A PROJECT REPORT

ON
TRAINING AND DEVELOPMENT"
At
KRISHIMITRA FERTILIZERS PVT. LTD.

In
Partial Fulfillment For The Award Of The Degree Of Master Of Business
Administration

Under the Supervision

of

Mr. PIYUSH TRIPATHI

Relationship Manager
BY
AYESHA BANO
Roll No- 161511
IIIrd Sem

VEER BAHADUR SINGH PURVANCHAL UNIVERSITY,

JAUNPUR

1
 DECLARATION
I AYESHA BANO, Roll No. 161511 hereby declare that the summer training project

report Topic TRAINING AND DEVELOPMENT" At KRISHIMITRA FERTILIZERS

PVT. LTD." submitted by me in partial fulfillment for the award of the MBA degree from Veer

Bahadur Singh Purvanchal University Jaunpur, is an outcome of my own efforts and is an

original piece of research work.

It contains nonmaterial previously published or written by any other person, nor any

material which to a substantial extent has been accepted for the award of any other

degree/diploma of any other Institute/University, except where due acknowledgement has been

made in the text.

AYESHA BANO
Roll No-161511

2
 ACKNOWLEDGEMENT

I am iondebted to my project guide Mr. PIYUSH TRIPATHI who gave me guidance,

encouragement and inspiration throughout the project. I am very grateful to him for his support

that enabled me to enahcne my knowledge and helped to draft teh report. I also express my

sincere thanks to Mr. PIYUSH TRIPATHI for helping me and guiding me in completing my

project.

All in all, it was the pleasant learning experience for me in Krkishimitra Fertilizers Pvt. Ltd.

thanks to all seniors and staff for making it so memorable. It was their encouragement that

support and co-operation, which made me, give some meaning to my project.

AYESHA BANO
Roll No-161511

3
4
 EXECUTIVE SUMMARY

Summer Training is the inseparable aspect of the professional course today. This is the basic

criteria which makes it mandatory for the participants in any curriculum that he/she carries out in

his/her own thought and blends it with the officials data on the basis of which a complete report

is formulated.

With the philosophy in mind my Summer Training is based on the training and development

programmes carried at Sales department of KRISHIMITRA FERTILIZERS PVT. LTD.

lucknow.

(A) PURPOSE OF THE STUDY

The entire study has been based on the accomplishment of the following objectives.

To know the benefits of training and development.

To measure the effectiveness of the training programme.

To know the budget level allocated for the training programme.

To know the most effective method of the training programme.

(B) METHODOLOGY OF THE STUDY

Specific and proper methodology was needed to make the project report successful in this

Summer Training the methodology adopted has been concerned with techniques for

collecting primary and secondary data. This project report work of mine was centered in and

around sales department where we gathered responses from around 50 employee. primary

data have been gathered on the basis of the structural questionnaire which are designed under

5
 the guidance of the company concerned people. The secondary information have been

gathered from the companys internal files and records.

( C ) LIMITATIONS OF THE STUDY

There are certain limitations, which cannot be ruled out after taking all possible precaution

regarding the basic rules of personnel departments.

First of all, the scope of study is limited as it come only important provisions laid down by

govt. for the welfare of the workers.

The sample size was small here, the conclusion might not be right for the remaining workers.

I do not spent very much time with every workers.

No consolidate date available; means students depend upon the secondary data.

6
Serial no. Chapters Page No.

I. Executive Summary
(a) Purpose of the study.
(b) Methodology of the study.
(c) Limitation of the study.

II. Training and development-An

introduction.

III. Training and development at

KRISHIMITRA FERTILIZERS PVT.
LTD.
IV.
Research methodology

V.
Analysis and Interpretation of the
study
VI.
Findings of the study
VII.
Suggestions
VIII.
Conclusion
IX.
Bibliography
X.
Annexure

7
8
TRAINING AND DEVELOPMENT

AN INTRODUCTION

In this changing and globalization environment organization have to

upgrade their work methods, works norms, technical and managerial skills, and employees

motivation to face the challenges due to which an employee training is most important in the

changing environment because a need for highly specialized workmen is felt in the global way.

Organisation and individual should develop and progress simultaneously for their survival and

attainment of mutual goals. So every modern management has to develop the organisation

through human resource development. Employee training is the important sub-system of human

resource development.

Training is an important activity in many organizations. we generally see that a new

machines is installed in a factory, it is operated on the trial basis before going into actual

production. After an employee is selected, placed and introduced he or she must be provided

with training facilities. Training is the act of increasing the knowledge and skill of an employee

for doing a particular job. Training is a short-term educational process and utilizing a systematic

and organised procedure by which employees learn technical knowledge and skills for a definite

purpose.

Training improves, changes, moulds the employees knowledge, skill, behaviour,

aptitude, and attitude towards the requirements of the job and organisation. Training refers to the

teaching and learning activities carried on for the primary purpose of helping members of an

9
organisation, to acquire and apply the knowledge, skills, abilities and attitudes needed by a

particular job and organisation.

TRAINING

Training is a short term process utilizing a systematic and organized procedure by which non

managerial person acquire technical knowledge and skill for a definite purpose. It refers to

instruction in technical and mechanical operation like operation of some machines. It is designed

primarily for non managers, short duration and specific job related purposes.

NEED FOR TRAINING:

Every organisation or established should provide training to all employees

irrespective of their qualification, skill, suitability for the job etc. Thus, no organisation can

choose whether or not to train employees.

Training is not something that is done once to new employees; it is used continuously

in every well run establishment. Further, technological changes, automation, require up-dating

the skills and knowledge. As such an organisation has to retrain the old employees.

An employees specification may not exactly suit to the requirements of the job and

the organisation irrespective of his past experience, qualification, skills, knowledge etc. Thus

every management finds deviations between employees present specifications and the job

requirements and organisational needs.

The primary goal or most of the organisations is their viability is continuously

influenced by environmental pressure. If the organisation desires to adapt these changes, first it

10
has to train the employees to impart specific skills and knowledge in order to enable them to

contribute to the organisational efficiency and to cope with the changing environment.

Every organization in order to survive and to be effective should adopt the latest

technology, i.e. mechanization, computerization and automation. Adoption of latest

technological means and methods will not be complete until they are manned by employees

possessing skill to operate them. So, organisation should train the employees to enrich them in

the areas of changing technical skills and knowledge from time to time.

This creates the complex problems of co-ordination and integration and integration of

activities adaptable for and adaptable to the expanding and diversifying situations. This situation

calls for training in the skills of co-ordination, integration and adaptability to the requirements of

growth, diversification and expansion. Companies constantly search for opportunities to improve

organisational effectiveness.

Trends in approach towards personnel management has changed from the commodity

approach to partnership approach, crossing the human relations approach. So training in human

relations is necessary to deal with human problems and to maintain human relations.

Training is also necessary when the existing employee is promoted to the higher level

in the organisation and when there is some new job or occupation due to transfer, techniques or

technology.

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 The need for training also arises to:

o Increase productivity.

o Improve quality of the product/service.

o Help a company to fulfils it future personnel needs.

o Improve organisational climate.

o Improve health and safety.

o Prevent obsolescence.

o Effect the personal growth.

o Minimize the resistance to change.

The factors discussed above are mostly external factors and they are beyond the personnel

managers control. These factors often determine the success of training objectives as shown.

Factors Purposes

Technological Advance Improved Productivity

Organisational Complexity Prevention of Obsolescence

Job Requirements Preparation for Higher Level Jobs

Human Relations Top Management Support

Learning Principles Improved Morale

Personnel Functions

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TRAINING OBJECTIVES:

Generally line managers ask the personnel manager to formulate the training policies.

The Personnel Manager formulates the following training objectives in seeping with the

Companys goals and objectives:

To prepare the employee both new and old to meet the present as well as the

changing requirements of the job and the organisation.

To prevent obsolescence.

To impart the new entrants the basic knowledge and skill they need for an

intelligent performance of definite job.

To prepare employees for higher level tasks.

To assist employees to function more effectively in their present positions by

exposing them to the latest concepts, information and techniques and developing

the skills they will need in their particular fields.

