School to help students to learn for themselves by independent thinking. A collateral objective is to help them develop skills in using their knowledge.
Under the case study method, the trainees may be given a problem to discuss which is more or less related to the principles already taught. This method gives the trainee an opportunity to apply his knowledge to the solution of realistic problems. The case study places heavy demands upon the trainees and requires that they should have a good deal of maturity and background in the subject matter concerned. Case studies are extensively used in teaching law, personnel management, human relations, management etc. The trainees learn that there is no single answer to a particular problem. The answer to each trainee may differ. Case discussions will help them to appreciate each others thinking. is expected to:i. ii. iii. iv. v. vi. Master the facts and content of the case. Define the objectives and issues in the case. Identify the problems in the case. Develop alternative courses of action. Screen the alternatives using the objectives and issues as the criteria. Suggest the controls needed to make the action competitive. (v) Role Playing: This method was developed by Moreno a Venetian psychiatrist. Role-playing technique is used for human relations and leadership training. Its purpose is to give trainees an opportunity to learn human
That is why; case studies are frequently used in
supervisory and executive training. In the case study method, the trainee
relations skills through practice and to develop insight into ones own behaviour and its effect upon others. Under this method conflict situation is artificially constructed and two or more trainees are assigned different parts to play. The trainees cut out given role s they would in a stage play. The role players are provided with a description of a situation and the role they are to play. After being allowed sufficient time to play their actions, they must then act their part spontaneously before the group. Role-playing primarily involves employee-employer relationships hiring, firing, and discussing a grievance procedure, conducting a postappraisal interview or representation to a customer. with opportunities to develop interfactional skills. Role-playing is especially useful in providing new insights and in presenting the trainee
CHAPTER 4
TRAINING COMPETETIVENESS AT GRASIM At Grasim Training and Development Progrmmes will be continuously conducted by HRD Department. At Grasim HRD Department will conduct the training programmes for the people below the Management level (Operating level people) these training programmes will emphasize on specific behaviour and will be of short period. HRD Department will conduct the Development Programmes for the management level people. These Development Programmes will be of long period and these programmes emphasize on concepts, context of policies procedures, and improvement in Decision making capabilities. The current study is to know the competitiveness of these training and Development Programmes and their impact on improving the performance of individual. Team and organization. In the month of September October 2005 The Managerial
development programme Honing skills for performance management has been held by the HRD Department participant were from both Graselene Division and Harihar Polyfibres. In the each training programme HRD Department will collect the feedback of the training of the training programme from each participant on the lost day of the training programme. That has been in this training programme.
PERFORMANCE MANANGEMENT AN OVERVIEW PERFORMANCE Management is a strategic and integrated process that establishes a culture of sustained success to organizations by improving the performance of the people who work in them and by developing the capabilities of individual contributions and terms. PERFORMANCE MANAGEMENT IS: Strategic in the sense that it is concerned with the general direction which the business intends to go to achieve its long-goals. Integrated in two ways:
i)
Vertical Integration, linking or aligning organizational goals with team and individual objectives; and individual objectives; and
ii)
Horizontal Integration, linking different aspects of human resource management, especially organizational development, human resource development, and rewrd, so as to achieve a coherent approach to the management and development of people.
Performance management, in its fullest sense, is concerned with what people do (their work), how they do it (their behaviour) and what they achieve (their results). It embraces all formal and informal measures adopted by an organization to increase organizational, team and individual competitiveness and continuously top develop knowledge, skill and competence.
PERFORMANCE MANAGEMENT IS ABOUT DEVELOPING A PERFORMANCE CULTURE:THE fundamental purpose of performance management is to establish a culture in which individuals and groups take responsibility for continuous improvement based on the following four cornerstones:
1. Common Understanding of organizations goals and priorities
enabling employees to answer the question: Where is performance planning and Development (PPD) headed/s
2. Clear Expectations for individuals and terms enabling employees
to answer the question: What is my role in helping PPD achieve results?

