TRAINING AND DEVELOPMENT AT

DABUR, SAHIBABAD, GHAZIABAD

SUBMITTED
IN PARTIAL FULFILLMENT FOR THE
MASTER OF BUSINESS ADMINISTRATI0N
MADAN MOHAN MALAVIYA UNIVERSITY OF TECHNOLOGY,
GORAKHPUR,(U.P.)

UNDER THE

GUIDANCE OF

Mr. PAWAN PUNIA

MANAGER (HR)

BY- AMRITA SINGH

SUBMITTED TOROLL NO.- 130620006
Mr. SANJAY SINGH
BATCH 2013-2015
3RD SEMESTER

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CERTIFICATE
DABUR INDIA LIMITED

TO WHOM IT MAY CONCERN

It is certify that Ms. Amrita Singh student of MBA from Madan
Mohan Malaviya University of Technology (MMMUT),
Gorakhpur has completed her summer training. She has carried out
a training project on Training and Development from 26th May
to 7th July 2014.
She has also submitted report of this effect.
We wish all the best for her future assignments.

Mr.Pawan Punia
(HR-Manager)

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BONAFIDE CERTIFICATE
This is to certify that Amrita Singh student of MADAN MOHAN MALAVIYA
UNIVERSITY OF TECHNOLOGY, Gorakhpur has completed her field work report
at Dabur India Limited, Ghaziabad on the topic of Training and Development
and has submitted the field work report in partial fulfillment of MASTER OF
BUSINESS ADMINISTRATION of the GAUTAM BUDDH TECHNICAL
UNIVERSITY for the academic year 2013-2015.
She has worked under our guidance and direction. The said report is based on
bonafide information.

Mr. Sanjay Singh

Project guide

Maj. G.S Tripathi

Coordinator

Place:
Date:

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MADAN MOHAN MALVIYA UNIVERSITY OF TECNOLOGY

GORAKHPUR

DECLARATION

I hereby declare that the project titled Training and Development is a

piece of
research work carried out by me under the guidance and supervision of
Mr.Sanjay Singh. The information has been collected from genuine &
authentic sources. The work has been submitted in partial fulfillment of
MASTER OF BUSSINESS ADMINISTRATION of GAUTAM BUDDHA
TECHNICAL UNIVERSITY from Madan Mohan Malaviya University Of
Technology.

Place:

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PREFACE
Vocational Training is a part and partial of any Management course.
Keeping in view the learning and understanding of practical and implementation
aspects, students of Management course are supposed to undergo 6 weeks
training in our organization.

I am fortunate enough to get the opportunity to undergo vocational training

in one of the esteemed organization of India i.e. Dabur India limited, Sahibabad,
Ghaziabad. I was associated with HR Department, Dabur India Limited,Sahibabad
, Ghaziabad during complete training period.

I have taken utmost care to make this report precise and

solution

oriented. I hope that the study conducted will be beneficial to the Dabur India
Limited, Ghaziabad.

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ACKNOWLEDGEMENT

Acknowledgement is an art, one can write glib stanzas without meaning a word,
on the otherhand one can make a simple expression of gratitude.
Before getting to brass tacks of things. I would like to add a heartfelt word for the
people who have helped me in bringing out the creativeness of this project.
To commence with things I would like to take this opportunity to gratefully and
humbly thanks to Mr. Pawan Punia , ( HR manager) Project guide, Dabur India
Limited , Sahibabad, Ghaziabad,for being appreciative enough by giving me an
opportunity to undertake this project.
Respected guide Mr. Sanjay Singh , Faculty, Madan Mohan Malaviya
University of Technology , Gorakhpur, for his undeterred guidance for the
completion of the report.
My parents need special mentions here for their constant support and love
in my life. I also thank my friends and well wishers , who have provided their
whole hearted support to me in this exercise. I believe that this endeavour
has prepared me for taking up new challenging opportunities in future.

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INDEX
Certificate

02

Bonafide certificate

..

03

Declaration

...........................................................

04

Preface

05

Acknowledgement

06

..

09

Chapter 1
Introduction to Topic

Chapter 2
Introduction to Company

28

Chapter 3
Research Methodology

35

Chapter 4
Data analysis and Interpretation ..

39

Chapter 5
Findings

..

58

60

Suggestions And Recommendations .

61

Appendix

62

Bibliography

65

Chapter 6
Conclusion

Chapter 7

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CHAPTER- 1

INTRODUCTION TO TOPIC

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1.1 HUMAN RESOURCE MANAGEMENT

Human resource management, (HRM), a relatively new term, that emerged during the
1930s. Many people used to refer it before by its traditional titles, such as personnel
administration or personnel management. But now, the trend is changing. It is now termed
as human resource management (HRM).
Human resource management encompasses those activities designed to provide for
and co-ordinate the human resources of an organization. The human resources of an
organization represent its largest investment. In fact, government report shows that
approximately 73% of national income is used to compensate employees. In addition to
wages and salaries, organizations often make other sizeable investment in their human
resources.
Organizations are made up of functions through people. Without people organization
cant exist. The resources of men, material, money and organization or machinery are
collected, co-ordinate and utilized through people. These resources by themselves cant
fulfill the object of an organization. They need to be united into a team. It is through the
complaint efforts of the people that material and monetary resources are attainment of a
goal.
HRM may be defined as a set of policies, practices and programmes designed to
maximize both personnel and organizational goal. It is the process of binding people and
organization together. So the objectives of each are achieved.
According to Flippo HRM is the planning, organizing, staffing, directing and
controlling of the procurement, development, compensation, integration, maintenance and
separation of human resource them and that individual organizational and social objectives
are accomplished.
According to national institute of personnel management of India, HRM is that part
of management concerned with people at work and with their relationship within the

organization. It seeks to bring together men and women who makeup an enterprise,
enabling each to make his own best contribution to it success both as an individual and as a
member of a working group.

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1.2 TRAINING
Training means to impart information and skills through instructions. It is the
method of increasing the knowledge, skills and aptitudes of an employee for performing a
particular job. Its purpose is to enable them to do their jobs better. Training makes newly
appointed worker fully productive with minimum time. A capable and competent person
cannot do the best on his job unless he is systematically trained. Training is necessary for
new as well as existing employees.
Training is concerned with imparting and developing specific skills for a particular
purpose.
Flippo has defined training as the act of increasing the skills of an employee for
doing a particular job. Thus training is a process of learning a sequence of programmed
behavior. This behavior being programmed is relevant to a specific phenomenon that is a
job.
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.
Training may be defined as a planned programmer designed to improve performance
and to bring about measurable changes in knowledge, skills, attitude and social behavior of
employees for doing a particular job.
According to J.P.Campbell, 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.

1.2.1 NEED OF TRAINING

Training is beneficial not only to the employers but also to the employees. The
success or failure of an organization largely depends on the efficiency of the personnel in
an organization.. It reduces wastages and there by contributes to profitability of the
enterprise. The significance of training is as follows;

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1. Quick learning:

Training helps to reduce the learning time necessary to attain

an acceptable level of performance. The employees need not learn by observing
others or through a train and error method if formal training programmers exist in

the organization. The qualified instructions will help the new employees to acquire
the skills and knowledge to do a particular job within a short span of time.

