A PROJECT REPORT ON TRAINING AND DEVELOPMENT

IN
NESTLE INDIA LTD. PANTNAGAR
SUBMITTED BY

DEEPIKA JOSHI
STUDENT OF

MASTER IN BUSINESS ADMINISTRATION

(2009-2011)
GRAPHIC ERA UNIVERSITY

UNDER THE GUIDANCE OF Ms. __________________

DECLARATION

This project report on a study of TRAINING AND DEVELOPMENT in NESTLE LTD in NESTLE Pant Nagar is submitted by me for the partial fulfillment of the course of M.B.A from Graphic Era University.

This is an original work done by me expected the guidance received which has been properly acknowledgement in the report.

This is not the copy of any other report or any part of it hasnt been submitted for the award of any degree or diploma.

DEEPIKA JOSHI GRAPHIC ERA UNIVERSITY

ACKNOWLEDGMENT

It gives me great pleasure to acknowledge and to express my gratitude to all those who have helped me throughout this project. First of all I would like to thank the Management of Nestle India Ltd.for giving me the opportunity to do my project training in their esteemed organization. I am highly obliged to Ms.Chitra Mehra the HR Officer in Nestle for providing me the guidance and direction during my training session. I express my thanks to Mr.Sumit Goswami under whose guidance and direction, I was able to give shape to my training. Their constant review and excellent suggestions throughout the project are highly commendable. My heartfelt thanks go to all the teachers and faculty members of my college and to my internal guide Ms.Aishwarya Mehta. Their excellent suggestions throughout the project are highly commendable. Last but not the least, Iwould like to thanks to all my family members and friends for their everlasting support and encouragement during the completion of my project work.

Submitted by DEEPIKA JOSHI GRAPHIC ERA UNIVERSITY

CONTENTS

1.1 Executive Summary 1.2 Introduction 1.3 Objectives of study 1.4 Literature review 1.5 Company profile 1.6 SWOT analysis 1.7 Research Methodology 1.8 Data analysis & Interpretation 1.9 Finding 1.10 1.11 1.12 1.13 1.14 Recommendations Conclusion Limitation of the study Bibliography Annexure

TOPIC NAME:TRAINING AND DEVELOPMENT

EXECUTIVE SUMMARY During One & Half months of Summer Internship Program involving an in-depth study of the Training and Development of employees in Nestle India Ltd.Pantnagar, I was provided a mix of theoretical and practical knowledge; both were of greater importance to me. The project report deals with the profile of the company, its business units, its core values and various working areas. In this study I have tried to find out that a good Training & Development policy is very necessary for the organization. So that the employees can work efficiently and help the organization to achieve its goal. I have tried to analyze the feedback forms which were filled by the employees and draw conclusions based on it. The project study is based on primary as well as secondary data. I have collected primary data from the existing employees and the HR executives with the help of the Questionnaire. I have analyzed each and every question of the questionnaire according to the objectives of my study. Feedback form questionnaire served as an important source for the secondary data. After doing this project, the learning which I received is summed up at the end as a conclusion of the project.

INTRODUCTION
The research project entitled Review on Techniques adopted by HR Management to Improve the Effectiveness of Training and Development is an attempt to understand the opinion and attitudes of the various categories of employees of the Nestle towards the maintenance of effectiveness of Training services provided by the Company. It also aims to know and study obstacles in the proper utilization and increase the effectiveness of Training programs and try to suggest remedial measures wherever possible. The data was collected through well structured questionnaires. About 30 employees were considered for the sample size, since the researchers are given very limited time. This survey was carried out in production departments of the Company. For the purpose of survey, the training was divided into two groups. A. On-job-training and Off-job-training or Outbound Training. 1. on job Training Apprenticeship Training Job Instruction Training

2. Off the Job Training (Outbound training) Facilities needs for training types vary from classroom to an elaborate development center, large halls with audio-visual aids etc. 1. Classroom-programs live 2. Workbooks / Manuals 3. Seminar 4. Games/simulations (not computer-based) 5. Self-study programs 5. Role plays 6. Case Studies

INTRODUCTION OF TRAINING AND DEVELOPMENT Since the beginning of the twentieth century and especially after World War II, training programs have become widespread among organizations in the United States, involving more and more employees and also expanding in content. In the 1910s, only a few large companies such as Westinghouse, General Electric, and International Harvester had factory schools that focused on training technical skills for entry-level workers. By the 1990s, forty percent of the Fortune 500 firms have had a corporate university or learning center. In recent decades, as the U.S. companies are confronted with technological changes, domestic social problems and global economic competition, training programs in organizations have received even more attention, touted as almost a panacea for organizational problem. The enormous expansion in the content of training programs over time has now largely been taken for granted. Now people would rarely question the necessity of training in conversational skills. However, back to the 1920s, the idea that organizations should devote resources to training employees in such skills would have been regarded as absurd. Such skills clearly were not part of the exact knowledge and methods that the employee will use on his particular job or the job just ahead of him. Nevertheless, seventy years later, eleven percent of U.S. organizations deem communications skills as the most important on their priority lists of training, and many more regard it as highly important. More than three hundred training organizations specialize in communications training (Training and Development Organizations Directory, 1994). Previous studies on training have largely focused on the incidence of formal training and the total amount of training offered. This study, however, draws attention to the enormous expansion in the content of training with an emphasis on the rise of personal development training (or popularly known as the "soft skills" training, such as leadership, teamwork, creativity, conversational skills and time management training). Personal development training can be defined as training programs that aim at improving one's cognitive and behavioral skills in dealing with one self and others. It is intended to develop one's

personal potential and is not immediately related to the technical aspects of one's job tasks. Monahan, Meyer and Scott (1994) describe the spread of personal development training programs based on their survey of and interviews with more than one hundred organizations in Northern California. "Training programs became more elaborate; they incorporated, in addition to technical training for workers and human relations training for supervisors and managers, a widening array of developmental, personal growth, and self-management courses. Courses of this nature include office professionalism, time management, individual contributor programs, entrepreneur, transacting with people, and applying intelligence in the workplace, career management, and structured problem solving. Courses are also offered on health and personal well-being, including safe diets, exercise, mental health, injury prevention, holiday health, stress and nutrition."

MEANING AND DEFINITION

A business' most important asset is often its people. Training and developing them can be one of the most important investments a business can make. The right training can ensure that your business has the right skills to tackle the future. It can also help attract and retain good quality staff, as well as increasing the job satisfaction of those presently with you increasing the chances that they will satisfy your customers. Training and development refer to the imparting to specific skills ability and knowledge to an employee. A formal definition of training and development is: It is any attempt to improve current or future employee performance by increasing an employees ability to perform through learning, usually by changing the employees attitudes or increasing his or her skills and knowledge. The need for training and development is determined by the employees performance deficiency, computed as follows: We can make a distinction among training, education and development. Such distinction enables us to acquire a better perspective about the meaning of the terms. Training, as was

started earlier, refers to the process of imparting specific skills. Education, on the other hand, is confined to theoretical learning in the classrooms. In the field of human resource management, training and development is the field concerned with organizational activity aimed at bettering the performance of individuals and groups in organizational settings. It has been known by several names, including employee development, human resource development, and learning and development. Training and development encompasses three main activities: training, education, and development. Garavan, Costine, and Heraty, of the Irish Institute of Training and Development, note that these ideas are often considered to be synonymous. However, to practitioners, they encompass three separate, although interrelated, activities:

This activity is both focused upon, and evaluated against, the job that an

individual currently holds education training. This activity focuses upon the jobs that an individual may potentially hold in the future, and is evaluated against those jobs development. This activity focuses upon the activities that the organization employing the individual, or that the individual is part of, may partake in the future, and is almost impossible to evaluate. The "stakeholders" in training and development are categorized into several classes. The sponsors of training and development are senior managers. The clients of training and development are business planners. Line managers are responsible for coaching, resources, and performance. The participants are those who actually undergo the processes. The facilitators are Human Resource Management staff.

