Professional Documents
Culture Documents
PROJECT REPORT
ON
SUBMITTED TO
Submitted by
B.C.A
Under Guidance of
Prof.Vilas.J.Pathrudkar
SOLAPUR
2009-2011
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BHARATI VIDYAPEETH DEEMED UNIVERSITY, PUNE
SCIENCES, SOLAPUR
CERTIFICATE
This is to certify that the project entitled “A Study of Training and Development
Programmes” is the work carried out by Miss. Mallampati Vijaya student of M.B.A
(HR) first year of Bharati Vidyapeeth Deemed University Abhijit Kadam Institute of
Management and Social Sciences, Solapur during the year 2009-2011, in partial
fulfillment of the requirement of Master of Business Administration and that the
project has not formed the basis for the award previously of any degree.
Place: Director
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DECLARATION
To,
The Director,
Solapur.
Respected Sir,
I the undersigned hereby declare that, the project report on “A Study of Training and
Development Programmes” written and submitted at Bharati Vidyapeeth’s Abhijit
Kadam Institute of Management and Social Sciences, Solapur under the guidance of
Prof. Vilas.J.Patrudkar is my original work.
The empirical findings in this project are based on the data collected by me.
While preparing this project I have not copied anything from any other report. I
understood that any such copy is liable to be punished in a way the university
authority may deem fit.
Mallampati Vijaya
(B.C.A)
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ACKNOWLEDGEMENT
I sincerely thank Honorable Director Dr.Sorab Sadri, and for the help and guidance
given by Prof. Vilas.J.Patrudkar, which enabled me to complete this project.
I take this opportunity to thank the Director of Balaji Amines Ltd. Mr.D.Ram Reddy
sir for giving me this opportunity.
And I thank Bharati Vidyapeeth, Solapur for introducing this and helping me to learn
more about the course.
Finally I thank all those who have directly or indirectly helped me in completing my
project.
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INDEX
II Company Profile
2.1 Introduction of the Organization
2.2 History of the Organization
2.3 Organization Chart
2.4 Organization Departments
2.5 Products of the Organization
2.6 Future plans
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CHAPTER-I
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The game of economic competition has new rules. Firms should be fast and
responsive. This requires responding to customers' needs for quality, variety,
customization, convenience and timeliness. Meeting these new standards requires a
workforce that is technically trained in all respects. It requires people who are capable
of analyzing and solving job related problems, working cooperatively in teams and
'changing hats' and shifting from job to job as well. Training has increased in
importance in today's environment where jobs are complex and change. Rapidly,
Companies that pay lip-service to the need for training, by lazily setting aside a few
hours a year, will soon find themselves at the receiving end when talented employees
leave in frustration and other employees find it difficult to beat rivals with new
products, sophisticated designs and improved ways of selling. To survive and flourish
in the present day corporate-jungle, companies should invest time and money in
upgrading the knowledge and skills of their employees constantly. For, any company
that stops injecting itself with intelligence is going to die. The purpose of this chapter
is making the student understand the basic principles, areas, and methods of training
currently in use in the corporate circles.
After employees have been selected for various positions in an organization, training
them for the specific tasks to which they have been assigned assumes great importance. It is
true in many organizations that before an employee is fitted into a harmonious working
relationship with other employees, he is given adequate training. Training is the act of
increasing the knowledge and skills of an employee for performing a particular job. The
major outcome of training is learning. A trainee learns new habits, refined skills and useful
knowledge during the training that helps him improve performance. Training enables an
employee to do his present job more efficiently and prepare himself for a higher-level job.
The essential features of training may be stated thus:
• Increases knowledge and skills for doing a particular job; it bridges the gap
between job needs and employee skills, knowledge and behaviors
• Focuses attention on the current job; it is job specific and addresses particular
performance deficits or problems
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2. The scope of this project is for all employees working at all levels in BAL.
Trained workers can work more efficiently. They use machines, tools, and materials
in a proper way. Wastage is thus eliminated to a large extent.
