INTRODUCTION TO HUMAN RESOURCE MANAGEMENT:

Human resource management deals with the “people” dimension in

management. Byars and Rue, say “Human Resource Management encompasses
those activities designed to provided for and coordinate the human resources of
an organization.” According to Ivancevich and Gluek, “Personnel/Human
resource management is the function performed in organizations that facilitates
the most effective use of people (employees) to achieve organizational and
individual goals.”

Every organization is composed of people and utilizing their services, developing

their skills, motivating them to enhance their levels of performance and ensuring
that they remain committed to the organization are essential for the
accomplishment of organizational objectives. This is true for all types of
organizations – government, business, education, health, recreation or social
action. Acquiring and retaining good human resources is an essential pre-
condition for the success of every organization. Organizations that can do this
will be both effective (i.e., they will be able to achieve their goals) as well as
efficient (i.e., they will use minimum resources necessary to achieve their goals).
Inefficient or ineffective organizations face the danger of stagnating or going out
of the business. Competent managers and workers are essential for the
coordination of efforts towards the ultimate objectives which ensure the survival
of the organization. Though such coordination alone cannot guarantee success,
the lack of it can lead to failure.

HRM is a process that consists of four functions – acquiring, developing,

motivating and retaining human resources. The acquisition function starts with
planning (for the number and categories of employees required) and ends with
staffing. The development function has three dimensions – employee training,
management development and career development. The motivation function
includes identifying ways to motivate them. The retention function is concerned
with providing a conducive work environment to the employees and nurturing
them to make them feel committed and attached to the organization.

FUNCTIONS OF HRM:
There are two major functions of Human Resource Management. They are

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 1) Managerial functions
2) Operative functions

MANAGERIAL FUNCTION:
The managerial functions include
a) Planning
b) Organizing
c) Directing
d) Controlling

OPERATIVE FUNCTIONS:
The operative functions include
A. EMPLOYEMENT:
a) Job analysis
b) Human resource planning
c) Recruitment
d) Selection
e) Placement
f) Induction

B. HUMAN RESOURCE DEVELOPMENT:

a) Performance appraisal
b) Training
c) Management development
d) Career planning and development

C. COMPENSATION MANAGEMENT:
a) Job evaluation
b) Wage and salary administration
c) Incentives
d) Bonus
e) Fringe benefits

D. EMPLOYEE RELATIONS

EMERGING ROLE OF HUMAN RESOURCE MANAGEMENT:

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In the changing times, it has become evident that it is human resources of an
organization or a country that can lead it on the path of success. It is the
competencies and attitudes of the human resources that can make or break a
business. The business of attracting and retaining talent and nurturing it has
become imperative for the development of an organization. Innovative and
proactive HR managers have been defining new boundaries of HRM. The
turbulent and dynamic markets and the changing values and expectations of the
workforce have made the earlier concepts of personnel management irrelevant.
A new strategic role has emerged for HRM – that of a key player, to make the
organization survive and succeed in a highly competitive business environment.

VALUE OF HUMAN RESOURCES:

The human resources of a country play a vital role in determining its progress
and prosperity. Even a nation with rich physical resources will not develop, if its
human resources are inadequate. A nation rich in its human resources can
develop fast and a developed nation enriches the quality of its human resources;
this is a cyclic process. In this modern world age of technology and globalization,
quality human resources is an important contributor to the well-being and
development of nation.

INTRODUCTION TO TRAINING:
Organizations are indispensible for economic and social transformation and for
stable social functioning. Public sector organizations seek to achieve the
commanding heights of national economy. Employees are the most important of
any organizational setup.

Every organization needs to have well-trained and experienced people to

perform the activities that have to be done. It is necessary to raise the skill levels
and increase the versatility and adaptability of employees.

As the jobs in the organization become more complex, the importance of

employee development also increases. In rapidly changing society, employee
training and development are not only the activity that is desirable but also an
activity that an organization must commit resources to if it is to maintain a viable
and knowledgeable work force.

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Michael Armstrong defines training as “the systematic development of the
knowledge, skills and attitudes required by an individual to perform adequately a
given task or a job.”

According to Edwin B Flippo, training is “the act of increasing knowledge and skill
of an employee for doing a particular job.”

The above definitions suggest that training enhances the skills and capabilities of
the individuals in an organization. For training to be successful, the employees
have to be convinced of its utility and effectiveness. A successful training
program improves the performance of an employee which in turn enhances
organizational performance.

Training is an essential part of the orientation program for new recruits in an

organization. If the selected employee is not trained appropriately, then the
investment made by the organization in recruiting the employee might not give
the expected benefits. Every organization, irrespective of its size or nature of
operations, needs to provide training to its employees at various stages of their
career.

NEED FOR THE STUDY:

Training is considered to be one of the most important systems in the
organization and a means to prepare the employees to face the ever changing
competitive environment. Many organizations are adopting latest systems of
training for imparting the requisite skills to the employees. Training not only
helps in enhancing the skills of employees, but also helps in improvement of the
overall performance of the organization.

The development is control to sustained growth of every organization in general

and particular to the pharmaceutical organization. Economic policies like
liberalization, open market, globalization, privatization etc, have entered in the
movement of goods, capital, and services. This decade will address issues such
an increasing competition.

Rapidly change in marketing, advances in IT. Privatization etc. this will place
great demands an organization on their people and on their required to lead

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them organizations have to focus on people ability to anticipate adopt and
respond rapidly to change in the environment. Training will have to integrate
itself with the corporate growth organization ANU’s LABORATORIES should
evolve a training philosophy is lain with a strategic plans. It is seen in practice
will depend on developing clean training objectives to the strategic goods and
operating plans of business. To make training more relevant its agenda will focus
on business related issues. It against its background. Then is a need for us to
study the T&D practices relating to the ANU’s LABORATORIES, HYDERABAD.

SCOPE OF THE STUDY:

The scope of the study is confined to there an several important departments in
ANU’S LABORATORIES such as production, finance, marketing etc, and functions
to be performed by departments.

OBJECTIVES:
• To study the nature and importance of training and development
procedure at ANU’S LABORATORIES LTD and to draw conclusions and
make suggestions based on the information collected.
• To study the existing pattern of training procedure at Anu’s
laboratories.
• To evaluate the internal training programs conducted by Anu’s
laboratories ltd.
• To prepare a training schedule for the new entrants into the
organization.
• To prepare a competency matrix for their newly established
organization located at Kurnool.

