“study 0f TRAINING AND DEVLOPMENT at

Shree Salasar industry pvt.ltd.

BY

(BIRJU THAPA)

(G-17210510007)

THE B.B.A PROGRAM (2017-20)

H.N.B Garhwal University, Srinagar

GarhwalUttarakhand

Doon College of Agriculture Science & Technology

Camp Road Selaqui, Dehradun(UK)

Submitted By: Submitted To:

Mr Birju Thapa Mr. Anil Pundir
th
BBA 4 Semester (Asst. Professor)
Doo College of Agri. Science & Tech. (Department of Business Management)

1
 ACKNOWLEDGEMENT

This project report is a result of endless effort & immense degree of toil by many
great minds.

I would like to thank all those people who graciously helped me by sharing their
valuable time, experience & knowledge.

I also express my heartiest thanks to my guide Manash Bose general Manager of

Shree Salasar pvt.ltd industry to help me in this Project and gain valuable insights
of ferrosilicon

I would like to dedicate this work to my revered institute Doon College of Agri.
Science & Technology where I am getting the shape of future business manager.

I express my sincere gratitude to honorable Mr. R.R Dwivedi Principal of

D.C.A.S.T for their support and guidance.

I also Thankful to Mr. Anil Pundir Asst.Professor (Department of Business

Management) D.C.A.S.T for their guidance on the ground of which I have acquired
a new field of knowledge Lastly, I express my gratitude to my Parents and Friends
who financed this project and have been a moral support to me during this project.
2
 DECLARATION

I MR. BIRJU THAPA hereby declare that the term paper entitled ‘Training
and Development ’ Shree Salasar pvt.ltd industry,N.H.52 A, VILLAGE :
LEKHI,

NAHARLAGUN(AP)’ submitted to Doon PG Agriculture Science and

Technology,

Selaqui, Dehradun for partial fulfillment of the requirement of the award of

degree of “ BECHALORE OF BUSINESS ADMISNISTRATION course

is record of

bonafide work carried out by me.

3
 Index
Chapter No. Title
Chapter 1 Training And Development
Introduction
Definition
Difference Between Training And
Development
Training Objectives
Organizational Setup For Training
Chapter 2 Company Profile
Chapter 3 Objective Of The Study
Chapter 4 Scope Of The Study
Chapter 5 Importance Of the Study
Chapter 6 Research Methodology And
Findings
Chapter 7 Data Analysis And Interpretation
Chapter 8 Limitations Of The Study
Chapter 9 Suggestions
Chapter 10 Conclusions
Chapter 11 Questionnaire
Chapter 12 Bibliography

4
 HISTORY
Shree salasar industry private limited formerly established in 2004 with 2 X 7
MVA and 9 MVA (2010)submerged electric arc furnances with the
production capacity of 55 mt ferrosilicon per day in an average.It is classified
as non-govt company and is registered at register of companies,shillong.Its
authorized share capital is rs.182,000,000 and its paid up capital is
rs.180,850,000,it is involved in casting of metals[this group includes casting
finished or semi-finished products producing a variety of goods , all
characteristic of other activity classes].

Shree salasar industries is on of the leading exporters & suppliers of

ferrosilicon products and with the gradual year after year growth diversified
into supplying to industries and exporters , then itself become an exporters of
ferrosilicon.

Our range matches customers changing mood and requirements, obtaining to

their total satisfaction. The material used in product making is sourced from
reliable vendors that promised to deliver high quality range.

Beside , we ensure timely delivery of the array with the help of our
experienced c & f agents.

Our company is an India based company which is involved in the business of

manufacturing importing , exporting and dealing in pig iron,ferrosilicon,ferro
chrome and other ferrous metals . The company also sets up steel furnaces,
continues casting and rolling mill plant.

Company annual general meeting was last held on 30 September 2016 and as
per records from ministry of corporate affairs . Our industry is fully into
manufacturing of optimum quality silicon.

5
We basically use the best raw materials followed by the latest production
technology to manufacture ferrosilicon because of which we could deliver the
world best products to our clients.

Ferro silicon manufactures in india offer this ferro silicon at extremely

competetive costs that too with optimum grade, packaging and grain size as
per as the customers requirements.

Along with prosperus production , our ferrosilicon manufactures in india also

take care of the legal laws and enviromental consequencies thereby causing
very low carbon exposure. We use almost 60% of free space of our official
land for production of ferrosilicon thereby controlling the dusts and harmful
particles.

Ferrosilicon is basically a matter which is used as a source of silicon for

reducing metals from their oxides and deoxidizing the steel and other relevent
ferroalloys. The use of ferrosilicon offered by ferrosilicon manufactures in
india preserve the carbon within molten steel which can again be used to
make other ferroalloys.

We are an empowered export enterprise that was founded upon the value of
quality excellence. Our cornerstone is knowledge of the marketplace and an
extensive business network base. Our products offering distinguishes itself on
the basis of quality, customer service and value that can be trusted .

The values that guide our business include:

· Passion: We have a passion for delivering value to our clients.

· Respect: We treat our customers, partners and suppliers with mutual respect
and sensitivity, recognizing the importance of diversity.

· Integrity: We are committed to the highest level of integrity in every aspect of

our business.

6
 Excellence: We aim to be the best in quality and in all the services that we
provide.

· Innovation: We are creative in delivering value to our clients, shareholders,

suppliers and the community. We anticipate change and capitalize on the many
opportunities that arise.

· Empowerment: We believe in developing and equipping our talented

designers to take initiative and to deliver their assigned tasks with the necessary
know-how.

BOARD MEMBER:-

 Sandip kumar bhagat

Director

 Purushottom murarkar

Director

 Harsh sharma

Additional director

 Sanjay agarwal

Director

 Naresh chandra keyal

Director

7
 Training
And
Development

8
Introduction On Training And Development
In the knowledge driven world of today, the pace of change is so fast that it even defies
Moor’s law. Even to stay at the same place, the organizations have to run fast. Strategic
advantage to the organizations comes only from the core competences, which are
developed by the individuals working in it. Such levels of excellence can be achieved only
by investing in people. Investment must not confine to compensation only, but must entail
the inputs aimed at updating the skills of the employees. Training is one such potion to
cure the organizations of the sluggishness, which may creep in because of the
organizational inertia.
Largely, personnel department has been associated with procuring and hiring the human
resources. But, after the newly appointed employees join the organization, it is necessary to
impart training to them in order to make them competent for the jobs that they are
supposed to handle. In modern industrial environment, the need for training of employees
is widely recognized to keep the employees in touch with the new technological
developments. Every company must have a systematic training programme for the growth
and development of its employees. It may be noted that term ‘training’ is used in regard to
teaching of specific skills, whereas the term ‘development’ denotes overall development of
personality of the employees. This chapter studies the various methods of training and
development, which are used by various organizations, particularly those engaged in the
business and industrial activities.