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There will be fewer accidents. Training improves the knowledge of employees
regarding the use of machines and equipment. Hence, trained workers need not be put
under close supervision, as they know how to handle operations properly.
Trained workers can show superior performance. They can turn out better
performance. They can turn out better quality goods by putting the materials, tools
and equipment to good use.
Training makes employees more loyal to an organization. They will be less inclined to
leave the unit where there are growth opportunities
Training makes an employee more useful to a firm. Hence, he will find employment
more easily.
Training enables employees to secure promotions easily. They can realize their career
goals comfortably.
Training helps an employee to move from one organization to another easily. He can
be more mobile and pursue career goals actively.
Employees can avoid mistakes, accidents on the job. They can handle jobs with
confidence. They will be more satisfied on their jobs. Their morale would be high.
Thus, training can contribute to higher production, fewer mistakes, greater job
satisfaction and lower labor turnover. Also, it can enable employees to cope with
organizational, social and technological change. Effective training is an invaluable
investment in the human resources of an organization.
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1. This project is limited to Unit-I of Balaji Amines Ltd.
Every society today is facing with serious social, economic and political
problems, which need systematic, intelligent and practical solution.Since these
problems deal with human beings who are both unpredictable and undependable in
behaviors. Therefore different methods become unavoidable in finding the truth.
Methodology in social research has thus come to say as an integral part of social
research. Today, it is accepted that identification as well as solution of all social
problems lies in extensive and proper use of research methods.
There are various definitions which have been given for the term research as
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development of logically related propositions attempt to establish casual
reactions among variables”
Objectives of Research:
Research Methodology:
Data Collection: Here required data is collected through various sources. Data is
of two types as :
1) Primary Data: This data is collected directly from the sources in the
company.
2. Books
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3. Records
Sampling Method:
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CHAPTER – II
COMPANY PROFILE
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BAL has been consistently adding capacities and fine tuning process to
provide quality products at lowest cost to the customers. World over,
Amine technology is a closely guarded process with only a few handful
companies having access to such technology. BAL for the first time in
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India tested on an indigenously developed technology and developed it
further over a period of time. Today, BAL‘s products are accepted in
international markets and have gained the distinct export quality status,
which makes it one of the few companies in India having the potential to
match the stringent international quality standards for which we have been
awarded ISO-9001: 2000 Certification apart from appreciation and
continuous orders from global majors for our product range.
THE VISION:-
THE MISSION:-
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3. To develop a comprehensive database covering the entire herbal
medicine system.
QUALITY POLICIES:-
QUALITY OBECTIVES:-
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PURCHASE DEPARTMENT
Purchase department deals with production planning and raw material supply for
production. Purchase department also works according to the forecasting done by
marketing department.
Functions:
Purchase Categories:
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1. Raw materials.
2. Capital goods
3. Laboratory equipments
5. Miscellaneous material.
The sources of purchases are existing suppliers, through internet searching for
new suppliers etc.
PRODUCTION DEPARTMENT
Functions:
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HUMAN RESOURCE DEPARTMENT
MARKETING DEPARTMENT
Functions:
2. To carry out the contract reviews and get it approved by the commercial
director.
3. To receive and record the customers complaints and communicate them to all
concern departments.
Services:
1. Credit pay facility depends upon customers requirements may be for 90 days,
60 days, 30 days etc.
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3. 365 days continuous service.
FINANCE DEPARTMENT
4. Gross profit.
5. Interest
Functions:
2. To verify the outstanding due of customers and to send out standing reminders
through marketing department.
3. To manage finance of the company as per the guide line from the commercial
director /executive director.
5. To update accounts.
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EXPORT DEPARTMENT
3. Preparation of various documents which are necessary for the export of the
products.
1. To receive, store and issue spare parts and other materials to the respective
department.
2. To take careful precautions for leak safety and spoilage for raw materials
finished products and storage tank.
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4. Carries out high calibration weighing machine.
1. To carry out breakdown maintenance and to put out the equipment back in
operation without affecting the product.