LIMITATIONS OF THE STUDY:

• Respondent’s bias would be limitation for the Study.
• Management cannot share all the matter required because it may be
confidential in nature.
• As the study was for short span of 45 days and due to lack of time other
areas couldn’t well focused.
• The study will be confined to only ANU’s Laboratories, Hyderabad.
• It is difficult to get adequate information and attention from managers and
officers as they were busy.

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Page 6 of 59
 THEORITICAL ASPECT OF TRAINING

A Chinese proverb says, “If you want to plan for a year, sow rice. If you want to
plan for a decade plant a tree, but if you want to plan for a life time, train your
man power.”

TRAINING -------- continuous process

Training is a means to reduce obsolescence among people and organizations in
the face of relentless technological innovation. Also due to the job redesigning
and technological breakthrough, training is given for employees for better quality
and high productivity and also improves the skills of the employees.

Further training employees make a better and economical use of materials and
equipment; therefore wastage and spoilage are lessened, and the need for
constant supervision is reduced.

Training normally concentrates for the improvement of either operative skills as

the basic skills related to the successful completion of a task, decision making
skills as how to arrive at the most satisfactory causes of action, and
interpersonal skills as how to relate satisfactorily to others.
Training is the form of performance management. An example of training
management is:
• Decentralization
• Changing technology
• Dealing with problems of growth
• Team building
• Changing organization structures
• Integration of policy and philosophy

The results of training management is more efficient use of resources from plant
to machinery, less waste of scrap, higher performance levels, better quality
goods/services, the maintenance of sound customers and industrial relations and
ultimately more profitability.

TRAINING AND H.R DEPARTMENT:

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The H.R department is central to the training of old and the new employees. It
should be well equipped and have a comprehensive knowledge of the company’s
past, present and future. Sometimes unexpected contingencies, complexities
and contradictions arise in an organization. The H.R managers should be able to
deal with this. These H.R people are the most critical element in re-engineering
the organization for success. The H.R manager while chalking out a training plan
must have:
a. A vision
b. A mission
c. A strategy
d. A culture of continuity with a capacity to absorb new ideas
e. Total commitment
f. Good facilities
g. Innovative programs depending on the need

“SMART TRAINING”---Training should be “SMART”

“SMART” is an acronym for
Specific
Measurable
Acceptable
Realistic
Time-bound

LEVELS OF TRAINING:
Training can be at different levels depending on the objectives of the training
program.
1. At individual level: - An individual may have to be trained for a particular
job.
2. Departmental: - An entire department may have to be trained for a new
technique or a new concept.
3. Organizational training: - The entire organization undergoes training at
different levels.
The above levels may be for the existing employees.
4. New recruits: - Require specialized training.

PROCESS OF TRAINING:

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ASSESSING THE TRAINING NEEDS:
Before the organization lays out the plan for training, it needs to analyze the
organizational objectives, assess the employee needs and then train the
employees accordingly. These training needs can be assessed by
• Determining the organizational goals
• Prioritizing the tasks in meeting these goals
• Determining the skills required by the employees
• Identifying deficiencies in the skill and knowledge levels of employees
The above analysis will help an organization I assessing the training
requirements.
Training is a continuous process and the responsibility of a manager does not
cease after a training program is over. He/she should analyze the performance of
employees after the training, and continue to assess the training needs from
time to time. Any gaps between the desired and actual competency levels of an
employee should be bridged through continuous and repeated training. Training
should equip the employees of the organization to take up fresh challenges in a
dynamic and competitive business environment. Once the training needs are
determined, training goals have to be established. Management should clearly
identify the results it seeks in the performance of each trained employee in the
organization. Training goals should be tangible, verifiable, measureable, and
clear to the management as well as the employees.

AREAS OF TRAINING:
Training enhances the overall performance of an organization in various ways.
Training imparted in one area can benefit the organization in many other areas.
For example, training in managing interpersonal relationships in an organization
can increase organizational productivity by improving teamwork. The major
areas where employees are normally trained in an organization are
• Company policies and procedures
• Skilled-based training
• Human relations training
• Problem solving training
• Managerial and supervisory training
Learning is the important aspect in the training program

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IMPORTANCE OF LEARNING:
Learning can be described as the process of new knowledge, skills, attitudes and
values through participation in formally organized situations and natural social
interaction. Learning is the essential ingredient of any training program and
determines its success.

For any training and development program to be effective, the training methods
should match the participant’s learning styles. Though learning cannot be
actually observed, it is possible to measure its results. As training is a form of
education whether it occurs on-the-job or off-the-job, employees are expected to
learn and apply the skills acquired from training in their job. Trainers may benefit
by using certain principles of learning and learning styles while developing and
implementing training and development programs.

Neglect or improper application of the principles of learning on the part of the

management or the employees may lead to the failure of the training and the
development programs. This makes it important for the trainers and the trainees
to be familiar with the principles of learning like “motivation, participation,
feedback, repetition and application.”

EMPLOYEE TRAINING METHODS:

A number of factors determine the choice of the type of training methods used
by an organization. These are:
• Organizational culture
• Learning principles
• Content of the program
• Time factor
• Cost effectiveness
• Appropriateness of the facilities
• Employee preferences and capabilities
• Trainer preferences and capabilities
The importance of each of the above factors varies depending on the industry,
the business, the job and the criticality of the training.

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The training methods used by the organization can be basically categorized into
on-the-job methods and off-the-job methods.

ON-THE-JOB TRAINING:
On the job training takes place in a real job environment where the trainee
exposed to an actual work situation.

ADVANTAGES:
• The major advantage of this method is that the trainee will get hands on
experience.
• This form of direct learning helps the employee understand and imbibe
the training lessons better.
• This will also help in better application of the knowledge and skills gained
during training.

DISADVANTAGES:
• The disadvantage of on-the-job training is that, as the trainee is still going
through the learning process, any mistakes he commits on the job might
result in loss to the organization.
Some of the widely used on-the-job training methods are job instruction training,
apprenticeship and coaching, job rotation and committee assignments.

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JOB INSTRUCTION TRAINING:
In this method of training, the trainee is given instructions by the trainer while
performing the job on the site and any doubts of the trainee are cleared
immediately. This method is very popular because the trainee can discuss his
problems in performing the job immediately with the trainer.

Normally, a trainer/supervisor/co-worker acts as the instructor. Demonstration by

the trainer and repeated practice by the trainee, help the trainee to master the
job. After some time, the trainee gains the skill and confidence to perform the
job without the supervision of the trainer. However, the trainer should be
available to clear doubts and help whenever required.

