INTRODUCTION OF NFL

INTRODUCTION
NFL, incorporated in 1974 is India's largest Central Public Sector Enterprise in Fertilizers
Sector with a turnover of over Rs. 7300 crores and an overall annual installed capacity of
32.31 lakh tonnes of Urea. NFL has five Urea plants located at Nangal & Bathinda in Punjab,
Panipat in Haryana and Vijaipur I & II plants in Madhya Pradesh. Apart from producing
Urea, NFL is also engaged in manufacturing & marketing of Industrial products, trading of
complex fertilizers and other Agro Products.The annual installed capacity of the company
has been augmented to 35.68 LMT after commissioning of revamp projects at Vijaipur-I & II
during April / July 2012.

Mission & Quality Policy

Mission
NFLs mission is to be a market leader in fertilizers and a significant player in all its other business,
reputed for customer satisfaction, reasonable reward to shareholders, ethics, professionalism and
concern for ecology & the community.

Quality Policy
NFL is committed to serve the farming community and other customers to their satisfaction
by manufacturing and marketing high quality Fertilizers & Industrial Products and to
continually strive to attain /adhere to highest standards of quality through :1.Process improvement and development.
2.Optimization of available resources.
3.Safety of plant and personnel.
4.Sustainable development and Pollution control.
5.Improved Organizational behavior.
6.Better Human Resources Practices.
7.Adherence to Statutory laws and regulations.

Chairman & Managing Director

Ms Neeru Abrol is C&MD of National Fertilizers Limited. She is a Chartered Accountant

by profession and has about 33 years of rich experience in Manufacturing Industry. She
joined NFL as Director (Finance) in 2007. Prior to which she worked with M/s Steel
Authority of India (SAIL) for twenty six years at various positions.
She embodies an extensive experience in the field of Financial Management. During her
tenure as Finance Director in NFL, various flagship projects of the Company including
conversion of three fuel oil based units to Gas were initiated and completed successfully.
She was responsible for formulating financial strategies and plans of the Company
During her tenure as Director (Finance), NFL has consistently won awards for excellence in
Cost Management by Institute of Cost of Works Accountants of India for Vijaipur Unit in
2007, Nangal Unit in 2008 and Bathinda Unit in 2009 and for the Company as a whole in
2010.
She is a Director on the Board of Fertilizer Association of India She was a member of
Executive Board of Standing Conference of Public Enterprises (SCOPE) during 2010-2013,.
She was on Board of M/s Sail Bansal and a non-executive Director and Chairperson of
Urvarak Videsh Limited, a joint venture company of NFL, Rashtriya Chemicals & Fertilizers
Limited & Krishak Bharti Cooperative Limited.
She has been awarded various accolades. The Institute of Chartered Accountants of India in
December 2011 awarded her the "Business Achiever" in Women category. Honble Prime
Minister in January 2012 conferred her the maiden SCOPE award as Outstanding Woman
Manager in PSEs for 2009-10.
Bureaucracy Today - Star PSU Excellence Awards gave her Best PSU Person of the year
2012. Top Rankers Excellence Financial Leadership Award by Jindal Global Business
School was conferred on her in January 2013.
She has been recently awarded The Greatest Corporate Leaders of India Award on 15th
February by World HRD Congress.

Products
Kisan Urea

Kisan Urea is a highly concentrated, solid, nitrogenous fertilizer, containing 46.0% Nitrogen.
It is completely soluble in water hence Nitrogen is easily available to crops.
It contains Nitrogen in a milder form which changes to ammonical forms and is retrieved by
soil colloids for longer duration. Urea is available in granular form and can be applied by
drill and broadcasting.
Kisan Urea is ideally suitable for all types of crops and for foliar spray which instantly
removes nitrogen deficiency.Kisan Urea also has a strong and long lasting effect on crop
resulting in bumper crops Carbonic acid present in Kisan Urea helps in absorption of other
nutrients like phosphate and Potash by roots of crop.
Neem Coated Urea

National Fertilizers Limited, in the year 2002, standardized the techniques for production of
Neem Coated Urea in situ, at its Panipat Unit. Since then many changes have been made in
the process and applicant solution, to have a uniform and consistent coating of Neem oil on
urea prills, to maintain the concentration of Neem oil content as per the specification
prescribed in FCO. Based upon the results of extensive field trial where Neem Coated urea
was found to be agronomical superior to normal prilled urea, NFL became the first company
in India that was granted the permission to produce and market the Neem Coated Urea, vide
Govt of India Notification No S.O.807 (E) dated 9 July 2004 .Today the company has
facilities at all its 3 Units namely Bathinda, Panipat and Vijaipur, for production of Neem
3

Coated Urea. Neem coated urea produced at these production facilities is marketed in all the
14 States where the company is marketing its Urea.
Bio Fertilisers

NFL manufactures and markets three types of Bio-Fertilizers, Rhizobium, Phosphate

Solubilising Bacteria (PSB) and Azetobactor. Starting with a mere 23 MT production in
1995-96, the production has risen to 231 MT (Approx) in 2010-11. The Company presently
markets its bio-fertilizers in Madhya Pradesh, Maharashtra, Uttar Pradesh, Uttrakhand,
Chattisgarh, Bihar, Jharkhand, Himachal Pradesh, Jammu & Kashmir, Punjab, Haryana &
Rajasthan.
Bio-fertilizers are used to supplement chemical fertilizers as also to maintain soil fertility;
besides the following:1. Bio-Fertilizers are supplement to Chemical Fertilizers.
2. Bio-Fertilizers are cheap and can reduce the cost of cultivation.
3. Fix Biological Nitrogen in the soil, which is readily available to the plant.
4. Increase crop yield by 4-5% on an average.
5. Improve soil properties and sustain soil fertility.
6. Provides plant nutrient at low cost and useful for the consecutive crops.

Performance

TRAINING AND DEVELOPMENT

Training is distinct from development. Training is a short term process utilizing a systematic
and organized procedure by which non-managerial personnel learn technical knowledge and
skills for a definite purpose. Development is a long term educational process utilizing a
systematic and organized procedure by which managerial personnel learn conceptual and
theoretical knowledge for general purpose.
Training refers to instruction in technical and mechanical operations like operation of a
machine. It is a signed primarily for non-managers. It is a short duration and for a specific
job related purpose. Development, on the other hand, involves philosophical and theoretical
educational concepts and it is design for managers. It involves broader education and its
purpose is long term development.
Training helps an individual learn how to perform his present job satisfactorily. Development
involves preparing the individual for a future job and growth of individual in all respects.
Training is mostly the result of initiatives taken by the management. It is the result of some
outside motivation. Development is mostly the result of internal motivation.
Development complements training because human resources can exert their full potential
only when the learning process goes far beyond simple routine. Training is, thus a reactive
process whereas development is a proactive process. Development is future oriented training
focusing on the personal growth of employee.

