TABLE OF CONTENTS

CHAPTER

TITLE
DECLARATION
ACKNOWLEDGEMENT
PREFACE

INTRODUCTION OF THE STUDY

REVIEW OF LITERATURE

DATABASE AND METHODOLOGY

DATA ANALYSIS AND

INTREPRETATION

CONCLUSION
BIBLIOGRAPHY
ANNEXURE

PAGE NO.

CHAPTER - 1
INTRODUCTION

1. COMPANY PROFILE
THE PUNJAB STATE COOPERATIVE MILK PRODUCERS FEDRATION LIMITED;
The Punjab State Co-operative Milk Producers Federation Limited(MILKFED) was established
the in 1973 by Punjab Diary Development cooperation under the Punjab Sate Co-operative
Act,1967 to safeguard commercial interest of milk producers farmers to save them from
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exploitation of middleman, with their participation in its management and to provide quality milk
and milk products to consumers at competitive rates. It came into existence with a twin objective
; First to carry activities for promoting production, procurement and processing of milk for the
economic development of milk producers by providing remunerative milk market to them at
their door step. Second, provide quality milk and milk products to consumers at reasonable rates.
Although the federation was registered much earlier, but it came to real self in the year 1983
when all the milk plants Punjab Dairy Development corporation Limited were handed over to
cooperative sector and the entire State was covered under operation Food programme to give
farmers to a better deal and our valued customers better products. Today, when we look back,
Verka has fulfilled the promise to great extent.
The setup of the organization is a three tier system, Milk Producers Cooperative Societies at the
Village level, Milk Union at District level and Milk Federation as an apex body at a State level.
Milk production is a very important part of agricultural economy in the State of Punjab. Punjab
is one of smallest state in Indian Union with a total area of 50,362 Sq. km. Dairy Farming is an
old subsidiary profession in the rural area of Punjab. Punjab is the second largest milk producing
state in India, producing 10 % of countrys milk.
Some facts about verka:
1 First Milk Plant of the State was setup at verka near the Amritsar.
2. The brand name of Milk and Milk Products was adopted as verka.
3. The Foundation stone of Milk Plant Ludhiana was laid by Hon. S. Parkash Singh Badal the
CM of Punjab in 1970.
4. Commissioning of the Plant was done by Dairy Development Corporation in 1974.
5 Inauguration was done by Late Smt. Indra Gandhi the PM of India.
6 The capacity of plant was 1.00 lac. Liter per day, including power plant of 7MT and now the
Milk plant of 4.00 lac Liter per day.
7. Village level cooperative societies were also formed on Anand Pattern. The system was run
by the farmers, of the farmers for the farmers.
QUALITY POLICY
Verka firmly believe that the only way to progress and prosperity is to provide total
satisfaction to customers.
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Total commitment to consistent excellence in quality of products & surpassing customers

expectations.
Application of innovative technique & the state of art technology & machinery.
Developing motivated, dedicated & devoted work force.
Application of eco friendly operations & food safety management system.

Verka & Its Network

To start with function in various fields of different unions in different districts & to
operate with dairying & dairy fields. These districts union are:
1. ROPAR
2. PATIALA
3. LUDHIANA
4. FARIDKOT
5. FEROZPUR
6. SANGRUR
7. BATHINDA
8. GURDASPUR
9. HOSHIARPUR
10. JALANDHAR
11. AMRITSAR

Introduction of Verka Plant Ludhiana

Milk Union, Ludhiana was registered in 1972 with 45 Societies and Societies were pouring milk
to PDDC. With the start of operation flood-II by NDDB, dairy cooperatives at village level were
strengthened on Anand Pattern Milk Union, Ludhiana start taking milk in August, 1980 and
technical inputs programme like artificial insemination, free-animal health programme