And the providers are specialists in the field. Each of these groups has its own agenda and motivations, which sometimes conflict with the agendas and motivations of the others. The conflicts are the best part of career consequences are those that take place between employees and their bosses. The number one reason people leave their jobs is conflict with their bosses. And yet, as author, workplace relationship authority, and executive coach, Dr. John Hooverpoints out, "Tempting as it is, nobody ever enhanced his or her career by making the boss look stupid." Training an employee to get along well with authority and with people who entertain diverse points of view is one of the best guarantees of long-term success. Talent, knowledge, and skill alone won't compensate for a sour relationship with a superior, peer, or customer. 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.

TRADITIONAL AND MODERN APPROACH OF TRAINING AND DEVLOPMENT Traditional Approach Most of the organizations before never used to believe in training. They were holding the traditional view that managers are born and not made. There were also some views that training is a very costly affair and not worth. Organizations used to believe more in executive pinching. But now the scenario seems to be changing. The modern approach of training and development is that Indian Organizations have realized the importance of corporate training. Training is now considered as more of retention tool than a cost. The training system in Indian Industry has been changed to create a smarter workforce and yield the best results

TRAINING AND DEVELOPMENT OBJECTIVES

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

The quality of employees and their development through training and education are major factors in determining long-term profitability of a small business. If you hire and keep good employees, it is good policy to invest in the development of their skills, so they can increase their productivity. Training often is considered for new employees only. This is a mistake because ongoing training for current employees helps them adjust to rapidly changing job requirements.

Purpose of Training and Development

Reasons for emphasizing the growth and development of personnel include

Creating a pool of readily available and adequate replacements for personnel who may leave or move up in the organization. Enhancing the company's ability to adopt and use advances in technology because of a sufficiently knowledgeable staff. Building a more efficient, effective and highly motivated team, which enhances the company's competitive position and improves employee morale. Ensuring adequate human resources for expansion into new programs.

Research has shown specific benefits that a small business receives from training and developing its workers, including:

Increased productivity. Reduced employee turnover. Increased efficiency resulting in financial gains. Decreased need for supervision.

Employees frequently develop a greater sense of self-worth, dignity and well-being as they become more valuable to the firm and to society. Generally they will receive a greater share of the material gains that result from their increased productivity. These factors give them a sense of satisfaction through the achievement of personal and company goals. The Training Process The model below traces the steps necessary in the training process:

Organizational Objectives Needs Assessment Is There a Gap? Training Objectives Select the Trainees

Select the Training Methods and Mode Choose a Means of Evaluating Administer Training Evaluate the Training

Business should have a clearly defined strategy and set of objectives that direct and drive all the decisions made especially for training decisions. Firms that plan their training process are more successful than those that do not. Most business owners want to succeed, but do not engage in training designs that promise to improve their chances of success. Why? The five reasons most often identified are: Time - Small businesses managers find that time demands do not allow them to train employees. Getting started - Most small business managers have not practiced training employees. The training process is unfamiliar. Broad expertise - Managers tend to have broad expertise rather than the specialized skills needed for training and development activities. Lack of trust and openness - Many managers prefer to keep information to themselves. By doing so they keep information from subordinates and others who could be useful in the training and development process. Skepticism as to the value of the training - Some small business owners believe the future cannot be predicted or controlled and their efforts, therefore, are best centered on current activities i.e., making money today. A well-conceived training program can help your firm succeed. A program structured with the company's strategy and objectives in mind has a high probability of improving productivity and other goals that are set in the training mission. For any business, formulating a training strategy requires addressing a series of questions.

Who are your customers? Why do they buy from you?

Who are your competitors? How do they serve the market? What competitive advantages do they enjoy? What parts of the market have they ignored? What strengths does the company have? What weaknesses? What social trends are emerging that will affect the firm?

The purpose of formulating a training strategy is to answer two relatively simple but vitally important questions: (1) What is our business? and (2) What should our business be? Armed with the answers to these questions and a clear vision of its mission, strategy and objectives, a company can identify its training needs. Identifying Training Needs Training needs can be assessed by analyzing three major human resource areas: the organization as a whole, the job characteristics and the needs of the individuals. This analysis will provide answers to the following questions:

Where is training needed? What specifically must an employee learn in order to be more productive? Who needs to be trained?

Begin by assessing the current status of the company how it does what it does best and the abilities of your employees to do these tasks. This analysis will provide some benchmarks against which the effectiveness of a training program can be evaluated. Your firm should know where it wants to be in five years from its long-range strategic plan. What you need is a training program to take your firm from here to there. Second, consider whether the organization is financially committed to supporting the training efforts. If not, any attempt to develop a solid training program will fail. Next, determine exactly where training is needed. It is foolish to implement a companywide training effort without concentrating resources where they are needed most. An internal audit will help point out areas that may benefit from training. Also, a skills inventory can help determine the skills possessed by the employees in general. This inventory will help the

organization determine what skills are available now and what skills are needed for future development. Also, in today's market-driven economy, you would be remiss not to ask your customers what they like about your business and what areas they think should be improved. In summary, the analysis should focus on the total organization and should tell you (1) where training is needed and (2) where it will work within the organization. Once you have determined where training is needed, concentrate on the content of the program. Analyze the characteristics of the job based on its description, the written narrative of what the employee actually does. Training based on job descriptions should go into detail about how the job is performed on a task-by-task basis. Actually doing the job will enable you to get a better feel for what is done. Individual employees can be evaluated by comparing their current skill levels or performance to the organization's performance standards or anticipated needs. Any discrepancies between actual and anticipated skill levels identifies a training need. Selection of Trainees Once you have decided what training is necessary and where it is needed, the next decision is who should be trained? For a small business, this question is crucial. Training an employee is expensive, especially when he or she leaves your firm for a better job. Therefore, it is important to carefully select who will be trained. Training programs should be designed to consider the ability of the employee to learn the material and to use it effectively, and to make the most efficient use of resources possible. It is also important that employees be motivated by the training experience. Employee failure in the program is not only damaging to the employee but a waste of money as well. Selecting the right trainees is important to the success of the program. Training Goals

The goals of the training program should relate directly to the needs determined by the assessment process outlined above. Course objectives should clearly state what behavior or skill will be changed as a result of the training and should relate to the mission and strategic plan of the company. Goals should include milestones to help take the employee from where he or she is today to where the firm wants him or her in the future. Setting goals helps to evaluate the training program and also to motivate employees. Allowing employees to participate in setting goals increases the probability of success. Training Methods There are two broad types of training available to small businesses: on-the-job and off-the-job techniques. Individual circumstances and the "who," "what" and "why" of your training program determine which method to use. On-the-job training is delivered to employees while they perform their regular jobs. In this way, they do not lose time while they are learning. After a plan is developed for what should be taught, employees should be informed of the details. A timetable should be established with periodic evaluations to inform employees about their progress. On-the-job techniques include orientations, job instruction training, apprenticeships, internships and assistantships, job rotation and coaching. Off-the-job techniques include lectures, special study, films, television conferences or discussions, case studies, role playing, simulation, programmed instruction and laboratory training. Most of these techniques can be used by small businesses although, some may be too costly. Orientations are for new employees. The first several days on the job are crucial in the success of new employees. This point is illustrated by the fact that 60 percent of all employees who quit do so in the first ten days. Orientation training should emphasize the following topics:

The company's history and mission.