3. Capability built through investments in performance management
tools, feedback, training and development, and learning enabling employees to answer the question: Do I have what it takes to implement PPD? What else do I need to learn? Which skills and behaviour should I develop and how should I develop them to be able to contribute to the organization?
4. Commitment based on meaningful work and rewards linked to
business and personal achievement enabling employees to answer the questions: Why do I care for PPD? How does the organization value my contribution
THE SKILLS REQUIRED FOR COMPETATIVE PERFORMANCE MANANGEMENT The following six skills have been identified in this workshop to sharpen the skills for implementing a Competitive Performance Management System: Target Setting Performance Review Listening Performance Feedback Coaching Counseling
SETTING PERSONAL GOALS Set Performance, not outcome Goals Set Specific Goals Set Realistic Goals PERFORMANCE GOAL SETTING AN OVERVIEW PERFOMANCE goal setting in the starting point of the performance management cycle. Performance goal setting is a unique combination of two aspects-plan and performance. The plan aspects is primarily a joint exploration of what the individuals are expected to do and know, and how they are expected to
behave to meet the requirements of their role and develop their skills and capabilities. The performance aspects of performance goal setting obtains agreement on what has to be done to achieve objectives, raise standards and improve results. The basis on which performance will be measured and level of competence will be established is also agreed on. These agreed criteria are used jointly by the managers and individuals to monitor progress and demonstrate achievements Performance Goal Setting is about integration of Objectives. The integration of alignment of objectives important in order to achieve a common understanding of performance requirement throughout the organization, integration is achieved by ensuring that everyone is aware of organization and functional goals and that the objectives they agree for themselves are consistent with those goals and will contribute in specified way to the achievement. The aim of integration is to ensure as far as possible that everything that people do at all levels in the organization will support the achievement of organization goals. For example:A strategic objective of a business is to achieve competitive advantage by raising standards of customer service above those of its rivals, then individual and team objectives will be agreed that specifically encourage higher levels of service, such as increasing the speed of response to customer inquires.
PERFORMANCE GOAL SETTING IS A TWO-WAY PROCESS OF AGREEING OBJECTIVES:In performance goal setting, people at each level are given the opportunity to indicate how they believe they can contribute to the attainment of team and departmental objectives. The views of employees about what they believe they can achieve are noted and, if appropriate, higher-level objectives are amended to taken account of them. makes it a bottom-up process. An approach along these lines increases ownership of the objectives as well as providing a channel for upward communication on key issues affecting the achievement of business goals. This
Organizational Departmental
Improve levels of customer service Specify aspects of customer service for which function is responsible and overall improvement targets Specify team gargets within the functional areas of customer service and the improvement targets for the function Specify individual targets for contributing to the achievement of team targets.
Team
Individual
THE PROCESS OF PERFORMANCE GOAL SETTING

Performance goal setting is largely about bringing into focus the performance expectations. The corporate vision and mission inspires business strategy. The business strategy defines corporate key result areas (KRAs). These KRAs are cascaded to senior management and department / function heads, from there to individual level, in the order. At all the levels specific, realistic and time bund objectives for each of the assigned KRAs are agreed on. At individual level, the work to be done is defined in terms of what role holders are expected to achieve or deliver, i.e., their accountabilities, also termed as key result areas or key performance accountabilities (KPAs) or key activities or main tasks. For each KPA, objectives are agreed upon. There are four types of performance objectives, viz., Project, Process, Business-as-Usual and Core Values objectives (for detail refer to Setting Agreed Objective / Goals given ahead). All four types of objectives are considered when writing performance objectives with every employee during goal setting meeting. It is not sufficient to set objectives. Next step is to determine those actions that must occur in order to achieve the chosen objectives. These actions should be measurable, and should outline the critical and essential performance steps and the time frame s which these steps will be accomplished.
The last step in performance goal setting is listing the expected, measurable results called performance measures. Performance measures help identify the deliverables on the basis of which performance can be monitored and evaluated by the employee and the manager. The following, therefore, are the key components of performance goal setting process. 1. Establishing Key Performance Accountabilities (KPAs) 2. setting Agreed objectives / Goals 3. Determining Action Plans for objectives 4. Setting Agreed measurable performance standards based on KPAs.
Organizational vision & Mission Business Strategy
Unit Strategy
Departmental / Functions / KPAs
Team KPAs
Individual KPAs
Objectives / Goals
Performance Measures
Action Plans
Establishing Agreed Key Performance Accountabilities The key result areas or key performance accountabilities describe what role holders are expected to achieve their accountabilities. A KRA/KPA summarizes the subordinates job profile and may change in focus from year to year with the change in business context or organizational goals. Key result areas / performance accountabilities over fairly broad heading such as stock, sales, supervision, internal communication, external communication, administration training and development. They are not a comprehensive list of duties. The number of KRAs / KPs should normally be limited to Seven or Eleven.
Defining Key Performance Accountability