Training Defined
Training may be viewed as a systematic and planned process which has its organizational
purpose to impart and provide learning experience that will bring about improvement in an
employee and thus enabling him to make his contribution in greater measure in meeting the
goals and objective of an organization.
According to Edwin B. Flippos, Training is act of increasing the knowledge
and skill of an employee for doing a particular.
Training is the systematic development of the knowledge, skills and attitudes required by an
individual to perform adequately a given task or job.
7

Michael Armstrong

ROLES OF TRAINING

OBJECTIVES OF TRAINING AND DEVELOPMENT

The principal objective of training and development division is to make sure the availability
of a skilled and willing workforce to an organization.
In addition to that, there are four other objectives: Individual, Organizational, Functional, and
Societal.
I.

Individual Objectives help employees in achieving their personal goals, which in

II.

turn, enhances the individual contribution to an organization.

Organizational Objectives assist the organization with its primary objective by

III.

bringing individual effectiveness.

Functional Objectives maintain the departments contribution at a level suitable to
the organization need.

Following the other objectives of training and development:

The basic objective of training is to help develop capacities and capabilities of the
employees-both new and old by upgrading their skills and knowledge so that the
organization could gainfully avail of their services better for higher grade
professional, technical, sales or production position from within the organization.
8

The main objective of training is to bring about efficiency and effectiveness in an

organization, so that the organization may remain competitive in highly competitive

market situation and for achievement of organizational goals.

Training aims to help existing employees in improving their levels of performance on
their present job assignment.

IMPORTANCE OF TRAINING AND DEVELPOMANT

Optimum utilization of Human Resources- Training and development helps in optimizing
the utilization of human resources that further helps the employees to achieve the
organizational goals as well individual goals.
Development of Human Resources- Training and development helps to provide an
opportunity and broad structure for the development for human resources technical and
behavioral skills in an organization. It also helps to employees in attaining personal growth.
Development of skills of Employees- Training and development helps in increasing the job
knowledge and skills of employees at each level. It helps to expand the horizon of human
intellect and an overall personality of the employees.
Productivity- Training and Development helps in increasing the productivity of employees
that helps the organization further to achieve its long-term goal.
Organization Culture- Training and development helps to develop and improve the
organizational health culture and effectiveness. It helps in creating the learning culture within
the organization.
Organization Climate Training and Development helps building the positive perception
and feeling about the organization. The employees get these feelings from leaders,
subordinates, and peers.
Quality Training and Development helps in improving upon the quality of work and worklife.
Healthy work environment- Helps in creating the healthy working environment. It helps to
build good employee, relationship so that individual goals aligns with organizational goal.
Health and Safety Training and Development helps in improving the health and safety of
the organization thus preventing obsolescence.
Morale Training and Development helps in improving the morale of the work force.
Image Training and Development helps in creating a better corporate image.
Profitability Training and Development leads to improved profitability and more positive
attitudes towards profit orientation. Training and Development aids in organizational
development i.e. Organization gets more effective decision making and problem solving. It
9

helps in understanding and carrying out organizational policiesTraining and Development

helps in developing leadership skills.

APPROACHES OF TRAINING AND DEVELOPMENT

Training and development has two approaches that are given below:
1)Traditional Approach
Most of the organizations before never used to believe in training. They were holding the
traditional view that managers are born and not made. There were also some views that
training is a very costly affair and not worth. Organizations used to believe more in executive
pinching. But now the scenario seems to be changing.
2)The Modern approach
Training and development is that Indian Organizations have realized the importance of
corporate training. Training is now considered as more of retention tool than a cost. The
training system in Indian Industry has been changed to create a smarter workforce.

Training Objectives
Training objectives are one of the most important parts of training objective as a waste of
valuable time. The counter argument here is that resources are always limited and the
training. It provides the clear guidelines and develops the training program in less time
because objectives focus specifically on needs. It helps in adhering to a plan.

Training objectives tell the trainee that where is great significance from a number of
stakeholder perspectives.

Trainer
Trainee
Designer
Evaluator
10

1) TRAINER The training objective is also beneficial to trainer because it helps the trainer
to measure the progress of trainees and make the required adjustments. Also, trainer comes in
a position to establish a relationship between objectives and particular segments of training.
2) TRAINEE The training objective is beneficial to the trainer because it helps in reducing
the anxiety of the trainee up to some extent. Not knowing anything or going to a place which
is unknown creates anxiety that can negatively affect learning. Therefore, it is important to
keep the participants aware of the happenings, rather than keeping it surprise.
Secondly, it helps in increase in concentration, which is the crucial factor to make the
training successful. The objectives create an image of the training program in trainees mind
that actually helps in gaining attention
3) DESIGNER The training objective is beneficial to the training designer because if the
designer is aware what is to be achieved in the end then hell buy the training package
according to that only. The Training designer would then look for the training methods,
training equipment, and training content accordingly to achieve those objectives.
Furthermore, planning always helps in dealing effectively in an unexpected situation.
Consider an example; the objective of one training program is to deal effectively with
customers to increase the sales. Since the objective is known, the designer will that will
include ways to improve the interpersonal skills, such as verbal and non-verbal language,

11

dealing in unexpected situation i.e. when there is a defect in a product or when a customer is
angry Therefore, without any guidance, the training may not be designed appropriately.
4) EVALUATOR It becomes easy for themto measure the progress of the trainees because
the objectives define the expected performance of trainees. Training objective is an important
to tool to judge the performance of participants

MODELS OF TRAINING
There are three models of training
A. Systematic model
B. Transitional model
C. Instructional system development model
A. Systematic Model Training
The system model consists of five phases and should be repeated on a regular basis to
make further improvements. The training should achieve the purpose of helping
employee to perform their work to required standards. The step involved in system model
of training is as follows:
a. Analyze and Identify The needs that to analyze the department job, employees
requirement, who needs training what do they need to learn estimating training cost,
etc. The next step is to develop a performance measure on the basis of which actual
performance would be evaluated.
b. Design and Provide training Design and provide training to meet identify needs.
This step requires developing objectives of trainings identify.
c. Develop This phase requires listing the activities in training program that will assist
the participants to learn, selecting delivery method, examining the training material,
validating information to be imparted to make sure it accomplishes allgoals and
objectives.
d. Implementing Implementing is the hardest part of the system because one long
step can lead to failure of whole training program.
e. Evaluating Eachphase so as to make sure it has achieved its aim in terms
ofSubsequent work performance. Making necessary amendment to any of the
previous stage in order to.
12

INSTRUCTIONAL SYSTEM DEVELOPMENT MODEL

ISD training model was made to answer the training model. This model is widely used nowa-days in the organization because it is concerned with the training need on the job
performance. Training objectives are defined on the basis of job responsibilities and job
description and on the basis of defined objectives individual progress is measured. This
model also helps in determining and developing the favorable strategies sequencing the
context and delivering media for the types of training objectives to be achieved.

13

The instructional system development model comprises of five stages:

ANALYSIS This phase consist of training need assessment, job analysis and target
audience analysis.