To build up a second line of competent officers and prepare them to occupy more

responsible positions.

To broaden the minds of senior managers by providing them with opportunities

for an interchange of experiences within and outside with a view to correcting the

narrowness of outlook that may arise from over specialistaion.

To develop the potentialities of people for the next level job.

To ensure smooth and efficient working of a department.

To ensure economical output of required quality.

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 To promote individual and collective morale, a sense of responsibility, co-

operative attitudes and good relationships.

TRAINING METHODS:

As a result of research in the field of training, a number of programmes are available.

Some of these are new methods, while others are improvements over the traditional methods.

The training programmes commonly used to train operative and supervisory personnel are

discussed below. These programmes are classifield into on the job and off the job training

programmes.

On-the-job Methods Off-the-job Methods

* Job rotation * Vestibule training

* Coaching * Role playing

* Job instruction or * Lecture Methods

* Training through * Conference or

Step-by-step Discussion

* Committee Assignments *Programmed Instruction

* Case Studies

* Brainstorming

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On-The Job Training Methods:

This type of training, also known as job instruction training, is the most commonly

used method. Under this method, the individual is placed on a regular job and taught the skills

necessary to perform that job. The trainee learns under the supervision and guidance of a

qualified worker or instructor. On the job training has the advantage of giving first hand

knowledge and experience under the actual working conditions. On-the-job training methods

include job rotation, coaching, job instruction or training through step-by-step and committee

assignments.

(a) JOB ROTATION: This type of training involves the movement of the trainee from

one job to another. The trainee receives job knowledge and gains experience from his

supervisor or trainer in each of the different job assignments. Though this method of

training is common in training managers for general management positions, trainees

can also be rotated from job to job in workshop jobs. This method gives an

opportunity to the trainee to understand the problems of employees on other jobs and

respect them.

(b) COACHING: The trainee is placed under a particular supervisor functions as a coach

in training the individual. The supervisor provides who feedback to the trainee on this

performance and offers him some suggestions for improvement. Often the trainee

shares some of the duties and responsibilities of the coach and relieves him of his

burden. A limitation of this method of training is that the trainee may not have the

freedom or opportunity to express his own ideas.

15
 THE TRAINING PROCEDURE:

One of the parts of this programme was the job instruction-training course, which was

concerned with how to teach? The training procedure discussed below is essentially an adoption

of the job instruction training course, which has been proved to have a great value.

(a) Preparing the Instructor: The instructor 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 plan.

Know the job or subject he is attempting to teach,

Have the aptitude and abilities to teach,

Have willingness towards the profession,

Have a pleasing personality and capacity for leadership,

Have the knowledge of teaching principles and methods,

Be a permanent student, in the sense that he should equip himself with the latest concepts

and knowledge.

(b) Preparing the Trainee: As in interviewing, the first step in training is to attempt to
place the trainee at ease. Most people are somewhat nervous when approaching an
unfamiliar task.
(c) Getting Ready to Teach: This stage of the programme is class hour

Planning the programme.

Preparing the instructors outline.

16
 Do not try to cover too much material.

Keep the session moving along logically.

Discuss each item in depth.

Repeat, but in different words.

Take the material from standardised texts when it is available.

(d) Presenting the Operation: There are various alternative ways of presenting the

operation, viz., explanation, demonstration etc. An instructor mostly uses these

methods of explanation.

Explain the sequence of the entire job.

Do the job step-by-step according to the procedure.

Explain the step that he is performing.

Have the trainee explain the entire job.

(e) Try out the Trainees Performance: As a Continuation of the presentation sequence

given above, the trainee should be asked to start the job or operative procedure.

(f) Follow-up: The final step in most training procedures is that of follow-up. When

people are involved in any problem or procedure.

PRINCIPLES OF TRAINING:

Motivation: As the effectiveness of an employee depends on how well he is

motivated by management, the effectiveness of learning also depends on motivation. The trainee

will acquire a new skill or knowledge thoroughly and quickly if he or she is highly motivated.

Thus, the training must be related to the desires of the trainee.

17
 It has been found by various research studies that there is a relation between learning

rapidly and effectively and providing right information specifically, and as such the trainer

should not give excessive information or information that can be misinterpreted. The trainee also

wants to learn a new skill without much difficulty and without handing too much or receiving

excessive information or wrong type of progressive information. So, the trainer has to provide

only the required amount of progressive information specifically to the trainee.

The effectiveness of the trainee in learning new skills or acquiring new knowledge

should be reinforced by means of rewards and punishments. Punishments are also called negative

reinforcements. Management should take care to award the successful trainees.

A trainee should actively participate in the training programmes in order to make the

learning programme an effective one. Continuous and long practice is highly essential for

effective learning.

It is not clear whether it is best to teach the complete job at a stretch or dividing the job

into parts and teaching each part at a time. If the job is complex and requires a little to long to

learn, it is better to teach part of the job separately and then put the parts together into an

effective complete job.

Difference: Individual training is costly, and group training is economically viable and

advantageous to the organisation. But individuals very in intelligence and aptitude from person

to person. So the trainer has to adjust the training programme to the individual abilities and

aptitude.

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Areas of Training:

Organisations provide training to their employees in the following areas:

1) Company policies and procedures.

2) Training in Specific Skills.

3) Human relations Training.

4) Problem solving Training.

5) Managerial and Supervisory Training.

6) Apprentice Training.

Company policies and procedures: This area of training is to be provided with a view to

acquainting the new employee with the Company Rules, Practices, Procedures, Tradition,

Management, Organisation Structure, Environment Product Services offered by company etc.

This acquaintance enables the new employee to adjust himself with the changing

situations. Information regarding company rules and policies creates favorable attitudes of

confidence in the minds of new employee about the company and its products/services, as well

as it develops in him a sense of respect for the existing employees of the company and the like.

The company also provides first hand information to the employee about the skills needed by

the company, its development programmes, quality of product/services and the like. This enables

the new employees to know his share of contribution to the organizations growth and

development.

19
 Training in Specific Skills: This area of training is to enable the employee more effective on

the job. The Trainer trains the employee regarding various skills necessary to do the actual job.

For example, the clerk in the bank should be trained in the skills of making entries correctly in

the edge, skills and arithmetical calculations, quick comparison of figures, entries and the like.

Similarly, the technical officers are to be trained in the skills of project appraisal, supervision,

follow-up and the like.

Human Relations Training: Human relations training assumes greater significance in

organizations as employees have to maintain human relations not only with other employees but

also with their customers. Employees are to be trained in the areas of self-learning, interpersonal

competence group dynamics, perception, leadership styles, motivation, grievance redressal,

disciplinary procedure and the like. This training enables the employees for better team work,

which leads to improved efficiency and productivity of the organization.

Problem Solving Training: Most of the organisational problems are common to the

employees dealing the same activity at different levels of the organisation. Further some of the

problems of different managers may have the same root cause. Hence, management may call

together all managerial personnel to discuss common problems so as to arrive at effective

solutions across the table. This not only helps in solving the problems but also serves as a forum

for the exchange of ideas and information that could be utilised. The trainer has to organise such

meetings, train and encourage the trainees to participated actively in such meetings.

Managerial and Supervisory Training: Even the non-managers sometimes perform

managerial and supervisory functions like planning, decision-making, organising, maintaining

inter-personal relations, directing and controlling. Hence management has to train the

employee in managerial and supervisory skills also.

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 Apprentice Training: The Apprentice Act, 1961 requires industrial units of specified

industries to provide training in basic skills and knowledge in specified trades to educated

employees /apprentices with a view to improving their employment opportunities or to enable

them to start their own industry. This type of training generally ranges between one year to four

years. This training is generally used for providing technical in the areas like trades, crafts etc.

ADVANTAGES OF TRAINING:

The contributions of imparting training to a Company should be readily apparent. The

major values are:

Increased Productivity: An increase in skill usually results in an increment in both quality

and quantity of output. However, the increasingly technical nature of modem jobs demands

systematic training to make possible even minimum levels of accomplishment.