2. Higher productivity:

Enhance skills and competencies acquired through

training usually helps in increasing both quantity and quality of the output. Training
is also of great help to the existing employees. If helps them to increase their levels
of performance on their present job assignments

3. Less supervision:

If the employees are given adequate training the need for

supervision is minimum. Training does not eliminate the need for supervision, but it
reduces the need for detailed and constant supervision. A well trained employee is
self reliant in his work because he knows what to do and how to do with reduced
supervision, a manager can increase his span of management.

4. High morale:

The morale of the employee increases when they are given

proper training. Morale is a mental condition of an individual or group, which
determines their willingness to co-operate. A common objective of any training
programmers is to mould employees attitude to achieve support for organizational
activity and to obtain better co-operation and greater loyalty.

5. Better management:

A manager can make use of training to manage in a

better way. Training the employees can assist him in his managerial functions. For
instance, maintaining higher standards of quality building a satisfactory
organizational structure delegating authority and stimulating employees are all made
possible through an effective training plan.

6. Economical operations:

Training personnel will be able to make better

and economical use of materials and equipments their by reducing wastage. In
addition, the rate of accidents and damage to the machinery and equipment will be
minimum. These factors will minimize the cost of production.

7. Benefits to employees themselves:

As employees acquire more knowledge

from training, this increases their market value and earning power. By securing such
skills, they enhance their value to the employer and at the same time ensure job
security for themselves. Training helps in securing promotions and career growth.

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1.2.2 ADVANTAGES OF A TRAINING PROGRAM

A systematic training program offers the following advantages to a company1. It helps in improving the quality and quantity of a workers output.
2. It enables the worker to make the most economical and best use materials and
equipments. This reduces spoiled work and damage to machinery.
3. It develops in the worker effective work habits and methods of work, their by
reducing the accident rate and the need for close supervision.
4. It gives a sense of satisfaction to the worker and makes him feel the he is being
properly cared for. As a result workers morale and his relations with superiors
improve.
5. It instructs the worker towards better job adjustments and reduces the rate of
labor turnover and absenteeism.
6. It helps the bright but dronish employees to formulate his goals.
7. It facilitates promotion of workers to higher jobs and increases their market
value and earning power.
8. It makes the worker committed and loyal to organization by educating him
about the culture philosophy and policies of the organization.

1.2.3 TYPES OF TRAINING PROGRAMMES

All training programmes can be of any one of the following types:

1. Induction or orientation training: It is a training program used to induct a new

employee into the new social setting of his work. The new employee is introduced to his
job situation, and to his co-employees. He is also informed about the rules working
conditions, privileges and activities of the company what the company does how it serves
the community and other particulars pertaining to the company.It also promotes good
morale in the organization.

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2. Job training:

The object of job training is to increase the knowledge of workers

about their jobs with which they are concerned, so that their efficiency and skill of
performance are improved. In job training workers are enabled to learn correct methods of
handling machines and equipment avoiding accidents removing bottlenecks minimizing
waste etc.

3. Promotional training Many concerns follow a policy of filling some of the vacancies
at higher levels by promoting existing employees. This policy increases the morale of
workers. They try to put up maximum efficiency so that they may be considered for
promotion. When the existing employees are promoted to superior positions in the
organization they are required to shoulder new responsibilities.

4. Refresher training: At the time of initial appointment employment are formally

trained for their jobs. But with the passage of time they may forget some of the methods
which were taught to them or they may have become outdated because technological
development and improved techniques of management and production. Hence, refresher
training is arranged for existing employees in order to provide them an opportunity to
revive and also to improve their knowledge.

5. Corrective training: When an employee violates company rules or policies, such as

by being absent often or by smoking in a No smoking area the manager needs to find a
way to deal with the problem. Sometimes he thinks that the solution to the problem is
discipline but the trouble with the word discipline is that it implies punishment. His aim
should be not to get even with the employee but rather to reform the employee.

1.2.4 TRAINING METHODS FOR MANAGERS

Executive talent is the most important asset which a company can posses. Although it
does not appear on the companys balance sheet but it produces more important effects on
the companys progress its profit and the price of its stock than any other asset in its
possession... Some other training methods aim at increasing the problem solving skills of
managers. Still others aim at changing their attitudes.

1.Observation assignment:

Under this method the newly excited executive called

understudy is made an assistant to the current job holder. He learns by experience
observation and imitation. If decisions are discussed with him he is informed on the

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policies and theories involved. Moreover the methods tend to perpetuator mistakes and
other deficiencies characteristic of existing managerial practice.

2.Position rotation:

Under this method the trainee executive is rotated among

different managerial jobs. This not only broadens and riches his experience as a manger but
also enables him to understand interdepartmental relations and need for coordination and
cooperation among various departments.

3.Serving on committees:

Another important method of training an executive is to

make him serve on a committee. While serving on a committee the executive comes to
learn not only the various organizational problems and views of several senior and
experienced members but also learns how a manager should adjust himself to the overall
needs of the enterprise.

4.Assignment of special projects:

Sometimes as a method of training some special

project is assigned to a trainee executive. For example he may be asked to develop a
system of cost allocation in the production of certain goods for which an order has been
received by the company. While working on such projects the trainee not only acquires
knowledge about them but also learns how to work with and relate to other people holding
different views.

5.Conferences and seminars:

Often an executive is deputed to attend a conference

seminar or workshop to receive a quick orientation in various areas of management with
which he might be unfamiliar. On advantage of this type of training is that all the
participants coming from different organizations got an opportunity to pool their ideas and
experience in attempting to solve mutual problems. This attitude is one of joint exploration.

6.Case study:

A good case is the vehicle by which a chunk of reality is brought into the
classroom to be discussed over by the class and the instructor. Disunion on a case requires
a capable instructor who can evoke and guide intelligent discussion and analysis so that
meaningful learning experiences cues. There is no right answer or simple explanation in
the comprehensive case

7.Role playing: In this method the instructor assigns parts taken from case materials to
group members. The situation is usually one involving conflict between people. The role
players attempt to act parts as they would behave in a real life situation working without a
script or memorized lines and improving as they play the parts. The development of
empathy and sensitivity is one of the primary objectives of role playing.
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1.2.5 METHODS OF TRAINING

There are number of training programmes available. Some of them are new methods,
while others are improvements over the traditional methods. The commonly used training
programmes are discussed below;

1.2.5.1 On-the-job

training method

This is the most commonly used method. Under this method the individual is placed on a
regular job and taught the skills necessary to perform that job. On-the- job training
methods includes the following-

a. Job Rotation:

This type of training involves the movement of the trainee from

one job to another. The trainee receives job knowledge and gains experience from
his supervisors in each of the different job assignments.

b. Job Instruction : Under this method which is also called training through step by
step the trainer explains to the trainee the way of doing the job, job knowledge, and
skills and allows him to do the job.

c.

Coaching: The trainee is placed under a particular supervisor who provides

feedback to the trainee on his performance and offers him some suggestions for
improvements.