The key members in the organization. The key members in the department, and how the department helps fulfill the mission of the company. Personnel rules and regulations.

Some companies use verbal presentations while others have written presentations. Many small businesses convey these topics in one-on-one orientations. No matter what method is used, it is important that the newcomer understand his or her new place of employment. Lectures present training material verbally and are used when the goal is to present a great deal of material to many people. It is more cost effective to lecture to a group than to train people individually. Lecturing is one-way communication and as such may not be the most effective way to train. Also, it is hard to ensure that the entire audience understands a topic on the same level; by targeting the average attendee you may undertrain some and lose others. Despite these drawbacks, lecturing is the most cost-effective way of reaching large audiences. Role playing and simulation are training techniques that attempt to bring realistic decision making situations to the trainee. Likely problems and alternative solutions are presented for discussion. The adage there is no better trainer than experience is exemplified with this type of training. Experienced employees can describe real world experiences, and can help in and learn from developing the solutions to these simulations. This method is cost effective and is used in marketing and management training. Audiovisual methods such as television, videotapes and films are the most effective means of providing real world conditions and situations in a short time. One advantage is that the presentation is the same no matter how many times it's played. This is not true with lectures, which can change as the speaker is changed or can be influenced by outside constraints. The major flaw with the audiovisual method is that it does not allow for questions and interactions with the speaker, nor does it allow for changes in the presentation for different audiences. Job rotation involves moving an employee through a series of jobs so he or she can get a good feel for the tasks that are associated with different jobs. It is usually used in training for supervisory positions. The employee learns a little about everything. This is a good strategy for

small businesses because of the many jobs an employee may be asked to do. Apprenticeships develop employees who can do many different tasks. They usually involve several related groups of skills that allow the apprentice to practice a particular trade, and they take place over a long period of time in which the apprentice works for, and with, the senior skilled worker. Apprenticeships are especially appropriate for jobs requiring production skills. Internships and assistantships are usually a combination of classroom and on-the-job training. They are often used to train prospective managers or marketing personnel. Programmed learning, computer-aided instruction and interactive video all have one thing in common: they allow the trainee to learn at his or her own pace. Also, they allow material already learned to be bypassed in favor of material with which a trainee is having difficulty. After the introductory period, the instructor need not be present, and the trainee can learn as his or her time allows. These methods sound good, but may be beyond the resources of some small businesses. Laboratory training is conducted for groups by skilled trainers. It usually is conducted at a neutral site and is used by upper- and middle management trainees to develop a spirit of teamwork and an increased ability to deal with management and peers. It can be costly and usually is offered by larger small businesses.

Trainers Who actually conducts the training depends on the type of training needed and who will be receiving it. On-the-job training is conducted mostly by supervisors; off-the-job training, by either in-house personnel or outside instructors. In-house training is the daily responsibility of supervisors and employees. Supervisors are ultimately responsible for the productivity and, therefore, the training of their subordinates. These supervisors should be taught the techniques of good training. They must be aware of the knowledge and skills necessary to make a productive employee. Trainers should be taught to

establish goals and objectives for their training and to determine how these objectives can be used to influence the productivity of their departments. They also must be aware of how adults learn and how best to communicate with adults. Small businesses need to develop their supervisors' training capabilities by sending them to courses on training methods. The investment will pay off in increased productivity. There are several ways to select training personnel for off-the-job training programs. Many small businesses use in-house personnel to develop formal training programs to be delivered to employees off line from their normal work activities, during company meetings or individually at prearranged training sessions. There are many outside training sources, including consultants, technical and vocational schools, continuing education programs, chambers of commerce and economic development groups. Selecting an outside source for training has advantages and disadvantages. The biggest advantage is that these organizations are well versed in training techniques, which is often not the case with in-house personnel. The disadvantage of using outside training specialists is their limited knowledge of the company's product or service and customer needs. These trainers have a more general knowledge of customer satisfaction and needs. In many cases, the outside trainer can develop this knowledge quickly by immersing himself or herself in the company prior to training the employees. Another disadvantage of using outside trainers is the relatively high cost compared to in-house training, although the higher cost may be offset by the increased effectiveness of the training. Whoever is selected to conduct the training, either outside or in-house trainers, it is important that the company's goals and values be carefully explained. Training Administration

Having planned the training program properly, you must now administer the training to the selected employees. It is important to follow through to make sure the goals are being met.

Questions to consider before training begins include:

Location. Facilities. Accessibility. Comfort. Equipment. Timing.

Careful attention to these operational details will contribute to the success of the training program. An effective training program administrator should follow these steps:

Define the organizational objectives. Determine the needs of the training program. Define training goals. Develop training methods. Decide whom to train. Decide who should do the training. Administer the training. Evaluate the training program.

Following these steps will help an administrator develop an effective training program to ensure that the firm keeps qualified employees who are productive, happy workers. This will contribute positively to the bottom line.

Evaluation of Training Training should be evaluated several times during the process. Determine these milestones when you develop the training. Employees should be evaluated by comparing their newly acquired

skills with the skills defined by the goals of the training program. Any discrepancies should be noted and adjustments made to the training program to enable it to meet specified goals. Many training programs fall short of their expectations simply because the administrator failed to evaluate its progress until it was too late. Timely evaluation will prevent the training from straying from its goals. . 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 the current job or prepare them for an intended job. According to Edwin D Flippo, The purpose of training is to achieve a change in the behavior of those trained and to enable them to perform better. TYPES OF TRAINING
1) Refresher Training: This Type of Training given to the existing employee to make

him update about the current requirements of the company and the society.
2) Promotional Training: This Type of Training given to those employees who are

going to be posted in higher level job.

3) Induction Training: In This Type of Training, Trainees introduced to the

organizational Environment, Employees and the Work.

4) Behavioral Training: Behavioral training is to develop managers into successful

leaders by improving their Behavior and Skills. In this Trainer concentrate on motivating the participant to succeed by developing a positive attitude.
5) Internship Training: Under this method the professional institutes enter into

arrangement with a big business enterprise for providing practical knowledge to its students.
6) Job Training: The object of job training is to increase the knowledge of workers

about the job with which they are concerned, so that their efficiency and performance

are improved. tion will prevent the training from straying from its goals. .

IMPORTANCE OF TRAINING AND DEVELOPMENT

Optimum Utilization of Human Resources Training and Development helps in optimizing the utilization of human resource that further helps the employee to achieve the organizational goals as well as their individual goals. Development of Human Resources Training and Development helps to provide an opportunity and broad structure for the development of human resources technical and behavioral skills in an organization. It also helps the employees in attaining personal growth. Development of skills of employees Training and Development helps in increasing the job knowledge and skills of employees at each level. It helps to expand the horizons of human intellect and an overall personality of the employees. Productivity Training and Development helps in increasing the productivity of the employees that helps the organization further to achieve its long-term goal. Team spirit Training and Development helps in inculcating the sense of team work, team spirit, and inter-team collaborations. It helps in inculcating the zeal to learn within the employees. Organization Culture Training and Development helps to develop and improve the organizational health culture and effectiveness. It helps in creating the learning culture within the organization.