PLANNING This phase consist of setting goal of the learning outcome, instructional
objectives that measures behavior of a participant after the training, types of training
material, media selection, methods of evaluating the trainee, trainer and the training program,
strategies to impart knowledge i.e. selection of content, sequencing of content, etc.

DEVELOPMENT This phase translates design decisions into training material. It consists
of developing course material for the trainer including handouts, workbooks, visual aids,
demonstration props, etc., course material for the trainee including handouts of summary.
EXECUTION This phase focuses on logistical arrangements, such as arranging speakers,
equipments, benches, podium, food facilities, cooling, lighting, parking, and other training
accessories.
EVALUATION The purpose of this phase is to make sure that the training program has
achieved its aim in terms of subsequent work performance. This phase consists of identifying
14

strengths and weaknesses and making necessary amendments to any of the previous stage in
order to remedy or improve failure practices.

TRANSITIONAL MODEL
Transitional model- focuses on the organization as a whole. The outer loop describes the
vision, mission and values of the organization on the basis of which training model i.e. inner
loop is executed.
Vision focuses on the milestones that the organization would like to achieve after the
defined point of time. A vision statement tells that where the organization sees itself few
years down the line. A vision may include setting a role model, or bringing some internal
transformation, or may be promising to meet some other deadlines.
Mission explain the reason of organizational existence. It identifies the position in the
community. The reason of developing a mission statement is to motivate, inspire, and inform
the employees regarding the organization. The mission statement tells about the identity that
how the organization would like to be viewed by the customers, employees, and all other
stakeholders.
Values is the translation of vision and mission into communicable ideals. It reflects the
deeply held values of the organization and is independent of current industry environment.
For example, values may include social responsibility, excellent customer service, etc.

METHODS OF TRAINING
Training methods are, generally, classified by the location of instruction. Training can take
place in various situations, on the job or off the job, in company or outside the company.
Some of widely used methods are as follow:
On the job training
On the job training is the heart and soul of all training in the industry and business. OJT as it
is known or sometimes called Shop Training is most universal form of employee
development. This is traditional method of learning, which is designed to maximise learning
15

while allowing the employee to perform his job under supervision and guidance of a trained
worker, providing him practical application and making principles and concepts of learning
meaningful and realistic. This is the most effective method of development applicable at all
levels to a wide range. There are several of on the job training they are given below:

Coaching
Conference leadership
Career planning and guidance
Critical incident
Committee assignment
Job rotation

STEPS:
o In the first step, the trainee receives on overview of the job, its purpose and its desired
outcome with a clear focus on the relevance of training.
o In the second step, the trainer demonstrates the job to give the employee a model to
copy. The trainer shows the trainee the right way to do job.
o The employee is permitted to copy the trainers way.
o The employee does the job independently without supervision.
o In the final stage, follow up of the training is done to identify and correct the
deficiencies if any.

MERITS:

The trainee learns the rules, regulations and procedures by observing their day to day

applications.
OJT is specific, practical and tangible.
This method is very economical because no additional space, equipment, personnel or
other facilities are required for training.

DEMERITS:

In OJT there is a tendency to neglect, disregard and even to do away with, in some
cases, the essential of principles and theory in favor of immediate production.

16

Trainee while learning may damage equipment, waste materials, cause accidents
frequently.

Off the job training

This is one of the commonly used types of training. It is also an effective method of training
the operative personnel. In this method the worker is trained on the job and at his work place.
He gets training under the same type of conditions in which he will be working later on. The
new worker is generally attached to a superior or a senior worker who will tell him the
technique of doing that job. When a worker is trained on those very machines on which he
will work, then he will adapt more easily to the new working conditions.
The success of this method will depend upon the quality of trainer. If the trainer is good
and knows the job well, then it will help the worker to learn all aspects of the jobs.
Vestibule Training
In this method, a training center called vestibule is set up and actual job conditions are
duplicated in it .Expert trainer are employed to provide training with the help of equipment
and machine which are identical with those used at work places this method of training is
used primarily when large number of employees must be trained quickly, as needed, as a
result of expansion of business activities by firm and industries.

Merits
1. The trainee can concentrate on learning without disturbance of the workplace noise.
2. It is a specialized superior method of instruction, free from any pressures of getting
out production.
3. This method provides training to number of people in short period of time.
Demerits
1. It is most expensive method of training.
2. This method is limited more or less to those jobs, in which there is a high turnover or
there is a continuously increasing demand for worker.

Apprenticeship Training

17

The Apprenticeship system is perhaps the oldest and most commonly used method for
training in industrial crafts, trades and technical areas. In this method, theoretical knowledge
and practical learning are provided to trainees in training institutes .The aim of this training is
to develop all round craftsmen. Generally spited is paid during the training period. Thus, it is
an earn while you learn scheme.
Merits
This is that methods are that it combines theory and practice.
It ensures the maintenance of a skilled work force.
It greatly improves workmanship.
Demerits
It is time consuming and expensive methods. Many persons leave the training program
midway as the training period extends from one year to three years.
Class Room Training
Off the job training, most commonly called the class room training, is the traditional way of
education, which places the trainee in a class-room. Class-room training takes place either
inside the organization or at some external selected sites, may be institutes, universities or
professional associations, which have no connection with the company. The main aim of the
class-room training is to take the man away from his working environment, to mix with men
in a similar position to his own, and as result bring about change in his attitude and point of
view, capable of looking at problems differently. Lectures, case studies, group discussions
and audio-visual aids are used to explain knowledge and skills to the trainee. Class room
training is suitable for teaching concepts and problem solving skills. It is also useful for
orientations and safety training programs. It may also include courses in retraining and
upgrading.
Internship Training
In internship training, educational institutions and business firm have a joint programme of
training. Selected candidates carry on regular studies for the prescribed period. They also
work in some factory or office to acquire practical knowledge and skills. This method helps
to provide a good balance between theory and practice. But it involves a long period due to
slow process. Internship training is used in professional courses e.g. MBBS, C.A., ICAW etc.

18

PRINCIPLES OF TRAINING
The following guidelines can help to make the training more effective.
Training Objective There should be specific training objective. This will help in deciding
about the type of training required. The performance standard of employees should be
decided and training should be directed to achieve them. An aimless training programme will
not be of much use. When there is an aim to be achieved in employee training, then all efforts
should be directed to achieve it.
Individual consideration All individuals do not have the same aptitudes, background,
education experience, intellect, capability of understanding and interests. There may be some
people who are comparatively slow in learning or may not at all be able to learn. Any
training programme shall have to keep in view all these individuals considerations. This is all
the more important in case of supervisory training.
Motivation to trainees The importance of training should be properly explained to
employees. Training helps employees in increasing their performance. This will bring them
more financial benefits and create greater avenues for promotion. When employees realize
the need of training for their own benefit and future development then they will take keen
interest in it. Employees should be motivated to participate whole heartedly in training
programmes.
Use of previous training The previous

experience of education acquired by the

employees should also made use of while planning their training. The previous background
should be used as a foundation for new development. If the new training is entirely different
then what employee had learnt, he will find difficulty in following it. So training should be
related to the previous backgrounds of the trainees.
Suitable organizational conditions The conditions prevailing in the organization should
be conducive to the training programmes. The conditions should rather encourage employees
to learn more and more. The persons learning better techniques of doing the things should be
suitably rewarded.