APPRENTICESHIP AND COACHING:

Individuals seeking to enter skilled trades, like those of carpenters, electricians,
etc, are required to go through formal apprenticeship under experienced
employees, before they join their regular jobs. The apprenticeship period
typically ranges from one year to five years. Apprentices are not ‘employees’ of

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the organization and are not governed by any of the laws that are applicable to
regular employees. They do not even figure on the organization’s rolls.

Coaching is similar to apprenticeship where the coach acts as a model for the
trainee to emulate. Typically, the supervisor, or the H.R professionals function as
coaches in training the employee. Coaching is less formal than an apprenticeship
program because it is provided when needed, rather than being a part of a more
planned, structured program. Participation, feedback and knowledge transfer to
job are generally high in coaching.

JOB ROTATION:
This is a training method where the trainee is placed on various jobs across
different functions in the organization. The trainee gains cross-functional
knowledge and is equipped to take up different jobs. The time spent on each of
the jobs ranges from one or two days to several weeks. Under job rotation, the
trainee moves from one job to another, and gains job knowledge and learns new
skills from his trainers/supervisors in each of the different job assignments. This
cross-functional knowledge helps the organization in times of acute need for man
power. For example, when attrition rates in a particular trade/field are high,
knowledgeable employees from other trades/fields in the organization can fill the
vacancies temporarily. Job rotation also provides novelty and variety to the
employees who are used to doing the same job.

COMMITTEE ASSIGNMENTS:
Under the committee assignment method, a group of employees are given actual
organizational problem and are asked to find a solution. The trainees develop
their team-management skills, interpersonal skills, communication skills,
problem solving skills and leadership skills while solving the problem as a group.

OFF-JOB-TRAINING:
When the training is performed on the job, any mistake by the trainee might
result in damage to the organization, especially if it involves a customer or
something of value. To avoid such situations, off-the-job training is used.

ADVANTAGES:

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  An advantage of off-the-job training is that the employee is free from
distractions of his job requirements and would be able to concentrate
better on learning the job rather than just performing it.
 The employee is separated from the job situation and his attention is
focused exclusively on learning which can later lead to improved job
performance.

Off-the-job training refers to training imparted away from the employee’s

immediate work area. When considering off-the-job training, the organization
should take into consideration the various facilities that have to be provided.
They have to provide class rooms for lectures or venues for creating an artificial
work environment. Refreshments and training materials have to be provided.
The various techniques of off-the-job training are class room lectures, simulation
exercises, programmed instructions etc.

CLASSROOM LECTURES:
This approach is widely used for helping the employees understand the rules,
procedures and policies of the organization or any amendments therein. The
lecture method works effectively if it is made interesting with the help of audio-
visual tools and suitable demonstrations. The trainer should actively involve the
trainees and make the sessions more interactive. A two-way communication
makes a session lively and interesting. Giving and taking feedback helps the
trainer improve his own performance and that of the trainers too.

SIMULATION EXERCISES:

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In this method of training, the trainee is exposed to an artificial work situation
that closely resembles the actual work situation. In situations where the
organization cannot afford any mistakes by the trainee during on-the-job
training, simulation exercises are of great help. Simulation exercises can be in
the form of case exercises, experiential exercises, complex computer modeling,
vestibule training and role playing.

CASE EXERCISES:
In this method, a real life problem encountered in the organization is presented
to the trainees in the form of case study. They are then asked to analyze the
case and present their views and recommendations for solving the problem.
They also have to suggest alternative courses of action to provide for
contingencies that might arise.

EXPERIENTIAL EXERCISES:
In these exercises, the trainer simulates situations where the employees are
exposed to actual work problems. For example, the trainer can create a situation
where the employees are required to work in teams. After the exercise is
complete, the trainer discusses the behavior of the employees during the
exercise, with the group. He appraises the trainees about their performance and
discusses the exercise with the help of the theoretical concepts. In this way, the
employees learn quickly and also understand their mistakes or problems easily.
Hence, in experiential exercises, employees learn through direct experience.

COMPUTER MODELING:
Advances in technology have made training easier these days. Computer
modeling is a technique whereby the dimensions of the job are programmed into
the computer; working with the computer model allows direct learning to take
place. The costs and risks of on-the-job training are avoided in this method as
the trainee gains real time experience by working on a computer. This kind of
simulated training is used in training pilots and defense personnel where the cost
of any mistake by the trainee is huge and can even be fatal. In this method, the
trainee has an opportunity to learn from his mistakes. However, computer
modeling is very expensive and its use is justified only in cases involving formal
programs where a large number of employees are to be trained, and the risk and
costs of allowing the employee to learn on the job are very high.

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VESTIBULE TRAINING:
This is training method where the actual work conditions are simulated and the
equipment used by the trainees is similar to what is used on the job. In this way,
the trainees gain experience of using the equipment without any pressures of
work or cost involved. Though expensive, vestibule training helps employees
gain knowledge about the actual job situation and also reduces the problem of
transferring learning to the job, since the trainee uses the same materials and
equipment during training, as on the job.

ROLE PLAYING:
Role playing is described as a method of human interaction involving realistic
behavior in imaginary situations. The trainees assume the roles of different
characters in the organizational context. For example, some trainees may form
the HR department while others form the labor union. The ensuing role play of
negotiation can help them improve their negotiating skills, communication skills
etc. A role play basically helps in improving the communication, people-
management and relationship management skills of the trainees.

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PROGRAMMED INSTRUCTION:
In this method of training, the trainee is given a series of questions after he
studies the relevant material required for the accomplishment of the job. After
the trainee answers a question, he is given immediate feedback whether it is
right or wrong. If the answer is correct, he is asked to proceed to the next
question but if it is wrong, he is asked to refer back to the material. This kind of
program promotes continuous interaction between the trainer and the trainee
and facilities learning.

EVALUATION OF THE TRAINING PROGRAM:

After the training program has been implemented, the organization should
evaluate the program. This evaluation helps the organization identify the areas
for improvement, which can help in designing future training programs. The
basic yard stick to measure the success of a training program is the learning
benefits that have accrued to the trainees. The factors that can be used to
evaluate a training program are:
• Trainee’ feedback on the content and process of training.
• Knowledge or learning acquired by the trainees as a result of the training
experience.
• Changes in job performance or behavior as a result of training.
• Measurable improvements or results seen in individuals or the
organization like lower turnover, decreased absenteeism or fewer
accidents.

The method to be used for evaluating the training program has to be determined
at the planning stage itself. Evaluation helps in auditing and redesigning a
training program.

The various steps in evaluating a training program are;

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The process starts with setting the evaluation criteria, based on the objectives of
the program. This is done before the beginning of the training program. The
knowledge/skill level of the trainees is also tested before the program.