 Organization Climate Training and Development helps building the positive perception and feeling about the organization. The employees get these feelings from leaders, subordinates, and peers. Quality Training and Development helps in improving upon the quality of work and work-life. Healthy work-environment Training and Development helps in creating the healthy working environment. It helps to build good employee, relationship so that individual goals aligns with organizational goal. Health and Safety Training and Development helps in improving the health and safety of the organization thus preventing obsolescence. Morale Training and Development helps in improving the morale of the work force. Image Training and Development helps in creating a better corporate image. Profitability Training and Development leads to improved profitability and more positive attitudes towards profit orientation. Training and Development aids in organizational development i.e. Organization gets more effective decision making and problem solving. It helps in understanding and carrying out organizational policies. Training and Development helps in developing leadership skills, motivation, loyalty, better attitudes, and other aspects that successful workers and managers usually display.

OBJECTIVES OF STUDY
The main strength of any organization is its human capital. It is highly necessary that the employees of an organization feel good about their work. Hence the study would focus on determining the identification of training needs for employees of Nestle and providing the company the suitable suggestion to improve the performance of employees. I have chosen this topic to know the views of the employees of the organization. Research inculcates scientific and inductive thinking and it promotes the development of logical habits of thinking and organization. The purpose of research is to discover answer to question through the application of scientific procedures. The main aim of research is to find out the hidden truth, which has not been discovered yet. Though each research study has its own specific purpose, we may think of research objectives as falling not a number of following broad groupings:

To find out how much the employees perceive these training programs to be To find out to what degree is the Training given to these employees catering to Study of the Training policy and various development programs being conducted To understand the existing training methods in the organization. To take the feedback from the employees on the training programme. To find the problem if any in the system. To suggest the method if any improvement is needed. To gather information on training needs and identification.

effective and beneficial. their general as well as specific needs. at Nestle.

CHAPTER: REVIEW LITERATURE

REVIEW LITERATURE 1. Evaluation of training and development programs

BY:-Marguerite Foxon and Coopers & Lybrand
As part of a larger research project on evaluation, I reviewed the relevant Australian, British and American journals for the period 1970-1986. My intention was to identify themes or trends in the evaluation of T&D programs, and ultimately to extract from the literature some practical guidelines, techniques or models useful to T&D/HRD professionals, particularly in the area of management development and Human Resource programs. I was initially surprised by the relatively small number of articles on the subject of evaluation. A total of six articles in Australian journals was found (five by Australian practitioners), and the Australian National Library has no record of any publication dealing with HRD evaluation for the period 1980-86. In British and American journals, some eighty articles were located, the most prolific period being 1982-84. The other impression one gains is of the uneven quality of this material. Much of it is rather superficial and general; some on the other hand is so academic in style it would be difficult for many practitioners to understand or apply.

Conclusion
The literature reviewed for the 17 year period to 1986 suggests that there is a widespread under-evaluation of training programs, and that what is being done is of uneven quality. It is not difficult to sympathise with the practitioners who agree with the principle of evaluation but express concern about the practice of it. The literature contains a confusing array of concepts, terminologies, techniques and models. For instance, more than 80% of the literature reviewed makes no attempt to define or clarify the term evaluation, yet one in four writers propose evaluation models of some description. It was particularly surprising to find this failure to define evaluation in some otherwise quite well researched articles. Associated with the issue of definition is that of determining the purpose. Many imply their definition when they outline the perceived purpose. If one is unclear as to purpose, the choice of appropriate strategy and methodology will be affected. Nearly one quarter of the articles neither present nor imply any specific purpose for evaluating training. A similar proportion display a superficial understanding of the more complex issues involved, and a paucity of realistic applications. Woodington (1980) encapsulates these views by highlighting five distinct impressions which can be gained from an overview of training evaluation.

Firstly, many practitioners do not perceive the training program as an instructional system, nor do they fully understand what constitutes the evaluation of training. The nature and type of organisation exerts a subtle influence (possibly control?) over the scope and methods of evaluation, and the conduct of evaluation is also dependent on whether internal or external evaluators are used. Finally, he draws attention to the lack of personnel trained in evaluation methodology. The obvious constraint determining the type of evaluation chosen is the availability of resources. This includes time, money, and personnel, as well as the evaluator's own expertise. Possibly the latter is the major constraint. Lange (1974,23) expresses similar concerns, stating, "Too many bad evaluations are being presented ... evaluation is a good concept based on solid theoretical thinking. But its practice is not well developed". The definition and purpose of evaluation enable the evaluator to determine what strategy to adopt. Practitioners need to see evaluation in a broader context than merely a set of techniques to be applied. In a systems approach, evaluation is an integral part of the HRD function which in turn is part of the whole organisational process. This integrated approach contrasts with the more popular view of evaluation as something that is "performed" at certain points and on certain groups; the integrated approach means it is difficult to separate evaluation from needs assessment, course design, course presentation, and transfer of training. It is not within the scope of this article to expand on this further, but the belief that training programs should be continually evaluated from the earliest design phase in order to modify and improve the product goes unrecognised by many trainers. This would account for the popularity of Kirkpatrick's model, which tends to promote retrospective evaluation rather than formative or summative. Evaluation techniques are not well written up in the literature, and the use of experimental control groups, statistical analysis and similar methods may be concepts which exist only in academic journals according to Bramley and Newby (1984b,18). The need for measurement of training effectiveness is often referred to, but there are few good examples of rigorous evaluation of training programs. One conclusion must be that practitioners do not know how to do much more than basic assessment. Much of what is labelled evaluation is basically an assessment of the actual training activity (Zenger and Hargis, 1982; Morris, 1984). The choice of techniques will depend on some combination of methodological and pragmatic questions, and there is a need to settle for 'sensible' evaluation - one cannot measure the impact of management training on the whole organisation but must make some compromises. Questionnaires, surveys and structured interviews should be carefully designed and field tested to ensure that worthwhile information is received. The literature review confirms the belief of Morris (1984) that evaluation is regarded by most practitioners as desirable in principle, difficult in practice. It also highlights the lack of well written and documented articles for practitioners to learn from.