vaccination, provision of Verka cattle feed & fodder seed etc. were also started at village level to
increase the milk production.
Under operation flood-I, the Milk Plant Ludhiana was also setup by the Govt. of India through
Indian Dairy Corporation/NDDB. Milk Plant Ludhianas Foundation stone was laid by Hon. S.
Parkash Singh Badal the then Chief Minister of Punjab in 1970 and was commissioned by
Punjab Dairy Development Corporation in 1974 and its inauguration was done by Late Smt.
Indira Gandhi, the then Prime Minister of India. The capacity of the plant was 1.00 lakh liter per
day. The ownership of the plant was with Punjab Dairy development Corporation up to March,
1983 and the Milk Plant was transfer to Milkfed, Punjab in April, 1983 and further transfer to
MilkUnion,Ludhiana in April, 1988.
The milk production increases and need to increase the handling capacity of the milk plants. The
capacity of the plant was enhanced from 1 lac LPD to 4 lac LPD under operation flood-III in the
year 1992 at the cost of Rs. 18 crore and powder plant capacity of 30 MT was also established.
Thus the total capacity increased from 6.5 MT to 36.5 MT powder per day. The latest State of Art
Technology with MVR (Mechanical Vapour Reprocesser) was made available in this plant which
has improved the quality of powder being produced by this plant. Milk Plant Ludhiana facilitates
the manufacturing of Ghee, Table Butter, SMP, WMP, Paneer, Milk Cake, Dahi, Plain Lassi and
Kheer etc. The plant is an ISO 9001:2008 and HACCP (IS 15000) certified unit granted by
Bureau of Indian Standards (Govt. of India). Milk Plant Ludhiana has also been approved by the
export agency of India for the purpose of export of milk products.

Growth

Product List
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Product
Pasteurized Milk in pouch Std milk
Pasteurized Milk in pouch DTM
Pasteurized Milk in pouch FCM
Pasteurized Milk In Pouch TM ( Tea
Special )
Curd in Cups
Lassi in Pouches - Plain Lassi
Lassi in Pouches - Low Fat Lassi
Lassi in Pouches Spice Lassi
Kheer in cups
Paneer
Milk cake
Ghee in Tin &Ceka
Table butter in Cartons
SMP in Pouches & Bulk
WMP In Tins

Product list
Capacity
500 ML , 1 Lt, 6 Lt
500 ML
500 ML, 1 LTR
250 ML, 500 ML
100 gm, 200 gm, 400 gm , 500 Gm, 2 KG, 5 KG, 15 KG
500 ml, One Liter
500 ML
250 ML
125 gm, 200 gm
100 gm , 200 gm, 1 Kg, 2 KG , 5 Kg
200 gm, 800 gm
500 ml, 1 Lt, 2 Lt, 5 Lt, 15 Kg in Tins & 1 Lt Ceka
10 gm, 100 gm, 500 Gm
1 Kg, 25 Kg
10 Kg Tins

1.1 INTRODUCTION TO THE STUDY

The current research project is based on TRAINING AND DEVELPOMENT. The new
changes both in science and technology and business environment have brought a change in

functional approach of an industrial organization. The human resource executive plays a

significant role to set and achieve the objectives as the functional horizon is extended from
legalistic mundane approach to human relation. Employees are not perceived as human resource,
as some human resource experts have termed the human resource as knowledge capital of the
organization.
It is, therefore, imperative for human resource executive to adopt a rationale approach to
muster and accumulate the so-called knowledge capital. This places an immense responsibility
on HR executive, as there no direct scale to measure human HR activities vis--vis the output.
Every organization needs to have well trained and experienced people to perform the
activities that have to be done. Training is a process of learning a sequence of programmed
behavior. It is application of knowledge. It gives people an awareness of the rules and procedures
to guide their behavior. It attempts to improve their performance on their current job and prepare
them for an intended job. Development is a related process. It covers not only those activities
which improve job performance, but also which bring about the growth of the personality; help
individuals in the progress towards maturity and actualization of their potential capabilities so
that they become not only good employees but better men and women. In organizational terms, it
is intended to equip person to earn promotions and hold greater responsibility.
Training a person for a bigger and higher job is development. And this may well include
not only imparting specific skills and knowledge but also inculcating certain personality and
mental attitudes. As the jobs become more complex, the importance of employee development
also increases. In a rapidly changing society, employee training and development are not only an
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.