The results of this test are compared with the results of a post-training test to
assess the learning from the training program. The learning of the workers and
the knowledge transfer to the job determines the success of the training
imparted. Follow-up studies after few months help in assessing the retention and
application of the knowledge gained in training. These assessments should be
based on the evaluation criteria determined at the beginning of the training
program.

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 COMPANY’S PROFILE

Anu's Laboratories Limited is an ISO 9001:2000 certified company established in

1996, engaged in manufacture of quality drug intermediates to meet the needs
of international customers. The optimized process of 2,4-Dichloro-5 Fluoro
Acetophenone has enabled the brand to establish itself as the flagship product of
the organization. It is available to our wide customer base as a competitive
product of the highest quality. Other high quality intermediates such as
Chlorohexanone, 1, 3-Dibromo Propane is also available to our valued customers.
Our Company is also producing Methyl-4 (4-Chloro 1 oxo butyl) a, a Di-Methyl
Acetate. Our state-of-the-art R&D facilities, located at Balanagar, Hyderabad,
support the process of product development, contract research and customized
synthesis programs of the organization.

CAPABILITIES:
 R&D Skills
 Quality assurance
 Environment
 Manufacturing facilities
 R&D facilities
 Human resources

R&D skills:
A strong team of chemists led by the R&D manager undertakes R&D activities
following GLP.
The major areas of our R&D focus include:
- Developing technologies for new products
- Establishing processes in the laboratory for products to be scaled up
- Custom Synthesis
- Contract Research
- Process development for improving quality and economies

QUALITY ASSURANCE:
Our company follows CGMP guidelines as a basis for our Quality systems.
The major Quality assurance activities include:
• Documentation and change control

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 • Internal Quality Audits
• GMP Training
• Validation of process, equipment, equipment cleaning & analytical test
methods
• Handling customer complaints
• Monitoring Quality trends
• Stability studies and impurity profiles as per ICH guidelines.

ENVIRONMENT:
Since its inception, the company has been working on developing technologies
that reduce and minimize the generation of waste (solid and liquid). The efforts
have resulted in reduction of water consumption.

About 40% of the R&D efforts are directed at developing processes for reducing
or eliminating waste. Similarly, about 40% of all investments go into projects for
recovery of by-products, or effluent treatment. Treatment facilities include gas
scrubbers, solar evaporation ponds, elaborate settling tanks, etc.

They have received a grant from the Andhra Pradesh Pollution Control Board (a
Government agency) as an incentive for implementing the project for recovery of
by-products, and for demonstrating our deep commitment to “Cleaner
Production”.

MANUFACTURING FACILITIES:
Well-trained workmen under the supervision of experienced professionals handle
complex molecular synthesis with accomplished ease to deliver products of high
quality.

MAJOR MANUFACTURING ACTIVITIES INCLUDE:

• Manufacturing advanced pharmaceutical intermediates following GMP
• Incremental scale-up of new processes established in the laboratory for
Consistent Quality & Yield
• Documentation of all the operations
• Review of all process documents.

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R&D FACILITIES:
• Aldol Condensations
• Amination
• Borane Reagents
• Bromination
• Butylithium
• Chloroacylation
• Cannizaro Reactions
• Cryogenic Reactions
• Cynation
• Darzen Reaction
• DCC/CDI Couplings
• Diazotization
• Friedel Craft Reactions
• Grignard Reactions
• Halogen Exchange
• High Pressure Reactions
• High Vacuum Fractional Distillations
• Hydro halogenations
• Lewis’s Acid Mediated Ring Closures
• Michael Addition
• Optical Resolution

What do the customers really want?

How do they meet their needs?
How can they add value to their business?
Within the Anu’s Labs team, they drive themselves to respond to the anticipated
needs of the customers. They understand that their customers have to meet
their own customer requirements, and they earnestly work with the end user
needs in mind.

OVERRIDING CORPORATE PHILOSOPHY….

They must deliver what the customers want. They must add value to their
products and deliverables. In every transaction, they shall strive to help them

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meet their customers’ needs. Often, the team at Anu’s labs delivers more than
you expect.

DNA OF ANU’S BUSINESS:

Anu’s Labs is a fast growing basic and advanced drug intermediate and fine
chemicals company which develops, manufactures and meets requirements of
the pharmaceutical industry. The manufacturers of active ingredients being our
customers in turn sell to formulations producers who have exacting demands on
pharmaco dynamics and pharmacokinetics as well as timely deliveries. The
Company is managed by industry specialists with the overall guidance and
supervision of the Board.

PROMOTERS:
The company is promoted by pharmaceutical industry professionals with
experience of about three decades. The Board consists of industry specialists,
Chartered Accountant, medical professional and an agriculturist. The combined
experience of the Board Members in the pharmaceutical industry and medical
profession exceeds more 100 man years. The company was incorporated in 1996
and commenced manufacturing in 1998.

CUSTOMERS:
Anu’s labs pay attention to every order of every customer as if it is the only
order on hand. The customer list keeps increasing just as much as the repeat
orders from existing customers.
The domestic customers include Dr.Reddy’s Laboratories, Hiran Orgochem, Sun
Pharmaceuticals, Sreepathi pharmaceuticals, Matrix Laboratories, Aurobindo,
Neuland, Orchid chemicals.
The major international clients include Teva, Mitsui & co, ABIC, Polpharma,
Sanofi Aventis and Tanabe.

PRODUCTS:
The large basket of products include wide range of intermediates, advanced
intermediates and fine chemicals that cater to the manufacturers of active
pharmaceutical ingredients. The product range addresses therapeutic segments

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of fluorocholoroquinolone class of antibiotics, hypertensive’s, vasodilators,
antihistamines, antidepressants, etc.

CRITICAL SUCCESS FACTORS

MANUFACTURING PROCESS AND PRODUCT QUALITY……

TOP CLASS
Process solutions –Innovative and customized product development capabilities
Bonding Relationship with customers and all stakeholders-Long term based on
trust

GOALS
Business plan: Rising volume of business and cost competitive leadership in
business lines
Growth: 30% rise in revenues year on year with profitability
Earnings: Per share earnings to increase by 25% year on year

PUBLICLY HELD
The initial public offering in May 2008 has widened the family of shareholders.
Public share holding is 49% of the equity and the scrap is traded in large volume
on the Bombay Stock Exchange.
VISION:
Be a high quality producer and service provider in the pharmaceutical industry
for developing and manufacturing new molecules, intermediates and active
pharmaceutical ingredients combining the power of intellect and understanding
of science to meet the needs of customers and other stakeholders.