The definition of KPA starts with an active verb and expresses specially and succinctly (in one sentence) what has to be achieved. It does not try to explain how the work is carried out. Good examples are : Prepare marketing plans that support the achievement of corporate targets for profit and sales revenue. Control manufacturing operations to achieve output targets, quality specifications and delivery to time requirements within cost budgets. Main a stock control system that optimizes inventory levels
Plan and provide training programmes that meet defined needs
Each of these definitions point clearly to performance measures or indications such as profit, sales, output, inventory ratios, or the delivery of competitive and relevant training. Questions that provide data for defining KPAs What do you think are the most important things you have to do ? What do you believe you are expected to achieve in each of these areas ? How will you or anyone else know whether or not you have achieved expectations ? The answer to questions such as these will need to be sorted out and analyzed so that separate accountabilities and tasks can be distinguished and refined to serve or eight KPAs. PERFORMANCE REVIEW If we want performance in the workplace, somebody has to Have the courage and confidence to determine Whether we are getting it or not We must also find ways to enhance what we have getting In our increasingly complicated and competitive world, the working climate demands a great deal or commitment, effort are strategic participation form employees.
What is performance review? Performance review may be defined as A systematic means of ensuring that managers and their staff meet regularly to discuss past and present performance issues, and to agree what future action is appropriate on both sides. Regularity: Regular performance review would be defined as twice a year in most organizations. Assessment of performance can only be valid if it is a continuous process and issues are dealt with as they arise. Performance: Performance review should be seen by those involved as an opportunity for honest discussion. In this discussion, the reviewer does not judge but promotes agreement about how current performance matches upto requirements and how the future might be approached. i. ii. Aiming towards improving performance in the existing job to bring it up to minimum required standards Developing a good performer to ensure that maximum potential is being reached both by the job holder and by the job itself. iii. Assisting individuals to progress towards different or more responsible positions within the organization profession. Performance Review includes The Three Cs 1. 2. 3. Contribution Capability, and Continuous development
4. the employees performance 5. process 6. continuous informal
Performance review is rooted in the reality of
Performance review is a forward looking
Performance process of monitoring performance
review
complements
the
WHY REVIEW Benefits for the organization Vision / Mission gets translated into individual goals Sets in culture of plan, Act, Check, Do Improves job performance Develops and motivates people Improves communication between manager and employee BENEFITS FOR THE REVIEWER : Competitive planning and resource allocation Communication of clear performance expectations Insight into departmental problems / issues Feedback about ones style of management Enhanced team functioning and interpersonal relationships Benefits for the Reviewee: Participation in setting performance standards and targets
Clarity on expected performance and objectives Continuous improvements due to periodic feedback Identification of training and development needs.
THE PROCESS OF PERFORMANCE REVIEW 1. Planning for Review 2. Review meeting a. Delivering the message b. Review writing c. Creating developmental plan
Planning for Review
Review meeting
Delivering the Message
Creating Developmental Plan
Review Writing
REVIEW WRITING As fare as review writing is concerned, the preliminary step is taken by the employee in the form of filing review form / appraisal form
for self assessment. However, the most vital aspect of review writing is the final completion of review form by the manager after due discussions with the employee have taken place.
Record objective facts concerning actual performance rather than, stating evaluative opinion. Describe specific behaviour rather than vague statement. LISTING SKILLS : Listen and silent may have the same letters, but listening is more than just keeping quiet and more than just hearing. Listening is an art, a skill a discipline.
LISTENING has been defined as conscious hearing as listening requires conscious effort. The value of such definition is that is stresses the importance of consciously using up an essentially unconscious act. By becoming conscious of the way we listen and respond, we are likely to improve the way we do both. Competitive listening consists of hearing and understanding what others say to us, Hearing becomes listening only when we pay attention to what is said and when we understand what the speaker means by what he or she says. On a person to person level, managers must listen carefully to the employee in order to understand his or her problems and needs and to recognize where they are coming from. Where a manager is dealing with
a group, she must listen to the opinion and comments of the group members under consideration. Competitive listening saves time, cuts down the misunderstandings and is essential to goods teamwork. ACTIVE LISTENING An active listener Always knows what he/she wishes to achieve from a dialogue. Always develop a strategy for achieving it. Always prepares by doing the background reading and having a clear view of the purpose of exchange. Gives advance consideration to the kinds of questions that will be appropriate, how to put them sensitively and how to gauge reaction. Allows the speaker to finish without interrupting and without finishing sentences on the speakers behalf. Maintains eye contact Avoids in appropriate body language (yawning, looking out of the window, failing asleep, etc.,) Avoids leading or deliberately embarrassing questions. Remembers that dialogue is not about winning and losing but achieving a shared understanding. Uses questions to create further listening opportunities Confirms his/her understanding with the speaker. Generally does whatever is necessary to maximize the value of the dialogue !!
ACTIVE LISTENING TECHNIQUES