Heightened Morale: Possession of needed skills help to meet such basic human needs as

security and ego satisfaction. Collaborate personnel and human relations programmes can

make a contribution toward morale, but they are hollow shells if there is no solid core of

meaningful work down with knowledge, skill and pride.

Reduced Supervision: The trained employee is one who can perform with limited

supervision. Both employee and supervisor want less supervision but greater independence is

not possible unless the employee is adequately trained.

Reduced Accidents: More accidents are caused by deficiencies in people than by deficiencies

in equipment and working conditions. Proper training in both job skills and safety attitudes

should contribute toward a reduction in the accident rate.

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 Increased Organisational Stability: The ability of an organisation to sustain its effectiveness

despite the loss of key personnel can be developed only through creation of a reservoir of

employees. Flexibility, the ability to adjust to short-run variations in the volume of work

requires personnel with multiple skills to permit their transfer to jobs where the demand is

highest.

IMPORTANCE OF TRAINING:

Training Benefits the Organisation.

Leads to improved profitability and/or more positive attitudes toward profits orientation.

Improves the job knowledge and skills at all levels of the organisation.

Improves the morale of the workforce.

Helps people identify with organisational goals.

Helps create a better corporate image.

Aids in understanding and carrying out organisational policies.

Provides information for future needs in all areas of the organisation.

Organisation gets more effective decision-making and problem solving.

Helps keep costs down in many areas, e.g. production, personnel, administration, etc.

Develops a sense of responsibility to the organisation for being competent and

knowledgeable.

Improves labour-management relations.

Benefits to the Individual, Which in Turn Ultimately Should Benefit the Organisation:

Helps the individual in making better decisions and effective problem solving.

22
 Through training and development, motivational variables of recognition, achievement,

growth, responsibility and advancement are internalised and operationalised.

Aids in encouraging and achieving self-development and self-confidence.

Helps a person handle stress, tension, frustration and conflict.

Provides information for improving leadership knowledge, communication skills and

attitudes.

Increases job satisfaction and recognition.

Moves a person toward personal goal while improving interactive skills.

Satisfies, personal needs of the trainer (and trainee).

Provides the trainee an avenue for growth and a say in his/her own future.

Develops a sense of growth in learning.

Benefits in Personnel and Human Relations, Intra and Inter group Relations and Policy

Implementation:

Improves communication between groups and individuals.

Aids in orientation for new employees and those taking new jobs through transfer or

promotion.

Provides information on equal opportunity and affirmative action.

Provides information on other governmental laws and administrative policies.

Improves interpersonal skills.

Makes organization policies, rules and regulations viable.

Improves morale.

Builds cohesiveness in groups.

Provides a good climate for learning, growth, and co-ordination.

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 TRAINING THE TRAINERS:

When an instructor is required for a training programme, the person should have a

comprehensive understanding of the training material, the subject matter, and the techniques

necessary for the effective presentation of the material. The roles of instructors can very widely

depending upon the training developers design for the instructor. Typical roles for the instructor

are those of traditional lecturer, administrator, facilitators, expert, and feedback provider. An

instructor may assume all the roles in a single programme or session or may rely solely on one

for a training programme. Trainer Training, Therefore, must include the entire array of activities

from classroom demeanor to discipline. Formal training for trainer generally takes a three-fold

course training principles and practices; techniques of classroom behavior; and observation and

practice; in the classroom. Trainer must also be taught the methods used for providing feedback.

In a simple stimulus-response situation, such as in the target shooting example where shooter

must know where he hit in previous round to improve, the feedback is simple. The trainer must

suppress value judgment in giving feedback. Feedback must be objective, unless the task is to

please another person.

CHOOSING TRAINERS AND TRAINEES:

Great care must be exercised in choosing effective instruction or trainees, for in a very

real sense; the success or the training programme is dependent on the persons who perform the

training task. These are little doubt that trainers themselves need to be trained and a group of

trained trainers could from the nucleus around which the entire trainer effort of the company can

be built.

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 DEVELOPMENT

In contrast a development is along term process utilizing a systematic and organized procedure

by which managerial personnel get conceptual and theoretical knowledge it is not technical

knowledge or skills but philosophical theoretical educational concept. It is considered more

general than training and more oriented to individuals needs in addition to organized needs and it

is most often aimed towards management people. Usually the intent of development is to provide

knowledge and understanding function more effectively such as problem solving decision

making and relating to people

Development:

Successful candidate placed on the job need training to perform their duties effectively.

Workers must be trained to operate machines, reduce scrap and avoid accidents. It is not only the

workers who need training.

Another component of a training and development programme is development which is

less skill oriented but stresses on knowledge about business environment, management principles

and technique, human relations, specific industry analysis and the like is useful for better

management of a company. Supervisors, managers and executives also need to be developed in

order to enable them to grow and acquire maturity of though and action.

Training and development constitute an ongoing process in an organisation. In simple

terms, training and development refer to the importing of specific skills abilities and knowledge

to an employee.

25
NATURE AND SCOPE OF TRAINING AND DEVELOPMENT

In simple terms training and development refers to the imparting of specific skill and abilities

and knowledge to employee. A formal definition of training and development is..

.is a attempt to improve current future employee performance by increasing an employee

ability to perform through learning usually by changing the employee attitude and increasing his

or her knowledge. The need for training and development is determined by the employee

performance deficiency as follows:

TRAINING AND DEVELOPMENT NEED = STANDARD PERFORMANCE ACTUAL

PERFORMANCE.

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 TRAINING AND DEVELOPMENT DISTINCTION

LEARNING TRAINING DEVELOPMENT

DIMENSION

WHO Non-managers managers

WHAT Technical-mechanical Theoretical conceptual

operation ideas

WHY Specific job related General knowledge

information

WHEN Short term Long run

Training is a continuous systematic development among all levels of employees of that

knowledge and their skills and attitude which contribute to their welfare and their company.

Manager development concerns the mean by which person cultivate those skills which

application will improve the efficiency and effectiveness with which the anticipated result of the

particular organizational segment are achieved.

Training is an organised procedure by which learning of knowledge or skill for definite purpose.

Development is a systematic process of training and growth by which an individual gain or

apply knowledge skill etc. in short development brings about a change in personality also.

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 THE TRAINING PROCESS

Important steps in a typical training process:

ORGANISATIONAL
OBJECTIVE

ASSESSMENT OF
TRAINING NEEDS

ESTABLISHMENT OF
TRAINING GOALS

DEVISING OF TRAINING
PROGRAMME

IMPLEMENTATION OF
TRAINING PROGRAMME

EVALUATION OF
RESULT

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EVALUATION OF TRAINING PROGRAMME:

The specification of values forms a basis for evaluation. The basis of evaluation and the

mode of collection of information necessary for evaluation should be determined at the planning

stage. The process of training evaluation has been defined as any attempt to obtain information

of the effects of training performance, and to assess the value of training in the light of that

information. Evaluation leads to controlling and correcting the training programme. Hamblin

suggested five levels at which evaluation of training can take place, via reactions, learning, job

behavior, organization and ultimate value.

I. Reaction: Training programme is evaluated on the basis of trainees reactions to the

usefulness of coverage of the matter, depth of the course content, method of presentation,

teaching methods etc.

II. Learning: Training programme, trainers ability and trainee ability are evaluated on

the basis of quantity of content learned and time in which it is learned and learners

ability to use or apply, the content he learned.

III. Job Behaviour: This evaluation includes the manner and extent to which the trainee has

applied his learning to his job.

IV. Organisation: This evaluation measures the use of training, learning and change in the

job behavior of the department/organisation in the form of increased productivity,

quality, morale, sales turnover and the like.

V. Ultimate Value: It is the measurement of ultimate result of the contributions of the

training programme to the Company goals like survival, growth, profitability etc., and to

29
 the individual goals like development of personality and social goals like maxmising social

benefit.

Essential Ingredients for a Successful Evaluation:

There are three essential ingredients in a successful evaluation. They are:

(a) Support throughout the evaluation process. Support items are human resources, time,

finance, equipment and availability of data source, records etc.