3. To prepare preventive maintenance plan and to maintain records for the same.
4. To coordinate with purchase department for the material required for the same
calibration and control of inspection, measuring and test equipments.
2. Di-methylamine (DMA)
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7. Di methyl amino ethanol (DMAE)
8. Choline Chloride
2. Morpholine
3. 2-Pyrrolidone (2-P)
4. N-ethyl-2-pyrrolidone
5. Gamma-Butyrolactone
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1. Camptothecin
3. Coleus Forskohlii
4. Calcium semnosoid
5. Solanesol
CHAPTER-III
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Theoretical Background
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NATURE OF TRAINING AND DEVELOPMENT:
In simple terms, training and development refers to the imparting of specific skills,
abilities and knowledge to an employee. A formal definition of training &
development is it is any attempt to improve current or future employee performance
by increasing an employee’s ability to perform through learning, usually by changing
the employee’s attitude or increasing his or her skills and knowledge. The need for
training & development is determined by the employee’s performance deficiency,
computed as follows:
Training & Development need = Standard performance – Actual performance.
We can make a distinction among training, education and development. Such
distinction enables us to acquire a better perspective about the meaning of the terms.
Training, as was stated earlier, refers to the process of imparting specific skills.
Education, on the other hand, is confined to theoretical learning in classrooms.
Though training and education differ in nature and orientation, they are
complementary. An employee, for example, who undergoes training, is presumed to
have had some formal education. Furthermore, no training programme is complete
without an element of education. In fact, the distinction between training and
education is getting increasingly blurred nowadays. As more and more employees are
called upon to exercise judgments and to choose alternative solutions to the job
problems, training programmes seek to broaden and develop the individual through
education. For instance, employees in well-paid jobs and/or employees in the service
industry may be required to make independent decision regarding their work and their
relationship with clients. Hence, organization must consider elements of both
education and training while planning their training programmes.
Development refers to those learning opportunities designed to help employees grow.
Development is not primarily skill-oriented. Instead, it provides general knowledge
and attitudes which will be helpful to employees in higher positions. Efforts towards
development often depend on personal drive and ambition. Development activities,
such as those supplied by management developmental programmes, are generally
voluntary.
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AIMS/OBJECTIVES OF TRAINING & DEVELOPMENT:
The fundamental aim of training is to help the organization achieve its purpose by
adding value to its key resource – the people it employs. Training means investing in
the people to enable them to perform better and to empower them to make the best use
of their natural abilities. The particular objectives of training are to:
• Develop the competences of employees and improve their performance;
• Help people to grow within the organization in order that, as far as possible, its
future needs for human resource can be met from within;
• Reduce the learning time for employees starting in new jobs on appointment,
transfers or promotion, and ensure that they become fully competent as quickly and
economically as possible.
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•Helps keep costs down in many areas, e.g. production, personnel, administration etc.
•Develops a sense of responsibility to the organization for being competent and
knowledgeable.
•Improves Labour-management relations.
•Reduces outside consulting costs by utilizing competent internal consultation.
•Stimulates preventive management as opposed to putting out fires.
•Eliminates suboptimal behavior (such as hiding tools).
•Creates an appropriate climate for growth, communication.
•Aids in improving organizational communication.
•Helps the individual in making better decisions and effective problem solving
•Through training and development, motivational variables of recognition,
achievement, growth, responsibility and advancement are internalized 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 towards personal goals 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
•Helps a person develop speaking and listening skills; also writing skills when
exercises are required. Helps eliminate fear in attempting new task.
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Training Process:
Organization
Organization vision
vision and and perspective
perspective plans
plans
Assessment of training
needs
Designing training
programmes
Implementing of training
programme
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At first vision & perspective plans of organization should be known. On that basis any
training programme will be designed in any organization. This is important because
training programs should be conducted on the basis of organization requirements.
Needs assessment diagnoses present problems and future challenges to be met through
training and development. Organizations spend vast sums of money (usually as a
percentage on turnover) on training and development. Before committing such huge
resources, organizations would do well to the training needs of their employees.