9
Definition Of Training And Development
Training is often looked upon as an organized activity for increasing the knowledge and
skills of people for a definite purpose. It involves systematic procedures for transferring
technical know-how to the employees so as to increase their knowledge and skills for doing
specific jobs with proficiency. In other words, the trainees acquire technical knowledge,
skills and problem solving ability by undergoing the training programme.
There are several textbook definitions of training, but the one by Edwin B Flippo is
generally well accepted. According to Flippo, “Training is the act of increasing the
knowledge and skills of an employee for doing a particular job”.
Training involves the development of skills that are usually necessary to perform a specific
job. Its purpose is to achieve a change in the behaviour of those trained and to enable them
to do their jobs better. Training makes newly appointed employees fully productive in
lesser time. Training is equally necessary for the old employees whenever new machines
and equipment are introduced and/or there is a change in the techniques of doing the
things.
Training is a continuous process and does not stop anywhere. The top management should
ensure that any training programme should attempt to bring about positive changes in the
knowledge, skills, and attitudes of the employees.

10
 Training vs. Development

Training Development
1. Training means learning skills and 1. Development refers to the growth of an employee in
knowledge for doing a particular job and all respects. It is more concerned with shaping the
increases skills required for a job. attitudes.
2. Training generally imparts specific skills to
the employees. 2.
Development is more general in nature and aims at overall
growth of the executives.
3. Training is concerned with maintaining and 3. Development builds up competences for future
improving current job performance. Thus, it has performance and has has a long-term perspective
a short-term perspective.
.
4. Training is job centered in nature. 4. Development is career-centered in nature.
5. The role of trainer or supervisor is very
important in training. 5. All development is ‘self-development’ and the executive
has to be internally motivated for the same.

Training is also different from education in the following respects:

• Training it is concerned with increasing knowledge and skills in doing a particular job.
The major burden of training falls upon the employer. But education is
broader in scope. Its purpose is not confined to developing the individuals, but it is
concerned with increasing general knowledge and understanding of total
environment.
• Education generally refers to the formal learning in a school or a college, whereas
training is vocation oriented and is generally imparted at the work place.
• Training usually has mere immediate utilitarian purpose than education.
At times, both training and education occur at the same time. Some schools run formal
vocational courses, which can be job-oriented whereas some employee
development programmes in industry have quite a wide scope and may be
viewed education.

11
Identification of Training Needs

The present time is the age of change. In all the spheres of organizational activity, there is a
very rapid change. Technology has become the most important harbinger of the change
process. In order to remain competitive, people have to learn newer skills and keep
themselves updated. This calls for a constant training.

The process of change has influenced even the process of training itself. Earlier the people
were acquiring training through apprenticeship and vocational courses, which are not
sufficient in the modern era of industrialization. It is necessary to identify the training
needs because of the following reasons:
(a) Adoption of new techniques in an organization and introduction of modern working
methods. For example, Computerization of the office as has been done in banks, railways
etc. The staff needs to be trained to handle the newer gadgets.
(b) Although it is often said that workforce is cheap in India, but they do not measure upto
the global standards in terms of productivity. Poor performance by the workers as reflected
by low output, lack of initiative, incompetence, and bad decisions. This requires their
systematic training.
(c) Wide gaps exist between what workers should be doing and what they are doing.
(d)Analysis of the strengths and weaknesses of an organizationmay pinpoint the areas of
weaknesses, which need to be handled seriously.

Training needs can be identified from an organization’s human resource plan. While
preparing plans, the current skills with expected needs for future should be kept in mind
and the deficiencies be highlighted. Some organizations prepare ‘skills-inventories’
classifying employees according to their qualifications, technical knowledge, experience
and various skills. The gaps between the existing and required levels of knowledge, skills,
performance and attitudes should be specified. The problem areas that can be resolved
through training should also be identified.
Training needs can be identified through the following types of analysis:

(i) Organizational analysis

(a) Analysis of objectives
(b) Resource utilization analysis
(c) Climate analysis

(ii) Task analysis

(iii) Manpower or Human Resource Analysis:

(i) Organizational Analysis.

Organizational analysis is basically a systematic study of an organization’s objectives,
resources, resource allocation and utilization, growth potential and its environment. Its
purpose is to determine where training emphasis should be placed in the organization for
increasing organizational effectiveness. Organizational analysis involves the following
elements:
(a) Analysis of Objectives.
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The long-term and short-term objectives and their relative priorities should be properly
analyzed. Specific goals for various departments should be stated which will serve as
means for achieving the overall organizational objectives. The management would have to
examine what are the specific training inputs that would contribute towards the
achievements of these objectives.
(b) Resource Utilization Analysis.
The allocation of human and physical resources and their efficient utilization in meeting
the operational targets should be analyzed. In order to examine the need for training, it
should be found out whether adequate number of personnel are available to ensure the
fulfillment of the goals or not. Also, it is important to know whether the personnel
performance is upto the required standards.
(c) Climate Analysis.
An organization’s climate reflects the attitudes of its members with regards to trust,
loyalty, openness, commitment to organizational goals. Analysis of an organization’s
climate determines whether the environment, when analyzed in different departments is
conducive to the fulfillment of their goals. This will help in knowing areas where training
is needed to improve the climate of the organization.
(ii) Task Analysis.
It is a systematic analysis of jobs to identify job contents, knowledge, skills and aptitudes
required to perform the job. Particular attention should be paid to the tasks to be
performed, the methods to be used, the way employees learn these methods and the
performance standards required of employees. Questionnaires, interviews, personnel
records, observation and other methods can be used to collect information about jobs in the
organization.
In task analysis, the main focus is on the job or task. Task analysis requires the study of
various types of skills and training required to perform to the job effectively.

(iii) Manpower Analysis.

The quality of manpower required by the organisation has to be carefully analysed. It has
to be done in the light of both internal and external environment of the organisation. The
economic, social, technological and political environment of the organisation should be
properly scanned to determine the quality of human resources desired. To achieve these
quality standards, specific training needs should be determined on the following lines :

(a) specific areas where individuals need training,

13
(b) the capability of present workforce to learn new skills and behaviours,
(c) the time frame within which training must be imparted, and
(d) job designing and redesigning, introduction of new work methods and technology.

Training Objectives
Once the training needs are identified, the next step is to define specifically training
objectives and to decide upon the methods to be adopted to achieve these objectives. The
overall aim of any training programme is to increase organizational effectiveness.
However, each training programme must also have specific objectives such as increased
productivity, improved quality, better human resource planning, better health and safety,
prevention of obsolescence and enhanced personal growth.

These objectives contribute to organizational effectiveness. The relationship between

specific objectives and overall purpose of training is shown in above fig.

Organizational Set-Up for Training

Training has to be imparted by the people and in order to enable them work effectively;
organization must have a structure that makes them work effectively and efficiently.
However the issue of establishing a training center within a company has to be addressed
from the very first question that whether is it really feasible to have a separate training
center at all or not?