1.2 TRAINING AND DEVELOPMENT

Training and development is a subsystem of an organization. It ensures that randomness is

reduced and learning or behavioral change takes place in structured format. Conventional
'training' is required to cover essential work-related skills, techniques and knowledge, and much
of this section deals with taking a positive progressive approach to this sort of traditional
'training' Importantly however, the most effective way to develop people is quite different to
conventional skills training, which let's face it most employees regard as a pain in the neck.
They'll do it of course, but they won't enjoy it much because it's about work, not about
themselves as people. The most effective way to develop people is instead to enable learning and
personal development, with all that this implies. So, as soon as you've covered the basic workrelated skills training that is much described in this section - focus on enabling learning and
development for people as individuals which extends the range of development way outside
traditional work skills and knowledge, and creates far more exciting, liberating, motivational
opportunities - for people and for employers.

TRAINING PROVIDES AN OPPORUNITY FOR AN INDIVIDUAL

TO EXCEL
Training has played a very important role in helping the corporation to reach the
commanding heights of performance. Any training would be considered to be successful only
when the knowledge gained by the participants is transferred to the job performance.
Training is the main function of HR. To enhance the Corporation's growth and keep the
Corporation ready to anticipate all types of competition and face it too, there is a need that
Human Resource should play more active role for overall progress of the Corporation.
The impact of training program is to mould the employees attitude and help them to
synergies individual goals with organizational goals. It also helps in reducing dissatisfaction,
complaints, absenteeism and labor turnover.
Training and Development is one of the fundamental operative functions of Personnel
management. It refers to teaching/learning activities carried out for the primary purpose of
helping members to acquire and apply knowledge.

DEFINITIONS:
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1. According to Flippo: Training is the act of increasing knowledge and skills of an

employee for doing a particular job"
The major outcome of training is learning. A trainee learns new habits, refined skills and useful
knowledge during their training program, which helps them to improve their performance.
Training can also be defined as activities designed to change the behavior.
Another way of defining training would be a planned program designed to improve performance
and bring about measurable changes in knowledge, skills, attitudes and social behavior of
employee.
Training imparts the ability to detect and correct error. Furthermore it provides skills and
abilities that may be called on in the future to satisfy organizations human resources needs.

2. According to Nadler, 1984: Training is defined as learning that is provided in order to

improve performance on the present job.
This differs from a few other definitions in that rather than "training" being used as a verb
to train, it defines it from the learners' action an activity that they perform. Performance is
improved by helping the learners to master a new or established technology. The technology may
be a piece of heavy machinery, a computer, a procedure for creating a product, or a method of
providing a service. Notice that the last part of the definition states that training is provided for
the present job. This includes training new personnel to perform their job, introducing a new
technology, or helping an employee to achieve standards.
Training may be defined as systematic tailor made program to suit the needs of a particular
organization for developing certain attitudes, actions, skills and abilities in employees
irrespective of their functional level.

DEVELOPMENT
It is a process in which the employees of an organization are continuously helped in a planned
way. Acquire or sharpen capabilities as required to perform various function associated the
present or expected role. To develop the general capabilities of the employees. So that they may
able to discover there own potentialities and exploit to fulfill their over and organization
10

development purpose. Development an organization Culture where supervisor Subordinate

relationship team work and collaboration make different sub unit strong and contribute to
Organizational wealth.

1.3 WHY TRAINING IS REQUIRED?

Though learning emphasis on increasing the performance level of an employee but a continuous
training enables the employees to develop employees for future responsible position in the
organization itself. Hence, the need for training may be categorized as under:
Updating knowledge
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 Improving Performance
Developing Human Skills
Imparting Job / Trade specific Skills
Obsolescence Prevention
Stabilizing work force

WHY DEVELOPMENT IS REQUIRED?