Type of statement A. Clarifying Purpose 1.To get more information 2.To get a more clear picture 1.toshow B. Paraphrasing that you To achieve purpose Dont agree or disagree 1. ask questions. are Restate the Examples What went
open-ended wrong. 2.Are you saying that others 1. If I understand, your idea, is.. 2. You were pretty disturbed by this.
listening and understanding basic ideas emphasizing the facts. 2. To let the person know
you grasp the facts. 1. To show that you are Restate the others basic 1. You feel that.. C. Reflecting 2. listening and understand feelings. To let others know you understand their reflect, and 1. These seem to be have expressed. 2. If I understand you, you feel this way about the 2. You wer pretty disturbed by this.
feelings 1.To pull important ideas, Restate, D. Summarizing facts, etc., together. further discussion 3.To review progress
summarize major ideas the key ideas you
2.To establish a basis for and feelings.
EMPATHETIC LISTENING : One the most difficult and advanced aspects of active listening is showing empathy. This really means understanding not just how a person feels but why they feel like they do. Showing empathy or empathetic response is about listening to, and understanding, the other persons position and feelings before offering ideas and working towards solutions. By demonstrating empathy especially when reviewing targets it is much more likely that constructive conservation will follow. EXAMPLES OF EMPATHETIC RESPONSES :KLESS IMSR, VIDYANAGARA, HUBLI
It sounds like you are quite angry because of the changes which have been imposed on you You seem very pleased with the increased responsibilities you have been given / It must be very frustrating to feet left out when it comes to communication about changes in staffing.
SOME Dos of Empathetic Listening Show interest Be understanding of the other person. Single out the problem (if there is one) Look for the cause of the problem Help the speaker associate the problem with the cause Encourage the speaker to develop the competence and motivation to sole his own problems. Cultivate the ability to be silent when silence is called for
SOME DONTS OF EMPATHETIC LISTENING : Argue Interrupt Pass judgment too quickly Jump to conclusions Left the speakers sentiments reflect on your own
BARRIERS TO LISTENING Distraction: Jayadeep, a salesman is a large departmental store, is approached by a customer who asks him to find a specific item.
Emotions : Emotions get in your way, when you attempt to evaluate the message, but they may also prevent your receiving the message or cause you to distort the meaning you assign to it. Aggressiveness : If a person enters a communication situation to do verbal battle, he or she will be a poor listener. Wandering Attention : The listener who tunes in and out of the communication process is doing an injustice. Using jargon / clichs : At the end of the day. All things being equal, to name but a few; try using different words to say the same thing, without using clichs. Technical terms can cause irritation with the listener. Conscious use of simple words can help. Physical distractions : Noise, clutter, interruptions these all are barriers to listening competitively. EXCHANGE YOUR LISTENING SKILLS : Judge content, not delivery Withhold evolution Focus on central ideas Stay flexible Overcome distractions Show attention
TYPES OF FEEDBACK 1. Positive feedback 2. Negative feedback 3. Constructive feedback Styles of giving Negative feedback: As a manager we need to be aware of the following negative feedback so that they may refrain from such behaviour during the feedback sessions. Attacking Changing it into positive Judging style Changing it into positive The rambling style Changing it into positive The delaying style Being inconsiderate TRAAING COMPETITIVENESS AT GRASIM
INCOMPETITIVE FEED BACK Good work You dont knowcustomer care You need to be more conscientious
COMPETITIVE FEED BACK The report contained a very concise, useful conclusion The client should be attended to within two minutes Six absences in two months are not acceptable
You should know these things You are dominating
The contract omitted a vital section I observed you interrupting that subordinate
THE 10 TOOLS OF GIVING CONSTRUCTIVE FEEDBACK CONSTRUCTIVE feedback can make a real difference to people performance and therefore, ultimately to business success. The 10 Tools for competitive feedback will help you concentrate on the skills of giving constructive feedback. Analyze the current situation Decide on your outcome/s and objective/s Calibrate for receptiveness Create the right environment Setting up a feedback contract The toming of the feedback session The place Rapport building
COACHING AND PERFORMANCE MANAGEMENT COACHING is relatively new in the corporate session. So, clear goals and roles are especially crucial-both for getting started and for sustained success. Most coaching is based on a one-to-one relationship between the coach and the coachee. Each coaching situation is different.
Yet, some distinctions are essential to recognize, both to establish focus and to foster informed choice. One can distinguish three points along a continuum of executive coaching roles as follows: Coaching for skills: to focus on the subordinates current project or task Coaching for performance: to focus on the subordinates