Advantages of having in-house training center:

14
In case a company decides to have its own training center, then it can reap several
advantages, as mentioned below:
(i) Training programme shall be under the direct control of the executives.
(ii) The likeliness of a training programme to adhere to the objectives increases if it is
being organized within the organization.
(iii) If training is a regular exercise, as it is the case of software, pharmaceuticals and other
companies, then it is feasible to have a separate training center. In such companies, training
of staff continues throughout the year. So, the overhead expenses are reduced. Even
permanent staff can be hired for management and imparting the training.
(iv) An in-house training center ensures the privacy of training. In the competitive times of
today, privacy is an important issue because the competitors can copy the organization’s
efforts and offset its competitive advantage.
(v) Constant review of training effectiveness is easy if it is being imparted within the
organization.
However, there are arguments favouring outsourcing of training as well The external talent
can also be hired at an economical cost. The trainees also tend to pay more attention to
what is being said by the external expert. Moreover, external talent means more ideas and
fresh talent. The emerging scenario is that the companies where training is a regular
phenomenon may have a training center, while other might outsource the same. Even those
outsourcing the same may have a permanent staff to coordinate and manage the training,
while the external experts might be hired for imparting training. Usually, the considerations
while deciding having an in-house training center or not are:
• The support of the top management towards training.
• The amount of investment, which an organization wants to make.
• Volume of the training programme.
• Continuity of the training programme.
• Flexibility of a training programme.
• Privacy desired in a training programme.
In case a company has an in-house training center, the following issues have to be defined
to achieve better effectiveness and avoid clash of responsibilities:
Organizational structure
The exact position of the training department must be specified in the organizational
structure of the company. Training, being a staff function has a risk of being sidelined in a
large organization. Some of the typical structures of training department can be:

(i) As a part of the personnel department

In most companies, human resource development is entrusted upon HRD/Personnel
department. In such situation, the training department would function within the
authoritative control of the HRD manager. Usually, the new employees undergo an
orientation/induction programme, which is organized by this department. In such
department, there can be a permanent training manager, who shall plan and manage the
training programmes. He shall also evaluate the training programmes and report to the
HRD manager. Although rare, organization might hire some permanent faculty to provide
15
the training. The common practice is that some core faculty might be hired, while the
external experts might impart specialized training. Usually, the training imparted by this
department is more generic in nature.
(ii) In the form of a matrix organization
The training manager might not be a specialist in all functional areas. While imparting
sophisticated training, the common practice is to take a manager from the functional
department. For example, if sales training was to be given to the representatives, the sales
manager might be asked to plan the same. In such a situation, he shall design the training
programme and identify the faculty who shall provide the training. He might even identify
the trainees who need to be trained. The training manager, who shall be under the HRD
manager, shall organize the training according to the plan suggested by the sales manager.
He might arrange for the hotel, training facilities and other necessary paraphernalia
required for the training. In such a situation, the training activity is conducted in the form
of a matrix organization, where the training manager merely becomes a facilitator of a
training programme.
(iii) Training by functional heads
When training is not a very regular exercise, even the functional heads, such as marketing
manager/production manager etc. might undertake the task of organizing the training
programmes. They plan and organize the entire programme themselves.
Role and Responsibility
After the place in the organizational structure, the role and responsibility of the training
department must be specified clarity. The risk of role conflict exists particularly in a
matrix form of the training department. Each of the managers might see the other as
infringing upon the other’s authority. Such a situation is not conducive for an effective
training. Shared responsibility might not fix the responsibility in case the training does
not achieve the desired results.

Training Operations
From the operational angle, the following activities have to be undertaken to conduct a
training programme.
(a) Selection of the Trainees.
The proper selection of trainees is very important factor that determines permanent and
gainful results. A trainee must be provided the training which he really needs. Sometimes,
the employees perceive training as a paid vacation. This might lead to wastage of the entire
effort. The trainee might receive the training in a subject, which he is not very likely to use.
Again, the effort would be of no use. Sometimes, training is also seen as a sign of
incompetence. The employees might resist the same. So, proper screening of the candidates
for training improves the effectiveness of the training a programme.
While giving training to an employee, the first step is to attempt to place him at ease. It is
generally seen that many people are somewhat nervous when approaching an unfamiliar
task. The instructor should not forget the newness of the training programme to the trainee
though he has repeated experience of this. In addition to minimize any possible
apprehension, the trainer should emphasize the importance of job, its relationship to the
workflow and the importance of rapid and effective learning. Thus, the trainee must be
given the proper background information before he starts learning the new skills and
knowledge.
(b) Training the trainer.
The trainer is a key figure of any training programme. Before he is entrusted upon with the
task of undertaking the training, he must be judged whether s/he him/herself is competent
16
enough to do the same or not. The firms might engage a qualified instructor from inside or
outside the organization. However, many insiders are not good instructors because they
might not possess the ability to teach the skill. Trainer needs many qualities besides
theoretical competence. He must be able to divide the job into logical parts so that he may
take up one part at a time without losing his perspective of the whole. He must be tolerant
and patient. He must be able to appreciate the value of training job in relation to the
enterprise and an understanding of what the employees would go through in order to
acquire the skills and knowledge as envisaged by the programme.
The trainer has to have professional expertise to fulfill his responsibility. Therefore, it is
desirable that the trainer must have knowledge about the job for which he is going to
instruct the trainees. He must be able to suggest solutions to the practical problems faced
by the trainees.
The trainer should explain and demonstrate the operations step by step and should allow
the trainees to repeat these operations. He should also encourage questions from the
trainees in order to be sure that the trainees understand the job.
(c) Training Period.
The duration of a training programme depends upon the skill to be acquired, the trainee's
learning capacity and the training methodology used, For example, a simple orientation
programme for clerks may require an hour a day over a period of one week, while a course
in computer programming may be require two hours a week for 10 weeks. The use of
training aids usually helps to reduce the training time. To maintain interest and secure
maximum accomplishment, no single session should last longer than two hours.
Another issue is whether the training should be given during working hours or after the
working hours. If the training is given during working hours, the productivity may suffer
and the organization will have to pay for this time. But if the training is arranged after the
working hours, the employees may not be able to make full use of training programmes
because they might be tired already. For effective training, the training manager should
reconcile these situations.
(d) Training Methods and Material.
There are several on-the-job and off-the-job methods of training,
which have been discussed in lesson no. 7. As was mentioned in that
lesson, the choice of any training method depends upon the specific
objectives of the training programme and several other factors.
To increase the effectiveness of training, some written material is
usually desirable as a basis for instruction, review and reference.
The training section may prepare the training material with the
help of line supervisors to be used for different jobs. A complete
outline of the whole course should be made with the main topics
included under each heading. The training material should be
distributed among the trainees well in advance so that they may
come prepared in the lecture class and may be able to understand
the subject quickly and may remove their doubts by asking
questions from the instructor.