(b) Existence of open communication channels among top management, participants and

those involved in providing data etc.

(c) Existence of sound management process.

Bases of Evaluation:

Training programme can be evaluated on the basis of various factors like production factor,

general observation, human resource factor, performance, tests, cost-value relationship etc.

Production Factors: In operative training, the prime measure of worth is that of productivity.

Productivity rates covering both quantity and quality are good indicators of the values of

training. In most business situations these rates will have to be obtained before and after training.

In an experimental situation, a control group that does not receive training could be compared

with the one that does in order to ascertain the effect of training. Management will generally look

first at production and wastage rates to determine the worth of operative training. The other

production factors are decrease in unit time and unit cost of production and reduction in space or

machine requirements.

30
General Observations: General observation should not be overlooked as a means of training

evaluation. The immediate supervisor is often a good judge of the skill level of his subordinates.

For on-the-job training programmes, the supervisor is, in effect, the judged of his or her own

efforts. If the supervisor is treated as a part of the professional management of the organisation

and is properly selected and trained, this self-analysis and appraisal can be quite accurate and

objective. The efficient supervisor observes accurately the level of skill and knowledge acquired

by the trainee during the training programme. Me also observe how effectively the trainees apply

the acquired skill and knowledge to the present and future jobs.

Human resource Factor: Training programme can also be evaluated on the basis of employee

satisfaction, which in turn can be viewed on the basis of:

(a) Decrease in employee turnover.

(b) Decrease in absenteeism.

(c) Decrease in number and severity of accidents.

(d) Betterment of employee morale.

(e) Decrease in grievance and disciplinary cases.

(f) Reduction in time to earn piece rates.

(g) Decrease in number of discharges or dismissals.

Performance Tests: In the immediate sense, the specific source of training can be evaluated in

terms of written and performance tests. The test is supported by a sample of what the trainee

knows or can do. Successful accomplishment of the tests would indicate successful training. But

the true test is whether or not what has been learned in training is successfully transferred and

applied to the job. It is dangerous to rely upon tests alone to demonstrate the true value of

31
training. Performance appraisal on the job before and after training may be supplemented to the

tests.

Cost-Value Relationship: Cost factor in training should be taken into consideration in evaluating

the training effectiveness. Cost of various techniques of training and their value in the form of

reduced learning time, improved learning and higher performance can be taken into account.

Cost of training includes cost of employing trainers, and trainees, providing the means to learn,

maintenance and running of training centers, wastage, low level of production, opportunity cost

of trainers and trainees etc. The value of the training includes increased value of human

resources of both the trainee and trainer and their contribution to raise production, reduce

wastage, breakage, minimization of time requirement etc.

Cost-value relationship of a training programme or a training technique is helpful in:

a. Determining the priorities for training (for present and potential managers, age structure

of the trainees etc.).

b. Matching the employee and job through training.

c. Determining the work of management sacrifices (like time taken by training programme,

non-availability of staff for production during training period etc.).

d. Choosing the right training method.

e. And one of the possible combinations of the methods of training evaluation listed below

can be used by an organisation for evaluation depending upon the need and convenience.

32
 PHASES IN TRAINING PROGRAMS

VARIOUS PHASES OF TRAINING PROGRAM THROUGH WHICH A

TRAINING IN THE ORGNISATION PASSES.

FIRST PHASE - TRAINING ASSESMENT

TRAINING NEEDS First identify the weakness in selling skill by management

& survey of sales representatives and customer.

Increase sale, lowered turnover, better morale, control,

PROGRAMS OBJECTIVES
improve customer relation, lower selling cost, better use of

time, and most of all setting specific objective, improve

prospecting, handling objection, strengthen closing

techniques.

WHO SHOULD BE Recruits, existing sales force, refresher course, independent

TRAINED
representative dealers distributors, users

HOW MUCH TRAINING Half day, 2-3 days, 6 months, continual

IS NEEDED

33
SECOND PHASE PROGRAMS DESIGNING

Line personal, Staff - trainers, Outside sales s

WHO SHOULD IMPART
specialist.
THE TRAINING

WHEN SHOULD After field experience, Push them of the dock (delayed)
TRAINING TAKE PLACE
continual.

Centralized, Decentralized field sales office, Senior sales

WHERE SHOULD
TRAINING BE DONE people, On- The- Job training, Local sales school, Local

sales seminar or clinic

CONTENT OF TRAINING Attitude towards selling, Company knowledge, Product

knowledge and application, knowledge of competitive

products, knowledge of customers, Time management,

skills, legal constraints on selling and selling skill.

Lectures, Discussion, Demonstration, Role playing, Audio

TEACHING METHOD
USED IN TRAINING cassette, Video enhance training, On- The Job training,
PROGRAMS.
Company assistance training, Business TV.

34
THIRD PHASE - EVALUATION

WHAT OUTCOMES WOULD Reaction, Learning, Behaviours, Result

BE EVALUATED

Questionnaire, Observational,
WHAT MEASURES WOULD
BE USED ROR EVALUATION Performance Appraisal Reports, Ranking

Lectures, Discussion, Demonstration, Role playing, Audio cassette, Video enhance

training, On- The Job training, Company assistance training, Business TV.

35
36
COMPANY PROFILE

37
Company Profile about
KRISHIMITRA
FERTILIZERS PVT.
LTD.
KRISHIMITRA FERTILIZERS PVT. LTD.
INTRODUCTION TO KRISHIMITRA
FERTILIZERS PVT. LTD. :
During mid- sixties the Co-operative sector in India was responsible for distribution of 70 per
cent of fertilizers consumed in the country. This Sector had adequate infrastructure to distribute
fertilizers but had no production facilities of its own and hence dependent on public/private
Sectors for supplies. To overcome this lacuna and to bridge the demand supply gap in the
country, a new cooperative society was conceived to specifically cater to the requirements of
farmers. It was an unique venture in which the farmers of the country through their own Co-
operative Societies created this new institution to safeguard their interests. The number of co-
operative societies associated with KRISHIMITRA FERTILIZERS PVT. LTD. has risen from
57 in 1968 to 39862 on 31stmarch 2010.

38
 39564 39862
37381
35072

30200
26960 28134
25528

57

1968-69 1975-76 1981-82 1987-88 1993-94 1999-00 2006-07 2008-09 2009-10

Indian Farmers Fertilizer Co-operative Limited (KRISHIMITRA FERTILIZERS PVT. LTD. )

was registered on November 3, 1967 as a Multi-unit Co-operative Society. On the enactment of
the Multistate Cooperative Societies act 1984 & 2002, the Society is deemed to be registered as a
Multistate Cooperative Society. The Society is primarily engaged in production and distribution
of fertilizers. The byelaws of the Society provide a broad frame work for the activities of
KRISHIMITRA FERTILIZERS PVT. LTD. as Cooperative Society. At KRISHIMITRA
FERTILIZERS PVT. LTD. , the thirst for ever improving the services to farmers and member
co-operatives is insatiable, commitment to quality is insurmountable and harnessing of mother
earths' bounty to drive hunger away from India in an ecologically sustainable manner is the
prime mission. All that KRISHIMITRA FERTILIZERS PVT. LTD. cherishes in exchange is an
everlasting smile on the face of Indian Farmer who forms the moving spirit behind this
mission. KRISHIMITRA FERTILIZERS PVT. LTD. , to day, is a leading player in
India's fertilizer industry and is making substantial contribution to the efforts of Indian
Government to increase food grain production in the country.

39
KRISHIMITRA FERTILIZERS PVT. LTD. S MISSION

"To enable Indian farmers to prosper through

Timely supply of reliable, high quality agricultural inputs and services in an environmentally
sustainable manner and to undertake other activities to improve their welfare"

40
 KRISHIMITRA FERTILIZERS PVT.
LTD. S APPROACH

To achieve their mission, KRISHIMITRA FERTILIZERS PVT. LTD. as a cooperative society,

undertakes several activities covering a broad spectrum of areas to promote welfare of member
cooperatives and farmers. The activities envisaged to be covered are exhaustively defined in
KRISHIMITRA FERTILIZERS PVT. LTD. S Bye-laws.