competitiveness in the present job Coaching for development: to focus on the subordinates future job responsibilities and/or career. These critical distinctions help the coach and the learner to jointly set the coaching agenda. BASIC REQUIREMENTS OF PERFORMANCE COACHING: Coaching will be most competitive when: The coach understands that his or her role is to help people to learn: Individuals are motivated to learn they should be aware that their present level of knowledge or skill or their behavior needs to be improved if they are going to perform their work to their own and to others satisfaction: Individuals are giving guidance on what they should be learning and feedback on how they are doing:
Learning is an active, not a passive individuals need to be actively with their coach: The coach listens to individuals to understand what they want and need: The coach adopts a constructive approach , building on strengths and experience:
ROLE OF COACH
YOUR coaching role becomes competitive, when your behaviour includes the following elements: C Collaborate The coaching relationship is a collaborative one. The manager needs to work with the employee to identify the performance problem, standards and performance objectives, and develop a performance improvement plan. It becomes a matter of how can we solve the problem. O OWN You need to examine your own behaviour and accept some ownership for the problem along with the employee. Ask yourself: Did I make my expectations clear? Did I provide the proper training? Does the employee have the appropriate tools to do the job? A ACKNOWLEDGE The manager needs to acknowledge successes through reinforcement and also acknowledge an employees problems, feelings, and concerns. Acknowledging problems and concerns, however is not the same as overlooking them or allowing them. For example, you can certainly understand
an employees difficulty in jugging the multiple responsibilities of both home and work. However, the resulting chronic absenteeism or tardiness cannot be allowed to continue. C COMMUNICATE-Communication skills including listening, questioning giving and receiving feedback are critical for success. You need to practice two-way communications on a daily basis. In particular, you need to clarify your expectations. H HELP- As a manager, you are not only a coach but an advisor, servicing as a resource person and a guide to other resources, both inside and outside the organization. In addition to giving help, you should also be seeking help from your employees. For example, if you need to increase sales, ask you employees to help you develop a marketing plan to increase solicit their ideas. You will be supervised how creative and innovative people can be if you give them a chance. ESSENTIAL COACHING SKILLS Observing coaches behavior and performance to: Describe clearly the current status Help identify contributions to the problem Listening for: Inner goals and aspirations Gaps in reasoning Unexamined assumptions Readiness to act Questioning coachee about her/his intensions
Assessment of situation Contribution to the problem Best way to act
COACHING AS A PROCESS: COACHING requires each stage to be properly completed if the whole process is to work successfully. Missing out stages or concentrating on just one stage at the expense of the others can lead to confusion and poor results. Stage 1: Analyzing for awareness: Coaching can start only when the learner develops an awareness of the need to improve performance through learning. The manager coach has to help the learners in analyzing the current performance and comparing it with the level they would like to move towards. Having clear standards, or performance competencies, to aim for is very helpful. Stage 2: Planning for responsibility: Competitive learning and development really occurs only when the individual takes personal responsibility for the outcome. The planning stage of the coaching process is the opportunity for the learner to begin to exercise responsibility. A successful planning agenda should answer these key answer: What is to be achieved? How will it be done? Where will be done? When will it start and end? Who will be involves? Who needs to agree with the plan?
To be most competitive, a coaching should focus on only two or three specific development goals over a relatively short time-perhaps only the next three months. It should be reviewed on at least a monthly basis and thus became an integral part of the performance management process.
Stage 3:
Implementing- Coaches need to use styles and techniques that are appropriate to the situation in which the learner are appropriate to the situation in which the learner is operating. Opportunities for coaching arise on many different occasions during the working day, and it is important to seize them when they occur. However, creating awareness and a sense of personal responsibility requires time for proper planning if genuine development is to be achieved. Hence the need to utilize both formal and informal modes of coaching.
Stage 4:
Evaluating for success Many coaches confuse monitoring with evaluating. Monitoring is the essential activity of regularly checking that progress is being made. Evaluating is the activity of reviewing the goal once they have been completed. It is a one activity involving the coach and the learner.