1.2.5.2 Off-the-job

training methods:

Under this method, the trainee has no connection with the job and his attention is
focused upon learning the material related to his future job performance. The following are
the widely used methods-

a. Role Playing: This method of training involves action, doing and practice. The
participants plat the role of certain characters such as the production manager,
mechanical engineer and the like. This method helps in developing inter-personal
interactions and relations.

b. Vestibule Training:

This type of training is commonly used for training personnel

for clerical and semi-skilled jobs. The training method consists of stimulating the
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actual work conditions in a class room. The training period ranger from days to a few
weeks.

d. Lecture Method :

This method is the most effective method for giving to

trainees the basic information on specific subject. The instructor gives the
information in the form of a talk. This method is direct and reduces cost and time
involved in training.

e.

Discussion:

The advantage of discussion over the lecture method is that it

provides two way communications and hence feedback is provided. This method is
used to train the clerical, professional and supervisory personnel. The success of this
method, however, depends on the leadership qualities of the person who leads the
group.

f. Programmed Instruction: The subject matter is presented in a series of units

from simple to more complex levels of instruction. The trainee goes through these
units by answering the questions or filling the blank. This method is both expensive
and time consuming.

1.4 TRAINING VS DEVELOPMENT

Training often has been referred to as teaching specific skills and behavior.
Examples of training are learning to fire a rifle, to shoot foul shots in basketball and to
type. It is usually reserved for people who have to be brought up to performing level in
some specific skills. The skills are almost always behavioral as distinct from conceptual or
intellectual.
Development, in contrast, is considered to be more general than training and
more oriented to individual needs in addition to organizational needs and it is most often
aimed toward management people. There is more theory involved with such education and
hence less concern with specific behavior than is the case with training. Usually, the intent
of development is to provide knowledge and understanding that will enable people to carry
out non-technical organizational functions .

1.4.1
DISTINCTION
DEVELOPMENT
Learning
dimension

BETWEEN

Training

TRAINING

AND

Development

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Meant for

Operatives

Executives

Focus

Current job

Current and future jobs

Scope

Individual employee

Work group or organization

Goal

Fix current skill deficit

Prepare for future work demands

Initiated by

Management

The individual

Content

Specific job related information

General knowledge

Time-frame

Immediate

Long term

1.4.2 A CHECKLIST TO AVOID TRAINING PITFALLS

a) Attempting to teach too quickly: Trying to teach too quickly results in frustration.
It is not wise to push employees beyond their learning limits.
b) Trying to teach too much: There are limits to the amount that one can learn. It is
recommended to teach segments of the job in sequential fashion in order to develop
a greater appreciation and understanding of the whole job.
c) Viewing all trainees as the same: All employees are different. This must be
recognized when it comes to training. Since some workers learn faster or slower
than others, these differences must be accounted for in the training programme.
d) Providing a pat on the back: It is always a good idea to reinforce employees during
the learning process. Encouragement, praise, and reward are highly recommended.

1.7 PROCESS OF TRAINING

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1.7.1 Training Need Analysis (TNA)/ Training Need Identification

An analysis of training need is essential requirement to the design of effective
training. The purpose of training need analysis is to determine whether there is gap
between what is required for effective performance and present level of performance.

Training Need arises at three levels:

Organizational Level
Individual Level
Operational Level

Training Need

Organizational Level

Individual Level

Operational Level

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a) Organizational Level
Training need analysis at organizational level focuses on strategic
planning, business need and goals. It starts with the assessment of internal
environment of the organization such as procedures, structures, policies, strength
and weaknesses and external environment such as opportunities and threats. After
doing the SWOT analysis, weaknesses can be dealt with the training interventions,
while strengths can further be strengthened with continued training. Threats can be
reduced by identifying the areas where training is required.

b) Individual Level
Training need analysis at individual level focuses on each and every
individual in the organization. At this level, the organization checks whether an
employee is performing at desired level or the performance is below expectation. If the
difference between the expected performance and actual performance comes out to be
positive, then certainly there is a need of training. However, individual competence can
also be linked to individual need.

c) Operational Level- Training need analysis at operational level focuses on the

work that is being assigned to the employees. The job analyst gathers the
information on whether the job is clearly understood by an employee or not. He
gathers this information through technical interview, observation, psychological test,
questionnaires asking the closed ended as well as open ended questions, etc.

1.7.1BENEFITS OF NEED ASSESSMENT

Training programmes are designed to achieve specific goals that meet felt needs.
There are many benefits of need assessment.
a. Trainers may be informed about the broader need of the trainees.
b. Trainers are able to pitch their course inputs closer to the specific needs of the
trainees.
c. Assessment makes training department more accountable and more clearly
linked to other human resource activities, which make the training program
easier to sell to line managers.

1.7.2 Training Design-

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The design of the training program can be undertaken only when a clear training
objective have been produced. The training objective clears what goal has to be achieved at
the end of the training program i.e., what the trainees are expected to be able to do at the
end of their training. Training objectives assist trainers to design the training program.
a) The Trainer- Before starting a training program, a trainer analyzes his technical,

interpersonal, judgement skills in order to deliver quality content to trainers.

b) The Trainees:

A good training design requires close scrutiny of the trainees and

their profile. Age, experience, needs and expectations of the trainees are some of
the important factors that affect training design.

c) Cost of Training-

It is one of the important considerations in designing a

training programme. A training programme involves cost of different types. These
may be in the form of direct expenses incurred in the training, cost of training
material to be provided etc.

D) 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 goes unfavorable, everything
goes wrong.
E) 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.
F) Training Topics- After formulating a strategy, trainer decides upon the content to
delivered. Trainers break the content into headings, topics and modules.
These topics and modules are then classified into information,
skills,knowledge and attitudes.
G) Trainees Learning StyleThe 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.
H) Sequence the Contents: Contents are then classified in the following manner;
From simple to complex
Topics are arranged in terms of their relative importance
From known to unknown
From specific to general
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 Dependent relationship
I) 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.
J) 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. This method selection depends on the following factors

Trainees background
Time allocated
Style preference of trainer
Level of competency of trainer
Availability of facilities and resources, etc

K) Constraints- The various constraints that lay in the trainers mind are;

Accommodations, facilities and their availabilities

Furnishing and equipments
Budget
Design of the training, etc
Organizational
resources, practices,
priorities, etc

Trainer

Training
climate

Trainee

Trainees learning style

Trainers skills

M
O
N
I
T
O
R
&

Training
objective

Terminal
objectives

Enabling
Lesson
objectives
objectives

Training
strategies

Training topics

Training
tactics

Support
facilities

Program
design

On/Off the job

Breakup
program
contents into
Determining
learning
subtopics
or
modules
Sequence
Constraints
the
contents
outcomes
for
each topic

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C
O
N
T
R
O
L

Categorize contents into

information, knowledge, skills &
attitudes

1.7.3 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 the whole training program. Even the best training
program will fail due to one wrong action. Training implementation can be seggregated
into:
Practical administrative arrangements
Carrying out of the training
Once the staff, course, content, equipment, topics are ready, the training is
implemented. Completing training design does not mean that the work is done because
implementation phase requires continual adjusting, redesigning and refining. Therefore
following are the factors that are kept in mind while implementing training program;
The Trainer:
The trainers need to be prepared mentally before the delivery of the
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 and is flexible in his approach.
Physical set-up:
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Good physical set-up is pre-requisite for effective and successful training

program because it makes the first impression participants. Classrooms should not
be very small or big but as nearly square as possible. This will bring people
together both physically and psychologically.
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 etc.
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:
Schedule
Setting group norms
Housekeeping arrangements
Flow of the program
Handling problematic situations

1.7.4 Training Evaluation

The process of examining a training program is called training evaluation. Training
evaluation checks whether training had the desired effect. Training evaluation ensures that
whether candidates are able to implement their learning in their respective workplaces, or
to the regular work routines.