Objective OF Study
17
 The objectives of training can vary, depending upon a large
number of factors. The objectives depend on the nature of the
organization where training has to be provided, the skills desired
and the current skill levels. It is difficult to draw generalizations of
the objectives of training; still they can be stated as under:
1. To increase the knowledge of workers in doing specific
jobs.
2. To systematically impart new skills to the human resources
so that they learn quickly.
3. To bring about change in the attitudes of the workers
towards fellow workers, supervisor and the organization.
4. To improve the overall performance of the organization.
5. To make the employees handle materials, machines and
equipment efficiently and thus to check wastage of time
and resources.
6. To reduce the number of accidents by providing safety
training to employees.
7. To prepare employees for higher jobs by developing
advanced skills in them.

18
Scope Of The Study

QAA believes that effective training and development benefits the

individual and the organisation as a whole, and contributes to the
achievement of QAA’s objectives. These benefits include:
high standards of work performance greater understanding and
appreciation of factors affecting work performance sharing ideas
and dissemination of good practice effective management and
implementation of change building strong and effective teams
increased motivation and job satisfaction for individuals
professional development greater understanding of QAA business.

QAA aims to ensure that:

its stated objectives are met each member of staff understands
what his or her work role involves each person is developed to
enable them to achieve their work objectives staff are prepared
and equipped to deal with changes in QAA each individual is
encouraged to develop his or her potential, both personally and
professionally lifelong learning is supported and encouraged for
all staff.

19
Importance Of The Sudy

Fostered by technological advances, training is essential for any

human resource development exercise in organizations in the
rapidly changing times of today. It is an essential, useful and
productive activity for all human resources working in an
organization, irrespective of the job positions that they hold. It
benefits both employers and the employees, as will be discussed
later.
The basic purpose of training is to develop skills and efficiency.
Every organization has to introduce systematic training programmes
for its employees. This is because trained personnel are like
valuable assets of an organization, who are responsible for its
progress and stability. Training is important as it constitutes a vital
part of managerial control.
Most progressive organizations view expenditure on training as a
profitable investment. Large organizations hire a large number of
persons every year, who might not know how to perform their jobs.
There are also certain types of jobs where no one can afford an
untrained person. For instance, nobody would dream of allowing an
untrained individual to work as a pilot or operate a lathe. Such raw
hand persons must be trained properly so that they may contribute to
the growth and well being of the organization.
The responsibility for imparting training to the employees rests with
the employer. If there is no formal training programme in an
organization, the workers will try to train themselves by trial and
error or by observing others. But this process will take a lot of time,
lead to many losses by way of errors and will ultimately result in
higher costs of training. The workers may not be able to learn the
best operative methods on their own.

20
The following discussion highlights some of the potential benefits
of training to the employees and the employers.
The employers invest in training because they reap several benefits
out of the exercise, which can be summed up as under:
(i) Faster learning of new skills
Training helps the employers to reduce the learning time of their
employees and achieve higher standards of performance. The
employees need not waste time in learning by observing others. If a
formal training programme exists in the organization, the qualified
instructors will help the new employees to acquire the skills and
knowledge to do particular jobs quickly.
(ii) Increased productivity
Training increases the skill of the new employee in while
performing a particular job. An increased skill level usually helps in
increasing both quantity and quality of output. Training can be of
great help even to the existing employees. It helps them to increase
their level of performance on their present job assignments and
prepares them for future assignments.
(iii) Standardization of procedures
Training can help the standardization of operating procedures,
which can be learnt by the employees. Standardization of work
procedures makes high levels of performance rule rather than
exception. Employees work intelligently and make fewer mistakes
when they possess the required know-how and skills.
(iv) Lesser need for supervision.
As a generalization, it can be stated safely that trained employees
need lesser supervision. Training does not eliminate the need for
supervision, but it reduces the need for detailed and constant
supervision. A well-trained employee can be self-reliant in his/her
work because s/he knows what to do and how to do. Under such
situations, close supervision might not be required.
(v) Economy of operations.
Trained personnel will be able to make better and economical use of
the materials and the equipment and reduce wastage. Also, the
trained employees reduce the rate of accidents and damage to
21
machinery and equipment. Such reductions can contribute to
increased cost savings and overall economy of operations.
(vi) Higher morale.
The morale of employees is increased if they are given proper
training. A good training programme moulds employees’ attitudes
towards organizational activities and generates better cooperation
and greater loyalty. With the help of training, dissatisfactions,
complaints, absenteeism and turnover can also be reduced among
the employees. Thus, training helps in building an efficient and
co-operative work force.
(vii) Managerial Development
The top management can identify the talent, who can be groomed
for handling positions of responsibility in the organizations. Newer
talent increases the productivity of the organizations. By providing
opportunity for self-development, employees put in their best effort
to contribute to the growth of the organization.

22
Training Process

23
Development Process

24
Research Methodology And Findings
The following methods were used to carry out this study:
• A review of training and development information contained in
policies; guidelines;
reports; committee and meeting minutes; course calendars, outlines,
and promotional
material; correspondence; and web-sites;
• A total of 129 persons from 7 divisions were interviewed; these
included: 21 trainers; 24 training professionals; 38 divisional
managers; and 46 employees;
• An examination of results from Statistics Canada and Public
Service Employee Opinion
Surveys;
• An analysis of data from the Global human resource system; and
• Consolidation of summary data constructed from a variety of
sources.
These inputs have enabled this study to: report on the extent to
which the criteria were
met; provide tables related to access to training; identify barriers to
training and suggest
solutions to overcome these barriers, wherever possible; and
identify promising practices
related to training and development. Data gathering and analysis for
this study was carried
out in the year 2000.
This section provides findings related to the accessibility, and
effective management, of
training and development, primarily from a corporate perspective.

Accessibility of Training
Employee Opinion Surveys

25
The 1998 Statistics Canada Employee Opinion Survey and the 1999
Public Service Employee Survey offer benchmarks to gauge how
well Statistics Canada is faring with respect to training and
development in the view of its employees.
The 1998 Statistics Canada Survey found that 78.6% of
indeterminate employees felt they were treated fairly when
requesting training although the results from all divisions were not
equally positive. For example, in nine divisions, less than 69% of
respondents indicated that they felt they received fair treatment
related to their training requests, and in three of these nine divisions,
the percentage of respondents who felt they had been treated fairly
was only 56%. This suggests that opportunities still exist for
improvement in some areas.
The 1999 Public Service Employee Survey indicated that Statistics
Canada rated better than the Public Service as a whole in response
to questions about training and development. Survey results showed
that 76% of Agency employees agreed with the statement “My
department does a good job in supporting employee career
development.” This compared to only 48% of employees at a Public
Service-wide level. In addition, the Survey showed 81% of Statistics
Canada employees agreed that they received the training they
needed to do their jobs, compared to 72% of employees across the
Public Service.

Access by Group and Level

Recruitment and development programs for the ES, MA and CS
professional groups include formal training programs e.g. for the CS
group, there is a requirement to participate in the SSDC course. As a
result of program requirements, recruits in these professional groups
generally receive more training than employees not enrolled in such
programs.
26
Although recruitment and development programs are viewed
positively, some employees believe recruits are “privileged” with
the amount and type of training they receive.
Flagship course trainers report that the mix of participants has
shifted over time to include a higher number of new recruits than
employees who have been with Statistics Canada for a longer period
of time.