MISSION:
Anticipate the needs of customers and develop manufacture quality drug
intermediates and pharmaceutical ingredients and be the first choice supplier to
international customers.

Beyond products & process Creating Intellectual Property

The strength of a pharmaceutical company is in its ability to provide intellectual
property. In a competitive and crowded environment, the ability to improve on

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quality, customize it and facilitate the customers to compete better in their
market is a unique strength.

ANU’S Labs makes intermediate products for active ingredients manufacturers.

What the customers buy from them are product plus. the ability to understand
and offer solutions and services, differentiated by their better systems, and
improved processes, has enhanced product quality, reduced cost and added to
productivity at customer level.

GROWTH DRIVERS:

STRONG FUNDAMENTALS: GROWTH

From the first year of operation, the company saw
 Rise in revenues, every year
 Growth in EBITDA, every year
 Increase in profit before tax, every year
 Higher net profit, every year
 Climb in net profit as a percentage to revenues, every year
 Improvement in net worth, ROCE, EPS, every year.

Page 24 of 59
 TRAINING PROGRAM FOLLOWED AT ANU’S LABORATORIES

The training program followed at ANU’S LABORATORIES is standard operating

procedure

OBJECTIVE:
To describe a procedure to identify the training areas, schedule, imparting
training and evaluating the training.

SCOPE:
The procedure is applicable to all the personnel working in the different
departments like warehouse, production, quality control, quality assurance,
engineering, human resources or personnel and administration and safety,
health and environment.

RESPONSIBILITIES:
1) Personnel and administration department shall look after the training
programmes.
2) Concerned section heads are responsible for conducting the training.

PROCEDURE:
PREAMBLE: Any act if it is performed in a systematic way brings the perfection.
This is possible only by means of training. Training related to job activities will
bring smooth running of the system, which ultimately result into quality
production.

TYPES OF TRAINING:
Training is divided into four types namely;
 Induction training
 Orientation training
 On job training
 Others (on going)

INDUCTION TRAINING:
Whenever any person joins in the company, first induction training will be given
by Personnel Department. As per the induction training HR will explain his

Page 25 of 59
position in the organization, the rules and the regulations of the company,
introduction to different departments and his responsibilities. Once induction
training is completed record the details as per the format given below (below the
orientation training)

ORIENTATION TRAINING:
This training deal with the job skills required or to be developed to perform the
activities related to different departments. This training shall be addressed by,
concerned head of the department. Whenever orientation training is completed
record the details as per the format

INDUCTION AND ORIENTATION TRAINING

INDUCTION TRAINING:
Name of the employee
Date of joining
Employee code
Date of induction training
Training given by
Review comments if any

ORIENTATION TRAINING:
Department
Skills required

Date of orientation training

Training given by (sign & date)

Page 26 of 59
ON-JOB-TRAINING:
It deals with the activities that are performed by different departments. On-job
training for the following departments chiefly constitutes, department heads are
responsible for conduct the training, evaluate and submit the training documents
to HR as per the schedule.
Stores : Receipt, handling and issue of materials
Production : Operating and cleaning procedures
QC : Calibrations, sampling and testing procedures
QA : Quality management systems
Maintenance : Maintenance procedures and calibrations
Safety : Fire fighting extinguishers

OTHERS:
• It covers the other training related to quality management system
requirements, good manufacturing practices, and system procedures.
• System procedures includes Document control, Numbering system,
Vendor evaluation, Training, SOP for SOP, Internal audit, Change control,
Market complaints, Product recalls, Deviations, OOS, BMR filling, etc.
Training of these system SOPs will be given by Head-QA.
• First aid and safety training like usage of PPE, Fire Fighting Drills and
Handling of Materials (MSDS) shall be trained by safety head or external
agency. Training on every procedure shall be given in the period of
approved date and effective date.
• Whenever any special training required other than the topics in the
training calendar, concern HODs shall prepare a training need as per the
format below and inform to HR for conducting the training.

TRAINING NEED IDENTIFICATION

DEPARTMENT:
S.NO Name of Designation Training Proposed NO of Type of
the topic date of hours training: on
employee training required the
job/others

Page 27 of 59
 • Periodical performance review shall be conducted by respective HODs by
monthly or quarterly if applicable.
• Whenever new employees joined in the organization, concern department
shall conduct the training on department procedures and systems.

TRAINING SCHEDULE /MATRIX:

A detailed training schedule/matrix or training calendar shall be prepared for the
current year covering all the departments, either can be prepared department
wise or can be prepared for the current year covering all the departments
stating the following
 Department wise employee name with designation
 Training topic
 Proposed month and date
 Faculty
 Remarks

Training shall be conducted as per the schedule or +/- 7 days. If any delay is
there in the proposed date of training, other than period mentioned, clearly state
the reasons for delay in the remarks column. Training calendar shall be prepared
as per the format below.

TRAINING CALENDAR
Training Planned Apr May Jun Jul Au Se Oc No De Ja Fe Ma Remar
calendar month 09 09 e y g p t v c n b r ks
for the 09 09 09 09 09 09 09 10 10 10
year
2009-
2010
Employe designati Traini
e name on ng
topic
Facult
y

Page 28 of 59
TRAINING NEEDS IDENTIFICATION:
HR will intimate the training topic and date to all departments as per the training
calendar through circular or mail, each department head or designee shall
prepare the training need i.e. , to whom this particular training is required to
training need identification and format and submit same to HR, HR will call the
identified personal only.
INDIVIDUAL TRAINING LOG:
Individual training logs shall be maintained for each employee covering all the
training that he/she attended. All the particulars shall be filled in the format
provided for individual training log as below.

INDIVIDUAL TRAINING LOG

Name of the employee: Employee No:

Designation: Department:
Date Description of the Name of the Remarks
training trainer

TRAINING ATTENDENCE SHEET:

Whenever training conducted take the signature of the trainees in training
attendance sheets per the format below.

TRAINING ATTENDENCE SHEET

Date of training: Type: On-job/ others
Topic:
Name of the trainer:
Venue:
S.No Name of the Designation Signature Remarks
trainee

Page 29 of 59
Remarks if any:
Signature
of the trainer
Date:
EVALUATION OF TRAINING:
Training that are given have to be evaluated. Evaluation can be conducting
through tests or demonstration by the trainer.

TEST:
Personnel who have undergone training will be evaluated by conducting the test
that how much they have understood the systems or procedures. The test can
be conducted by either multiple choices way or by yes or no method as per the
format below.