Purposes of Training Evaluation

The main five purposes of training evaluation are;
1.Feedback: It helps in giving feedback to the candidates by defining the objectives and
linking it to learning outcomes.
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2.Research:
It helps in ascertaining the relationship between acquired knowledge,
transfer of knowledge at the workplace and training.
3..Control:
It helps in controlling the training program because if the training is not
effective, then it can be dealt with accordingly.
4. Power Games:
At times, the top management (higher authority employee)
uses the evaluative data to manipulate it for their own benefit.
5. Interventions: It helps in determining that whether the actual outcomes are
with the expected outcomes.

1.8 Models of Training

Training is a sub-system of the organization because the departments such as
marketing and sales, HR, productions, finance, etc., depends on training for its survival.
Training is a transforming process that requires some input and in turn it produces
output in the form of knowledge, skills, and attitudes (KSAs).
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THE TRAINING SYSTEM

The three models of training are;
a) System Model
b) Transitional Model
c) Instructional System Development Model

1.8.1 System Model Trainining

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 steps involved in system model are as
follows;

FEEDBACK
Evaluate

Execute

Develop

Design

Analyze
FEEDBACK

1)Analyze- Identify the training needs i.e., 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.

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2)Design- It provides training to meet identified needs. This step requires developing
objectives of training, identifying the learning steps, sequencing and structuring the
contents.
3)Develop- This phase requires listing the activities in the 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 all the goals and
objectives.
4)Implementing It is the hardest part of the system because one wrong step can lead to
the failure of whole raining program.
5)Evaluating- Each phase so as to make sure it has achieved its aim in terms if subsequent
work performance. Making necessary amendments to any of the previous stage in order to
remedy or improve failure practices.

1.8.2 Instructional System Development (ISD) Model

ISD was made to answer the training problems. 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 the defined objectives individual progress is measured.. The
Instructional System Model (ISD) comprises of five stages:
Analysis This phase consist of training need assessment, job analysis and target
audience analysis.

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 Planning
This phase consist of setting goal of the learning
outcome, instructional objectives that measures behaviour of a participant
after the training, types of training material, media selection, method of
evaluating the trainee, trainer and the training program, strategies to impart
knowledge i.e., selection of contents, sequencing of content, etc.
Development
This phase translates design decision 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,
lightning, 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 strengths and weaknesses

27 | P a g e

and making necessary amendments to any of the previous stage in order to

remedy or improve failure practices.
The ISD model is a continuous process that lasts throughout the training program. It
also highlights that feedback is an important phase throughout the entire training program.
In this model, the output of one phase is an input to the next phase.

CHAPTER - 2
INTRODUCTION TO COMPANY
COMPANY PROFILE
Dabur India Limited came into existence over 100 years ago in 1884 in Calcutta. The
founder of Dabur India Limited-Dr.S.K.Burman (1856-1907) was a physician who
brought Ayurvedic medicines for the masses of Bengal. His off quoted dictum is the
guiding spirit behind Dabur even today:
28 | P a g e

"What is the life worth which cannot bring comfort to others"

And the Vision of DIL is:
"Dedicated to the health and well being of every household"
Dabur India Limited came into existence over 100 years ago in 1884 at Calcutta. The
founder, Dr.S.K.Burman, was a practicing allopathic doctor. At that time Malaria,
Cholera and Plague were the common diseases. He was a physician who brought
ayurvedic medicines to the masses of Bengal. Initially established as a proprietary firm
for the manufacture of chemicals and ayurvedic drugs it was later on 19th November
1930 incorporated as private limited company. Late Shri C.L.Burman, son of late Dr
S.K. Burman and his son late Shri P.C.Burman in the name of Dr S.K.Burman Pvt.Ltd.
to expand the operations by setting up production facilities at Garia and Narendrapur,
West Bengal and Daburgram, Bihar.
Dabur (Dr.S.K.Burman) Pvt. Ltd. was merged with Vidogum and Chemicals Ltd. w.e.f. 1st
July1985 and the amalgamated company was renamed DABUR INDIA LIMITED and a
fresh certificate of incorporation was issued to that effect. In 1970,the bulk of
manufacturing facilities were shifted from West Bengal to Faridabad in Haryana.
In 1975,vidogum and chemicals were incorporated in technical collaboration with
Unipekin AG (Switzerland) for the manufacture of edible grade and industrial grade
Guargum powder at Alwar in Rajasthan.
In 1977,a modern automated plant was set up in Sahibabad (U.P.) for the
specialties. Certification for production of toiletries and food grade products was issued on
13th October 1986 by the registrar of Delhi and Haryana to the company, Dabur Private
Limited, a closely held Public Limited Company.
It was incorporated as a Private Ltd. Company in the name of Dabur (Dr. S.K.
Burman) Pvt. Ltd. From a humble beginning in 1884, a manufacture of traditional
medicine in Calcutta, Dabur has come a long way to become a multifaceted multinational,
29 | P a g e

multi-product, modern Indian corporation with a global presence. It now enjoys the
distinction of being the 2nd largest FMCG Company and is praised to become a true Indian
Multinational.
The main plant was set up in Sahibabad (U.P.) in 1977 for manufacturing of
Chyawanprash, hair oil, tooth powder, hajmola and other ayurvedic medicines and food
products etc. Dabur's main line of business is in the sphere of Health care, Personal care
and Beauty care. Its strength lies in natural and herbal preparations.
Dabur's corporate philosophy has always been ahead of its time. The founder's initial
success was mainly due to his direct main campaigns- a technique that became very
popular nearly a century later. The company was one of the earlier Indian companies to
have fully equipped R & D lab as early as in 1919. Today, the company has its own
mainframes and computers are a way of life here.
Dabur is also an ISO 9002 certified company. The certification was obtained in 1995
by SGS YARSLEY international services Limited U.K. Dabur's revenue today exceed
Rs.800 crores with plans to achieve Rs.2, 000 crores by year 2003. Dabur has 34,000
shareholders with market capitalization of over Rs.1, 400 crores.
Dabur has 11 manufacturing plants in India and Nepal and a licensee in the Middle
East. It has manufacturing base in Egypt also. The company has over 4,000 employees
with around 1,500 looking after sales and marketing functions.

The Indian market is being served through a transactional network of sales offices
and carrying and forwarding agents. The company has its offices in London, New York

and Moscow. Dabur products are being exported to around 50 countries. Dabur portfolio is
exceeding 500 products of FMCG and health care products.
The Board of Directors of Dabur India Limited (DIL) met on July 23, 2003 to
30 | P a g e

consider the unaudited financials of the company for the first quarter that ended on June
30, 2003. Company has recorded a growth of 36 per cent in its net profit per cent growth in
its turnover during April-June 2003.
he turnover of DIL, during the three-month period, has increased to Rs 266 crore to
Rs 300 crore while the net profit has increased 11.5 crore to Rs 16 crore during the same
period.
The first quarter results should not be annualized as sales usually improve in
subsequent.