Developing the skills of employees through development activities related to current and future
jobs. Many jobs need people who care about making all employees as effective as possible and
who can identify employee's weaknesses, design or locate the right development situations, and
motivate employees to develop themselves. Supervisors need to make sure they develop their
staff in their current jobs. This behavior is closely linked to the Dimensions of Coaching or
Training. Development of Employees focuses more on the long-range development of
employees.
Employee development is a joint, on-going effort on the part of an employee and the
organization for which he or she works to upgrade the employee's knowledge, skills, and
abilities. Successful employee development requires a balance between an individual's career
needs and goals and the organization's need to get work done.

TRAINING METHODS/TECHNIQUES
The forms and types of employee training methods are inter-related. It is difficult, if not
impossible; to say which of the method or combination of methods is more useful than the other.
In fact, methods are multifaceted in scope and dimension, and each is suitable for a particular
situation. The best technique for one situation may not be best for different groups or tasks. Care

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must be used in adapting the technique/ method to the learner and the job. An effective training
technique generally fulfills this objective;
Provide motivation to the trainee to improve job performance,
Develop a willingness to change, provide further trainees active participation in the
learning process.
Provide a knowledge of results about attempts to improve (i.e. feedback), and permit
practice where appropriate.

Methods of
Training &
Development

ON-THE-JOB
TRAINING

OFF-THE-JOB
TRAINING

ONTHE-JOB- TRAINING:
Under this method workers are given training regarding the job, while working on the job this
gives an exposure of real work life and use of machines and equipment that they will be using
while working on the job.
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Virtually every employee, from the clerk to the president, gets On-The-Job Training, when he
joins a firm. It is primarily concerned with developing in an employees skills and habits
consistent with the existing practices of an organization, and orienting him with his immediate
problems. It is mostly given for unskilled and semi-skilled jobs- clerical and sales jobs.
Employees are coached and instructed by skilled co-workers, by supervisors, by the special
training instructors. They learn the job by personal observation and practice as well as
occasionally handling it. He is learning by doing, and it is most useful for jobs that are either
difficult to stimulate or can be learned quickly by watching and doing it.
The main advantage of on-the-job training is that the trainee learns on the actual equipment in
use and in the true environment of his job. He, therefore, gets a feel of the actual production
conditions and requirements. In this way, a transfer from a training centre or school to the actual
production conditions following the training period is allowed. Secondly, it is highly economical
since no additional personnel or facilities are required for training. Thirdly, the trainee learns the
rules, regulations procedures by observing their day to day applications. He can, therefore be
easily sized up by the management.
This method consists of:
Apprenticeship

Job rotation

Job Instruction training

OFF-THE-JOB TRAINING:

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Of-the-job training simply means that training is not a part of everyday job activity. The actual
location may be in the company classroom or in the places which are owned by the company, or
in universities or in associations which have no connection with the company.
This method consists of:
Lectures
Conferences
Group Discussions
Case Studies
Programmed Instructions

TRAINING AND DEVELOPMENT OBJECTIVES:

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

Individual objectives: help employees in achieving their personal goals, which in turn,
enhances the individual contribution to an organization.

Organizational objectives: assist the organization with its primary objective by bringing
individual effectiveness.

Functional objectives: maintain the departments contribution at a level suitable to the

organizations needs.

Societal objectives: ensure that an organization is ethically and socially responsible to the
needs and challenges of the society.

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CHAPTER 2

REVIEW OF
LITERATURE

17

2.1 REVIEW OF LITERATURE:

THOMAS N. GARAVAN, (1997) Attempts to discuss the concepts of training,
development, education and learning with regard to employees in terms of their substantive
differences. Discusses how these concepts have evolved historically within human resource
management and development (HRM/D) literature. Provides an analysis of how alternative
models of HRM/D may influence the meaning given to these concepts in an organizational
context. Concludes that it is perhaps more appropriate to view training, development and
education as an integrated whole with the concept of learning as the glue which holds them
together.

RONALD J. BURKE ET AL. (1998) this study examined Filipino managerial womens
participation in a variety of education, training and development activities and the usefulness
and impact of such activities. Filipino managerial women rated orientation programs, career
development programs, technical training and management development programs most useful.
Filipino women also participated in such activities to a significantly greater degree than did
Canadian managerial women. Participation in and perceived usefulness of these activities were
related to work and career outcomes, controlling for relevant personal and organizational factors.