TRAINING EVALUATION
Date:
Topic: ---------------------------------------------------------------
Name of the examinee: ------------------------------------------
Designation: ------------------------ Department: ------------------------------------
Max. Marks: Marks Obtained:

(Please put √ mark if the statement is correct or put × mark if the statement is
not correct in the boxes provided and please select correct option from a, b, c
and d multiple choice for the question and mention the choice in the box
provided)

S.No Question Yes

No
1.
2.
3.
4.
5.
a) b)

Page 30 of 59
c) d)
6.
a) b)
c) d)
Note: if the remarks are below 60% person disqualifies and needs retraining.
Remarks:
Signature of the
examiner
Designation:
Date:
DEMONSTRATION TEST:
Some evaluations need demonstration rather than simply testing in objective
way. Some manufacturing operations and dress change procedures need
demonstration, which exhibits the quantum of understanding of the procedure. A
checklist is to be prepared in advance providing boxes for √ or ×, keeping all the
steps in sequence and then demonstration has to be taken. Basing on the person
following the operation in sequence put √ or × marks in the boxes that are
provided in the checklist.

Page 31 of 59
 RESEARCH METHODOLOGY

There are two main categories under which various sampling methods can be
put. These two categories are: (1) Probability sampling; and (2) non-probability
sampling.

PROBABILITY SAMPLING:
A probability sample is also called random sample. It is chosen in such a way
that each member of the universe has a known chance of being selected.

NON-PROBABILITY SAMPLING:
In non-probability sampling, the chance of any particular unit in the population
being selected is unknown.

For the study of drawbacks in training procedure followed at Anu’s Laboratories,

probability sampling methods has been adopted or chosen. The sample size is
50.
The method used for collecting the data was Questionnaire and observation.

QUESTIONNAIRE:
The communication method, in effect, is the method of designing questionnaires
with a view to collect the requisite information. The questionnaire can be
classified into four main types. They are:

STRUCTURED STRUCTURED
NON-DISGUISED DISGUISED

TYPES

NON-STRUCTURED NON-STRUCTURED
NON-DISGUISED DISGUISED

Types of questions used were:

Open ended questions

Page 32 of 59
OBSERVATION:
Observation is one of the methods of collecting data. It is used to get both past
and current information. Observation technique enables a researcher to record
behavior as it occurs and it can be used regardless of whether the respondent is
willing to report or not.
And the tools used for analysis were percentage methods, charts and graphs.

We can say that two types of data are available to a researcher. These are:
1. PRIMARY DATA :
It refers to the data collected specifically for the purpose of research problem.
It is the first hand information collected by the research firm or by an external
agent with the objectives of solving a research problem. Methods of primary
data are survey, personal interview, telephone and mail survey etc.
2. SECONDARY DATA :
It refers to the existing data that had been collected with an objective other
than the research purpose in question. Secondary data can be classified into
internal secondary data and external secondary data. Sources of secondary
data are database marketing, published external data, libraries etc.

Page 33 of 59
 DATA ANALYSIS AND INTERPRETATION

QUESTIONNAIRE:
For the study of the procedure of training procedure at Anu’s
Laboratories
1. Have you undergone any training program in the initial stages (when you
joined the company ) ?
A) YES
B) NO

YES NO

95% 5%

YES
NO

INTERPRETATION:
• From the above graph we can analyze that majority employees
have under gone training.
• And 5% of employees did not go through the process.

2. What is the purpose of training in an organization?

A) To increase productivity and quality of work
B) It helps to improve personal skills
C) To improve organizational climate

A B C

66% 24% 10%

Page 34 of 59
 70

60

50

40
Series1
30

20

10

0
A B C

INTERPRETATION:
• From the above graph we can observe that 66% of the people agreed
that the purpose of training is to increase productivity and quality of
work.
• 24% says training helps to improve personal skills.
• 10% says to improve organizational climate.

3. Stipulated time for training depends upon what?

A) Job requirement
B) Ability to learn
C) Rules of the organization.

JOB ABILITY RULES

45% 10% 45%

Page 35 of 59
INTERPRETATION:
From the above, it can be observed that
• 45% of the trainees felt that stipulate time for training depends upon job
requirement.
• 10% felt that the ability.
• 45% felt as rules.

4. As an employee, will you take active part in training programs?

A) To Greater extent
B) To some extent
C) Not interested
A. to Greater extent B .To some extent C. Not Interested
5% 38% 57%

60

50

40

30 Series1

20

10

0
A B C

INTERPRETATION:
• From the above it can be observed that 5% of them are of the view
that they will take most active part in training programs.
• 38% of them are of a view that they will take active part.

Page 36 of 59
 • 57% of them say they are not interested to take part.

5. Major factors that influence you to participate in training program?

A) Job promotion & Career growth
B) Personal interest
C) Incentives after training program

A B C
80% 18% 2%

A
B
C

A B C D

40% 25% 20% 15%

INTERPRETATION:
• From the above graph we can analyze that 80% of employees are
participating in training program for job promotion and career growth.
• 18% for personal interest. 2% for incentives.

6. What is the relationship between trainer and trainee in the Organization?

A) Good C) BEST
B)BETTER D) NOT REQUIRED

Page 37 of 59
 A
B
C
D

INTERPRETATION:
• From the above, it is observed that 40% of employees says that there
must be a good relationship between trainer and trainee.
• 25% of employees opted for better relationship.
• 20% opted for best relationship.
• 15% of the employees say that there is no need for any relationship
between trainer and trainee.
7. During the training program, which type of environment you prefer?
A) Professional
B) Friendly
C) A combination of both

A B C

15% 65% 20%

A
B
C

INTERPRETATION:
• From the graph, we can analyze that 15% of them wants to have
professional type of environment.
• 65% of them want to have friendly environment.

Page 38 of 59
 • 20% of them opt for both options.

8. Which Timeframe you prefer for training program?

A) During work hours
B) After working hours
C) During holidays

A B C

55% 35% 10 %

60%
50%
40%
30%
20%
10%
0%
A B C

Series1

INTERPRETATION:
• From the above graph we can analyze that 55% of employees like to have
training program during work hours.
• 35% of them opted for after working hours.
• 10% of employees says that training should be given during holidays

9. Are you satisfied with the training and development program provided by
your organization?
A) Yes
B) No

A B

65% 35%

Page 39 of 59
 80%

60%

40% Series1

20%
0%
A B

INTERPRETATION:
• From the respondents it is inferred that 65% of them are satisfied
with training and development program.
• And 35% of them are not satisfied with those programs.