VISION
"Dedicated to the health and well being of every house hold."
Dabur is a company with a set of established business values, which direct it's
functioning as well as all its operations. The guiding forces for Dabur are the words of its
founder, Dr.S. K. Burman,
"what is that life worth that can not give comfort to others." The Company offers its
customers, the products to suit their needs and give them good values for money. The
company is committed to follow the ethical practices in doing business. At Dabur, nature
acts as not only the source of raw materials but also an inspiration and the company is
committed to product the ecological balance.

31 | P a g e

MISSION
To become a leading nature based health and
family care products company.

PRINCIPLES
Ownership : This is our company. We accept responsibility
and accountability to meet business needs.

Passion for winning :

We all are leaders in our

responsibility, with a deep commitment to deliver the results. We
are determined to be the best at doing what matters the most.

People development:

People are our most important asset.

We add value through result- driven training and we encourage
rewards and excellence.

Consumer focus : We have superior understanding of

consumer needs and develop products to fulfill their demands.

Team work:

We work together on the principle of mutual trust

and transparency in a boundary less organization.

Innovation :
Continuous innovation in products and
processes and is the base of our success.

CORPORATE PHILOSOPHY
Knowledge is the key to growth in today's world. Whatever be the
industry, it is the knowledge, which provides cutting edge to
individual and organisations. For more than a century nature has
been a rich source of knowledge for DABUR. Nature has not only
gives it the ingredients for all its products but also has taught it how
to create a harmony within and outside the organisation. Nature has
inspired DABUR in all its acts. Ayurveda - the science of life is
based on principles of nature. All ayurvedic preparation has their
ingredients derived from nature. Dabur has converted the healing
properties of natural ingredients and the age-old knowledge of
ayurveda into contemporary health care to eliminate health problems
of its consumers.
Dabur is committed to expand the reach of its age-old
knowledge of ayurveda and Nature through web. Through web the
aim is to overcome the physical boundaries to take ayurvedic way of
life to global frontiers. Dabur understands its responsibility as a
corporate house. It has not only set a sight on increasing turnover
and profitability of the company but also on propagating Ayurveda The Indian System of Medicine.

LOCATION OF OPERATIONS
Head office

: Sahibabad, Ghaziabad (U.P.)

Regd. Office

: Asaf Ali Road, New Delhi

Corporate office

: Kaushambi, Ghaziabad (U.P.)

Sales & Marketing

: New Delhi

OFFICES:
Chandigarh (H.P.), New Delhi (Delhi), Jaipur (Rajasthan), Kanpur (U.P.), Patna (Bihar),
Ahemadabad (Gujarat), Indore (M.P.),
Cuttak (Orissa), Mumbai (Maharashtra),
Hydrabad (A.P.), Chennai (TamilNadu), Bangalore (Kamatka), Kochi (Kerela),
Guwahati (Assam), Kathmandu (Nepal), Russia, U.K.

FACTORY:
Baddi (H.P.), Ghaziabad (U.P.), Alwar (Rajasthan), Daburgram (Bihar),
Kalyani& Narendrapur (West Bengal), Katni (M.P), Birgunj (Nepal),
Egypt.

C&F:
Jammu, Chandigarh (HP) Ambala (Punjab), New Delhi (Delhi), Ghaziabad (U.P.),
Dehradun (U.P.), Lucknow (UP), Rachi, Patna (Bihar), Guwahati (Assam), Calcutta
(West Bengal), Jaipur (Rajasthan), Ahemadabad (Gujarat), lndore (M.P.) Raipur (M.P.),
Bhubaneshwar (Orissa), Cuttak (Orissa), Mumbai (Maharashtra), Hydrabad
(A.P.), Chennai (TamilNadu), Bangalore (Karnataka), Cochin (Kerela).

34

The COMPANY BUSINESS ACTIVITIES COMPRISES OF:

HEALTH CARE PRODUCTS: Markets a range of OTC health care: products based
on ayurveda, some of its products like Chyawanprash, Hajmola, Hajmola Candy,
Pudinhara are market leaders with over 65 per cent market share in their respective
categories.
PERSONAL CARE PRODUCTS: It includes hair care, oral care and honey. Dabur
Amla as a brand has made its mark beyond India; it is a leading hair oil brand in Middle
East and Africa. Other well-known brands are Vatika, Dabur Lal Dant Manjan.
AYURVEDIC SPECIALITIES: There is a range of over 400 Ayurvedic medicines. It
has vast range of classical ayurvedic drugs and priority ayurvedic medicines developed
by own R&D.
PHARMACEUTICAL DIVISION: It includes a range of natural ethical products like
Livfit, Lionitus, Legal etc, and angel of contract media and gynecological. This division
has a major presence in Anti-thronbolytic, Anti-migrane therapy and radio opaque dyes.
ONCOLOGY: The formidable range includes brands such as Intel, Docetaxel that were
manufactured in India for the first time by Dabur. The company is a market leader in this
category in India and plans to establish itself as a general Oncology player in selective
global market.
BULK DRUGS AND CHEMICALS: Dabur manufactures synthetic and semi-synthetic
bulk pharmaceutical substances, bulk natural compounds and intermediaries. Isolation of
pure natural compounds and custom synthetics are focus areas.
FOODS DIVISION: One of the youngest divisions of the company markets a range of
sauces, ethnic pastes and foods. Real fruit juices gave Indian consumer for the first time,
fruit juices with nothing artificial, no preservatives, no colour and no flavors added.

35

Launched two years back, the range includes Real Juices and cooking pastes under the
brand name Home Made.

CHAPTER - 3
RESEARCH METHODOLOGY
The research methods refer to the different methods which are used in research studies.
So, before starting any research a preliminary plan has to be drawn out. The aim of the
study and available resources should be understand at the outset.
Research is common parlance refer to research for knowledge. It is an original
contribution to the existing stock of knowledge. Making of its advancement it is the help
of study observation comparison and experiment. In this chapter the research present a
clear idea about research methodology which is followed to conduct this study.
The validity of any research lines to a great extent in the methodology is The
systematic and scientific description of how a particular study has been carried out. An
enquiry would be neither if is done along certain methodological lines methodology
includes the generis of the study the objectives the universe.

Title of the Study:

The study which researcher has undertaken is A study on Training and Development,
with special reference to the dabur india

.PROBLEM FORMULATION:

36

Training is act of increasing the knowledge and skills of an employee for doing a
particular job. Training is employed as techniques of control and also gives
informationfor developing new skills of a job. The primary concern of any organization is
to respond to this pressure, it may find itself rapidly losing whatever share of the market
it has.
The employee training imparts specific skills and knowledge to the employees, so that
they contribute to the organization efficiency and be able to cope with the pressure of a
changing environment. In order to find out the truth involved in or problems, certain steps
must be taken. In a certain order and the ordered steps are called a method. This research
methodology is very essential.
AIM OF THE STUDY:
Aim of the researcher is to find out the level of satisfaction of employee and to know
about the different methods of training in the organization.

Objectives of the Study:

To study the various Training programmers provided to employees.
To understand the satisfaction levels of the employees towards Training
programme.
To draw suggestion though interpretation of employees feedback for improvement
of Training programme.