2. Training and development

According to CASSE AND BANAHAN (2007), the different approaches to training and development need to be explored. It has come to their attention by their own preferred model and through experience with large Organisations. The current traditional training continuously facing the challenges in the selection of the employees, in maintaining the uncertainty related to the purpose and in introducing new tactics for the environment of work and by recognizing this, they advising on all the problems, which reiterates the requirement for flexible approach. Usually the managers have the choice to select the best training and development programme for their staff but they always have to bear in mind that to increase their chances of achieve the target they must follow the five points highlighted by Miller and Desmarais (2007). According to Davenport (2006), mentioned in his recent studies that its easy to implement strategy with the internet supported software. Some of the Training theories can be effective immediately on the future of the skill and developments. The content and the access are the actual factors for the process. It is a representation itself by the Access on main aspect what is effective to the adopted practice in training development. As per the recent theories to access the knowledge is changing from substantial in the traditional to deliver the knowledge for the virtual forms to use the new meaning of information with electronic learning use. There is a survey confirmation for using classroom to deliver the training would drop dramatically, (Meister, 2001). A manager is that what the other members of the organization wants them to be because it is a very popular trend of development training for the managers in the training for the management (Andersson, 2008, Luo, 2002). Most of the managers seems to reject a managerial personality in support of the other truth for themselves (Costas and Fleming, 2009). The Role of the Employment and Training Administration (ETA) Pilots and Demonstration Team Division of Research and Evaluation Office of Policy Development and Research Employment and Training Administration U. S. Department of Labor Michelle R. Ennis The Role of the Employment and Training Administration (ETA) For over 30 years, business and industry has utilized competency models to select employees. The trend to use competency-based approaches in education and training, assessment, and development of workers has experienced a more recent emergence. With the mobility of the workforce and retirement of the baby boomers, competency models are being used for succession planning as well. It is within the last few years that the Employment and

Training Administration (ETA) has turned its focus on skills acquisition and assessment to the competency model process for determining the needs of business and employers and the requirements of skilled workers. Recently, ETA has been engaged with business, industry, and education/training leaders to develop competency models for targeted industries and broker information on resources that are used based on or used in conjunction with competency models to efficiently prepare the workforce. This paper examines the role of competency models in human resources practices and discusses where the ETA Competency Model Clearinghouse has assisted in sharing competency related information and resources to the publicly funded workforce investment system and private industry. Concluding remarks suggest future directions for ETA. Defining a Conclusion As noted above, with certain exceptions considered, competency models are a viable tool that can be utilized to prepare the current and future workforce and retain skilled incumbent workers to meet the job requirements and other needs of employers. Furthermore, for career exploration and development purposes and during times of job change, whether by choice or due to market changes, competency models are an assistive device for individuals to focus on their current competencies and refocus or enhance their competencies as necessary. With the knowledge and use of the information contained within a competency model and awareness of their individual competency strengths and weaknesses, individuals may manage their future job or career success, navigate their current chosen career pathway, or apply the information to examine new career opportunities, considering the utilization of transferable competencies. In considering the review of the literature available on competency models, ETA is clearly consistent with the literature in terms of assisting high growth industries with developing competency model frameworks and making investments in projects that use them.

CHAPTER -3 COMPANYS PROFILE

COMPANY PROFILE About Nestle

Nestl is the world's leading Nutrition, Health and Wellness Company. It is committed to increase the nutritional value of their products while improving the taste. Since Henri Nestl developed the first milk food for infants in 1867, and saved the life of a neighbors child, the Nestl Company has aimed to build a business as the world's leading nutrition, health and wellness company based on sound human values and principles. Nestle SA, Switzerland is amongst the worlds largest food and beverages companies. The company is progressively evolving from a respected, trustworthy food and beverage company to a respected, trustworthy food, beverage, nutrition, health and wellness company. This objective is encapsulated in Good Food, Good Life. The principle activities of the group encompass: beverages, milk products, nutrition and ice cream; prepared dishes and cooking aids; chocolate, confectionery and biscuits; water; and pet care. It has 511 factories in 86 countries around the world. While our Nestl Corporate Business Principles will continue to evolve and adapt to a changing world, our basic foundation is unchanged from the time of the origins of our Company, and reflects the basic ideas of fairness, honesty, and a general concern for people. Nestl is committed to the following Business Principles in all countries, taking into account local legislation, cultural and religious practices:

Nestl's business objective is to manufacture and market the Company's products in such a way as to create value that can be sustained over the long term for shareholders, employees, consumers, and business partners.

Nestl does not favor short-term profit at the expense of successful long-term business development.

Nestl recognizes that its consumers have a sincere and legitimate interest in the behavior, beliefs and actions of the Company behind brands in which they place their trust and that without its consumers the Company would not exist.

Nestl believes that, as a general rule, legislation is the most effective safeguard of responsible conduct, although in certain areas, additional guidance to staff in the form of voluntary business principles is beneficial in order to ensure that the highest standards are met throughout the organization.

Nestl is conscious of the fact that the success of a corporation is a reflection of the professionalism, conduct and the responsible attitude of its management and employees. Therefore recruitment of the right people and ongoing training and development are crucial.

Nestl continues to maintain its commitment to follow and respect all applicable local laws in each of its markets.

Background - Nestle India Limited:

Nestle India Limited was established in India in1961, in an effort to upgrade the existing standards of the Indian milk industry at that period. The first production unit was launched in Punjab. Nestle India Limited has grown over the years into the most desired brand in the food and beverage sector in India. The company has succeeded in meeting the expectations of the Indian government in bringing a marked change in the milk industry through its suggestion on latest dairy farming techniques and upkeep of cows to improve the milk yield. Nestle India limited gave directions to the farmers in incorporating the advanced technological methods with regard to crop maintenance and irrigation. The company proposed the set up of centers that not only catered to the storing and selling of milk, but also maintained contacts with the farmers.

With an employee-strength of over 3000 and turnover of US$ 497 million in 2003, Nestle India is one of the leading companies in the FMCG space in India. The company is acknowledged amongst Indias Most Respected Companies and amongst the Top Wealth Creators of India. During the first half 2004, the company registered a total income of US$ 257.8 million and net profit of US$ 23.73 million. Nestl India is a 61.85 per cent subsidiary of Nestle S.A. Switzerland and was incorporated as a limited company in 1959. It produces a wide range of products including beverages, prepared dishes and cooking aids, milk products and nutrition, chocolate and confectionery. Milk products and nutrition account for around 45per cent of Nestl Indias total revenues. The companys beverage products generate 22 per cent of the companys total revenues, while prepared dishes and cooking aids generate 18 per cent, and chocolate and confectionery 15 per cent.

Mission Statement
At Nestl, we believe that research can help us make better food so that people live a better life. Good Food is the primary source of Good Health throughout life. We strive to bring consumers foods that are safe, of high quality and provide optimal nutrition to meet physiological needs. In addition to Nutrition, Health and Wellness, Nestl products bring consumers the vital ingredients of taste and pleasure. As consumers continue to make choices regarding foods and beverages they consume, Nestl helps provide selections for all individual taste and lifestyle preferences. Research is a key part of our heritage at Nestl and an essential element of our future. We know there is still much to discover about health, wellness and the role of food in our lives, and we continue to search for answers to bring consumers Good Food for Good Life. Manufacturing Units Of Nestle India: Nestle India Limited initiated its workings in India with the Moga unit in Punjab in 1961; succeeded by the Choladi unit located in the state of Tamil Nadu. The Moga unit dealt

entirely with the proper management of dairy products whereas the Choladi unit diverted its interests to the tea industry. The main purpose behind the set up of Choladi unit was to treat the tea crop to produce soluble tea. Nestle India Limited is also the proud of owner of Nanjangud unit in Karnataka; Samalkha unit in Haryana; Ponda and Bicholim units in Goa; and Pantnagar unit in Uttarakhand.

Nestle India Limited, Pantnagar factory: Nestle India Limited, Pantnagar unit was established in 26 October 2006 in the area of approximately 20 acre. Nestle Pantnagar factory manufactures Noodles, Pazzta and Vending Mixes. Different products produced in Pantnagar unit are Masala noodle, Pazzta Masala & Cheesy, Masala-ae-Magic, Nestea Lemon & Peach, Lemonade, Orange, Frappe, Sunrise and NCVM.