Organizations that implement training programmes without conducting needs
assessment may be making errors. For example, a needs assessment exercise reveal
that less costly interventions (e.g. selection, compensation package, job redesign)
could be used in lieu of training.
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Setting objectives and developing training policy & plan:
The next phase in the training process is to identify instructional objectives. Needs
assessment helps prepare a blueprint that describes the objectives to be achieved by
the trainee upon -completion of the training programme. Instructional objectives
provide the input for designing the training programme as well as for the measures of
success (criteria) that would help assess effectiveness of the training programme.
Below are some sample instructional objectives for a training programme with sales
people.
•After training, the employee will be able to smile at all customers even when
exhausted or ill unless the customer is irate.
•After training, the employee will be able to accurately calculate mark down
on all sales merchandise
Every training and development programme must address certain vital issues (1) who
participate in the programme? (2) Who are the trainers? (3) What methods and
techniques are to be used for training? (4) What should be the level of training? (5)
What learning principles are needed? (6) Where is the programme conducted
According to the requirements of the organization the training programme should be
designed.
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programme. Training and development requires a higher degree of creativity than,
perhaps, any other personnel specialty.
Scheduling training around the present work is another problem. How to schedule
training without disrupting the regular work? There is also the problem of record
keeping about the performance of a trainee during his or her training period. This
information may be useful to evaluate the progress of the trainee in the company
The last stage in the training and development process is the evaluation of results
1).Since huge sums of money are spent on training and development, how far the
programme has been useful must be judged/ determined. Evaluation helps determine
the results of the training and development programme. In practice, however,
organizations either overlook or lack facilities for evaluation.
A multitude of methods of training are used to train employees. The various training
methods and presents a summary of the most frequent uses to which these methods
are put. Training methods are categorized into two groups- (i) on-the-job and (ii) off-
the-job methods. On-the-job methods refer to methods that are applied in the
workplace, while the employee is actually working. Off-the-job methods are used
away from workplaces.
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groups, and hence the cost per trainee is low. This method is mainly used in colleges
and universities, though its application is restricted in training factory employees.
Limitations of the lecture method account for its low popularity. The method violates
the principle of learning by practice. It constitutes a one-way communication. There is
no feedback from the audience. Continued lecturing is likely to bore the audience. To
break the boredom, the lecturer often resorts to anecdotes, jokes and other attention-
getters. This activity may eventually overshadow the real purpose of instruction.
However, the lecture method can be made effective if it is combined other methods of
training.
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determine problems, analyses causes, develop alternative solutions, select the best
one, and implement it. Case study can provide stimulating discussions among
participants as well as excellent opportunities for individuals to defend their analytical
and judgment abilities. It appears to be an ideal method to promote decision-making
abilities within the constraints of limited data.
Role playing: generally focuses on emotional (mainly human relations) issues rather
than actual ones. The essence of role playing is to create a realistic situation, as in
case study, and then have the trainee assume the parts of specific personalities in the
situation. For example, a male worker may assume the role of a female supervisor,
and the supervisor may assume the role of a male worker. Then, both may be given a
typical work situation and asked to respond as they expect others to do. The
consequences are a better understanding among individuals. Role playing helps
promote interpersonal relation. Attitude change is another result of role playing.
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CHAPTER – IV
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Table No.1
From the above table it is observed that 20% of respondents belong to 20-25 age
groups, 40% of the respondents belong to 26 to 30 age group, 10% of respondents
belong to 31 to 35 age group and 30% people belong to above 35 age group.
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From the table it is found that majority of the respondents belong to 26 to30 age
group.
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Table No.2
3. Diploma 5 10%
4. Other 30 60%
Total 50 100%
From the above table respondents who are chemical engineers are 10%, Graduates are
20%, Diploma holders are 10% and remaining people belong to others.
Educationqualification
Chemical
chemical engineers
Graduates Graduates
Diploma
Others
Diploma Other
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Table No.3
From the above table it is known that married persons are 80% and remaining 20%
are unmarried people.