KRISHIMITRA FERTILIZERS PVT. LTD. S

COMMITMENT

Their thirst for ever improving the services to farmers and member co-operatives is insatiable,
commitment to quality is insurmountable and harnessing of mother earths' bounty to drive
hunger away from India in an ecologically sustainable manner is the prime mission.
KRISHIMITRA FERTILIZERS PVT.
LTD. VISION 2015
Successfully implemented its earlier Corporate Plans namely VISION 2000, MISSION 2005
and VISION 2010 which resulted into becoming one of the largest producer and marketer of
Chemical Fertilisers by expansion of KRISHIMITRA FERTILIZERS PVT. LTD. s existing
units, setting up joint venture companies overseas and diversification into new sectors.

KRISHIMITRA FERTILIZERS PVT. LTD. has now visualised a comprehensive Plan entitled
VISION-2015
having objectives of :-

Production of fertilisers through expansion of existing units .

Setting up of additional fertiliser production facilities in India and Abroad through joint
ventures.

41
 Diversification into other profitable sectors.
Strengthening raw material sourcing through Strategic joint ventures.
Formulation of Strategic Alliances through KRISHIMITRA FERTILIZERS PVT. LTD.
consortium.
Become Global Leader in Fertilisers Production to cater to Food Security needs of the
Nation.
Enhance presence in International markets through strategic joint ventures
andSynergisticAcquisitions.
Promote Integrated Nutrient Management to improve efficiency of fertiliser use and to
promote location specific research an efficient fertiliser practices.

42
 BOARD OF DIRECTORS

The Directors of KRISHIMITRA FERTILIZERS PVT. LTD. :

Shri. Surinder Kumar Jakhar, Chairperson
Shri. N. P. Patel, Vice-Chairperson
Dr. U.S. Awasthi (Managing Director & Chief Executive Officer)

Directors:
Mr. Arun Kumar Yadav
Mr. Aditya Patel
Mr. Sunil Singh
Shri Harminder Singh Jassi
Shri Kartic Chandra Sarkar
Shri Umesh Tripathi
Shri Ramakant Bhargava
Shri R. K. Meena
Shri Ravindra Pralhadrao Patil
Shri Prem Chandra Munshi
Shri Tryambakrao G. Sirsath
Shri Vithalbhai H. Radadia
Shri Pramod Kumar Singh
Shri Sheesh Pal Singh
Shri Balvinder Singh Nakai

43
Shri Ravindra Pratap Singh
Shri Simachal Padhy
Shri K. Srinivasa Gowda
Shri A. Praveen Reddy
Shri B. S. Vishwanathan
Shri Raj Kumar Tripathi

Shri. Rakesh Kapur (Jt. Managing Director)

Shri. K.L. Singh (Director (Technical)
Dr. G.N. Saxena (Director (Coop. Development)
Shri. R.P.Singh (Director (Human Resources & Legal)
Shri. Arabinda Roy (Marketing Director)

PROMOTERS
INDIAN PROMOTER

Krishimitra Fertilizers Pvt. Ltd. is the world's largest fertilizer manufacturer & marketer in
cooperative sector. It was incorporated on 3rd November, 1967 and since then is committed to
achieve its prime role of providing quality fertilizer and agricultural services to India's farming
community. Over the years, the cooperative society has evolved into a gigantic Indian
Multinational and set records for excellent and consistent performance in the field of production,
marketing and services to farmers. As a society "of the farmers, by the farmers and for the
farmers", KRISHIMITRA FERTILIZERS PVT. LTD. has firmly established itself as a true
Cooperative and perfect role model for others to emulate on the path of economic development
KRISHIMITRA FERTILIZERS PVT. LTD. has steadily grown from strength to strength-from a
modest membership of 57 societies in 1967-68 to more than 40,000 societies at present. The
initial equity capital of Rs.6 lakh contributed by cooperatives in 1967-68 has also risen to Rs.
4.26 Million in 2010-11. Having the Largest Market share of Fertilizer Production in India with
30% in Complex Fertilizers and 21% in Urea it has also become the First Cooperative in India to
set-up first ever Kisan SEZ (Special Economic Zone) at Nellore, Andhra Pradesh.

44
At KRISHIMITRA FERTILIZERS PVT. LTD. , the thirst for ever improving the services to
farmers and member co-operatives is insatiable, commitment to quality is insurmountable and
harnessing of mother earths' bounty to drive hunger away from India in an ecologically
sustainable manner is the prime mission. All that KRISHIMITRA FERTILIZERS PVT. LTD.
cherishes in exchange is an everlasting smile on the face of Indian Farmer who form the moving
spirit behind this mission. KRISHIMITRA FERTILIZERS PVT. LTD. , to day, is a leading
player in India's fertiliser industry and is making substantial contribution to the efforts of Indian
Government to increase foodgrain production in the country.
KRISHIMITRA FERTILIZERS PVT. LTD. holds 72.64% shareholding and its Associate M/s
Indian Potash Ltd. holds 1.36% shareholding in KRISHIMITRA FERTILIZERS PVT. LTD. -
Tokio General Insurance.

FOREIGN PROMOTER

TOKIO Marine Asia Pte. Ltd holds 26% shareholding in KRISHIMITRA FERTILIZERS PVT.
LTD. Tokio General Insurance. TOKIO Marine Asia is a subsidiary company of Millea Holding
Inc Japan; a holding company for Tokio Marine & Nichido Fire (TMNF)Insurance Company.
Tokio Marine & Nichido Fire Insurance Company has over 120 years of experience in the
general insurance business and is the largest and oldest general insurance company of Japan. It is
a member of the highly diversified Mitsubishi group comprising over 1,500 companies.
The company is rated 'AA' (indicating strong financial security characteristics) by international
rating agency Standard & Poor's.
Based in Singapore, today TM Asia is an established regional headquarters and intermediate
holding company, based at the Tokio Marine Centre in Singapore. Our organisation oversees 16
regional companies in 10 countries, which employ over 5,000 people across the region. This
includes 10 General Insurance companies, 5 Life Insurance companies and
1 Reinsurance Takaful company.
TM Asia, is a sister company of Tokio Marine & Nichido Fire Insurance Co. Ltd, with 100%
shares held by Tokio Marine Holdings. TM Asia also holds the shares of its regional companies
which are widely represented in Asia with operations in Singapore, Malaysia, Thailand, Hong
Kong, Indonesia, Australia, Taiwan, Philippines, Vietnam and India.

45
TM Asias role is to maintain the consistent growth of Tokio Marine Non-Life and Life
Insurance operations within the region by providing management and technical support to new
business activities, as well as the development and enhancement of products and services. By
doing so they aim to increase the corporate value of their group, and sustain the delivery of high
quality services to our customer

Some of the common fertilizer compositions used in

India are:

46
 Nitrogenous fertilizers
Urea 46%N
Ammonium Sulphate(As) 21%N
Ammonium Chloride(ACI) 26%N
Calcium Ammonium Nitrate(CAN) 25%N

Phosphatic & Potassic Fertilizers

Single Super Phosphate(SSP) 16%P2O5

Muriate of Potash(MOP) 60%K2O
Sulphate of Potash(SOP) 48%K2O
Di-ammonium Phosphate(DAP) 18-46%P2O5
Rock Phosphate(RP) 16-20% P2O5

NPK Grades

10:26:26
12:32:16
14:35:14
15:15:15
16:20:00
17:17:17
19:19:19
20:20:00
23:23:00
28:28:00

47
PRODUCT OF KRISHIMITRA FERTILIZERS PVT.
LTD.

BIO-FERTILISERS:-
1) Phosphate solubilising micro organism
2) Rhizobium
3) Azotobacter
4) Acetobacter
5) Azospirillium

48
 PRODUCTION UNITS

Initiated on 24th June 1971 and commissioned for commercial production in January 1975 ,
Kandla is one of the oldest KRISHIMITRA FERTILIZERS PVT. LTD. plant and also a centre
of innovation - R & D Laboratory, at KRISHIMITRA FERTILIZERS PVT. LTD. Kandla, has
taken up the work for development of various new fertilisers.