27
Research as “ the manipulation of things, concepts of symbols for
the purpose of generalizing to extend, correct or verify knowledge,
whether that knowledge aids in construction of theory or in the
practice of an art.”
The Research Methodology followed for further work can be
primarily classified into two stages namely Exploratory and
Descriptive. The stepwise details of the research are as follows:
Stage - I
Exploratory Study: Since we always lack a clear idea of the
problems one will meet during the study, carrying out an
exploratory study is particularly useful. It helped develop my
concepts more clearly, establish priorities and in improve the final
research design.
Exploratory study will be carried out by conducting:
Secondary data analysis which included studying the website
(www.___________.com) of the company and also going through
the various articles published in different sources (magazines,
books, internet, newspapers) on Small and Medium Scale
Enterprises and Training and development process. Experience
surveys also conduct with Assistant-Manager Human Resources and
the General Manager and Personnel Officer of ________________
to gain knowledge about the nature of Training and development
process followed in the organization.
Stage – II
Descriptive Study: After carrying out initial Exploratory studies to
bring clarity on the subject under study, Descriptive study will be
carried out to know the actual Training and Development method
being followed at ____________. The knowledge of actual training
and development process is needed to document the process and
suggest improvements in the current system to make it more
effective. The tools used to carry out Descriptive study included
both monitoring and Interrogation.
Sample Selection : To know the Training and development process
of the ___________, for identifying through Exploratory and
Observational studies that the Assistant Manager Human Resources,
the General Manager at Head office and The Esteemed Managing
Director of the company are the right persons who provides training
to the employees.

28
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.

29
Data Analysis
 Introduction
Ratio analysis is the powerful tool of financial statements analysis.
A ratio is define as “the indicated quotient of two mathematical
expressions” and as “the relationship between two or more things”.
The absolute figures reported in the financial statement do not
provide meaningful understanding of the performance and financial
position of the firm. Ratio helps to summaries large quantities of
financial

 Role of ratio analysis

Ratio analysis helps to appraise the firms in the term of their
profitability and efficiency of performance, either individually or in
relation to other firms in same industry. Ratio analysis is one of the
best possible techniques available to management to impart the
basic functions like planning and control. As future is closely
related to the immediately past, ratio calculated on the basis
historical financial data may be of good assistance to predict the
future. E.g. On the basis of inventory turnover ratio or debtor‟s
turnover ratio in the past, the level of inventory and debtors can be
easily ascertained for any given amount of sales. Similarly, the ratio
analysis may be able to locate the point out the various areas which
need the management attention in order to improve the situation.
E.g. Current ratio which shows a constant decline trend may be
indicate the need for further introduction of long term finance in
order to increase the liquidity position. As the ratio analysis is
concerned with all the aspect of the firm‟s financial analysis
30
liquidity, solvency, activity, profitability and overall performance, it
enables the interested persons to know the financial and operational
characteristics of an organization and take suitable decisions.

 Limitations of ratio analysis

1. The basic limitation of ratio analysis is that it may be difficult to
find a basis for making the comparison 2. Normally, the ratios are
calculated on the basis of historical financial statements. An
organization for the purpose of decision making may need the hint
regarding the future happiness rather than those in the past. The
external analyst has to depend upon the past which may not
necessary to reflect financial position and performance in future. 3.
The technique of ratio analysis may prove inadequate in some
situation if there is differs in opinion regarding the interpretation of
certain ratio. 4. As the ratio calculates on the basis of financial
statements, the basic limitation which is applicable to the financial
statement is equally applicable. In case of technique of ratio analysis
also i.e. only facts which can be expressed in financial terms are
considered by the ratio analysis. 5. The technique of ratio analysis
has certain limitations of use in the sense that it only highlights the
strong or problem areas, it does not provide any solution to rectify
the problem areas

The following ratio may be calculated for the purpose of analyzing

the working capital of ALCON:

1. Liquidity Ratio
2. Leverage Ratio

31
 3. Turnover Ratio
4. Profitability Ratio

1.Liquidity Ratio

Liquidity ratios measure the short term solvency, i.e., the firm‟s
ability to pay its current dues and also indicate the efficiency with
which working capital is being used. Commercial banks and
short-term creditors may be basically interested in the ratios under
this group. They comprise of following ratios:

 Current Ratio
This ratio measures the solvency of the company in the short term.
Current assets are those assets which can be converted into cash
within a year. Current liabilities and provisions are those liabilities
that are payable within a year. The ratio is mainly used to give an
idea of the company's ability to pay back its short-term liabilities
with its short-term assets. The higher the current ratio, the more
capable the company is of paying its obligations. However, a very
high ratio indicates idleness of funds, poor investment policies of
the management and poor inventory control. A ratio under 1
suggests that the company would be unable to pay off its obligations
if they came due at that point. A lower ratio indicates lack of
liquidity and shortage of working capital. A current ratio of 2:1
indicates a highly solvent position. A current ratio of 1.33:1 is
considered by banks as the minimum acceptable level for providing
working capital finance.

32
 Current Assets

Current Ratio= Current Liability

Year Current Assets Current Liability Ratio(CA/CL)

2005-06 649087349 108820374 5.96
2006-07 1579005229 408273971 3.86
2007-08 1931236280 475683089 4.05
2008-09 2061128239 370487003 5.56

Interpretation

As we know that ideal current ratio for any firm is 2:1. If we see the
current ratio of the company for last three years it has increased
from 2006 to 2008. The current ratio of company is more than the

33
ideal ratio. This depicts that company‟s liquidity position is sound.
Its current assets are more than its current liabilities.

Quick Ratio

Quick ratio is used as a measure of the company‟s ability to meet its

current obligations. Cash is the most liquid asset. Debtors, bills
receivables and marketable securities are relatively liquid and
included in quick assets. Inventories are considered to be less liquid,
hence not a quick asset. A quick ratio of 1:1 is considered standard
and ideal, since for every rupee of current liabilities, there is a rupee
of quick assets. A decline in the liquid ratio indicates overtrading,
which, if serious, may land the company in difficulties.

Current Assets - Inventories

Quick Ratio = Current Liability

Year Liquid Assets Current Liability Ratio(CA/CL)

2005-06 454288218 108820374 4.17
2006-07 1151952236 408273971 2.82
2007-08 1035851699 475683089 2.17
2008-09 1223776437 370487003 3.30

34
Interpretation
A quick ratio is an indication that the firm is liquid and has the
ability to meet its current liabilities in time. The ideal quick ratio is
1:1. Company‟s quick ratio is more than ideal ratio. This shows
company has no liquidity problem.