The key questions addressed at this stage are: Where the development goals achieved? Did the different components of the coaching goals work in the sequences they were designed to?
What changes if any, were made to the prior set targets, and why? Was the process cost competitive? Were they any unexpected benefits? What would you do differently next time? Is there a need for a new approach to improve performance still further?
COACHING TECHNIQUES AMONG the most common situations that a coach can face are: Coaching an inexperienced learner or helping to develop a new skill Finding time to help someone to sort out a problem hence the coach is under the pressure of a heavy workload. Coaching an experienced and able learner who has the time and motivation to improve performance. For each of these situations different coaching techniques can be employed. Coaching Inexperienced Learners- The more inexperienced the learner is, the morehands-onthe coaching style will need to be. One technique that has been found most helpful in these situations is called practice spiral. There are a number of key points for the coach to follow at each stage of the spiral.
Stage 1:Explain and demonstrate- At this stage the responsibility of the coach is. Summarise what is about to be explained and demonstrate Emphasize why it is important Outline how it is going to be done Explain and demonstrate Summarise re emphasizing why it is important Allow time for questions, clarifications and feedback to check understanding. Stage 2: Reflect on the learning This stage should be deliberately timed. Often simply allowing a few minutes private thought, note taking or handling of a piece of new equipment is all that is required. Stage 3: Reviewing progress: At this stage the coach should remind the learner of the ultimate goal of the learning programme and encourage the coachee to articulate the progress and identify any barriers to learning she is experiencing as well as enabling them to clarify any areas of misunderstanding that may have arisen. Stage 4: Planning to practice again- The coach should ensure three types of practice session:
Risk-free opportunities, where mistakes can easily be made and remedial action taken with no damage done or blame expressed
close observation opportunities, where coaches can practice real-life situations, with the coach in close proximity. spot-check opportunities, where the learner is free to operate in a real life situation but with the knowledge that there will be occasional spot-checks by the coach to offer feedback and motivation.
This spiral starts with a total hands-on style, the coach moves steadily down the style continuum towards a hands-off position. THE 3-D TECHNIQUE(3-DIMENSIONAL TECHNIQUE) The 3-D technique is one that has been found helpful for these situations. It is based on recognizing a three-dimensional (3-D) analysis. PART -I:
To use this technique, a coach needs simply a blank sheet of paper or a flip chart. The learner is asked to quickly define the problem in a single sentence.
PART II: A) Careful questioning and using the 3-D analysis technique enable the coach and the learner to quickly identify three elements or aspects of the problem under each of three headings.
The situation, e.g., time-scales, lack of resources, geography People involved, e.g., unhappy customer, impatient boss, unreliable supplier
You, e.g., lack of technical knowledge, conflicting priorities, your general attitude.
A) The next stage is to choose the best-fit option to implement. B) Following this structured technique it is possible to focus
rapidly on potential actions. PERFORMANCE COUNSELING What is performance counseling? Counseling has been described by the institute of personal and Development (IPD) ASL Any activity in the workplace where on individual uses a set if skills and techniques to help another individual to take responsibility for and to manage their own decision-making whether it is work related or personal. Personal counseling is about helping Subordinate Resolve his problems- Performance counseling always relies on the assumption that the subordinate has the skills, knowledge and-deep down-the desire to find a solution. They may be too close to the problem, or too immersed in emotion to be able to think rationally. The managers role is to help the subordinate step back and see it differently, so that they can find a new way forward. Performance Counseling is about Listening- Counseling, more than any other managerial conversation, demands deep listening skills.
Performance counseling is not about giving advice- Counseling helps to resolve a situation that the person sees as a problem, counseling is not giving advice. The four stages of performance counseling are very those of coaching: STAGE I: DIAGNOSIS This is the conversation for relationship. The managers role here is to help the subordinate to step back and examine the possibilities of the situation. STAGE II: EXPLORATION This is the conversation for possibility. The managers role here is to help the subordinate to step back and examine the possibilities of the situation. STAGE III: OPPORTUNITIES The conversation for opportunity should lead the subordinate to envisage possible courses of action and their consequences. STAGE IV: ACTION Now that the subordinate can see the situation more clearly and has assessed various options, there is a need to make a move. Three basic elements of counselor counselee relationship Research on counseling has shown that there are three fundamental elements which are important in the relationship of counselee and