KRISHIMITRA FERTILIZERS PVT. LTD. Kandla is also an ISO 14001:2004/ OHSAS

18001:2007/ISO 9001:2015 Certified Organisation with an established Environmental
Management System / Health and Safety Management System /Quality Management System

Commissioned on Nov.05, 1974 Kalol was KRISHIMITRA FERTILIZERS PVT. LTD. 's
second big production facility and the most efficient. After the recent expansion plan the total
output of the facility is going to increase by manifold.

49
Commissioned in 1981, this facility has two Urea and two Ammonia production facilities. The
KRISHIMITRA FERTILIZERS PVT. LTD. Phulpur plant is known for taking up and
successfully completing many R&D projects. It is a leader when it comes to technology and
innovation. The Phulpur facility has many awards and laurels to its name due to its quality and
efficient performance. Some of these include the Rajiv Ratna National Award, national
productivity council award and many more.

Commissioned in 1988, this 260 hectares facility produces ammonia and urea. The facility has
been winning a number of awards since 1989 and continues to do so. KRISHIMITRA
FERTILIZERS PVT. LTD. Aonla Unit has received FAI Award for Best Production
Performance (Winner) of an operating fertiliser unit for nitrogen (Ammonia and Urea) for
Aonla-II for the year 2012-13 from The Fertiliser Association of India.

50
Acquired from Oswal Chemicals and Fertilisers plant, the plant was commissioned in April
2000.It can produce 2 million tonnes of the fertiliser a year.

51
TRAINING AND DEVELOPMENT IN KRISHIMITRA FERTILIZERS
PVT. LTD.
One of the biggest challenge before society is multifarious development skill of the
employees and to harness the potential of the human capital to sustain high performance.
KRISHIMITRA FERTILIZERS PVT. LTD. recognizes that people are the key drivers in its
success and excellence. It is the commitment of its people with helps KRISHIMITRA
FERTILIZERS PVT. LTD. attain its goal and move forward towards its vision. This impels
KRISHIMITRA FERTILIZERS PVT. LTD. to make sustain investments in its people
creating the conditions to attract, develop and retain the best talent at all levels for catering to
pressing organizational need in the light of various diversification and expansion plans of the
society. In the knowledge economy creativity and innovation are the backbone for the
organization, with a view to develop a culture that actively solicits inputs an
recommendations from every level of employees. Enhancing skills, knowledge and
competency levels are an ongoing process at KRISHIMITRA FERTILIZERS PVT. LTD. .
Besides above, overall development of its employee including their family member is the
training policy of KRISHIMITRA FERTILIZERS PVT. LTD. . Keeping this in view, the
programmes being conducted/ planned may be categorized as under
Orientation program for new employees.
Knowledge development including conceptual clarity,rules and regulations.
Skill development as well as sharpening the skills.
Attitude and behavior.
Spiritual training
Health and hygiene etc
In-house training program continued to be the major source of development for its
employees. However, KRISHIMITRA FERTILIZERS PVT. LTD. sponsors its employees to
various reputed training/education institutes. Nowadays human resources is increasingly
becoming the key element for the success of the organization. Vitality and resilience of an
organization depends on the ability and nurture this precious resources. These programmes
were designed keeping in view the specific need of the society encompassing all level of
employees.
Here two m one on "self managing leadership meant for all employees and other for new
recruiters is being discussed somehow in details:-

52
Self managing leadership'
This program is organized by Brahmakumari Ishwarya Vishwavidyalaya, Mount Abu to
inculcate moral values,improve communication skill, learn religious etiquettes, stress
management and managing interpersonal relationship. Meditation and yoga campus were
also conducted.
Purpose of the programme:-
Integrity- The different priorities and responsibilities of life- work, family, health, and
fitness, community and personal self development.
Clarifying- The focus in life the purpose, value and vision , life goal and directions.
Learning- How to focus the mental energies and develop the will power necessary to bring
about the changes you want in behavior and habits.
Developing- The authentic communication skills, clarity and self esteem necessary to
iinspire and empower others.
Training program for new recruitees ( Agriculture Graduates Trainees- AGT)
Role and responsibilities of the state coordinator:-
The state coordinator plays role of an effective mentor for AGT's sent for training in various
states during the training period. He also guides shaping of naw entrants, posted as Jr. Field
representative in his state for another period of two years even after the successful
completion of the training period.

Selection of the field officer trainees for AGT's attachment:-

For the field rotational training and on the job training the state coordinator looks into every
aspects of the training before selecting FO Trainers for attachment in consultation with
zonal manager/ state marketing manager.
He should have rake point, warehouse and farmer service centre(as for as possible)
He should be a dynamic person having good communication ability.
Preparing FO wise training schedule:-
TO ensure maximum practical exposure of AGT's to all activities/ functions related to the
working of a field officer, the state coordinator prepares a comprehensive training schedule
as soon as the AGT's are allocated to his state for both the phases of rotational field training
and on the job training. He communicates the schedule to concerned are manager for
implementation with copy to Dy. Gen. Manager ( Trg)- FMDI, GM (P&A) and the respective
SMM's.

53
Maintaining coordination:-
The state coordinator maintains coordination during the training period at all level of
management, viz. GM(P&A) , CM (Trg) FMDI, ZM's, SMM's and AM's
Monitoring and reviewing:-
He monitoring and review the training program, ensure smooth and effective conductance of
training at specific intervals by following ways
Keep a continuous touch with the AGT, FO- trainee and respective AM.
Take feedback information in prescribed Performa form the FO trainer and AGT.
(Performa 1 and 2 ) at the end of rotational field training and on the job training.
Submit evaluation report and evaluation tests results to chief manager(Trg).

Evaluating Learning Performance:-

He ensures proper evaluation of the learning and performance of trainees during various
stages of the rotational field training" and on the job training through the following tools .
Rotational field training:-
The state coordinator, located at zonal HQ, will conduct a written test on completion of the
rotational field training of trainees ( phase 1 and 2 ) a zonal officer. He consults other
concerned state coordinators in preparing the question paper.
He finalizes the date for evaluation and informs the committee members accordingly.
He will compile and communicate results to the chief manager( Trg) FMDI.
On the job training:-
The state coordinator will arrange monthly assessment of the trainees by way of test/
interview on dates in consultation with concerned Area Manager and also evaluate their
learning process. The assessment report is sent to chief manager (Trg)- FMD1 on monthly
basis.
Arrangement of accommodation/ payment etc
The state coordinator monitor the issues related to the timely payments of the trainees by
coordinating at various level viz. Area, State, Zonal and Marketing centre office be issued by
FMDI/ZO/SO/A0 before departing to the next training destination between two phase of
training.

54
Rotational field training procedure:V and rd phase:-
The state coordinator plays the role of an anchor during the placement of trainees in
respective states for rotational field training programme. Trainees are sent from FMDI
Gurgaon to different zones in the first phase of the rotational field training. Thestate
coordinator makes further attachement of the trainees with FO trainers selected in
consultation with Zonal manager /State marketing manager.
Trainees will first report to zonal officer , allocated to them by MKCO, where a brief one day
introductuctory session about the zone will be conducted. Subsequently they will be sent to
state and area office to have brief introduction about the working of these offices. Finally
trainees go to the FO trainer whom they will be attached. A brief of the program to be
observed at these offices is given below. The state coordinator will ensure the
implementation of the programmes in an effective manner.
Introduction to zone (1' day) :-
Welcome the new entrants and introduce them to the staff at zone office
Brief them about the administrative arrangements.
Brief introduction to main geographical, demographic, cultural, and agicultural features and
fertilizer marketing scenario in the zone.
Provide handouts having structured information about population male/female, agicultural
families etc.., geographical area, cultivated area, irrigated area, cropping intensity, fertilizer
consumption in product/ nutrient terms, Kg/ hectare consumption, N:P:K ratio, major crops,
average yield etc.
Introduction to KRISHIMITRA FERTILIZERS PVT. LTD. marketing set-up and fertilizer
marketing system/ channel in the zone: no. of states/AO's covered, manpower development ,
major distribution agencies and their share, no. of cooperative societies, share of
cooperatives, KRISHIMITRA FERTILIZERS PVT. LTD. 's share in the market and in
cooperatives, fertilizer sales etc.
Introduction to state (1' day):-
1.Welcome AGT's and introduce them to the state office staff address by state marketing
manager.
Brief introduction to main geographical, demographical, cultural, and agricultural features of
the state.