19

Involvement of trainees To make training an effective tool of learning, trainees should

also be involved in these programmes. They should be provided with opportunity to practice
the newly needed behavior norms.
Preparingthe instructor The instructor or trainer is the key figure in the training
programme. The trainer should not only be a good teacher but must know the subject and the
job also. Good trainers should be developed both from inside and outside the organization.
Feedback The trainees should be provided with feedback about their performance. If their
performance is not up to the expected levels, then they should be told to improve their work.
They themselves may not able to judge whether training has improved their work or not.
When they get regular and constructive feedback, it will help them in improving their work.
Practice Practice makes a man perfect. Skills that are practiced oftenare better learned and
less easily forgotten. Therefore, trainees should be allowed continuous practice .Teach and
demonstrate knowledge and skills and trainee try them himself.
Appropriate techniques The methods and processes of training should be related directly
to the needs and objectives of the organization. It should be conducted as far as possible in
the actual job environment so as to be meaningful. To be effective training should be based
on tested principles of learning.

TRANING DESIGN
The design of training program can be undertaken only when a clear training objective has
been produced. The training objective clears what goal has to be achieved by the end of
training program i.e. what the trainees are expected to be able to do at the end of their
training.
The trainer Before starting a training program, trainer analysis his technical, interpersonal,
judgment skill in order to deliver quality content to trainers.
The trainee A good training design requires close scrutiny of trainees and their profiles.
Age, experience, needs and expectations of the trainees are some of the important factors that
affect the training design.

20

Training climate A good training climate comprises of ambience, tone, feelings, positive
perception for training program, etc. Therefore, when the climate is favorable nothing goes
wrong but when the climate is unfavorable, almost everything goes wrong
Trainees learning style the learning style, age, experience, educational background of
trainees must be kept in mind in order to get the right pitch to the design of the program.
Training strategies Once the training objective has been identified, the trainer translates it
into specific training areas and modules. The trainer prepares the priority list of about what
must be included, what could be included
Training topics After formulating a strategy decides upon the content to be delivered.
Trainers break the content into headings, topics, ad modules. These topics and modules are
then classified into information, knowledge, skills, and attitudes.
Sequence the contents Contents are then sequenced in a following manner:

From simple to complex

Topics are arranged in terms of their relative importance

From known to unknown

From specific to general

Dependent relationship

Training tactics Once the objectives and the strategy of the training program becomes
clear, trainer comes in the position to select most appropriate tactics or methods or
techniques. The method selection depends on the following factors:

Trainees background

Time allocated

21

Style preference of trainer

Level of competence of trainer

Availability of facilities and resources, etc

Support facilities It can be segregated into printed and audio visual. The various
requirements in a training program are white boards, flip charts, markers, etc.
Constraints The various constraints that lay in the trainers mind are:
o
o
o
o

Time
Accommodation, facilities and their availability
Furnishings and equipments
Design of the training, etc.

22

TRAINING IMPLEMENTATION
To put training program into effect according to definite plan or procedure is called training
implementation. Training implementation is the hardest part of the system because one
wrong step can lead to the failure of whole training program. Even the best training program
will fail due to one wrong action .Therefore, following are the factors that are kept in mind
while implementing training program
The trainer The trainer need to be prepared mentally before the delivery of content.
Trainer prepares materials and activities well in advance. The trainer also set grounds before
meeting with participants by making sure that he is comfortable with course content.
Physical set-up Good physical set up is pre requisite for effective and successful training
program because it makes the first impression on participants. Classrooms should not be very

23

small or big but as nearly square as possible. This will bring people together both physically
and psychologically. Also, right amount of space should be allocated to every participant.
Establishing rapport with participants There are various ways by which a trainer can
establish good rapport with trainees by:

Greeting participants simple way to ease those initial tense moments

Encouraging informal conversation

Remembering their first name

Pairing up the learners and have them familiarized with one another

Listening carefully to trainees comments and opinions

Telling the learners by what name the trainer wants to be addressed

Getting to class before the arrival of learners

Starting the class promptly at the scheduled time

Using familiar example

Reviewing the agenda At the beginning of the training program it is very important to
review the program objective. The trainer must tell the participants the goal of the program,
what is expected out of trainers to do at the end of the program, and how the program will
run. The following information needs to be included:

TRAINING EVALUATION
The process of examining a training program s is called training evaluation. Training
evaluation checks whether training has had the desired effect. Training evaluation ensures
that whether candidates are able to implement their respective workplaces, or to the
regular work routines.
Purpose of training:
24

The five main purpose of training evaluation are:

Feedback: It helps in giving feedback to the candidates by defining the objectives and

linking it to learning outcomes.

Research: It helps in ascertaining the relationship between acquired knowledge, transfer

of knowledge at the work place, and training.

Control: It helps in controlling the training program because if the training is not

effective, then it can be dealt with accordingly.

Power games: At times, the top management (higher authoritative employee) uses the

evaluative data to manipulate it for their own benefits.

Intervention: It helps in determining that whether the actual outcomes are aligned with
the expected outcomes.

Process of Training Evaluation

25

Before Training: The learner's skills and knowledge are assessed before the training
program. During the start of training, candidates generally perceive it as a waste of
resources because at most of the times candidates are unaware of the objectives and learning
outcomes of the program. Once aware, they are asked to give their opinions on the methods
used and whether those methods confirm to the candidates preferences and learning style.
During Training: It is the phase at which instruction is started. This phase usually consist of
short tests at regular intervals.
After Training: It is the phase when learners skills and knowledge are assessed again to
measure the effectiveness of the training. This phase is designed to determine whether
training has the desired effect at individual department and organizational levels. There are
various evaluation techniques for this phase.
Techniques of Evaluation
The various methods of training evaluation are:

Observation
Questionnaire
Interview

LITERATUREREVIEW

26

McGehee and Thayer (1961): are widely acknowledged as the seminal text on training
needs analysis and are quoted in much of the literature. They outlined the analysis of training
need at the level of the organisation, group and individual and these levels continue to form
the foundation of most approaches. The traditional approach to training needs analysis
outlines a number of steps. The following are drawn from the main formats found in the
literature (Reay 1998, Boydell and Leary
1996, Reid and Barrington 1999, Wills 1998)
1. Determine the area of focus for the training needs analysis or the customer.
2. Determine and plan the method(s) of data collection.
3. Collect the data.
4. Analyse and interpret the data.
5. Propose and priorities solutions or actions
This report was commissioned in 2003 by FS, on behalf of National Training Advisory
Committee (NTAC), in an attempt to provide a synthesis of the major finding of the
Numerous reports which have been written in relation to training of the employed in Ireland
Over the last 10 years.
Michael S. Lane, Gerald L. Blakely, (1990):Management development programmes are
increasingly being studied and evaluated, regarding their efficiency and effectiveness.
Presents results of a survey of 155 directors and vice-presidents of personnel and human
resource management departments regarding the current status of their management
development programmes. The results indicate that management development programmes
do not seem to differentiate between levels of management.