Universe of the study:

The universe of this study includes 1557 employees of Dabur India Limited.
Employees presently working, among them selected only 50 respondents for the study.
The researcher believes that this is the good representation of the universe.

37

The purpose of the study:

The purpose of the study is to gain more knowledge about Training and Dev elopment
to motivate the employees and to study about the training programmes provided to the
employees of the organization.

Sampling Technique:
The researcher used the simple random sampling method to collecting data. Under
simple random sampling every item of the universe has equal chance of inclusion in
the sample. Researcher selected this type of sampling because it gives each event in
the population an equal probability of being a sample.

RESEARCH DESIGN:
The researcher adopted the descriptive research design for the study. Description
studies aim at pertaining accurately the characteristics of particular group or situation
researcher wants to study the practice of training at Dabur. The descriptive research
design helps to researcher to get a detailed study of practice of training facilities at Dabur
India limited, Ghaziabad.

DATA COLLECTION:
The data and information has been collected through two sources namely primary and
secondary sources.
a)

Primary Data:

The researcher collected data through questionnaire method the researcher collected
responses from 50 employees belonging to various department of Dabur.

b)

Secondary Data:

38

Data collected with the help of research guide at Dabur by asking different details
about the organization. Details were from annul reports, Company profile, Articles and
reference books of Dabur and also from its website .

INSTRUMENT:
Questionnaire method was used to collect the data from the respondents.

DATA PROCESSING AND ANALYSIS:

The information collected from the respondents through above mentioned method has
been processed using relevant tools as mentioned below:

a)Editing-

Editing is done in two ways. Field editing is done to check the correction

of entries. This is done on the spot each day after the interview schedule, which are field
to check the correction of entries. Central editing is done for discarding any complete
schedule or clarifying ambiguities in entries if the respondents are able to be locating
before moving off.

b)Coding-

The collected data through interview schedule has been arranged in the

processing system in the numerical from. The numerical symbols have been assigned to
the variable which courses the proper evaluation. This method in analysis by reducing the
quantity of the data.

c) Tabulation:
Arrangement of data into concise and logical order is the next step. Percentage are
worked out after grouping the data into seta and categories, charts and diagram will be
prepared where ever necessary.

39

Limitations of the study:

Every study has its own limitation due to unavailable circumstance.

The duration of the study is not sufficient for an in depth study.

The study is limited only to the employees of Dabur, Ghaziabad unit.
The data is collected within the work schedule.
All departments have not covered on the base of time and limitation and work

procedure.
Study conducted only for academic purpose and self interest.

CHAPTER - 4
DATA INTERPRETATION AND ANALYSIS
Table No. 01
How often are you trained?
Sl. Response of the
No
Respondents
01 Monthly

No of the
Respondents
07

Per
cent
14.00

02 Quarterly

09

18.00

03 Annually

34

68.00

Total

50

100.00

40

From the above table out of 50 respondents, more than half i.e. 34 respondents (68.00 per cent)
are trained annually, 09 (18.00per cent) of them are trained quarterly, and remaining 07 (14.00
per cent) of the respondents are trained monthly. It is inferred from the above analysis that
majority 34 respondents (68.00 per cent) often trained annually.

Table No. 02
Necessity of the Training Programme.
Sl. Response of Respondents
No
01 Necessary
02 Necessary to some extent

No of the
Respondents
18
23

Per
cent
36.00
46.00

03 Not necessary

09

18.00

Total

50

100.00

41

From the above table out of total 50 respondents, just below half 23 (46.00 per cent) respondents
opinioned that training programme is necessary to some extent, 18 (36.00 per cent) respondents
need training programmes, 09 (18.00 per cent) respondents feel training programmes are not
necessary .
It is inferred from the above analysis that majority 23 (46.00 per cent) respondents opinioned
that training programme is necessary to some extent.

Table.No.03
Opinion regarding duration of Training programme.
Sl.
Response of
No
Respondents
01 Adequate
02 Inadequate
03 Can be improved
Total

No of the
Respondents
09
13
28
50

Per
cent
18.00
26.00
56.00
100.00

42

From the above table we can see that 28 (56.00 per cent) respondents said that duration of
training programme can be improved, where 13 (26.00 per cent) of the respondents feel that
training duration is inadequate and the rest of the respondents 09 (18.00 per cent) reported that
duration of the programme is adequate.
It is inferred from the above analysis that majority 28 (56.00 per cent) respondents say that
duration of training programme can be improved.

Table No. 04
Opinion to get trained in the areas of their preference.
Sl.
Response of
No
Respondents
01 Yes
02 No
Total

No of the
Respondents
35

Per
cent
74.46

12

25.54

47

100.00

43

Here out of 47 respondents, 35 (74.46 per cent) respondents opinioned that they are trained in
their preference areas and remaining 12 (25.54 per cent) do not agree to the above mentioned
statement.It is inferred from the above analysis that majority 35 (74.46 per cent) of the
respondents are trained in their preference areas.

Table No.05
Kind of Training getting from the organization.
Sl.
Response of
No
Respondents
01 Technical

No of the
Respondents
06

Per
cent
12.00

02 Manual
03 Official

04
34

08.00
68.00

04 Safety

06

12.00

05 Any other
Total

00
50

00.00
100.00

44

From above table out of 50 respondents 34 (68.00 per cent) respondents are getting official
training, 6 (12.00 per cent) respondents are getting technical training, 6(12.00 per cent)
respondents are getting safety training and the remaining 4(8.00 per cent) respondents are getting
manual training.It is inferred from the above analysis that majority 34(68.00 per cent)
respondents are getting official training.

Table No.06
Adequate importance is given for the training.
Sl.
Response of
No
Respondents
01 Not at all true

No of the
Respondents
10

Per
cent
20.00

02 To some extent

25

50.00

03 Yes

15

30.00

50

100.00

Total

45

From above table out of 50 respondents 25 (50.00 per cent) respondents opinioned that adequate
importance is given for training to some extent, 15 (30.00 per cent) respondents opinioned that
Training is given adequate importance and the remaining 10(20.00 per cent) respondents
opinioned that training is not at all given adequate importance.

It is inferred from the above

analysis that majority 25 (50.00 per cent) respondents opinioned that adequate importance is
given for training to some extent.

Table No.07
Senior line managers are eager in helping juniors to develop them through
training.
Sl.
Response of
No
Respondents
01 Disagree

No of the
Respondents
13

Per
cent
27.70

02 Agree to some extent

23

48.90

03 Fully Agree

11

23.40

Total

47

100.00

46

From above table out of 47 respondents 23(48.90 per cent) respondents agree to some extent that
senior line managers are eager to help juniors in developing them through training, 13(27.70 per
cent) respondents disagree and the remaining 11(23.40 per cent) respondents agree to the above
statement.
It is inferred from the above analysis that majority 23 (52.00per cent) respondents agree to some
extent that senior line managers are eager to help juniors in developing them through training.