counselor. The three elements given below may be important for successful relationship in may situations, but are particularly important to you as the counseling manger. b. Respect c. Geniuses d. Demonstrating empathy THE SKILLS REQUIRED FOR PERFORMANCE COUNSELING e. Asking open questions f. Reflecting ; and g. Confronting Asking open questions Open questions, by
definition, cannot be answered Yes or No, they often include the words why, who, what, when, where and how. Reflecting Managers as counselors use reflection in
three main ways they have said ; and a. What subordinate are feeling. b. Their words, the content of what they have said ; and c. The implied content. Confronting - Use this technique with great care. It may consist simply of asking for concrete details to support an allegation or an expression of vague feeling.
It is essential to member and counselors confront perceptions in order to root out possible new ones. GRASIM INDUSTRIES LIMITED KUMARAPATNAM
HUMAN RESOURCES DEVELOPMENT DEPARTMENT POST TRAINING EVALUATION Name of the Programme Name of the participant : Date attended Department 1) : : Mr. To Emp. No. Division
Any improvement in his skill knowledge after the training programme? No Change Yes 25% 50% 75% To what extent is able to apply his skills / knowledge acquired during training programme? Partiall y 25% 50% 75% No Change
2) Fully 3) Fully 4)
Is their any positive change in his attitude? Partiall 25% 50% 75% y
No Change
Please specify how training has benefited the department / organiation. Any other comments to improve the training? (If more space is required please use backside of the shet)
5)
Dept. Head
Signature
FINDINGS: Question 1: Improvement in skills/ knowledge after Development Programme:
Sl. No.
1. 2. 3. 4. 5.
Criteria 25% 50% 75% 100% No change Total
No. of Respondents 21 12 17 0 0 50
Percentage 42% 24% 34% 0% 0% 100%
From the above statistics we can inter that 25% of improvement in skills/ knowledge has been found in 42% of respondent 50% improvement in skills /knowledge has been found in 24% of respondents 75% improvement in skills/ knowledge has been found in 34% of respondents.
Graph showing Improvement in Skills / knowledge after Development programme
45 No. of Respondents in Percentage 40 35 30 25 20 15 10 5 0 25% 50% 75% Creteria Percentage 100% No change 0 0 24 42 34
Question 2: Indicating the levels of able to apply the skills/ knowledge after Development Programme.
Sl. No. 1. 2. 3. 4. 5. Criteria 25% 50% 75% 100% No change Total No. of Respondents 21 23 9 5 0 50 Percentage 26% 46% 18% 10% 0 100%
25% improvement has been found in 25% of participants 50% improvement has been found in 46% of participants 75% improvements has been found in 18% of participants and 100% improvements has been found in 10% of participants.
Graph showing the levels of able to apply the skills / knowledge after Development Programme
50 45 40 35 30 25 20 15 10 5 0 46
No. of Respondents in Percentage
26 18 10 0 25% 50% 75% Criteria Percentage 100% No change
Question 3: Table Indicating the levels of positive change in attitude after Development Programme.
Sl. No. 1. 2. 3. 4. 5. Criteria 25% 50% 75% 100% No change Total No. of Respondents 11 23 14 2 0 50 Percentage 22% 46% 28% 4% 0 100%
25% improvement has been found in 22% of participants 50% improvement has been found in 46% of participants 75% improvements has been found in 28% of participants and 100% improvements has been found in 4% of participants.
Grapn showing the levels of positive change in attitude after development programme
50 45 40 35 30 25 20 15 10 5 0 25% 50% 75% Criteria Percentage 100% 46
No. of Respondents in Percentage
28 22
4 0 No change
CONCLUSION
1) From the data collected it is concluded that training programme yielded positive changes in participants. 2) The training programme concentrated much on the performance management learning, counseling, communication which motivates the participants. 3) From the data collected it is concluded that Training Programme helped in improving performance career development. Hence the objective is achieved. 4) Trainer skills of inspiring participants are very much happy about the training programme because they identified positive changes. 5) Superior of the participants are very much happy about the training programme because they identified positive changes. 6) Still there is a need of changes for such Development Programmes to achieve better results.
SUGGESTIONS
It is necessary to take the opinion of superiors of participants before selecting participants. Because superiors known among their subordinates who is very much need of Development Programme when compared to others. They helps to provide Development Programme to all of the employees and also helps superiors to manage conflict.
BIBLIOGRAPHY
Book -Human Resource & Personal Management by K.Ashwathappa. Organization Behaviour by Stephen Rabins. Magazine -Aditya Kirana Grasim Sankalp
Internet
--
www.grasim.com www.adityabirla.com
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GRASIM INDUSTRIES, KUMARA PATTANAM.