Herbert and Doverspike (1990): raised issues around using appraisal data as part of
training needs analysis and conclude that the use of this data may not achieve the intended
goals. In a paper examining the weaknesses in conventional approaches to training needs
analysis Leat and Lovell consider the weaknesses inherent in using performance appraisal
data as a determinant of training needs. A drawback in using this data is noted in that the
performance appraisal process is often linked to reward and promotion so that identifying
development needs does not sit very well with this purpose. The paper goes into some depth
about the biases which potentially exist in using performance appraisal for training needs
27

analysis. An alternative approach is put forward which would have significant cultural and
change implications which are not mentioned at all.
Single European Market and EU Expansion
Roche & Tansy (1992)
The Single European Market was introduced in 1993, increasing the ease with which
businesscould be conducted between EU Member States. The removal of trade barriers and
freedomof access to other countries led to increased levels of competition.Countries
throughout Europe are engaged in upskilling and retraining their workforces. Sincethe start
of the 1990s researchers have identified the need for Ireland to participate in thisupskilling
race in order to remain competitive (Roche & Tansy, 1992). Thecontinuing evolution of a
single market within the EU was seen as increasing the need for the Market.
Roche & Tansy (1992).Irish Skills profile to mirror best European practice A series of
sectorial studies was commissioned by FS over the course of the 1990s, driveinitially by
the need to identify training requirements emerging from participation in theSingle Market.
General themes emerging from these studies included a need for better skillsin strategic
management, better marketing skills and better operations management skills. Aneed to adopt
new forms of work organization, exemplified by programmes such as WorldClass
Manufacturing and Total Quality Management, also formed a theme, pointing to
anincreased demand for the development of soft skills, such as communication skills,
cooperationand interpersonal skills at all levels of the workforce.In the early to mid-1990s,
the incidence of formal off-the-job training in Ireland wasconsiderably lower, and the
duration significantly shorter, than our European counterparts (Roche & Tansey, 1992, p.141;
Collation, 1992, p.54; OECD Economic Survey, 1995, p.84;OConnell & Lyons, 1995, p.1;
National Competitiveness Council, 1998, p.16). In 1993, theNESC report, Education and
Training Policies for Economic and Social Development,observed that Ireland had twice as
many unqualified workers as the Western German labourforce. (NESC, 1993, p.56) (Later
in the decade, average training activity improved, butremained behind the levels in many
leading competitor economies.)While competition from Central Europe was becoming
significant by the mid-1990s in lowervalue-added industries such as clothing (FS Clothing
Update Study), it has emerged asbeing significant in many of the technology sectors in which
Ireland was most successful. The share of Irelands labour force without graduate, technician
or craft level qualifications was foundto be 196% of the share of the same group in Germany.
28

Changing Best Work Organization Practices

Forfs, 1996: there has been a growing need for Irish companies to move away from the
traditional low Training management approach to adopt a high training, strategic
management approach. Current best management practices tend to focus on coaching and
facilitating rather to traditional command and control style management. The increasing
levels of responsibility require workers to develop strong skills in a variety of areas (Forfs,
1996). Modern Work practices require a new participatory management style involving more
emphasis on Soft skills, such as communication, teamwork, multi-skilling, flexibility and
self-management.
Since the mid-1980s, high performance work practices incorporating aspects such as Total
Quality Management, World Class Manufacturing, learning organization and team
Working, have emerged as being important in Irish industry. The approach of these work
processes is important to determining their success. Management must have a full
Understanding and commitment to all aspects of these processes and the benefits.
An unpublished report for EGFSN on High Performance Management Skills (McIver
Consulting, 2003b p.4) reviews High Performance Management, the current incarnation of
These new management approaches, finding that it promotes updated thinking in three main
Areas operations management, human resource management and the application of
Information & communications technologies. The report focuses on the skills implications of
High Performance Management at all occupational levels not just among managers. The set
of management skills required for the implementation of High Performance Management is
just a subset of the full set of management skills required to manage a company effectively.
raining to Underpin New Forms of Work Organization
A wide range of reports, including most FS studies on industrial sectors, reports by the
.National Centre for Partnership and Performance (e.g. Achieving High Performance
:Partnership Works The International Evidence, 2003, NCPP), and the(unpublished)report
for the EGFSN on High Performance Management skills, identify a need for a significant
volume of training when a company moves from traditional forms of The FS Software
Industry Training Report, currently in draft form, sees a need for development in areas such
as Software Process Improvement.
Areas where reports see a need for state intervention are as follows:
29

Support for significant volumes of training for employees at all levels, preparing for change,
and developing skills in areas such as communication, team working and problem solving.
Support for developing appropriate operations management and Supervisory/team leading
skills. Various FS reports have recommended specific programmes to address these needs
for specific industries. The (unpublished) report for EGFSN on High Performance
Management skills suggests that a HPM nets programme to support companies in adopting
High Performance Management (new forms of work organization) practices could be
established along the lines of Skill nets.
Management and Business Skills
The various FS sect oral studies mostly identified significant shortcomings in management
skills, and in other business-related skills. A number of the studies recommended training
programmes in business strategy, marketing and operations management. The skills issues
are reported relating primarily to SMEs. The draft FS Software Industry Training Study
highlights similar shortcomings, and also focuses on shortcomings in selling, sales
management and product management. Tire commends the provision of programmes to
address these shortcomings. The FS Food, DrinandTobacco industry study (1993)
recommended that FS,IBEC and the relevant State Agencies join forces to promote the
expansion of the European Orientation Programme (EOP), now the Export Orientation
Programme. This is a scheme for placing graduates with SMEs to undertake activities in
export sales and marketing Tansey (2003, p.19) argues that unless Irish small and mediumsized firms are infused with greater capability, both at general management and at functional
discipline levels, their ability to escape from the low and low-medium technology quadrants
will be. There is a study currently underway, commissioned by FS and Enterprise Ireland,
on behalf of the EGFSN, on the management development needs of SMEs.
Calls to Increase Spending on Training of Employment (1997)
There has been a significant shift in enterprise training policy in recent years. An increased
emphasis on training of the employed has been a feature of policy documents such as
theWhite Paper on Human Resource Development (Department of Enterprise, Trade
&Employment, 1997), the White Paper on Adult Education (Department of Education
&Science, p.16), and the Report of the Task Force on Lifelong Learning The strand of the
Employment and Human Resources Development Operational Programme(EHRD-OP)
2000-2006 focusing on promoting a skilled, trained and adaptable workforcewith the ability
30