Table No.08
Adequate free time is given to the employees to reflect and plan for
improvement after the training.
Sl.
Response of
No
Respondents
01 Not agree

No of the
Respondents
11

Per
cent
22.00

02 Agree to some
extent
03 FullyAgree

28

56.00

11

22.00

50

100.00

Total

47

From above table out of 50 respondents 28 (56%) respondents Agree to some extent that
adequate free time is given to the employees to reflect and plan for improvement after the
training.11(22%) respondents agree and disagree that adequate free time is given to the
employees to reflect and plan for improvement after the training respectively.
It is inferred from the above analysis that majority 28 (56.00per cent) respondents Agree to
some extent that adequate free time is given to the employees to reflect and plan for
improvement after the training.

Table No.09
Training programmes are organized well.
Sl.
No
01
02
03
04
05

Response of
respondents
Very well
Well
Average
Not well
Very poor

No of the
Respondents
06
15
23
06
00

Per
cent
12.00
30.00
46.00
12.00
00.00

Total

50

100.00

48

Out of 50 respondents, more than half i.e. 23 respondents (46.00 per cent) of the respondents
opinioned that training programmes are organized to an average extent, 15 (30.00 per cent) say
that training programmes are well organized and remaining 06 (12.00 per cent)respondents
opinioned that training programmed is organized very well and poor respectively .
It is inferred from the above analysis that majority 23 respondents (46.00 per cent) of the
respondents opinioned that training programmes are organized to an average extent.

Table No.10
Evident change in the performance after getting training.
Sl. Response of the
No
respondents
01 Yes
02 No
Total

No of the
Respondents
34

Per
cent
73.91

12

26.09

46

100.00

49

From above table out of 46 respondents, more than half 34 (73.91 per cent) of the respondents
say that there is an Evident change in their performance after getting training, and remaining
12(26.09 per cent) of the respondents say no to it.
It is inferred from the above analysis that majority 34 respondents (73.91 per cent) say that there
is an Evident change in their performance after getting training .

Table No. 11
Training programmes will provide an opportunity to bring out the hidden
skills.
Sl. Response of the
No
Respondents
01 Yes
02 No
Total

No of the
Respondents
40

Per
cent
80.00

10

20.00

50

100.00

50

From above table out of 50 respondents, more than half 40 (80.00 per cent) of the respondents
say that Training programmes will provide an opportunity to bring out the hidden skills, and
remaining 10 (20.00 per cent) of the respondents say no to it.
It is inferred from the above analysis that majority 39 respondents (78.00 per cent) Training
programmes will provide an opportunity to bring out the hidden skills.

Table No. 12
The selection procedure for training is done through.
Sl.
No
01
02
03
04
05

Response of the
respondents
Random
Need based
Seniority
Appraisal
Departments

No of the
Respondents
02
15
11
08
12

Per
cent
04.00
30.00
22.00
16.00
24.00

51

06

Any other
Total

02
50

04.00
100.00

From above table out of 50 respondents 15 (30.00 per cent) respondents opinioned that selection
procedure for training is need based, 12 (24.00 per cent) are of the opinioned that it is based on
Departments, 11(22.00 per cent) respondents opinioned that is based on seniority, 08 (16.00 per
cent) respondents say it is on the appraisal and remaining 02 (04.00 per cent) respondents opined
selection procedure for training is based on random and any other criteria respectively.
It is inferred from the above analysis that majority 15 (30.00 per cent) respondents opinioned
that selection procedure for training is need based.

Table No.13
Development of the personality after attending the training.
Sl.
No
01
02

Response of the
respondents
Yes
No
Total

No of the
Respondents
43
07
50

Per
cent
86.00
14.00
100.00
52

From above table out of 50 respondents, more than half 43 (86.00 per cent) of the respondents
say that their personality developed after attending the training and remaining 07 (14.00 per cent)
of the respondents opinioned negative to it.
It is inferred from the above analysis that majority 39 respondents (78.00 per cent) say that their
personality developed after attending the training.

Table no. 14
Procedure of training need to be changed.
Sl.
No
01

Response of the
respondents
Yes

No of the
Respondents
31

Per
cent
62.00

02

No

19

38.00

50

100.00

Total

53

From above table out of 50 respondents, more than half 31 (62.00 per cent) of the respondents
say that Procedure of training need to be changed, and remaining 19 (38.00 per cent) of the
respondents opinioned that procedure of training need not be changed.
It is inferred from the above analysis that majority 31 respondents (62.00 per cent) say that
Procedure of training need to be changed.

Table.No.15
Interest that will be considered while setting the objectives of the training
programme.
Sl. Response of the
No
respondents
01 Employees
02 Employer
03 Both
Total

No of the
Respondents
15
11
24
50

Per
cent
30.00
22.00
48.00
100.00

54

From above table out of 50 respondents 24 (48.00 per cent) respondents opinioned that both the
employer and employee interests are considered while setting the objectives of the training
programme, 15(30.00 per cent) are of the opinioned that employees Interest are considered
while setting the objectives of the training programme, and the remaining 11(22.00 per cent)
respondents opinioned that it is employers, interest will be considered while setting the
objectives of the training programme .
It is inferred from the above analysis that majority 24 (48.00per cent) respondents opinioned
that both employees and employers Interest will be considered while setting the objectives of the
training programme.

Table No. 16
Trained on safety measures.
Sl.
Response of the
No
respondents
01 Yes
02

No
Total

No of the
Respondents
14

Per
cent
28.00

36

72.00

50

100.00

55

From the above table shows out of 50 respondents more than half 36 (72.00 per cent)
respondents opinioned that they are not trained on safety measures, and remaining 14 (28.00 per
cent) respondents are trained in the safety measures.
It is inferred from the above analysis that majority 36 (72.00per cent) respondents opinioned
that they are not trained on safety measures.

Table.No.17
General complaints about the training sessions.
Sl.
No
01
02
03
04

Response of the respondents

Take away precious time of employees
Too many gaps between the sessions
Training sessions are unplanned
Boring and not useful
Total

No of the
Per
Respondents cent
10
20.00
16
32.00
15
30.00
09
18.00
50
100.00

From the above table that out of 50 respondents just more than half 16 (32.00 per cent) of the
respondents complained that training programme has Too many gaps between the sessions, 15
(30.00 per cent) of the respondents complain that training sessions are unplanned, 10 (20.00 per

56

cent) of the respondents complained that training sessions Takes away precious time of
employees, and remaining 09 (18.00 per cent) of the respondents complained that training
sessions are Boring and not useful.
It is inferred from the above analysis that majority 16 (32.00 per cent) respondents complained
that training programme has too many gaps between the sessions.

Table.No.18
Come across with any problems during the training sessions.

SlNo
01

Response of the
respondents
Yes

02

No
Total

No of the
Respondents
12

Per
cent
24.00

38

76.00

50

100.00

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From above table out of 50 respondents, more than half 38 (76.00 per cent) of the respondents
opinioned that they dint come across any problems during the training session, and remaining 12
(24.00 per cent) of the respondents opinioned that they came across some problems during the
training sessions.
It is inferred from the above analysis that majority 38 (76.00 per cent) respondents opinioned
that they dint come across any problems during the training session.