55
Structured format giving- population male/female, agricultural families etc, geographical
area, cultivated area, cropping intensity , fertilizer consumption in product/ nutrient terms,
kg/ hectare consumption, major cropes, average yield etc.
Introduction to overall fertilizer marketing scenario and KRISHIMITRA FERTILIZERS
PVT. LTD. marketing practices in the state.
Hold a meeting with the FO trainers, selected for attachments and description of field officer
wise program, chalked out for field training by the state coordinator at this stage.
Introduction to area (1st day):-

1. Welcome trainees and introduce them to the area officer staff- address by area manager.
2. Brief about the administrative arrangements, viz. boarding, lodging and system of
payment for trainees during their stay in the area.
3. Brief introduction to main geographical, demographical, cultural, and agricultural
features of the area.
4. Structured format giving- population male/female, agricultural families etc, geographical
area, cultivated area, cropping intensity , fertilizer consumption in product/ nutrient
terms, kg/ hectare consumption, major crops, average yield etc.
5. Introduction to overall fertilizer marketing scenario and KRISHIMITRA FERTILIZERS
PVT. LTD. marketing practices in the area.
6.AM will give a brief outline of the FO wise training schedule to be observed during the
rotational field training in that area. FO trainer will be associated in the Area officer on the
day.
Practical field exposure-
Rake handling:
Trainees are involved in the complete process of rake handling, starting from the receipt of
RRs to the deposition of material in the warehouse. Monitoring of hand T contacts- quality,
value and slab wise movement.
Warehousing:
He should be involved in depositing the material, issuing RO/ TO/ STO, taking delivery,
stacking, de-stacking, standardization, stitching, criteria for selecting the warehouse, aspects
of scientific stores, usage turnover/ utilization, cost aspects etc.
Promotional program:

56
Effort is make to conduct the variety of promotional program. Major activities like crop
seminar, SPPT, and field day etc. can also be covered from the adjoinin'g area/ district for
ensuring firsthand experience.
FSC's:
He is exposed to the whole process of fertilizer sales through KRISHIMITRA
FERTILIZERS PVT. LTD. 's farmer service center including various reports, depositing cash
in the bank and inspection report, statutory licenses etc.
Liaison Building:
He is taken to the related officer, viz. federation , agriculture, cooperative, local agriculture
university/ research station etc and he should be made to learn how to build a maintain the
liaison.

Learning computer:
He is given opportunity to learn all computer operations. Involve him to feed all type of
reports on the computer of FO trainer. HE attends monthly staff meeting in the area and learn
from the deliberations of the meeting. If there happens to be an in- service training program
in the state during the tenure, then all trainees of the state should attend the same.
Day to day recording of learning events:
His training diary must be checked by the FO trainer and concerned AM. It should be a part
of the evaluation to the zonal/area level. As for as possible the learning and action points
must be mentioned in the training diary.
Market information:
AGT should learn how to collect the market information for better planning and decision
making. Interaction with the marketing personnel of competitors and visit to the sale- points
to know sales and stock position, sale terms, their other activities as well.
Rotation training 2"d phase:-
The trainees are process to another zone for the 2nd phase of their field training. The above
procedure will, broadly be repeated during second phase except laying a little more emphasis
on those activities that were not covered during the first phase.

57
 On the job training procedure- On the final phase of training , the AGT will be placed for "on
the job training" under the supervision of one field officer trainer, where he works
independently for a period of six months.
The training progress while working independently will be monitored by the state
coordinator through respective trainer. The trainees work covering the following areas:

Functions of field officer:-

He has to deliver all the functions of a field officer. In case of any type of difficulty he will
seek guidance from FO trainer.
Market information:-
He will keep all the information of his circle in his diary. The state coordinator will check
this diary off and on.
Daily progress report :-
He will send his daily progress report of the activities to the concerned FO trainer stating the
work done and achievements accomplished.
Development of technical literature :-
He will develop technical literature, at least for one crop of area and submit it to the
concerned state coordinator.
Development of cooperative societies :-
He will visit at least two weak cooperative societies in fertilizer sales in his area and will
understand his needs.

58
 TRAINING EVALUATION PROCEDURE
To assess the effectiveness and efficiency of learning process, the state coordinator will
evaluate the AGT's from time to time during both rotational and field training programme.
The following outline will be followed.
Evaluation at the end of phase (1St and 2nd ) of rotational field training:-
Evaluation is done by a committee consisting of-
State coordinators of concerned states.
Respective zonal manager or his representative state manager.
Chief Manager (Trg), FMDI or his representative.
At the end of each phase of the rotational field training, the state coordinator posted at the
location of zonal office will prepare the question paper.The written test will cover different
aspects of learning during the field training, agricultural know how and general questions
about working of KRISHIMITRA FERTILIZERS PVT. LTD. at area /state /zone level.
State coordinators of other states within the zone, where the trainees are placed for field
training, will also contribute questions for the written test.
The evaluation carries weightages as under:
Total marks- 100
1. Written test- 50 marks
2. Interview performance- 40 marks
3. Maintenance training dairy- 10 marks

59
60
 RESEARCH METHODOLOGY

RESEARCH METHODOLOGY is a way to systemically solve the research problem. It may be

understood as a science of studying how research is done. and it to study the various steps that

are generally adopted by a researcher in studying his research problem it is necessary for the

researcher to design the methodology form the problem as a method differ from problem-

problem.

RESEARCH PROCESS

Before embarking on the detail of research methodology and the techniques it seems appropriate

to present the brief overview of the research process. Research process consists of series of

action or steps necessary to effectively carried out the research and the desired sequencing of

these steps one should remember that the desired sequencing of these steps. One should

remember that various steps involve in a research process are not mutually exclusive nor they are

separate and distinct they do not necessarily follow each other. any specific order and researcher

have to be constantly anticipating at each steps in the research process however the following

order concerning various steps provide a useful procedural guideline regarding the research

process.

DEFINING THE PROBLEM :

The objective of the project was to undertake a study on the training and development of the

employee working in the KRISHIMITRA FERTILIZERS PVT. LTD. with a view to know the

improvement in the performance after the training programme was imparted to them.

61
DEVELOP A RESEARCH DESIGN
Research design is a conceptual structure within which research is conducted; it is basically the

blue print for a collection of data, measurement and analysis of data. A research design is the

arrangement of conditions for collection and analysis of data in manner that aims to combine

relevance to research purpose with economy in procedure.

My research design is of descriptive type. A descriptive research includes survey fact

finding and enquiries of different kinds with a major purpose of description of affairs as it exist

in present.

Data collection.
I have used primary and secondary data for which a comprehensive questionnaire was prepared
and was got filled up by the employee of the organization
Primary data
Questionnaires: A formal list of the questions answered by the employee of

KRISHIMITRA FERTILIZERS PVT. LTD. and later analysis the responses.

We have used structured questionnaire as a formal list of question produces more

reliable results.

Direct personal: personal interview is versatile and flexible.

Interview: Direct face to face conversation help in getting accurate data.

Secondary data
Internet

Books

Journal

Manuals

Annual reports

62
SAMPLING
Sampling procedure includes finite types of universe with random sampling which comes under

probability method of sampling because under this method every item of the universe has a equal

chance of being selected and no place for biases ness.

SAMPLING DESIGN
A sampling design is a definite plan for obtaining a sample for a given population. It refers to the

techniques and procedure the researcher would adopt in selecting items for sample design is

determined before data is collected. The sample size should also be ascertained before starting

the research programme.

I have choosen a sample size of the 100 employee.

DATA COLLECTION
The task of data collection begins after research problem has been defined and research design/

plan chalked out while deciding about the data collection to be used for studying two types of

data is used.