10. Do you think training is necessary for employees?

A) Yes
B) Sometimes
C) No
A B C
75% 20% 5%

A
B
C

INTERPRETATION:
• From the above it can be observed that 75% of employees agreed that
training is necessary.
• 20% of them say that training is sometimes necessary.
• 5% of them say that training is not necessary.

11. Does the training program really help you to improve your performance?
A) To great extent

Page 40 of 59
 B) To some extent
C) Can’t say

A B C

40% 35% 25%

A
B
C

INTERPRETATION:
From the above graph we can analyze that 40% of respondents feel that
training really helps to improve performance.
• 35% of them say that training helps to some extent.
• 25% of them say they can’t say.

12. Is your trainer accessible even during off training hours?

A) Yes
B) No
C) Sometimes

A B C

50% 15% 35 %

Page 41 of 59
 A
B
C

INTERPRETATION:
• 50% of trainees say that their trainers are accessible even during off
training hours.
• 15% of them say they are not accessible.
• 35% of them say sometimes they are accessible.

13. How many working hours of training is given to you per month?
A) 0 to 5
B) 0 to 10
C) 10 to 20
D) 20 and above

A B C D

20% 15% 35% 30%

INTERPRETATION:
• From the above table we can analyze that 20% of employees opt for 0 to
5 hours of training is necessary.
• 15% of them say they want 10 hours of working.
• 35% of them say they want more than 10 hours of training.
• 30% of them opt for 20 and above.

15. Do you need any change?

A) Yes
B) No
C) Can’t say

Page 42 of 59
 A B C

40% 35% 25%

A
B
C

INTERPRETATION:
• 40% of employees say that they need change.
• 35% of them say that they don’t need any change.
• 25% of them say they can’t say.

16. Methods of training with which you are satisfied?

A) On -the-job Training
B) Off-the-job Training
C) Both of them

A B C

55% 15% 30%

Page 43 of 59
 60%

50%

40%

30%
Series1
20%

10%

0%
A B C

INTERPRETATION:
• From the above graph we can observe that 55% of employees are
satisfied with on-the-job training
• 15% of them are satisfied with off-the-job training
• 30% of them are satisfied with both the methods

17. Most widely used method for training and development in your
Organization ?
A) Role playing
B) Lecture method
C) Coaching and mentoring

A B C

40% 30% 30%

30%
40% A
B
C

30%

INTERPRETATION:
• From this pie chart we can analyze that 40% of them agreed that the most
widely used method is role play

Page 44 of 59
 • 30% of them says lecture method
• 30% of them says coaching and mentoring

18. Employee development activities attempt by education to increase one’s

A) Ability to understand
B) To interpret knowledge
C) Both of them

A B C

10% 10% 80%

10%
10%
A
B
C
80%

INTERPRETATION:
• From the above we can analyze that 10% of them says that employee
development activities attempt by education to increase one’s ability to
understand.
• 10% says to interpret knowledge
• 80% of them says both A & B
FINDINGS OF THE QUESTIONNAIRE:
 It was found that most of the respondents opinioned that training plays a
long term strategy roll either indirectly or directly in achieving
organizations current objectives.
 Most of the respondents opinioned that the training develops the morale
of the employees.
 On-the-job training methods are highly influential according to the view of
respondents.
 It was found that most of the employees are undergoing training in
technical skills.
 Majority of the respondents had improved their performance after the
training.

Page 45 of 59
  Most of the employees feel that minor changes need to be made to the
existing training process.
 Most of the employees feel that ANU’s Laboratories meets the
requirements of clients to a large extent.
 It was found that most of the respondents felt that employee involvement
in training programs in an important factor for the success of training.
 Majority of the respondents opinioned that the purpose of training in an
organization is to increase productivity and quality of work.
 It was found that majority of the employees are not interested to take
active part in training programs.
 Majority of the employees wants to have friendly environment during the
training programs.

SUGGESSTIONS:
 Training programs should be framed in such a way that practical and live
projects are also a part of the course content because most of the
employees are not interested in the training program conducted in the
organization.
 Trainers for the program must be hired from both internal and external
sources.
 To maintain good relationship between trainer and trainee it is necessary
to have good interactive sessions in the organization.
 It is necessary for the management to explain the basic need for training.
 Innovative methods of training should be implemented to have a change
in the organization.
 To get full participation from the employees make the training sessions
more interactive and enthusiastic.
 Need to develop harmonious relations among the workers; build healthy
relations between management and employees.
 It is recommended that the management of Anu’s laboratories should give
top priority to the areas of management such as training and
development, man power utilization.
 Management should judge the deficiencies of the employees and provide
training in those areas.

Page 46 of 59
  Feedback forms must be collected from every trainee who has undergone
training.
 During the training program it is recommended to have a combination of
strictly professional and friendly environment in the organization.

TRAINING SCHEDULE FOR NEW EMPLOYEES IN ANU’S LABORATORIES:

The main objective of this training schedule is to prepare the training schedule
for the new employees who have been recruited for different departments in the
organization on 15-05-09. 25 employees have been recruited and training is
conducted. In which 22 employees have undergone training in their respective
departments and 3 of them are security related employees.

• Training schedule has been designed so that the training program

conducted at the organization is successful.
• It is designed such that every employee gets an idea what the
organization is and roles of individuals in the organization.
• The detailed training schedule has been prepared and feedback has been
taken.

TRAINING SCHEDULE:

DATE PROGRAM INCHARGE

25-05-09 Induction program RAGHAVAIH(H.R)

Introduction to orientation
26/05/09 RAGHAVAIH(H.R)
program
Recognizing the job skills
required for the particular
27/05/09 RAGHAVAIH(H.R)
job for different
departments
Assigning the members to
28/05/09 their particular RAGHAVAIH(H.R)
departments for the work
The head of the
29/05/09 department assigning
work to the employees
5 employees under h.r KIRAN(Jr.H.R)

10 employees in finance
SATYANARAYANA
department

Page 47 of 59
 5 employees in
E.BHASKAR RAO
operations department
3 employees in
maintenance department
FEED-BACK FORM FOR THE EMPLOYEES AFTER THE TRAINING:

1) Is the training program efficient and benefitted?

A) Yes B) No

A B

90% 10%

INTERPRETATION:
90% of employees felt that training program is efficient and they have been
benefitted from it and remaining 10% are not satisfied.

2) Is the training program include practical learning?

A) Yes B) No

A B
90% 10%

Page 48 of 59
INTERPRETATION:
From the training program conducted in the organization out of 22 employees
90% employees thought that it includes practical knowledge.

3) Is the training program interactive?