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Table no.4
From the above table it is known that about 60% employees are satisfied with
working conditions, 30% employees are having sufficient conditions and 10% said
they are bad.
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Table No.5
From the above it is known that 30% of employees like lectures and 70% employees
are satisfied with videos training method out of 100%.
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Table No.6
From above table employees have given rating about training programmes. About
60% employees have rated those are very useful and 40% rated less useful.
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Table No.7
From above table employees have rated safety after training programmes. About 90%
employees have rated those are highly safety and 10% rated safety is low.
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Table No.8
From above table employees have rated place of training. About 80% employees have
rated satisfies with it and 20% rated not satisfied with place of training.
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Questionnaire:
Name: Designation:
Age: Experience:
Address:
Education qualification:
Yes No
Yes No
Yes No
Lecture Videos
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Yes No
Yes No
Yes No
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Bibliography:
Books: 1. Human resource management by VSP Rao
Internet: www.Google.com
www.Balajiamines.com
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PART - I
Project Report
On
Ganesh N Chavan
Prof. V .Patharudhar
Submitted To,
2009-2010
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CERTIFICATE
Place:Thal
Date: _____________
Project Guide
____________
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CERTIFICATE
Place:Walchandnagar
Date: _____________
Project Guide
____________
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CERTIFICATE
Date
:_____
__
R.C.F
THAL
DECLARATION
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Place: Thal
Date:
Signature,
Mr.G.N Chavan
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ACKNOWLEDGEMENT
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PART- II
INTRODUCTION
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PURPOSE OF TRAINING AND DEVELOPMENT
Research has shown specific benefits that a small business receives from
training and developing its workers, including:
• Increased productivity.
• Reduced employee turnover.
• Increased efficiency resulting in financial gains.
• Decreased need for supervision.
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THE TRAINING PROCESS
The model below traces the steps necessary in the training process:
•
• Organizational Objectives
• Needs Assessment
• Is There a Gap?
• Training Objectives
• Select the Trainees
• Select the Training Methods and Mode
• Choose a Means of Evaluating
• Administer Training
• Evaluate the Training
Your business should have a clearly defined strategy and set of objectives that
direct and drive all the decisions made especially for training decisions. Firms
that plan their training process are more successful than those that do not.
Most business owners want to succeed, but do not engage in training design
that promise to improve their chances of success. Why? The five reasons most
often identified are:
Time - Small businesses managers find that time demands do not allow them
to train employees.
Getting started - Most small business managers have not practiced training
employees. The training process is unfamiliar.
Broad expertise - Managers tend to have broad expertise rather than the
specialized skills needed for training and development activities.
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•
•
• Who are your customers? Why do they buy from you?
•
• Who are your competitors? How do they serve the market? What
competitive advantages do they enjoy? What parts of the market have
• they ignored?
•
• What strengths does the company have? What weaknesses?
•
• What social trends are emerging that will affect the firm?
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IDENTIFYING TRAINING NEEDS
Begin by assessing the current status of the company how it does what it does
best and the abilities of your employees to do these tasks. This analysis will
provide some benchmarks against which the effectiveness of a training
program can be evaluated. Your firm should know where it wants to be in five
years from its long-range strategic plan. What you need is a training program
to take your firm from here to there.
Also, in today's market-driven economy, you would be remiss not to ask your
customers what they like about your business and what areas they think
should be improved. In summary, the analysis should focus on the total
organization and should tell you (1) where training is needed and (2) where it
will work within the organization.
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SELECTION OF TRAINEES
Once you have decided what training is necessary and where it is needed, the
next decision is who should be trained? For a small business, this question is
crucial. Training an employee is expensive, especially when he or she leaves
your firm for a better job. Therefore, it is important to carefully select who will
be trained.
TRAINING GOALS
The goals of the training program should relate directly to the needs
determined by the assessment process outlined above. Course objectives
should clearly state what behavior or skill will be changed as a result of the
training and should relate to the mission and strategic plan of the company.