IAN ROFFE, (1999) reviews the contributions to the understanding of creativity and
innovation in organizations and interprets the implications for training and development.
Highlights key and recurrent principles: the benefits of an integrated organizational approach, the
right climate for creativity, appropriate incentives for innovators, a structured means of search
and a systematic way to convert an opportunity into an innovation. It implies a broad range of
skills development including: team working, communications, coaching, project management,
learning to learn, visioning, change management and leadership. Even though techniques for the
development of innovation and enhancing creativity in individuals are well founded, there are
relatively few reports on the practice of mainstreaming creativity in an organizational setting.
Likewise, although the transition from idea to innovation can be systematized, problems arise
from customized applications that involve the management of the change process.

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ELENA P. ANTONACOPOULOU,(2000) this study examined that at the levels of both

the national economy and organizations, learning is linked to competitiveness and it is frequently
promoted as an all-encompassing solution to the multiplicity of issues that organizations (and
societies) face. This view, however, does not fully address how learning takes place and what the
relationship may be between learning, education, training and development, which are frequently
treated as isolated processes. Provides a re-conceptualization of these relationships by proposing
a holographic perspective that can support their interaction while drawing closer the connections
between individual, organizational and governmental practices. The main implications of the
holographic perspective and its practical ramifications, particularly for the SME sector, are
discussed at the end of the paper.

TREVOR MORROW, (2001) says that with the emergence of human resource
management models and literature came a realization that in many cases personnel specialists
were faced with many new opportunities and challenges. There was a perception that a number
of the key functions of the specialism had been underdeveloped or even ignored. This article
presents a quantitative analysis of human resource management practices in the Northern Ireland
clothing industry. The findings are derived from a survey sample of 90 organizations and the data
analyzed is based on the 69 company responses representing a 76 per cent response rate. The
article focuses on one area of the personnel function, which it was considered would be
dramatically changed by the implementation of a new approach to managing people; namely,
training and development. The article presents a positive view of human resource interventions
in the surveyed industry and of the progress specialists within the industry have made

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CHAPTER 3

DATABASE
AND
METHODOLOGY

DATABASE AND METHODOLOGY

20

3.1 NEED OF THE STUDY:

The primary purpose or need of the research is to understand the training and development
policy followed by Verka. Through my research I have tried to locate the various factors that are
important for training and development in Verka. It will also help to know the general problems
faced by the employees.

3.2 OBJECTIVE OF THE STUDY:

To find out the various Training and Development techniques and method used in Verka.
To study the training and development policy of Verka
To check effectiveness and satisfaction level of training program
To study the problems faced by the employees during the training programs
With above objectives in mind I took samples, framed interview schedule to collect data. The
data is collected from employees of different departments of (Verka).

3.3 SCOPE OF THE STUDY:

Subject matter is related to training and development
Area limited to Verka
Demographics include names, gender, age, occupation, location

3.4 RESEARCH METHODOLOGY:

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This section describes the design of the research methodology and aims to study the TRAINING
and DEVELOPMENT practices of Verka. This research seeks to examine the satisfaction level
and of effectives of training programs provided by Verka. The Research Methodology used for
the purpose of this project is as follows:-

RESEARCH DESIGN:
The research design for this study is a type of descriptive research particularly cross-sectional
design has been used here. It involves the collection of information from any given sample of
population elements only once.

SAMPLING TECHNIQUE:
The sampling technique used in this study is convenient sampling technique.

DATA COLLECTION:
Data has been collected both from primary as well as secondary sources as described below:

PRIMARY SOURCES:
Primary data has been obtained through questionnaires filled by employees of Verka.

SECONDARY SOURCES:
The secondary sources of data has been taken from the various websites, articles etc. This mainly
provided information Verka.

SAMPLING UNIT:
The sampling unit in this research is Employees of Verka.

SAMPLE SIZE:
AREA OF SURVEY: Verka, Ludhiana

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