Leverage Ratio
Leverage refers to the use of debt finance. While debt finance is a
cheaper source of finance but it is riskier also. These ratios help in
assessing the risk arising from the use of debt capital. A leverage
ratio reveals the firm‟s ability to meet its obligations in long run.
The short term creditor, like bankers and raw material suppliers, are
more concern with the firm‟s current debt paying ability. On the
other hand, long term creditors, like debenture holders, financial
institutions etc. are more concern with the firm‟s long term financial
strength. In fact, a firm should have a strong short as well as long
term financial position.

Debt Ratio

The firm may be interested in knowing the proportion of the

interest-bearing debt in the capital structure. It may, therefore,
compute debt ratio by

Total Debt

Debt Ratio = Capital Employed

35
Year Debt Capital Employed Ratio(D/CE)
2005-06 414635193 591103847 0.70
2006-07 540857896 1238879545 0.43
2007-08 761455005 1625514244 0.46
2008-09 822617264 1862460512 0.44

36
Interpretation
The debt ratio of 0.43 means that lenders have financed 43% of
ALCON‟s net assets (capital employed). It obviously means that
owners have provided the remaining finances i.e. 57%. For
consecutive years also, the lenders have financed less than 50%
highlighting that the firm has a strong financial position. It has very
less chances of going bankrupt.

Debt Equity Ratio

The debt-equity ratio is worked out to ascertain soundness of the

long term financial policies of the firm. This ratio expresses a
relationship between debt (external equities) and the equity (internal
equities). Debt means long-term loans, i.e., debentures, public
deposits, loans (long term) from financial institutions. Equity means
shareholder‟s funds, i.e., preference share capital, equity share
capital, reserves less losses and fictitious assets like preliminary
expenses. It indicates the extent to which the firm depends upon
outsiders for its existence. A high debt-equity ratio may indicate that
the financial stake of the creditors is more than that of the owners. A
very high debt-equity ratio may make the proposition of investment
in the organization a risky one. While a low ratio indicates safer
financial position, a very low ratio may mean that the borrowing
capacity of the organization is being underutilized.

Debt

Debt Equity Ratio = Net worth (Equity)

37
Year Debt Net Worth Ratio(D/NW)
2005-06 414635193 176468654 2.34
2006-07 540857896 695616233 0.77
2007-08 761455005 858068314 0.88
2008-09 822617264 1029553358 0.79

Interpretation

This relationship describes the lenders‟ contribution for each rupee

of the owners‟ contribution. It is clear that the lenders‟ contribution
is 0.77, 0.88, 0.79 times of owners‟ contribution. The company is
conservative in financing its growth with debt but this is beneficial
as there is less chances of it going bankrupt.

Activity or Turnover Ratio

Funds of creditors and owners are invested in various assets to

generate sales and profits. The better the management of assets, the
38
larger the amount of sales. Activity ratios are employed to evaluate
the efficiency with which the firm manages and utilises its assets.
These ratios are also called turnover ratios because they indicate the
speed with which the assets are being converted or turned over into
sales. Higher turnover ratio means, better use of resources, which in
turn means better profitability ratio. The following are the important
activity (turnover) ratios:

Inventory Turnover Ratio

The inventory turnover shows how rapidly the inventory is turning

into receivables through sales. Generally, a high inventory turnover
is indicative of good inventory management. A low inventory
turnover implies a slow-moving or obsolete inventory. However, a
relatively high inventory turnover should be carefully analysed. A
high inventory turnover may be due to a very low level of inventory,
which results in frequent stock-outs. The turnover will also be high
if the firm replenishes its inventory in too many small lot sizes.

Net Sales

Inventory Turnover ratio = Average Inventory

Year Net Sales Average Ratio(NS/Avg.

Inventory Inv)
2005-06 901324171 162817698 5.53
2006-07 1881201406 310926062 6.05

39
2007-08 2480267871 661218787 3.75
2008-09 2814977170 866368191.5 3.24

Interpretation

The inventory turnover shows how rapidly the inventory is turning

into receivable through sales. A high ratio indicates good inventory
management. ALCON has turned its inventory of finished goods
into sales 6.05 times a year which has then fallen to 3.75 times and
then to 3.24. Though it is not low for a construction company but it
should pay more attention to maintain the stability of this ratio.

Debtor Turnover Ratio

It measures whether the amount of resources tied up in debtors is

reasonable and whether the company has been efficient in

40
converting debtors into cash. The higher the ratio, the better the
position.

Net sales

Debtor turnover ratio = Sundry Debtor

Year Net Sales Sundry Debtor Ratio(NS/SD)

2005-06 901324171 243587499 3.7
2006-07 1881201406 407657437 4.61
2007-08 2480267871 341241874 7.26
2008-09 2814977170 482447680 5.83

41
Interpretation

Generally, the higher the value of debtors turnover, the more

efficient is the management of credit. The ratio for the firm has from
4.61 to 7.26 and then fallen to 5.83. It depicts that the firm has not
been following an efficient credit policy.

Average Collection Period

The average collection period ratio represents the average number

of days for which a firm has to wait before its receivables are
converted into cash. It measures the quality of debtors. Generally,
shorter the average collection period the better is the quality of
debtors as a short collection period implies quick payment by
debtors and vice-versa.

360

Average Collection Period = Debtor turnover Ratio

Year No. of days Debtors Ratio(360/DTR)

Turnover Ratio
2005-06 360 3.7 97days
2006-07 360 4.61 78 days
2007-08 360 7.26 50 days
2008-09 360 5.83 62 days

42
Interpretation

The Average collection period measures the quality of debtors since

it indicates the speed of their collection. Though it has fallen from
78 days to 62 days, it still implies a very liberal and inefficient
credit and collection performance.

Working Capital Turnover Ratio

The working capital turnover ratio measures the efficiency with

which the working capital is being used by a firm. A high ratio
indicates efficient utilization of working capital and a low ratio
indicates otherwise. But a very high working capital turnover ratio
may also mean lack of sufficient working capital which is not a
good situation.

Net Sales

Working Capital Turnover Ratio = Working Capital

43
Year Net Sales Working Capital Ratio(NS/WC)
2005-06 901324171 540266975 1.66
2006-07 1881201406 1170731258 1.60
2007-08 2480267871 1455553191 1.70
2008-09 2814977170 1690641236 1.66

44
Interpretation
In alcon, the management needs to utilize the working capital in a
better manner so that it can increase the income.

Fixed Asset Turnover Ratio

The fixed-asset turnover ratio measures a company's ability to

generate net sales from fixed asset investments - specifically
property, plant and equipment (PP&E) - net of depreciation. A
higher fixed-asset turnover ratio shows that the company has been
more effective in using the investment in fixed assets to generate
revenues.

Net Sales

Fixed Assets Turnover Ratio = Fixed Assets

Year Net Sales Fixed Assets Ratio(NS/FA)

2005-06 901324171 55759485 16.16
2006-07 1881201406 68148287 27.6
2007-08 2480267871 166961053 14.6
2008-09 2814977170 168819276 16.67

45
Interpretation

A high ratio indicates a high degree of efficiency in fixed assets

utilization. The company has been effective in using the investment
in fixed assets to generate revenues.