to respond successfully to changes in labour market needs emphasizes further training, reskilling, lifelong learning, and increased investment in education and training.For clarity, it is
well to note here that some potential for confusion arises in any discussion oftraining those in
employment, from the inclusion of apprentice training under this heading insome documents.
Except where noted otherwise, references to training of those in employment in this literature
review should be taken to refer to continuing training for thosein employment, and not to
encompass initial training of apprentices.An annex to the report of the National Training
Advisory Committee on Priorities forTraining of People in Employment (NTAC, Annex B,
sections 4.2 and 4.3) noted that187.7m was allocated to FS for Training the Unemployed
in 1996, while approximately92m was to be spent on apprenticeship training within FS.
Just 32m was available toorganizations under the remit of the Department of Enterprise,
Trade & Employment tosupport people in employment through schemes providing
discretionary support tocompanies. The Committee argued that funding priorities should
follow developments inthe labour market (i.e. greatly reduced unemployment) and should
now reflect the need toup-skill those in employment.
A greater emphasis on up-skilling the existing workforce, rather than theunemployed or
new entrants will be needed in the future. This will require a co-operativeapproach across the
State sector as well as funding instruments that balance the needs andresponsibilities of
employers, individuals and the State
Training for Employees with Low Skills and/or Qualifications
It has been found that employees with lower educational levels or in lower level jobs are
lesslikely to receive education or training. Thus it has been recommended thattraining be
provided free of charge or at the least that additional funding support be provided,for those
low-skilled, low-qualified employees to enable them to participate in training an education.
In addition, the opportunity for low-skilled, operative level employees to acquire skills
shouldbe improved through the development of initiatives co-ordinate by both social partners
aneducation and training providers (EGFSN, In-Company Training Report, 2000; Labour
Training to Underpin New Forms of Work Organization
A wide range of reports, including most FS studies on industrial sectors, reports by
theNational

Centre

for

Partnership

and

Performance

(e.g.

Achieving

High

Performance:Partnership Works The International Evidence, NCPP), and the (unpublished)

31

report for the EGFSN on High Performance Management skills, identify a need for
asignificant volume of training when a company moves from traditional forms of work. The
FS Software Industry Training Report, currently in draft form, sees a need fordevelopment
in areas such as Software Process Improvement.Areas where reports see a need for state
intervention are as follows:
Support for significant volumes of training for employees at all levels, preparing for change,
and developing skills in areas such as communication, team working and problem solving.
Support for developing appropriate operations management and supervisory/team leading
skills. Various FS reports have recommended specific programmes to address these needs
for specific industries.
Ashish Kumar Saxena (2003):There is a decreasing willingness to spend money on faith
and an increasing pressure to justify training and development costs. It is imperative for those
in the field to focus on evaluation of training and development and to adequately and
properly demonstrate and communicate to management that training efforts are making
worthwhile contributions. Interestingly, much of the existing literature on training and
development has lamented the failure of organisational efforts to significantly improve the
knowledge, skills, and attitudes of employees or affect business performance. Unfortunately,
too often the evaluation process is not carried out with a sense of purpose, pride, and
direction; or if it is, the bases or criteria for evaluation are unclear or inappropriate. Those
who have professional, management, or administrative responsibilities for the training and
development of others should operate on more than faith. The training and development
literature to date has not proved to be very helpful in unravelling the nature of corporate
training and development evaluation policies and practices in the Indian context. Partly, this
reflects the predominant bias in most of the human resource management literature towards
idealised, prescriptive models with little hard information about actual practices in real
contexts. The primary task for future researchers is to probe those organisational conditions
whose presence, or absence, may help explain the differential take-up of evaluation of
corporate training and development by employing multiple case study research design.
Ms. Pallavi P. Kulkarni(2004): In this competitive world, training plays an important role in

the competent and challenging format of business. Training is the nerve that suffices the need
of fluent and smooth functioning of work which helps in enhancing the quality of work life
of employees and organizational development too. Development is a process that leads to
32

qualitative as well as quantitative advancements in the organization, especially at the

managerial level; it is less considered with physical skills and is more concerned with
knowledge, values, attitudes and behavior in addition to specific skills. Hence, development
can be said as a continuous process whereas training has specific areas and objectives. So,
every organization needs to study the role, importance and advantages of training and its
positive impact on development for the growth of the organization. Quality of work life is a
process in which the organization recognizes their responsibility for excellence of
organizational performance as well as employee skills. Training implies constructive
development in such organizational motives for optimum enhancement of quality of work
life of the employees. These types of training and development programs help in improving
the employee behaviour and attitude towards the job and also uplift their morale. Thus,
employee training and development programs are important aspects which are needed to be
studied and focused on. This paper focuses and analyses the literature findings on importance
of training and development and its relation with the employees quality of work life.
Davenport (2006): His recent studies that its easy to implement strategy with the internet

supported software. Some of the Training theories can be effective immediately on the future
of the skill and developments. The content and the access are the actual factors for the
process. It is a representation itself by the Access on main aspect what is effective to the
adopted practice in training development. As per the recent theories to access the knowledge
is changing from substantial in the traditional to deliver the knowledge for the virtual forms
to use the new meaning of information with electronic learning use.
Casse and Banahan (2007): He different approaches to training and development need to be
explored. It has come to their attention by their own preferred model and through experience
with large Organisations. The current traditional training continuously facing the challenges
in the selection of the employees, in maintaining the uncertainty related to the purpose and in
introducing new tactics for the environment of work and by recognizing this, they advising
on all the problems, which reiterates the requirement for flexible approach.
Usually the managers have the choice to select the best training and development programme
for their staff but they always have to bear in mind that to increase their chances of achieve
the target they must follow the five points highlighted by Miller and Desmarais (2007).
Chidambaram Vijayabanu(2012) : The success of any organization depends on appropriate
use of human assets available in the organization. All other assets could only be
supplementary to human assets. Towards augmenting the human resources and to cope with
33

changes both internal and external, the organization has to concentrate necessarily on
developing the ability, wisdom and skills of its workforce. For the development of human
asset, training becomes the base. Training is a tool to attain individual, organizational needs
related to the jobs undertaken and is also intended to improve the work culture of the group
involved in a group task. An ideal training programme can be expected to change the attitude,
skills and develop forward vision of the participants towards the task. This paper summarizes
the results of the literature review on the effectiveness of training programmes of employees
from diverse perspective.

OBJECTIVES OF THE STUDY

MAIN OBJECTIVES

34

The main objective of carrying out line topic is to study training provided by Cheema
Boilers Limited to the Students and Employees
OTHER OBJECTIVES
a) Analyze the training methods undergone by CBL
b) To know the satisfaction level of Students about training& view towards the Cheema
Boiler Limited of providing training.
c) To examine the effectiveness of training in overall development of skills of workforce
d) To examine the impact of training on the worker.
e) To study the changes in behavioural pattern due to training.
f) To measure the differential change in output due to training.

RESEARCH METHODOLOGY
Research is common parlance refers to search for new knowledge.