Table.No.19
Enough practicals are conducted during the training sessions.
Sl. Response of the
No
respondents
02 Agree
03 Somewhat agree
04 Disagree
Total

No of the
Respondents
24
13
13
50

Per
cent
48.00
26.00
26.00
100.00

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Above table shows that out of 50 respondents,24(48%) of the respondents agree that enough
practicals are provided during the training session, 13(26%) respondents are somewhat agree,
13(26%) respondents do not agree that enough practices are provided during the training session
in the organization.
Hence it can be inferred that majority respondents ie,24(48%) of the respondents agree that
enough practicals are provided during the training session.

CHAPTER - 5
FINDINGS
Now it is time for reaping. This study on TRAINING AND DEVELOPMENT in
Dabur India Limited,Ghaziabad has opened up many dark areas. The dynamic
respondents have spelt out their perception and views.
Since, this study is taken up purely for academic interest of the student the suggestions
may not be controversial.
The final chapter attempts to recapture the major findings of this study, it aims at
highlighting the implications of these findings.

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1. Majority 34 respondents (68.00 per cent) often trained annually.

2. Majority 23 (46.00 per cent) respondents opinioned that training programme is
necessary to some extent.
3. Majority 28 (56.00 per cent) respondents say that duration of training programme can
be improved.
4. Majority 37 (74.00 per cent) of the respondents opinioned that they are trained in their
preference areas.
5. Majority 34(68.00 per cent) respondents are getting official training.
6. Majority 25 (50.00 per cent) respondents opinioned that adequate importance

is

given for training to some extent.

7.majority 26 (52.00per cent) respondents agree to some extent that senior line managers
are eager to help juniors in developing them through training.
8. Majority 28 (56.00per cent) respondents Agree to some extent that adequate free time
is given to the employees to reflect and plan for improvement after the training.
9. Majority 23 respondents (46.00 per cent) of the respondents opinioned that training
programmes are organized to an average extent.
10. Majority 39 respondents (78.00 per cent) say that there is an Evident change in their
performance after getting training
11. Majority 39 respondents (78.00 per cent) Training programmes will provide an
opportunity to bring out the hidden skills.
12. Majority 15 (30.00 per cent) respondents opinioned that selection procedure for
training is need based.
13. Majority 39 respondents (78.00 per cent) say that their personality developed after
attending the training.
14.Majority 31 respondents (62.00 per cent) say that Procedure of training need to be
changed.
15. Majority 24 (48.00per cent) respondents opinioned that both employees and
employers Interest will be considered while setting the objectives of the training
programme.
16. Majority 36 (72.00per cent) respondents opinioned that they are not trained on safety
measures.
17. Majority 16 (32.00 per cent) respondents complained that training programme has
Too many gaps between the sessions.

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18. Majority 22 (44.00 per cent) respondents opinioned that some training objective is
met after the training programme.
19. Majority 21(42.00 per cent) of the respondents that enough practicals are provided
during the training session.

CHAPTER - 6
Conclusion
Training make a very important contribution to the development of the organizations
human resources and hence to the achievement of its aims and objectives. To achieve its
purpose, training needs to be effectively managed so the right training is given to the
right people, in the right form, at the right time and it the right costs.
Training has gained importance in present day environment where jobs are complex and
change rapidly. The following things can be concluded from he researchThe majority respondents opinioned that their confidence level in work has increased
due to good training programme.
Respondents opinioned that Money is important barrier to training and development
programmes provided in the organisation.
Most employees feel that training programme has too many gaps between the
sessions so company need to pay attention here.

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Employees are not trained on safety measures hence the company can take steps
regarding the safety of employees.

CHAPTER - 7
SUGGESTIONS
Following are some of the suggestions that may be recommended for the improvement of
the training programme.

a) Company need to take some measures to train the employees relating to safety and
health aspects.
b) Management can take proper measures to improve the training and development
programmes.
c) Provide employees motivational programs and other training programs for the
development towards profit making.

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d) On the job training and off the job training are equally important. So both the type

of training should be provided both continuously to the employees.

QUESTIONNAIRE
Dear sir/madam,
Myself Ms. Amrita Singh MBA 3rd semester student studying in Madan Mohan Malviya
University of Technology. I have under taken summer training project as part of the
study curriculum. The title of the summer training project is TRAINING AND
DEVELOPMENT with reference to Dabur India Limited.

63

I kindly request you read each statement carefully and give appropriate answers.
This study is conducted for academic purpose only. I also assure you that information
given by you will be kept confidential.
Hence I solicit your kind co-operative in this respect and kindly to spare few minutes
for filling questionnaire.

Thanking you,

yours faithfully
(Amrita Singh)

a)To study the various Training programmes provided to employees.

1) How often are you trained?

a)Monthly

b) Quarterly

c) Annually

2) Is Training Programme Necessary?

a) Necessary
c) Not necessary

b) Necessary to some extent

3) What is your opinion regarding duration of Training Programme?

a)Adequate

b) Inadequate

c ) can be improved

4) Whether you have the opinion to get trained in the areas you prefer?
a)Yes

b) No

5) What kind of training youre getting from organization?

f) Technical

g) Manual

h) Official

i) Safety

j) Any other

b)To understand the satisfaction levels of the employees towards Training

programme.

64

6) Is Training of employees is given adequate importance in your organization?

a) Not at all true

b) to some extent

c)very true

7) Are Senior line managers are eager to help their juniors in providing training to
them for Development?
a)Disagree

b) agree to some extent

c) Agree

8) Employees returning from training are given adequate free time to reflect and plan
improvement in organization?
a) Not agree

b) Agree to some extent

c) Agree

9) How well the Training Programmes are organized?

a) Well

b) Well

c) Average

d) Not at all

e) Very poor

10) Do you feel some evident change in your performance after getting training?
a) Yes

b)

No

11) Do you think that the training programmes will provide an opportunity to bring out
the hidden skills?
a) Yes ( )

b)

No ( )

12) Selection procedure for training is done through?

a) Random

b) Need based

c) Seniority

d) Appraisal

e) Department

)
(

f) Any other

)
)

13) Have you observed any development in your personality after attending the training?
a) Yes (

b) No (

14) Do you feel the procedure of training needs to be changed?

a) Yes ( )

b)

No ( )

65

15) Whose interest will be considered while setting objectives for the Training
Programme?
a) Employees ( )

b) Employer ( )

c) Both (

c) To draw suggestion through interpretation of employees feedback for

improvement of Training programme.

16) Are the employees trained on safety measures ?

a) Yes

( )

b)No

( )

17)What are the general complaints about the training session?

a) Take away precious time of employees (
b)Too many gaps between the sessions (

)
)

c)Training sessions are unplanned ( )

d)Boring and not useful (

18) Have you ever come across any problem during the training session conducted in
your organization?
a) Yes

( )

b) No ( )

19) Enough practicals are given for us during training session? Do you agree with this
statement?
a) Strongly agree ( )
c) Disagree

b) Agree ( )

( )

BIBLIOGRAPHY
Books Human Resource Management, Dhanpat Rai and Co (P) Ltd.

66

 Chhabra T.N, New Delhi. Fourth revised edition.

Dr.N. Venkateshwara Rao Acharya Nagarjuna University.

K .ASWATHAPPA Human Resource Management

P. Subba Rao Personnel and Human Resource Management Third revised

and enlarged edition, Himalaya Publishing House, New Delhi (2003)

Websites www.daburindialimited.com
Slideshare
www.managementinfo.com

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