Goals should include milestones to help take the employee from where he or
she is today to where the firm wants him or her in the future. Setting goals
helps to evaluate the training program and also to motivate employees.
Allowing employees to participate in setting goals increases the probability of
success.
TRAINING METHODS
There are two broad types of training available to small businesses: on-the-job
and off-the-job techniques. Individual circumstances and the "who," "what"
and "why" of your training program determine which method to use.
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programmed instruction and laboratory training. Most of these techniques can
be used by small businesses although, some may be too costly.
Orientations are for new employees. The first several days on the job are
crucial in the success of new employees. This point is illustrated by the fact
that 60 percent of all employees who quit do so in the first ten days.
Orientation training should emphasize the following topics:
•
•
•
• The company's history and mission.
• The key members in the organization.
• The key members in the department, and how the department helps
fulfill the mission of the company.
• Personnel rules and regulations.
Lectures present training material verbally and are used when the goal is to
present a great deal of material to many people. It is more cost effective to
lecture to a group than to train people individually. Lecturing is one-way
communication and as such may not be the most effective way to train. Also, it
is hard to ensure that the entire audience understands a topic on the same
level; by targeting the average attendee you may under train some and lose
others. Despite these drawbacks, lecturing is the most cost-effective way of
reaching large audiences.
Role playing and simulation are training techniques that attempt to bring
realistic decision making situations to the trainee. Likely problems and
alternative solutions are presented for discussion. The adage there is no better
trainer than experience is exemplified with this type of training. Experienced
employees can describe real world experiences, and can help in and learn from
developing the solutions to these simulations. This method is cost effective
and is used in marketing and management training.
Audiovisual methods such as television, videotapes and films are the most
effective means of providing real world conditions and situations in a short
time. One advantage is that the presentation is the same no matter how many
times it's played. This is not true with lectures, which can change as the
speaker is changed or can be influenced by outside constraints. The major
flaw with the audiovisual method is that it does not allow for questions and
interactions with the speaker, nor does it allow for changes in the presentation
for different audiences.
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Job rotation involves moving an employee through a series of jobs so he or
she can get a good feel for the tasks that are associated with different jobs. It
is usually used in training for supervisory positions. The employee learns a
little about everything. This is a good strategy for small businesses because of
the many jobs an employee may be asked to do.
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TRAINERS
Who actually conducts the training depends on the type of training needed and
who will be receiving it. On-the-job training is conducted mostly by
supervisors; off-the-job training, by either in-house personnel or outside
instructors.
There are several ways to select training personnel for off-the-job training
programs. Many small businesses use in-house personnel to develop formal
training programs to be delivered to employees off line from their normal work
activities, during company meetings or individually at prearranged training
sessions.
There are many outside training sources, including consultants, technical and
vocational schools, continuing education programs, chambers of commerce
and economic development groups. Selecting an outside source for training
has advantages and disadvantages. The biggest advantage is that these
organizations are well versed in training techniques, which is often not the
case with in-house personnel.
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Training Administration
Having planned the training program properly, you must now administer the
training to the selected employees. It is important to follow through to make
sure the goals are being met. Questions to consider before training begins
include:
•
•
• Location.
• Facilities.
• Accessibility.
• Comfort.
• Equipment.
• Timing.
•
•
• Define the organizational objectives.
• Determine the needs of the training program.
• Define training goals.
• Develop training methods.
• Decide whom to train.
• Decide who should do the training.
• Administer the training.
• Evaluate the training program.
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EVALUATION OF TRAINING
In general, education is 'mind preparation' and is carried out remote from the
actual work area, training is the systematic development of the attitude,
knowledge, skill pattern required by a person to perform a given task or job
adequately and development is 'the growth of the individual in terms of ability,
understanding and awareness'.
From time to time meet special needs arising from technical, legislative, and
knowledge need changes. Meeting these needs is achieved via the 'training
loop'.