35

Every Project work is based on certain methodology, which is a way to systematically solve
the problem or attain its objectives. It is a very important guideline and leads to completion
of any project work through observation, data collection and data analysis.
NEED OF RESEARCH
HR research is the process of evaluating the effectiveness of human resources, policies and
practices and developing more appropriate once. It include
1) Conducting morale, attitude, job satisfaction and behavior surveys
2) Collecting data and information regarding wages, cost-benefits analysis of training,
benefits, productivity, absenteeism, employee turnover, strikes, accidents, operations,
working hours, shifts etc.
3) Tabulating computing and analyzing the data and information.
4) Report writing and submission to the line managers
5) Finding out the defects and shortcoming in the existing policies, practice etc.
6) Developing more approximate policies, procedure, and programmer of personal.

RESEARCH DESIGN
A research design is the arrangement of condition for collection and analysis of data in a
manner that aims to combine relevance to the research purpose with economy in procedure.
In fact, the design of research study is descriptive as it is intended to describe to factor study
is descriptive as it is intended to describe to factors that management is likely to be interested
in such as students feeling as opinion towards organization, and also about organizational
Training and organizational establishment.

RESEARCH INSTRUMENT

36

Questionnaires are used as a research instrument in the study. Primary data is collected
through personal interview method.
Method of sampling
Probability sampling method is used for the study, as it is also known as random sampling
under this sampling design, every item of the universe has an equal channel of inclusion in
the sample.
Random sampling from a finite population refers to that method of sample selection which
gives each possible sample combination an equal probability of being picked up and each
item in the entire population to have an equal chance of being included in the sample. Those
apply to sampling without replacement i.e. once an item is selected for the sample it looks
cannot appear in the sample again.
Sample size of study
Sample size is part of total unit, which comes into respondent group. There are total number
of 50 employees were interacted to study this topic, hence the sample size of the study is 50.
DATA COLLECTION
PRIMARY DATA
Personal interview method is used for collected information from the students through
questionnaire.
SECONDARY DATA
Secondary data is collected from referring books and websites of India
THE SAMPLE
Questionnaire were prepared by keeping in mind the Training that are extended to students
the research instrument used has helped personally knowing the feeling of students

For completing the project study more emphasis is given a primary source of data and its
analysis for maintaining the accuracy, reliability and for good result regarding the project
study undertaken.

LIMITATIONS
37

1.
2.
3.
4.

The study may not cover each & every facility provided by the organization.
The result may be depended on the answer received from respondent.
The study does not cover entire workforce.
In view of the limited time available for the study, only the Training and

Development process could be studied.

5. The sample size is too small to reflect the opinion of the whole organization.
6. The answers given by the respondents have to be believed and have to be taken for
granted as truly reflecting their perception.

DATA ANALYSIS AND INTERPRETATION

The data after collection is to be processed and analyzed in accordance with the outline and
down for the purpose at the time of developing research plan.
Technically speaking, processing implies editing, coding, classification and tabulating of
collected data so that they are amenable to analysis. The term analysis refers to the
computation of certain measures along with searching for pattern groups. Thus in the process
of analysis, relationship or difference should be subjected to statistical tests of significance to
determine with what validity data can be said to indicate any conclusion.
The analysis of data in a way involves a number of closely related operations, which are
performed with the purpose of summarizing the collected data and organizing them in such a

38

manner that they answer the research questions. In this study the researcher followed above
process carefully and it is presented in this chapter.

(1).Do you think training Programs are essentials?

S.NO

No. of Respondents

Percentage

1.

Yes

45

90%

2.

No

05

10%

50

100%

TOTAL

39

No

10

Yes

90

10

20

30

40

50

60

70

80

90

100

INTERPERTATION:-From the above table we can conclude that 90%

students said that training programs are essential .

(2).What is your opinion regarding training facilities in your organization?

S.No.

No. of Respondent

Percentage (%)

Good

26

52%

Neutral

08

16%

Very Good

10

20%

Somewhat Good

03

06%

Bad

03

06%

40

TOTAL

Bad

Somewhat Good

50

Very good

100%

20

Neutral

16

Good

52
0

10

20

30

40

50

60

INTERPRETATION :-In the above the table it has been concluded that 52%
students are satisfied and 20% people are highly satisfied regarding the training
facilities in the organization.

(3). To what extent do you find training program useful for the day to day
activities ?

41

S. No

No. of respondent

Percentage (%)

1.

Satisfied

30

60%

2.

Neutral

04

08%

3.

Highly satisfied

12%

4.

Somewhat satisfied

03

06%

5.

Dissatisfied

07

14%

Total

50

100%

Dissatisfied

Somewhat satisfied

Highly satisfied

Neutral

Satisfied
0

10

20

30

40

50

60

70

INTERPRETATION:- In the above table it has been clear that from my

sample of respondent 60% respondent is satisfied and 6%respondent is
somewhat satisfied regarding the training program is useful for day to day
activities.
(4).which kind of training program is mainly followed?

42

S.No

No. Of Respondent

Percentage (%)

1.

On the job training

23

46%

2.

Of the job training

18

36%

3.

Apprenticeship Training

09

18%

50

100%

TOTAL

Apprenticeship Training

18

Of the job training

36

On the job training

46
0

10

15

20

25

30

35

40

45

50

INTERPRETATION:-From the above table we can concludethat 46% of

respondent agree with the on the job training and 36% with the off the job
training and 18% agree with the Apprenticeship Training.

(5). A Part of training program is given any career planning and

development guidance?
43

S.No

No. Of Respondents

Percentage (%)

1.

Yes

35

70%

2.

No

15

30%

50

100%

TOTAL

No

No; 30

Yes

Yes; 70

10

20

30

40

50

60

70

80

INTERPERTATION:-From the above table we can conclude that 70%

students said that training programs helps for the future development.

(6). Does the training programme help you in career development?

44

S.No

No. of respondent

Percentage (%)

1.

Yes

45

90%

2.

No

05

10%

TOTAL

50

No

100%

10

Yes

90
0

10 20 30 40 50 60 70 80 90 100

INTERPRETATION:-From the above table we can conclude that 90%

students said that training programs helps for the future development.

(7). Are you satisfied with the training provided?

45

S.No

No. Of respondent

Percentage (%)

1.

Satisfied

20

40%

2.

Neutral

09

18%

3.

Highly satisfied

08

16%

4.

Somewhat satisfied

07

14%

Dissatisfied

06

12%

TOTAL

50

Dissatisfied

12

Somewhat satisfied

14

Highly satisfied

16

Neutral

18

Satisfied

40
0

10

15

20

25

30

35

40

45

INTERPRETATION: -From the above table it can be concluded that training

programmes is s excellent with satisfied 40% and 14%with somewhat satisfied
say it is true.

(8) Does the training program helps you in adopting changes in

technology?

46

S.No

No. Of Respondents

Percentage (%)

1.

Yes

36

72%

2.

No

14

28%

TOTAL

50

100%

No

28

Yes

72

10

20

30

40

50

60

70

INTERPRETATION:-From the above table it shows that 72% respondents

said that training programs helps in adopting changes in technology.

(9) How frequently are you sent for training?