Future plans: Nestle Indias objective is to manufacture and market the companys products in such a way so as to create value that can be sustained over the long term for consumers, shareholders, employees and business partners. Nestle aims to create value for consumers that can be sustained over the long term by offering a wide variety of high quality, safe food products at affordable prices. The company continuously focuses its efforts to better understand the changing lifestyles of modern India and anticipate consumer needs in order to provide convenience, taste, nutrition and wellness through its product offerings.

SWOT ANALYSIS OF NESTLE

SWOT Analysis Of Nestle

SWOT Analysis is a strategic planning method used to evaluate the Strengths, Weaknesses, Opportunities, and Threats involved in a project or in a business venture. It involves specifying the objective of the business venture or project and identifying the internal and external factors that are favorable and unfavorable to achieving that objective.

Strengths Parent support - Nestle India has a strong support from its parent company, which is the worlds largest processed food and beverage company, with a presence in almost every country. The company has access to the parents hugely successful global folio of products and brands. Brand strength - In India, Nestle has some very strong brands like Nescafe, Maggi and Cerelac. These brands are almost generic to their product categories. Product innovation - The company has been continuously introducing new products for its Indian patrons on a frequent basis, thus expanding its product offerings. Weakness Exports The companys exports stood at Rs 2,571 m at the end of 2003 (11% of revenues) and continue to grow at a decent pace. But a major portion of this comprises of Coffee (around 67% of the exports were that of Nescafe instant to Russia). This constitutes a big chunk of the total exports to a single location. Historically, Russia has been a very volatile market for Nestle, and its overall performance takes a hit often due to this factor.

Supply chain - The company has a complex supply chain management and the main issue for Nestle India is traceability. The food industry requires high standards of hygiene, quality of edible inputs and personnel. The fragmented nature of the Indian market place complicates things more. Opportunities Expansion - The company has the potential to expand to smaller towns and other geographies. Existing markets are not fully tapped and the company can increase presence by penetrating further. With India's demographic profile changing in favour of the consuming class, the per capita consumption of most FMCG products is likely to grow. Nestle will have the inherent advantage of this trend. Product offerings - The company has the option to expand its product folio by introducing more brands which its parents are famed for like breakfast cereals, Smarties Chocolates, Carnation, etc.

CHAPTERRESEARCH METHODOLGY

RESEARCH METHODOLOGY

To conduct any research, a scientific method must be followed. The universe study is very large in which it is difficult to collect information from all the employees. So the stratified random sampling method has been followed for the study, the analysis is based on primary as well as secondary data. Primary data was collected through Questionnaires Secondary data was collected through Newspapers Magazines Internet

HIGHLIGHTS OF RESEARCH METHODOLOGY Sample size: Sampling method: Location: Sample period: Sample unit: 30 Convenience sampling Nestle Sidcul, Pantnagar Over a period of 42 days Production department

Data collection: Data was collected through both primary and secondary sources. The Primary data was collected through administration of questionnaire through personal observation. Secondary source includes article from magazines and journals. Companys manual and internet was used to collect data (secondary).

TOOLS OF ANALYSIS

The tool of analysis adopted by me is Pie, Line, Column, Bar, Cone Charts which I have prepared on the basis of my questionnaire.

SCOPE OF STUDY
In this project I have tried to present briefly the training and development at Nestle, also tried to collect some information from the employees and get their feedback on the existing system. My aim of training has been to get a better insight into the department activities. The scope of Training and Development can be explained as:

It will help the employees to improve by providing them the feedback.

It helps to maintain the equity in the organization.

CHAPTER DATA INTERPRETATION AND DATA ANALYSIS

DATA ANALYSIS AND INTERPRETATION SHOWING THE RESPONSE TOWARDS SATISFACTION LEVEL FOR DURATION OF TRAINING SL NO 1 2 3 4 RESPONSE Satisfied Not Satisfied Moderately satisfied Can't say TOTAL No. OF RESPONDENTS 22 0 5 3 30 PERCENTAGE 73% 0% 17% 10% 100%

CONCEPT: Satisfaction of the learner is the most important factor in Training programme. It plays a major role in employees growth and development, commitment towards the job. ANALYSIS: The above chart shows that 73% of employees are satisfied with the duration of Training, whereas 17% are moderately satisfied and 10% indicates as they could not conclude. INTERPRETATION OF DATA: Thus employees are satisfied with the Training duration extended by the Nestle.

SHOWING TYPE OF TRAINING UNDERGONE BY EMPLOYEES

SL NO 1 2 3

TYPE On-Job Training Off-Job-Training BOTH TOTAL

No. of Respondents 20 6 4 30

PERCENTAGE 67% 20% 13% 100%

CONCEPT: Satisfaction is the most important part of Training Programme. It plays a major role in employees growth, personal development and interest or commitment towards work. ANALYSIS: From the above chart, it is understood that 67% of the employees are on-job training, 20% of the employees are off-job training and 13% of the employees doing both. INTERPRETATION OF DATA:

From the above, on-the-job training is given importance in Nestle being an food company major part of the work is involved in production. SHOWING THE OPINION OF RESPONDENTS ABOUT RECEIVING TRAINING REGULARLY

SL NO 1 2

RESPONSE YES NO TOTAL

NO. OF RESPONDENTS 28 2 30

PERCENTAGE 93% 7% 100%

CONCEPT: Training should be a regular activity: it has to be given regularly to the employees to enable to them to carry out their job in the required manner without any deviation. ANALYSIS: From the above table it is clear that of the 93% of respondents says that they undergo training regularly and only 7% say that they dont receive training. INTERPRETATION: Thus, it is found that at Nestle, training is a regular and continuous process based on the training needs and general training guideline structure.

SHOWING AWARNESS ABOUT TRAINING OBJECTVIES WHEN BEING SELECTED SL NO 1 2 RESPONSE YES NO TOTAL NO. OF RESPONDENTS 26 4 30 PERCENTAGE 87% 13% 100%

CONCEPT: A Trainee has to know the objectives of the Training Program before the Training Program. From this he will know that what he is going to learn, need to achieve out of it. ANALYSIS: From the above diagram, it shows that out of 30 respondents, 87% accepted that they are aware about the Training objectives, while balance 13% says NOT. INTERPRETATION: Thus is it clear that the most of the employees are aware about the Training Objectives when being selected.

SHOWING THE OPINIONS OF RESPONDENTS ABOUT THE TRAINEES FEEDBACK SL. NO 1 2 3 4 RESPONSE Yes Not at all To some extent Not known TOTAL No. OF RESPONDENTS 24 0 3 3 30 PERCENTAGE 80% 0% 10% 10% 100%

10% 10% 0%
YE S Not At All T s e extent o om Not K now n

80 %

CONCEPT: Trainee's feedback is most important tool which helps the Organization to evaluate the Training standards, needs. If the trainees feedback is considered with necessary action plan, they will be motivated and do the best job. ANALYSIS: From the above chart, it clearly shows that 80% of the respondents say YES, their feedback is considered, while 10% says that their feedback is considered to some extent and balance 10% says that they do not know. INTERPRETATION:From the above analysis, it is found clearly that Trainees feedback is given importance in Nestle.