Primary data: Are those which are collected fresh and for first time and thus happen to be

original in character

Secondary data: On the other hand are those which have already been collected by some one

else and which have been already passed on.

the method of collecting primary and secondary data differs since primary data are to be

originally collected while in case in secondary data the nature of data collections works is merely

that of compilation.

63
64
 ANALYSIS AND INTERPRETATION OF
QUESTIONNAIRE

Questionnaire was prepared in a view to study the changes in the performance skills and abilities

of the employees of KRISHIMITRA FERTILIZERS PVT. LTD. after the training programme

was imparted to them. For this I have taken a sample size of 50 employees and made an

analysis.

Few questions are of general types consisting of employee name and their designation, age sex

etc.

(1) Do they get training

Yes-80%
No-20%

yes
no

80% of the employees get the training in their organization.

65
2).what identify the need of training
a. prior performance of employee -60%

b. company growth -20%

c. both -20%

What identify the need of training

20%

prior performance of employee

company growth
both
20% 60%

The main factor which determines the need of training is prior performance of the employee.

66
3).comfortable in discussing training needs with superiors

a. Yes-70% b. No-30%

Comfortable in discussing training needs with

superiors

30%

Yes
No

70%

67
4).The objective of training is

Improving salesmanship-70%

Improving prospecting -15%

Both -15%

Objective of training

15%
15% Improving salesmanship
Improving prospecting
Both
70%

The main objective of training is to improving salesmanship followed by the Improving

prospecting because the training programme was designed for sales persons of the company.

68
5).Is it necessary to get trained each employee

a. Yes-60%
b. No -40%

Necessary to get trained each employee

yes
no

69
6).Employees selected for the training

All employee-10%

New recruits -70%

Existing salesperson-20%

80

70

60

50

40
70
30

20

10 20
10
0
All employees New recruits Existing salesperson

Basically new recruits need training as they are new in their job thus they are selected for the

training.

70
7).Normal duration for imparting the training
a. 2-3 days -33%
b. 1 week -65%
c. 1 month -2%

The normal duration for imparting the training was considered to be the 1 week and 65% of
the employee agree with this time period and considered that 2-3 days is too short and 1
month is too long.

Duration for imparting the training

2%
33%
2-3 days
1 week
1 month

65%

71
8).The basic method of training and development are

a. Lecture based-40% b. Group discussion-30%

c. Demonstration-20% d. Other-10%

Basic method of training and

development

45
40
35
30
25
20 40
15 30
10 20
5 10
0

Lecture based Group Demonstration Other

discussion

As training programme was designed for the sales persons the lecture was considered to be the
best basic method of training followed by the group discussion.

72
9).Trainer comes from outside or companys personnel is trainer
a. Trainer from outside-60%
b. Companys trainer -30%
c. Both-10%

Trainer comes from outside or companys personnel is

trainer

10% Trainer from outside

30%
Companys trainer
both

60%

Companys trainer are basically responsible for giving training to the sales persons and for some
specific purpose the trainer comes from outside.

73
10).The content of the training
a. Attitude towards training -30%

b. Knowledge of company, competitors, and customers- 60%

c. Time management-10%

Content of training

10% Attitude towards

30% training
c Knowledge of
co.comp.cust
Time management

60%

74
11).After completion of training were you asked to fill a feedback form
a. Yes -90%
b. No-10%

Filling of feedback form

10
yes
no
c

90

90% of the employees are asked to fill the feedback form as to know the effectiveness of the

training programme. It also help in improving the training programme design for future.

75
12).Suitable method for the evaluating the training programme

a. Questionnaire-35%

b. Observational-35%

c. Performance appraisal report-30%

Suitable method for the evaluating the training

programme

a. Questionnaire
30% 35%
a. Observational

a. Performance appraisal
report

35%

Questionnaire and observation was considered to be the suitable method for the evaluating the

training programme.

13).Would you like any change in methodology of training.

This was the open ended question and was asked every employee to give their views.as training

programme was based on the need of the employee needed. The method are basically designed

which fulfill the need and achieve the objective of training.

76
77
 SUGGESTIONS

In the era of the globalization the organization has to face new challenges in the present

context and achieve its objectives. It must be dynamic, desalinated efficient especially in the

training, development placement and promotion of its personnel. The huge investment in the

industrial sectors demand better operational efficiency, better management of capital and above

all, better management & development of human resources.

For enhancing the effectiveness of training & development programme there are few useful

suggestion which is implemented earnestly & sincerely may hopefully add to the luster &

improve the planning execution and follow-up of the training and development programme in

particular.

Training and development programme should be based on specific needs of the

organization and its employees.

Selection of participants should be made on the basis of the needs of the

employees & objectives of the programme.

New technology and methods of training should be used to make it interesting for

the employees.

The programme should be frequently revised so as to be in tune with the ever

changing business and economic environment.

Both in company & external agencies programmes should be evaluated properly

for measuring their effectiveness.

78
 CONCLUSION

Private sector occupies a pivotal position in the Indian economy. It is considered as a pacesetter

for the rest of the economy. It has expanded enormously and contributed a lot towards the

economic growth of country by adding a major share in the net national product generating

gainful employment & growth of every organization depends on the quality of the manpower,&

its people improvement & utilization in suitable challenging jobs. Training and development is

an important aspect of proffessionalisation of our executive cadre. There is no doubt that training

and development can do lot for development of its personnel. Training and Development can do

lot for its personnel. Training and Development is an integral part of the Human Resource

Development HRD. It is an important tool for the organization. To sharpen executive knowledge

with the object of strengthening & profit maximization of the organization.

In KRISHIMITRA FERTILIZERS PVT. LTD. also training is very helpful towards

organization and employees. The employee attended training programme of the company the

were also benefited by it in terms that their performance increased, also almost 70% of the

employees also found changes in terms of productivity i.e they gained more professional

knowledge also almost all of them can discuss their needs with their superiors. We can therefore

say , that training programs discuss their needs with their superiors. We can therefore say, that

training programs are not only beneficial for the company but also beneficial for the employees

working and personal life. Therefore training programs should be implemented in every

organization for the survival in the world and achievement of the objectives.

79
 BIBLIOGRAPHY

Books referred

C.R Kothari - Research Methodology

Beri Marketing Research (Tata McGraw Hill) , 1993 , 2nd Edition

K Aswathappa , Human Resource and management, (Tata McGraw - Hill)

HR and PM, 2003, 3rd Edition

Dessler - Human Resource management ( Prentice - Hall) 9th Edition

Robbins S.P. Organizational Behaviour (Pearson Education , 2003 , 10th Edition)

Pareek U. Training Instruments for HRD and OD (Tata McGraw Hill) , 2nd

Edition

Websites

www.ril.com

www.google.com

www.astd.org/astd

80
81
 QUESTIONNAIRE

i) Name of the organization_____________

ii) Name of the employee________________

iii) Designation_______________________

iv) Age ________________________________

v) Date __________________

1).Do you get training in the organization.

a. Yes b. No

2).How do you identify the training need.

d. prior performance of employee

e. company growth

f. both

3).Were you comfortable in discussing your training needs with your superiors

b. Yes b. No

4).The objective of training is

a. Improving salesmanship

b. Improving prospecting

c. Both

82
5).Is it necessary to get trained each employee

c. Yes b. No

6).What are the person selected for the training

a. All employee

b. New recruits

c. Existing salesperson

7).What should be the normal duration for imparting the training

d. 2-3 days

e. 1 week

f. 1 month

8).The basic method of training and development are

b. Lecture based

c. Group discussion

d. Demonstration

e. Other

9).Whether trainer comes from outside or companys personnel is trainer

d. Trainer from outside

83
 e. Companys trainer

f. Both

10).What are the content of the training

d. Attitude towards training

e. Knowledge of company, competitors, and customers

f. Time management

11).After completion of training were you asked to fill a feedback form

c. Yes

d. No

12).What may be the suitable method for the evaluating the training programme

d. Questionnaire

e. Observational

f. Performance appraisal report

13).Would you like any change in methodology of training.

84