A) Yes
B) No

A B

86% 14%

INTERPRETATION:
From the training program conducted out of whole 86% employees felt that
training program was interactive and remaining 14% felt that the program was
not interactive.

4) Is the objective of training program succeeded?

Page 49 of 59
 A) Yes
B) No
A B

86% 14%

INTERPRETATION:
As it is important for a training program to succeed in achieving the objective,
out of 22 employees 86% of them felt that the objective of training program is
achieved and 14% felt that the objective was not achieved.

5) As an employee does the trainee have given importance to your

recommendations?
A) To greater extent
B) To some extent
C) Not at all
A B C

22% 54% 25%

Page 50 of 59
INTERPRETATION:
Out of the training program conducted 22% of the employees felt that the
trainee has taken greater extent of their recommendations, 54% to some extent
and 24% not at all accepted the recommendations.

FINDINGS:

• It was found that 90% of the employees have been benefitted from the
training program and they think that practical knowledge has been
implemented.
• It was found that 86% of the employees thought that training program is
interactive and the objective of the training program has been achieved.

SUGGESTIONS:
• The organization would be benefitted if the recommendations of the
employee have been taken into consideration. If recommendations are
taken the employees will be motivated and the work is done properly such
that the targets are achieved.
• Training program should be interactive and interesting such that the
employees are benefitted from the training program so that the
employees get good impression on the organization and by this the
organization’s brand value is increases.

COMPETENCY MATRIX:
• Competency matrix which describes required skills, education
qualification, relevant experience and other special activities if any for a
particular position for the organization.
• I designed a competency matrix for the new organization which is being
established in Kurnool.
• For this I collected information by interviewing the GM, HEAD OF THE
DEPARTMENTS, EMPLOYEES of different organizations ( Anu’s Laboratories
Ltd, Pavani cellulose
• From all the information collected I prepared competency matrix such that
recruitment program will be done in the new organization.

Page 51 of 59
Page 52 of 59
 COMPETENCY MATRIX

Education
S.N Designati Experien Skills Trainin Remar
Qualificatio
o on ce Required gs ks
ns

Leadership,
Vision,
Graduate/
Min 3 Managerial,
1. MD Post
years quick
Graduate
Decision
Making
Leadership &
Graduate/ Managerial,
Min 3
2. GM Post quick
years
Graduate Decision
Making

Leadership &
Graduate/ Managerial,
Min 3
3. HOD Post quick
years
Graduate Decision
Making

Good
SSC/ Inter/
Supervision,
Officer/ Graduate/ Min 3
4. able to guide
Executive Post years
sub-
Graduate
ordinates
Good
SSC/ Inter/
Supervision,
Graduate/ Min 3
5. Supervisor able to guide
Post years
sub-
Graduate
ordinates
Able to
SSC/ Inter/
follow
Technician Graduate/
6. NA instructions
/ Chemist Post
given by
Graduate
supervision

Page 53 of 59
 Able to
follow
Literate/
instructions
7. Work Men Primary NA
given by
Education
Technicians/
chemists
Able to Min.
understand 2days
Quality ISO
Graduate/
Internal Min 3 managemen training
8. Post
Auditors years t system& program
Graduate
check the s should
documents be
as per QM attend

Page 54 of 59
 CONCLUSION

 Training should be a continuous program.

 The training programs should impart knowledge and developing skills in
the employees.
 The frequency of training program should be once in a year and also when
need arises.
 On-The-Job training should be given.
 The training programs should be designed in such a way that it meets the
training objectives.
 Employees should be trained before introducing any new concept at the
organization.
 Employees should be trained effectively and the training should be
continuous to achieve a knowledge worker in true sense.
 Employees feel a sense of secured in the organization.
 Additionally more emphasis could be laid on the relationship between the
company and the employees with regard to career.
 Manpower is the backbone for Anu‘s labs.
 Computer awareness training programs should be conducted.

It is hereby concluded that the “TRAINING AND DEVELOPMENT” followed at

ANU’s LABS are properly implemented. Training and development methods are
well structured according to company’s requirement.

Page 55 of 59
 BIBLIOGRAPHY

BOOKS:
 Human Resource and personnel Management ...…………K.ASWATHAPPA
 Human Resource Management ……….VSP RAO
 Marketing research ……..DR.D.D.Sharma
 Indian journal of Training and Development
 Prospectus of ANU labs
 Human Resource Management ………BOHLANDER

WEBSITES:
 www.hr.com
 www.wikipedia.com
 www.Anuslabs.com

Page 56 of 59
APPENDIX
Questionnaire:
1. Have you undergone any training program in the initial stages (when you
joined the company)? ( )
A) YES
B) NO
2. Basic need for training is ( )
A) To increase productivity and quality of work
B) It helps to improve personal skills
C) To improve organizational climate
3. Stipulated time for training depends upon what? ( )
A) Job
B) Ability
C) Rules
4. As an employee will you take active part in training program? ( )
A) To some extent
B) To great extent
C) Not interested
5. Major factors influencing you to participate in training program? ( )
A) Job promotion/Career growth
B) Personal interest
C) Incentives after training program

6. What is the relationship between trainer and trainee in the Organization? (

)
A) Good
B) Better
C) Best
D) Not required
7. During the training program ----the environment you prefer? ( )
A) Strictly professional
B) Friendly
C) A combination of both
8. Time you prefer for training program? ( )
A) During work hours

Page 57 of 59
 B) After working hours
C) During holidays
9. Are you satisfied with the training and development programs provided by
your organization? ( )
A) Yes
B) No
10. Do you think training is necessary for employees? ( )
A) Yes
B) Sometimes
C) No
11. Does the training program really help you to improve your Performance? (
)
A) To great extent
B) To some extent
C) Can’t say
12. Is your trainer accessible even during off training hours ? ( )
A) Yes
B) No
C) Sometimes
13. How many working hours of training is given to you daily? ( )
A) 0 to 5
B) 0 to 3
C) 5 to 8
D) 8 and above
14. How do you rate your trainer on a scale of 1 to 5, 5 being the highest
/excellent? ( )
A) Satisfactory
B) Good
c) Very good
D) Excellent
15. Do you need any change? ( )
A) Yes
B) No
C) Can’t say
16. Methods of training with which you are satisfied? ( )
A) On -the-job Training

Page 58 of 59
 B) Off-the-job Training
C) Both of them
17. Most widely used method for training and development in organization?
( )
A) Role playing
B) Lecture method
C) Coaching and mentoring

18. Employee development activities attempt by education –to increase one’s (

)
A) Ability to understand
B) To interpret knowledge
C) Both of them

ORGANIZATIONAL CHART

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