SHOWING THE MANAGEMENT CO-OPERATION DURING TRAINING AND DEVELOPMENT

SL.NO 1 2 3 4

RESPONSE Good Moderate Bad No support TOTAL

No. OF RESPONDENTS 26 4 0 0 30

PERCENTAGE 87% 13% 0% 0% 100%

CONCEPT: The Management support should be extended to the Trainees; it can motivate them and develops confidence in handling various kinds of jobs. ANALYSIS: From the above chart, it is found that 87% of the respondents say that the Management is supporting to a great extent, while 13% says that they are getting moderate support. INTERPRETATION: From the above analysis, it is found that the majority of the respondents are of the opinion that the Management is extending its full co-operation during Training and Development program.

SHOWING THE OPINION OF THE RESPONDENTS ABOUT KNOWLEDGE DEVELOPMENT DURING TRAINING SL.NO 1 2 3 4 RESPONSE To some extent To a great extent Yes Not at all TOTAL
0% 20%
T s e extent o om

No. OF RESPONDENTS 12 12 6 0 30

PERCENTAGE 40% 40% 20% 0% 100%

40%

T a g t extent o rea Yes Not a a t ll

40%

CONCEPT: Knowledge is the important factor for any kind of learning. It gives an idea to an employee about the subject matter. ANALYSIS: From the above table, it is found that 40% of the respondents say that the training helps in knowledge development to great extent, 40% says to some extent while balance 20% says seemingly yes. INTERPRETATION: From the above analysis, it is found that the majority of the respondents saying that the training helps to knowledge development during training program.

SHOWING THE OPINION OF THE RESPONDENTS SHOULD THEY HANDLE ANY HIGHER RESPONSIBILITY

SL.NO 1 2 3 4

RESPONSE Confident To some extent Not at all Not Known TOTAL

0% 17% 0%

No. OF RESPONDENTS 25 5 0 0 30

PERCENTAGE 83% 17% 0% 0% 100%

C fid t on en Tosom exten e t Not at all Not Know n

83%

CONCEPT: Training helps in getting promotion also, if an employee is undergoes training; he may get promoted to higher level. ANALYSIS: From the above table, it is found that 83% of the respondents say that they are confident to shoulder higher responsibility, while 17% says that to some extent they are confident. INTERPRETATION: From the above analysis, they can conclude that majority of the respondents are confident and ready to handle any higher responsibility.

SHOWING THE OPINION ABOUT TRAINING COURSE CONTENT

SL.NO 1 2 3

RESPONSE Good Properly choose Bad TOTAL

No. OF RESPONDENTS 25 5 0 30

PERCENTAGE 83% 17% 0% 100%

CONCEPT: Even though the Company choose the Training contents relevant to the job, the trainees opinion is also very important from their angle. Training contents should cover all necessary information regarding the training subject, so that an employee can fee easy to understand the matter in clear manner. ANALYSIS: From the above table it is clear that 83% of the respondents says properly chosen, while remaining 17% saying as good. INTERPRETATION: From the above analysis, it is found that majority of the respondents opinion says that it is properly chosen.

SHOWING THE OPINION OF THE RESPONDENTS TOWARDS THE FACILITIES PROVIDED DURING TRAINING

SL.NO 1 2 3 4

RESPONSE LCD OHP Books Audio TOTAL

No. OF RESPONDENTS 25 5 0 0 30

PERCENTAGE 83% 17% 0% 0% 100%

ANALYSIS: From the data the picture indicates 83% and 17% are of the opinion that they are provided with LCD AND OHP facility respectively. INTERPRETATION: From the above analysis it is clear that the majority of respondents say LCD facilities are being provided during training program.

SHOWING THE SATISFACTION LEVEL OF RESPONDENTS ABOUT THE TRAINING FACILITY PROVIDED

SL NO 1 2

RESPONSE YES NO TOTAL

NO. OF RESPONDENTS 27 3 30

PERCENTAGE 90% 10% 100%

CONCEPT: The facilities provided during the training have major impact. It should have professional environment and support to the Trainees. ANALYSIS: From above chart showing that 90% of the respondents are of the opinion that the existing facility is good. INTERPRETATION: From the above chart, it is clear majority the respondents say that they are satisfied with the existing facilities provided during the Training.

SHOWING THE OPINION OF RESPONDENTS ABOUT THE TRAINERS THEORATICAL KNOWLEDGE

SL.NO 1 2 3 4

RESPONSE Excellent Good Average Poor TOTAL

No. OF RESPONDENTS 9 17 4 0 30

PERCENTAGE 33% 57% 13% 0% 100%

CONCEPT: A trainer should have thorough knowledge about the Training, so that he can clear the doubts of the Trainee theoretically. ANALYSIS: From the above table it is found that 33% of the respondents say that trainers knowledge is excellent, when 57% quotes as good and 13% are of the opinion that it is average. INTERPRETATION: From the above analysis they can conclude that majority of the respondents are showing positive opinion about the Trainers theoretical knowledge is good.

SHOWING OPINION TOWARDS THE SATISFACTION OF EXAMPLES BEING QUOTED DURING TRAINING ROGRAMME

SL.NO 1 2 3 4

RESPONSE Highly Satisfied Not satisfied Satisfied Highly dissatisfied TOTAL

No. OF RESPONDENTS 10 0 20 0 30

PERCENTAGE 33% 0% 67% 0% 100%

CONCEPT: During training, it is very helpful if the trainer quote the relevant and good examples that the trainee can understand the subject clearly. This enables the employee to remember and helpful while applying this for job execution. ANALYSIS: From the above table, it is found that 67% of the respondents are satisfied with the examples quoted, 33% says they are highly satisfied. INTERPRETATION: From the above analysis, they can conclude that the respondents are satisfied with the examples being quoted during training.

SHOWING THE OPINION TOWARDS FREEDOM OF EXPRESSION GIVEN TO TRAINEES

SL.NO 1 2 3

RESPONSE Good No Freedom Average TOTAL

No. OF RESPONDENTS 29 0 1 30

PERCENTAGE 97% 0% 3% 100%

CONCEPT: The freedom of expression of doubts is which in turn will affect the productivity of the organization, if no freedom is given then Trainee might do some mistakes in while working in factories, machines etc. ANALYSIS: From the above table it is found that 97% of the respondents say freedom of expression in clearing their doubts is good, while 3% says average. INTERPRETATION: From the above, they can conclude that majority of the respondents are highly satisfied with the freedom extended to them for expressing their doubts for clearance.

SHOWING THE RESPONSE OF EMPLOYEES TOWARDS TRAINING AND DEVELOPMENT PROGRAM IS REGULAR ACTIVITY AT NESTLE

SL NO 1 2

RESPONSE YES NO TOTAL

NO. OF RESPONDENTS 30 0 30

PERCENTAGE 100% 0% 100%

CONCEPT: Regular training program keep the employees updated and intact about the knowledge of various hurdles arising during the job process. ANALYSIS: From the above table it is found that 100% of the respondents are says YES, the Company follows training and development program as regular activity. INTERPRETATION: From the above analysis we can conclude that the Training and Development program is regular activity at the Company.

FINDINGS

Training and development programs at Nestle are aimed at systematic

development of knowledge, skills, attitude and team work.

Maximum respondents have undergone training program. But it is only showing

73% of the respondent is satisfied with the training duration.

The employees are not aware about the criteria of selection for Training. 47% of

the employees are selected randomly for the training programme and no other proper method is followed. The Trainee has to know the objectives of Training before selection. Only 87% of

the employees are aware about the objective of training when being selected. Knowledge is the important factor for any kind of learning. It gives an idea to

employee about the subject matter. 40% said that the training imparted is only helping to some extent in gaining the knowledge, not to the full extent. Training is given to employees by recognizing their area of deficiency. No

training is imparted to the employees on the basis of giving promotion upon completion.