The diagnosis of other than conventional needs is complex and often depends
upon the intuition or personal experience of managers and needs revealed by
deficiencies. Sources of inspiration include:
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• Inspirations prompted by the technical press, training journals, reports
of the experience of others;
• The suggestions made by specialist (e.g. education and training
officers, safety engineers, work-study staff and management services
personnel).
•
• Learning from observation of trained workers;
• Receiving coaching from seniors;
• Discovery as the result of working party, project team membership or
attendance at meetings;
• Job swaps within and without the organization;
• Undertaking planned reading, or follow from the use of self–teaching
texts and video tapes;
• Learning via involvement in research, report writing and visiting other
works or organizations.
The latter may not be easy to ascertain where results cannot be measured
mathematically. In the case of attitude and behavioral changes sought,
leadership abilities, drive and ambition fostered, etc., achievement is a matter
of the judgment of senior staffs. Exact validation might be impossible but
unless on the whole the judgments are favorable the cooperation of managers
in identifying needs, releasing personnel and assisting in training ventures will
cease.
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In making their judgments senior managers will question whether the efforts
expended have produced:
•
•
•
•
• More effective, efficient, flexible employees;
• Faster results in making newcomers knowledgeable and effective than
would follow from experience;
• More effective or efficient use of machinery, equipment and work
procedures;
• Fewer requirements to implement redundancy (by retraining);
• Fewer accidents both personal and to property;
• Improvements in the qualifications of staff and their ability to take on
tougher roles;
• Better employee loyalty to the organization with more willingness to
innovate and accept :change.
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EVALUATION OF HYPOTHESIS
On all the above points a hypothesis is made. Then practical application of this
hypothesis is done. It is evaluated through methods of research methodology
viz. Questionnaires, observations and tabulations, etc. Results are analyzed
after completion of training. Comparison is made between hypothetical results
and practical results. It is then stated whether the hypothesis is positive or
negative or null.
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PART-III
COMPANY PROFILE
CO
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Rashtriya Chemicals & Fertilizers Ltd. (RCF) is one of the largest fertilizer and
chemical company in Asia, with 20 operating plants at Trombay and 5 large
plants at it's Thal Fertilizer unit. RCF commenced operations in 1978, after the
reorganization of the erstwhile Fertilizer Corporation of India. Today, it is the
largest producer of fertilizers and chemicals in the public as well as the private
sectors in India.
With the setting up of the gas based mega fertilizer unit at Thal in Raigad
district, RCF became the first company to import the latest generation fertilizer
technology into India.
Both the Units of RCF are accredited with ISO-14001 Certification for the
environmental systems while Thal Industrial Products are accredited with ISO
9002 certification for quality control. Thal and Trombay Units have also
received OSHAS-18001 Certification.
RCF has constantly striven to maintain the environment in its vicinity. Several
projects, notable among them being the Chembur Green project at Trombay
and the afforestation of Thal have been highly successful. RCF has invested
substantially in pollution abatement schemes at Trombay and Thal through
technology upgradation. RCF has won several awards for pollution control and
clean technology. Notable awards being the Indira Gandhi Memorial award for
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Pollution Control and the Rajiv Gandhi Award for Clean Technology awarded to
Thal.
RCF has been an MOU signing Company since 1988-89. The Company was
rated EXCELLENT for the years 1989-90, 1997-98, 1998-99, 1999-2000, 2000-01,
2002-03 and 2003-04 and VERY GOOD for the remaining years. The Company
also received MERIT CERTIFICATE for excellence in the Achievement of MOU
targets for the year 1998-99, 1999-2000, 2000-01 and 2002-03.
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MISSION
• Keeping these aspects in view, RCF has set for itself the following
corporate goals -
• To help increase the national agricultural productivity by
providing agricultural inputs and services.
• To provide the above inputs and services with least consumption
of real resources and at least cost.
• To obtain for it's employees as decent a standard of living and as
good a quality of life as possible, consistent with the general
socio-economic conditions in the country.
• To secure as high a return on the rate of investment as possible,
keeping in view the requirements of other competing objectives.
• To promote self-reliance in all activities in relation to company's
operations including process know-how, design and engineering,
erection, commissioning, operations, maintenance of plants and
marketing of products.