46
Current Assets Turnover Ratio

It measures the efficiency with which the current asset employed. A

high ratio indicates a high degree of efficiency in current asset
utilization and vice-versa. But again too high ratio indicates
overtrading on the basis of these ratios.

Net Sales

Current Asset Turnover Ratio = Current Assets

Year Net Sales Current Assets Ratio(NS/CA)

2005-06 901324171 649087349 1.38
2006-07 1881201406 1579005229 1.19
2007-08 2480267871 1931236280 1.28
2008-09 2814977170 2061128239 1.36

Interpretation

47
The total assets turnover has been slowly increasing implying that
ALCON generates a sale of Rs. 1.26 for one rupee investment in
fixed and current assets together.

Profitability Ratio

The purpose of study and analysis of profitability ratios are to help

assessing the adequacy of profit earned by the company and also to
discover whether profitability is increasing or declining. The
profitability ratio shows the combined effects of liquidity, asset
management and debt management on operating results.
Profitability ratio are measured with reference to sale, capital
employed, total asset employed, shareholders fund etc.

Net Profit Margin

A measure of how well a company controls its costs. It is calculated

by dividing a company's profit by its revenues and expressing the
result as a percentage. The higher the net profit margin is, the better
the company is thought to control costs. Investors use the net profit
margin to compare companies in the same industry and well as
between industries to determine what are the most profitable.

Net Profit

Net profit Ratio = Net Sales

48
Year Net Profit Net Sales Ratio(NPx100/NS)
2005-06 36092058 901324171 4%
2006-07 94415570 1881201406 5%
2007-08 142160782 2480267871 5.73%
2008-09 104392055 2814977170 3.7%

Interpretation

The firm is having a low net margin and is further declining which
might be difficult for the firm to survive in adverse economic
condition and also in the face of falling selling price, rising cost of
production or declining demand.

Return on Equity

This ratio is an important yardstick of performance for equity

shareholders since it indicates the return on the funds employed by
them. The factor which motivates shareholders to invest in a
company is the expectation of an adequate rate of return on their

49
funds and periodically, they want to assess the rate of return in order
to decide whether to continue with their investment.

Net Profit

Return on Equity = Net Worth

Year Net Profit Net Worth Ratio(NPx100/NW

)
2005-06 36092058 176468654 20.45%
2006-07 94415570 695616233 13.5%
2007-08 142160782 858068314 16.56%
2008-09 104392055 1029553358 10.13%

50
Interpretation
The ratio reveals that the shareholder‟s funds are being utilized
efficiently though last year the return was not satisfactory.

Return on Capital Employed

It is used in finance as a measure of the returns that a company is

realising from its capital employed. It is commonly used as a
measure for comparing the performance between businesses and for
assessing whether a business generates enough returns to pay for its
cost of capital. ROCE measures the profitability of the capital
employed in the business. A high ROCE indicates a better and
profitable use of long-term funds of owners and creditors. As such,
a high ROCE will always be preferred.

Net Profit

Return on Capital Employed = Capital employed

Year Net Profit Capital Employed Ratio(NPx100/CE)

2005-06 36092058 591103847 6.10%
2006-07 94415570 1238879545 7.62%
2007-08 142160782 1625514244 8.74%
2008-09 104392055 1862460512 5.60

51
Interpretation

The ROCE is on the lower side depicting that the company has a
low earning power.

QUARTERLY TRENDS FROM 2006-2010

2006-07

QUARTER 1 QUARTER 2 QUARTER 3 QUARTER 4

(Apr-Jun (Jul-Sep (Oct-Dec (Jan-Mar

2006) 2006) 2006) 2006)

Rs. Rs. Rs. Rs.

Income 19.374 cr. 37.233 cr. 49.035 cr. 82.481 cr.
Expenditure 17.089 cr. 32.727 cr. 41.988 cr. 76.47 cr.
Interest 0.7 cr. 1.008 cr. 1.113 cr. 1.827 cr.
Depreciation 0.15 cr. 0.15 cr. 0.1 cr. 0.2 cr.
Profit before 1.435 cr. 3.348 cr. 5.834 cr. 3.984 cr.
Tax
Tax 0.443 cr. 1.302 cr. 2.1 cr. 0.309 cr.

52
Net Profit 0.992 cr. 2.046 cr. 3.734 cr. 3.675 cr.
Equity 4.946 cr. 4.946 cr. 8.772 cr. 10.498 cr.
Capital
EPS 2 4.14 4.26 3.5

53
 CUMMULATIVE ANNUAL

(2006-07) (2006-07)

(Rs.) (Rs.)

Income 188.12 cr. 188.12 cr.

Expenditure 168.27 cr. 168.98 cr.
Interest 4.648 cr. 3.9 cr.
Depreciation 0.6 cr. 0.62 cr.
Profit before Tax 14.6 cr. 14.6 cr.
Tax 4.154 cr. 5.16 cr.
Net Profit 10.447 cr. 9.44 cr.
Equity Capital 10.498 cr. 10.52 cr.
EPS 9.95 8.97

54
*EPS in the Annual Report was 15.31 which should have been 8.97

2007-08

QUARTER QUARTER QUARTER QUARTER

1 2 3 4

(Apr-Jun (Jul-Sept (Oct-Dec (Jan-Mar

2007) 2007) 2007) 2007)

(Rs.) (Rs.) (Rs.) (Rs.)

Income 48.134 cr. 43.867 cr. 93.865 cr. 48.791 cr.

Expenditure 42.571 cr. 38.332 cr. 83.131 cr. 45.023 cr.
Interest 0.978 cr. 1.158 cr. 1.572 cr. 0.793 cr.

55
Depreciation 0.2 cr. 0.1 cr. 0.15 cr. 0.15 cr.
Profit 4.384 cr. 4.277 cr. 9.013 cr. 2.825 cr.
before Tax
Tax 1.49 cr. 1.368 cr. 2.796 cr. 0.7 cr.
Net Profit 2.894 cr. 2.909 cr. 6.216 cr. 2.125 cr.
Equity 10.498 cr. 10.521 cr. 10.521 cr. 10.727 cr.
Capital
EPS 2.76 2.76 5.91 3.5

56
 CUMMULATI ANNUAL
VE

(2007-08) (2007-08)

(Rs.) (Rs.)

Income 234.65 cr. 248.02 cr.

Expenditure 209.05 cr. 222.82 cr.
Interest 4.05 cr. 3.16 cr.
Depreciation 0.6 cr. 0.88 cr.
Profit before 20.95 cr. 21.16 cr.

57
Tax
Tax 6.35 cr. 6.95 cr.
Net Profit 14.6 cr. 14.21 cr.
Equity Capital 10.73 cr. 10.73 cr.
EPS 13.6 13.25

58
2008-09

QUARTER 1 QUARTER 2 QUARTER 3 QUARTER 4

(Apr-Jun (Jul-Sept (Oct-Dec (Jan-Mar

2008) 2008) 2008) 2009)

(Rs.) (Rs.) (Rs.) (Rs.)