Statement of the Study :

KLESS IMSR, VIDYANAGARA, HUBLI

GRASIM INDUSTRIES, KUMARA PATTANAM.

Objectives of the Study :

KLESS IMSR, VIDYANAGARA, HUBLI

GRASIM INDUSTRIES, KUMARA PATTANAM.

METHODOLOGY OF THE STUDY :

ANALYSIS OF TRAINING COMPETITIVENESS AT GRASIM

Sample Size : 50 Sampling method :

Geographical local : Grasim Industries, Harihar.

ENTRANCE GATE OF THE GRASIM INDUSTRIES

KLESS IMSR, VIDYANAGARA, HUBLI

GRASIM INDUSTRIES, KUMARA PATTANAM.

KLESS IMSR, VIDYANAGARA, HUBLI

GRASIM INDUSTRIES, KUMARA PATTANAM.

KLESS IMSR, VIDYANAGARA, HUBLI

GRASIM INDUSTRIES, KUMARA PATTANAM.

KLESS IMSR, VIDYANAGARA, HUBLI

GRASIM INDUSTRIES, KUMARA PATTANAM.

The word of high performance terms Birla stands for

KLESS IMSR, VIDYANAGARA, HUBLI

GRASIM INDUSTRIES, KUMARA PATTANAM.

Grasim Industries Ltd. terms assets and sales.

A flagship of the Aditya Birla Group

KLESS IMSR, VIDYANAGARA, HUBLI

GRASIM INDUSTRIES, KUMARA PATTANAM.

ORGANIZATIONAL STRUCTURE OF THE COMPANY

DGM Marketing DGM Production AGM Purchase Senior Manager

Senior Manager Purchase

Junior Manager Senior Manager Production Assistant Manager Purchase

Senior Manager Officer Junior Manager

Senior Manager Office

KLESS IMSR, VIDYANAGARA, HUBLI

GRASIM INDUSTRIES, KUMARA PATTANAM.

KLESS IMSR, VIDYANAGARA, HUBLI

GRASIM INDUSTRIES, KUMARA PATTANAM.

KLESS IMSR, VIDYANAGARA, HUBLI

GRASIM INDUSTRIES, KUMARA PATTANAM.

KLESS IMSR, VIDYANAGARA, HUBLI

GRASIM INDUSTRIES, KUMARA PATTANAM.

KLESS IMSR, VIDYANAGARA, HUBLI

GRASIM INDUSTRIES, KUMARA PATTANAM.

KLESS IMSR, VIDYANAGARA, HUBLI

GRASIM INDUSTRIES, KUMARA PATTANAM.

KLESS IMSR, VIDYANAGARA, HUBLI

GRASIM INDUSTRIES, KUMARA PATTANAM.

VISION: To integrate HR process through competitive use of HRMS.

GRASIM INDUSTRIES, KUMARA PATTANAM.

WORK FORCE ADMINISTRATION:

KLESS IMSR, VIDYANAGARA, HUBLI

GRASIM INDUSTRIES, KUMARA PATTANAM.

KLESS IMSR, VIDYANAGARA, HUBLI

GRASIM INDUSTRIES, KUMARA PATTANAM.

KLESS IMSR, VIDYANAGARA, HUBLI

GRASIM INDUSTRIES, KUMARA PATTANAM.

MILESTONES OF GRASIM INDUSTRIES LIMITED :

India became independent, manufacturing textiles made from imported

KLESS IMSR, VIDYANAGARA, HUBLI

GRASIM INDUSTRIES, KUMARA PATTANAM.

KLESS IMSR, VIDYANAGARA, HUBLI

GRASIM INDUSTRIES, KUMARA PATTANAM.

1954 1962 1963 -