• To manufacture and market industrial chemicals related to
agricultural inputs and also others based on similar technology
and intermediates, by-products, co-products and waste from the
main operations.
• To promote, organize, and perform research and development in
products, technology, engineering, soil science and agronomy in
furtherance of various corporate objectives.
•
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•
•
•
•
•
•
•
•
•
•
•
• To improve the environment and minimize to the maximum extent
technologically possible, the harmful emissions, atmospheric
discharges and effluents.
• To continuously upgrade the quality of human resources and
promote organizational and management development.
• To co-operate nationally and internationally in exchange of
information and services of personnel.
• To have corporate growth at a pace consistent with availability of
resources and developmental needs of the economy.
• To promote specific social objectives such as development of
entrepreneurs, ancillary industries, special assistance to SC / ST
and other backward classes.
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ACHIEVEMENTS
Both the Units of RCF are accredited with ISO-14001 Certification for the
environmental systems while Thal Industrial Products are accredited
with ISO 9002 certification for quality control. Thal and Trombay Units
have also received OSHAS-18001 Certification.
RCF has been an MOU signing Company since 1988-89. The Company
was rated EXCELLENT for the years 1989-90, 1997-98, 1998-99, 1999-
2000, 2000-01, 2002-03 and 2003-04 and VERY GOOD for the remaining
years. The Company also received MERIT CERTIFICATE for excellence
in the Achievement of MOU targets for the year 1998-99, 1999-2000,
2000-01 and 2002-03.
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National Awards:
Other Awards:
Grade- ‘A’ (Excellent) award from Department of Public Enterprises in the year
1989-90.
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Suphala 20:20:0
The new ANP Suphala 20:20:0 which has been very well received by farmers, is
the only prilled complex fertilizer produced in the country. Due to it's superior
appearance and other characteristics, it has already registered positive
preference. The major plant nutrients i.e. Nitrogen and Phosphorus, are in
equal proportion. It is gray in colour. This grade is most suitable to crops
grown in soils where the available Potash is high.
Suphala 15:15:15
Suphala 15:15:15 is a complex granulated fertilizer containing Nitrogen,
Phosphorus and Potash nutrients in a balanced proportion. Pink in colour, it is
more suitable to crops which are grown in soils where Potash status is
medium or low.
Ujjwala Urea
Urea, the concentrated, solid, nitrogenous fertilizer is produced at Trombay
and Thal. It contains 46.3 % N. It contains both Nitrogen and Carbon unlike
other fertilizers. Nitrogen is in an amide form which is water soluble. It is
chemically neutral and has no effect on the soil reaction. As such, it can be
applied on any kind of soil. Also, it can be mixed with any fertilizer but should
be used immediately.
Urea can be applied in solid form directly to the soil or in plants. It is produced
in a prilled form, and is easy to apply to the soil and to store. It is applied as
top dressing at the tillering and flowering stages of plant growth. It can also be
applied as basal dressing at sowing or planting time with Sulphala.
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NH4CI NaNO3
(NH4)2SO4 KNO3
NH4NO3 CO(NH2)2
HUMAN RESOURCE
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schemes operating in the Company like Group Saving Linked Insurance
Scheme, Group Personal Accident Insurance Scheme, House Building Loan
Insurance Scheme and RCF Death Benevolent Scheme.
The company takes all efforts to keep the employees motivated and maintain
good Industrial Relations. Excellent growth opportunities are available to the
employees. The Company believes in workers participation in Management for
which various committees are functioning at both its Units. RCF has a strong
and dedicated team of 4224 permanent employees. The breakup as on
01.10.2009 is as follows:
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• Recruitment
• Promotion
• Training and Development
• Wage & Allowances
• Welfare facilities Medical Attendance & Treatment Rules
• Industrial Relations
• Manpower Planning, Career Planning & Succession Planning
• Contract Labour / Mathadi Labour Administration
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ORGANISATION STRUCTURE OF RCF
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