CHAPTERSUGGESTIONS, CONCLUSIONS AND LIMITATIONS

SUGGESTIONS & RECOMMENDATIONS USING THE EVALUATION TO IMPROVE TRAINING

Information from the training evaluation can be used in making decisions about whether to continue the training program or how to improve it. Modifying the training based on reaction measures is fairly straightforward. A boring speaker can be replaced, a film rates as irrelevant dropped, or a caterer changed, depending on the feedback received. If a sound evaluation design was used, additional modification of the training might be suggested by scores on the learning, behaviour or results measures. If insufficient learning occurred, the training presentation itself may have been at fault. Information may have been presented unclearly, or inadequate time and practice may have been allowed for trainees to absorb the materials. Alternatively, trainee readiness or motivation may be been deficient so that an otherwise well designed training experience had no real impact on the trainees. If behavior on the job did not improve despite gains in learning, the fault could lie in the needs assessment, the training program itself, or the work environment. If the initial needs assessment was not performed correctly, trainees might have mastered material that was not relevant to the demands of their jobs. Thus, while they might have learned something from the training, what they learned is not something that they can use. Another possibility is that the training content might have been appropriate, but there was insufficient emphasis either on transfer of training to the job or on relapse prevention. Finally, the fault could lie in the work environment if supervisors or the environment do no facilitate the use of new skills. When learning and behaviour change but results do not improve, the appropriateness of the training or validity of the results measures should be scrutinized. If people are behaving differently, but the behaviour has no impact on the bottom line, from a poor needs assessment. If on the other hand, the trained behaviours are better and more effective than the behaviours used previously, then the problem is simply that the results

measures are too coarse or contaminated to register their beneficial effect. Results measures like profit and turnover are affected by many factors outside the organization, such as general economic and labor market conditions. Perhaps a training program does have beneficial impact, but the impact is simply not visible against larger trends in global results measures. Utility of Training Programs: Utility of Training is the net gain realized by an organization as a result of adopting a given Human Resource Management practice, and it can be calculated for training programs as well as which Jack Phillips has championed addition a fifth level to Krikpatricks training evaluation hierarchy, return on investment. Phillips believes that the benefits of training should be carefully quantified and compared to the cost of delivering the training in order to justify training expenditures and evaluate the relative work of different training programs. Calculating utility or return on investment requires both assessing the costs of the training and putting a dollar on the benefits of the training. Some cost categories associated with the training are show in as below. They include one-time costs incurred in developing the program initially, costs that they are incurred each time the program is repeated, and costs incurred for each person trained. It is harder to put in terms of value on the benefits of training that it is to assess the costs. First one must estimate how much better a trained employee will perform than an untrained employee. The money payback of a certain percentage of improvement in performance depends on the importance of the job. It is probably worth more to an organization to increase an executives performance by 10% than to increase a secretarys performance by 10%. He multiplies the amount gained per trainee per year no. of persons trained. Next the duration of the training impact must be estimated. Because the benefit of training an employee is lot when that employee quits, turnover rates are often built into utility calculations. However, even if an employee stays with the organization, the effects of some kinds of training gradually wear off as trainees forget what they have learned or the knowledge become obsolete. Thus as estimate of the half-life of the training intervention also must be factored in.

One-Time Costs: Needs assessment costs Salaries of training designers or consultants Purchase for reusable training equipment and materials Full-scale evaluation of the program when first offered Trainer salaries, travel and lodging Facilities rental Trainee wages or salary during training Transportation, food and lodging for trainees during training No reusable training materials, handouts etc.

Pre-Session Costs

Pre-Trainee Costs

The final step in calculating utility is to subtract the total costs from the total benefits of a particular training program given to a specified number of people. Estimating the necessary parameters and calculating utility can be extremely complex, but by doing so, an employer can build a solid justification for a training program on purely economic grounds. Properly conceived and implemented training programs can have definite effects on organization performance and profits. A recent extensive study of the utility of several training programs in a large pharmaceutical company found that training programs varied widely in their impact, Manager training programs had an average return on investment of 45% whereas sales and technical training had an average return on investment of 156%. Information of this sort can be used to decide where to direct training resources to produce the largest impact. STATEMENT OF PROBLEM: To study and analyze the effectiveness of the various Training and Development To find out the obstacles in the proper utilization and increase the effectiveness of reaction about them. Training programs and tries to suggest remedial measures wherever possible.

CONCLUSIONS
The human resource executives should be exposed to lot of management programs

more experienced and senior executive should be involved in training sessions and for experience sharing sessions. The duration of the Training programme should increase. The employees should aware about the criteria for selection and they should aware

about the objectives of training when being selected. Training should be more relevant to the job and need contribute to trainees

knowledge to the fullest extent. Training also to impart to the employee based on giving promotion, not just only

for the employees who are found inefficient. This helps in motivating the employees and maintains the effectiveness of training.

Employee has to be aware about the cost invested by Company indirectly and

they will be motivated to get the desired result output.

LIMITATIONS OF STUDY
Although I completed my summer training in a very effective way but still I think that due to some limitations I was not able to collect some more information. I could not get some required information about the company and personal administrator in company. Due to several reasons such as:

The respondents were too busy to provide the proper time that was required for The company maintains too much privacy so regarding policy information was

study. provided.

BIBLIOGRAPHY

HUMAN RESOURCE MANAGEMENT V. S. RAO HUMAN RESOURCE MANAGEMENT GARY DESSLER STRATEGIC HUMAN RESOURCE MANAGEMENT SRINIVAS R KANDULA

WWW.GOOGLE.COM

ANNEXURES QUESTIONNAIRE Personal Data of the Employees

Name Age Designation

Q.1Are you satisfied with the duration of training programmes? a. Satisfied c. Moderately satisfied Q.2Type of training undergone by you: a. On the Job c. Both
Q.3 a. YES

b. Not Satisfied d. Not known

b. off the job

Do you get training regularly? b. NO

Q.4Are you aware about the training objectives when being selected?
a. YES

b. NO Is your feedbacks on training modules are considered? b. Not at all d. Not known

Q.5

a. Yes c. To some extent

Q.6

What is the support you receive from your immediate reporting officer in b. Moderate d. No support

the form of feedback while implementing training inputs? a. Good c. Bad

Q.7How training helps you in your knowledge development? a. To some extent c. Yes
Q.8

b. To a great extent d. Not at all

Do you handle any higher responsibility after the training? b. To some extent d. Not known

a. Confident c. Not at all

Q.9Your opinion about relevancy of course syllabus? a. Good c. Bad c. What are the facilities provided during training? a. LCD c. Books
Q.10

b. Properly Chosen

b. OHP d. Audio Are you satisfied with the facilities available? b. No How is the Trainer's theoretical knowledge? b. Good d. Poor Are you satisfied with the relevant examples given during Training? b. Not satisfied d. Highly dissatisfied How is the liberty of expressions given to trainees to clear their doubts? b. No freedom at all

a. YES Q.11 a. Excellent c. Average Q.12 c. Satisfied Q.13 a. Good c. Average

a. Highly satisfied

Q.14

Whether the company conducting training & development as a regular b. No

activity for the growth of employees? a. Yes

Your valuable suggestions are important for us to improve the efficiency of Training and Development activity. Please suggest liberally.