47

80

S.No

No. Of Respondent

Percentage (%)

1.

Annually

10

20%

2.

Half yearly

15

30%

3.

Quarterly

00

00%

4.

During the launch of new technology

03

06%

5.

On demand or when required

22

44%

TOTAL

50

On demand or when required

44

During the launch of new technology

Quarterly
0
Half yearly

30

Annually
0

20
5

10

15

20

25

30

35

40

45

INTERPRETATION:-From the above table we can conclude that 44% people

are saying that they sent for training on demand or when required.

48

50

(10). To what extent do you use the concepts which you have learned for
your daily job?

S.No

No. OF Respondents

Percentage (%)

1.

80%-100%

04

08%

2.

60%-80%

15

30%

3.

40%-60%

21

42%

4.

<40%

10

20%

50

100%

TOTAL

<40%

20

40%-60%

42

60%-80%

30

80%-100%

8
0

10

15

20

25

30

35

40

45

INTERPRETATION:-From the above table we can conclude that 42% people

are saying that they have learned in their daily job?

(11). Are you satisfied that training lead to development of the employees?
49

S.No

No. Of Respondent

Percentage (%)

1.

Satisfied

25

50%

2.

Neutral

07

14%

3.

Highly satisfied

07

14%

4.

Somewhat satisfied

04

8%

5.

Dissatisfied

07

14%

50

100%

TOTAL

Dissatisfied

14

Somewhat satisfied

Highly satisfied

14

Neutral

14

Satisfied

50
0

10

20

30

40

50

60

INTERPRETATION:-From the above table we can conclude that 50% people

are satisfied and 14% students are highly satisfied regarding training helps to
development of employees.

FINDINGS
50

FINDINGDS
1. Induction training is always well planned and given adequate importances.
2. The senior management of the Cbl Group takes interest and spend time in the induction
training of the new staff members as well as students also.
3. More emphasis is given in developing managerial capabilities in the students through
training programmes.
4. The training programmes are carefully chosen after collecting enough information about
its suitability & quality is true to certain extent.
5. The training programmes of the CBL are of Excellent Quality.
6. The participation of the Staff members& Students in the training session is satisfactory.
7. The company vision and values are explained to certain extent to the students in the
training period also.
8. After the training the contribution of the participant towards the goal of the organisation
are increase to certain extent..
9. Training programmes give career planning & development guidances to the students as
well as employees.
10. Training programmes are helpful in inculcating leadership qualities in the students.
&helpful in developing the personality is to certain extents.
11. The facilities like LCD, Seating arrangement during training are of good quality.
12.Feedbacks of the training programmes are properly analyzed.

CONCLUSION
51

By analyzing and interpreting the whole data we can say that overall Training and
Development Programme in CBL was Good The employees are satisfied with the training
facilities provided by the company but somewhere employees need improvement also. CBL
is spending lot of stress on the employee training. Training facility provided by organization
is unique for all the employees. The Proper safety measures have been given to employees
and the students so that they remaining and productive in future.
Employees are treated with respect during work and the compensation and training programs
are given to employees time to time. According to the survey the medical reimbursement
schemes are also provided to the employees. The free medical check-up of the employees
and free medicines are given to the employees because they have to work in the atmosphere
of high temperature which badly affects their health. The main priority of the organisation is
the safety of its employees, it include the working environment, working condition and
facilities and employees-employer relationship. The training programs which are given to
employees to improve their relation are not as much effective as they should be. So these
training programs demand a bit necessary changes in it.
In the last but not the least I conclude that all the training and development programs of
company are highly effective and beneficial to the employees in giving their best
contribution to their growth and development as well as to meet the organisation objectives.

SUGESSTIONS
52

Based on the data collected through the Questionnaire and interaction with the students of the
CBL the following suggestion are made into consideration
1. The training programmes should be conducted after collecting the sufficient data related to
suitability and quality of the training programmes.
2. The Senior Management should motivate the students to participate more in training
programmes.
3. More emphasis should be given that training programmes should be helpful for day to day
activities of the students.
4. More session should be conducted on the personality development, CRM &
communication skills.
5. The training programmes should be made more exciting and interactive in line with the
current practices in the markets.

BIBLIOGRAPHY
53

REFERENCE FROM BOOKS

1. William WretherHuman Resource and Personal Management.
2. Rosy Joshy, Shashi K.GuptaPrinciple of human Resource Management.
REFERENCE FROM WEBSITES:
1.
2.
3.
4.
5.
6.
7.

8.

http://nationalfertilizers.com/
http://www.delhibusinessreview.org/vn1/vxn1afull.pdf
http://www.springerlink.com/content/q6270518386213w1/
http://www.skylinecollege.com/blog/dissertation/study-of-ruralconsumer-behavior-towards-rural-retail-stores
http://www.allbusiness.com/marketing/market-research/6320491.html
http://www.emeraldinsight.com/journals.htm?
articleid=1736707&show=html&
http://www.google.co.in/search?
q=model+of+consumer+behavior+in+marketing&hl=en&prmd=imvns&ei=6JgN
UOKwF4rtrQffgozJCA&start=10&sa=N&biw=1366&bih=665
http://www.scribd.com/doc/14771721/job-satisfaction-researchproject-report

54

QUESTIONNAIRE
I Madhav Chadha, student of SGTB Khalsa College, Anandpur Sahib seek your cooperation
for undertaking a project on Training & Development of Student at NFL. Choose any one
option from among these of all.
Name............................................................................
....
Address
.
Phone No. Gender

1. Do you think training programs are essential?

A) Yes

B) No

2. What is your opinion regarding training facilities in your organization?

A) Satisfied

C) Neutral

B) Highly satisfied

D) Somewhat satisfied

E) Dissatisfied

3. To what extent do you find training program useful for day to day activities?
A) Satisfied
B) Highly satisfied

C) Neutral
D) Somewhat satisfied

E) Dissatisfied

4. Which kind of training programme is mainly followed?

A) On the job

B) off the training

c) Electronic

5. Apart from training program are you given any career planning and development
guidance?
A) Yes

B) No

6. Rate the benefits of training program? (1-highest and 4-last)

A) Develop skills and knowledge.

B) Personality development.

C) Adoptability to technological

D) For career development

55

7. Does the training programme help you in career development?

A) Yes

B) No

8. Are you satisfied with the training provided?

A) Satisfied

C) Neutral

B) Highly satisfied

D) Somewhat satisfied

E) Dissatisfied

9. Does the training programme helps you in adopting changes in technology?

A) Yes

B) No

10. How frequently are you sent for training?

A) Annually

C) Quarterly

B) Half Yearly

D) during the launch of new technology

E) On demand or when required.

11. To what extent do you use the concept which you have learned for your daily job?
A) 80%-100%

C) 60%-80%

B) 50%-60%

D) <50%.

12. Are you satisfied that training lead to development of the employees?
A) Satisfied

C) Neutral

B) Highly satisfied

D) Somewhat satisfied

E) Dissatisfied

Any suggestions
..

56