Income 59.486 cr. 87.764 cr. 72.59 cr. 61.654 cr.

Expenditure 51.54 cr. 80.105 cr. 65.754 cr. 57.211 cr.
Interest 1.827 cr. 2.178 cr. 2.295 cr. 2.336 cr.
Depreciation 0.23 cr. 0.27 cr. 0.25 cr. 0.2 cr.
Profit before 5.889 cr. 5.212 cr. 4.292 cr. 1.907 cr.
Tax
Tax 1.79 cr. 2.027 cr. 1.327 cr. 0.629 cr.
Net Profit 4.099 cr. 3.185 cr. 2.965 cr. 1.278 cr.
Equity Capital 10.72 cr. 11.22 cr. 11.22 cr. 11.22 cr.
EPS 3.82 2.84 2.64 1.13

59
60
 CUMMULATIVE ANNUAL

(2008-09) (2008-09)

(Crores) (Crores)

Income 281.5 281.5

Expenditure 254.61 255.91
Interest 8.63 8.14
Depreciation 0.95 1.4
Profit before Tax 17.3 16.05
Tax 5.77 5.61
Net Profit 11.52 10.44
Equity Capital 11.22 11.22
EPS 10.27 9.3

61
2009-10

QUARTER 1 QUARTER 2 QUARTER 3 QUARTER 4

(Apr-Jun (Jul-Sept (Oct-Dec (Jan-Mar

2009) 2009) 2009) 2010)

(Rs.) (Rs.) (Rs.) (Rs.)

Income 36.018 cr. 26.022 cr. 37.642 cr. 60.799 cr.

Expenditure 30.918 cr. 23.553 cr. 34.587 cr. 53.392 cr.
Interest 2.199 cr. 1.806 cr. 0.36 cr. 1.467 cr.
Depreciation 0.359 cr. 0.375 cr. 2.172 cr. 0.407 cr.
Profit before 2.542 cr. 0.289 cr. 0.522 cr. 5.533 cr.
Tax
Tax 0.864 cr. 0.011 cr. 0.265 cr. 1.881 cr.

62
Net Profit 1.678 cr. 0.278 cr. 0.257 cr. 3.652 cr.
Equity Capital 11.22 cr. 12.24 cr. 12.24 cr. 12.24 cr.
EPS 1.49 0.23 0.2 2.98

*EPS in the 3rd quarter was found 0.02 in the report which must
be 0.2

63
 CUMMULATIV
E

(2009-10)

(Rs.)

Income 160.48 cr.

Expenditure 142.45 cr.
Interest 5.83 cr.
Depreciation 3.31 cr.
Profit before 8.88 cr.
Tax
Tax 3.02 cr.
Net Profit 5.86 cr.
Equity Capital 12.24 cr.
EPS 4.8

64
Limitations
 In view of the limited time available for the study, only the
Training and Development process could be studied.

 The sample size is too small to reflect the opinion of the whole
organization.

 The answers given by the respondents have to be believed and

have to be taken for granted as truly reflecting their
perception.

65
Suggestions
 Make sure the need is a training and development
opportunity. Do thorough needs and skills analysis to determine the real need
for employee training and development. Make sure the opportunity you are
pursuing or the problem you are solving is a training issue. If the employee is
failing in some aspect of her job, determine whether you have provided the
employee with the time and tools needed to perform the job. Does the employee
clearly understand what is expected from her on the job? Ask yourself whether the
employee has the temperament and talent necessary for her current position;
consider whether the job is a good skill, ability, and interest fit?
 Create a context for the employee training and
development. Provide information for the employee about why the new skills,
skill enhancement, or information is necessary. Make certain the employee
understands the link between the training and his job. You can enhance the impact of
the training even further if the employee sees the link between the training and his
ability to contribute to the accomplishment of the organization's business plan and
goals. It's also important to provide rewards and recognition as a result of successful
completion and application of the training. (People like completion certificates, for
instance. One company I know lists employee names and completed training
sessions in the company newsletter.) This contextual information will help create an
attitude of motivation as the employee attends the training. It will assist the employee
to want to look for relevant information to apply after the session.
 Provide training and development that is really relevant to
the skill you want the employee to attain or the information he
needs to expand his work horizons. You may need to design an employee
training session internally if nothing from training providers exactly meets your
needs. Or, seek out providers who are willing to customize their offerings to match
your specific needs. It is ineffective to ask an employee to attend a training session
on general communication when his immediate need is to learn how to provide
feedback in a way that minimizes defensive behavior. The employee will regard the
training session as mostly a waste of time or too basic; his complaints will
invalidate potential learning. Whenever possible, connect the employee training to
the employee's job and work objectives. If you work in an organization that invests
in a self-development component in the appraisal process, make sure the connection
to the plan is clear.
 Favor employee training and development that has
measurable objectives and specified outcomes that will transfer
back to the job. Design or obtain employee training that has clearly stated objectives
with measurable outcomes. Ascertain that the content leads the employee to attaining
the skill or information promised in the objectives. With this information in hand, the
employee knows exactly what he can expect from the training session and is less

66
 likely to be disappointed. He will also have ways to apply the training to the
accomplishment of real workplace objectives.
 Provide information for the employee about exactly what
the training session will involve, prior to the training. Explain what is
expected of the employee at the training session. This will help reduce the person's
normal anxiety about trying something new. If she knows what to expect, she can
focus on the learning and training transfer rather than her potential discomfort with
the unknown. (When I offer a team building session, as an example, people
invariably ask me if they will have to touch each other or "do group hugs." They
don't, but this really drives home the point for me about letting people know what to
expect prior to attending the session.)
 Make clear to the employee that the training is her responsibility and
she needs to take the employee training seriously. She is
expected to apply herself to the employee training and development process before,
during, and after the session. This includes completing pre-training assignments,
actively participating in the session, and applying new ideas and skills upon
returning to work.

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Conclusions
Training is an important managerial function and involves all the steps that are the
characteristic of other managerial functions. The typical steps in designing a training
programme are the identification of training needs, setting training objectives,
organizational set-up for training, training operations and evaluation of training. Training
needs can be identified through the organisational, task and human resource analysis.
Organizational analysis is basically a systematic study of an organization’s objectives,
resources, resource allocation and utilization, growth potential and its environment. While
doing the organisational analysis, the long-term and short-term objectives and their relative
priorities are properly analyzed. The allocation of human and physical resources and their
efficient utilization in meeting the operational targets and the organisational climate are
also analyzed. An organization’s climate reflects the attitudes of its members with regards
to trust, loyalty, openness, commitment to organizational goals. Analysis of an
organization’s climate determines whether the environment, when analyzed in different
departments is conducive to the fulfillment of their goals. It is a systematic analysis of jobs
to identify job contents, knowledge, skills and aptitudes required to perform the job. The
quality of manpower required for training can be analysed in the light of both internal and
external environment of the organisation. Some of the specific objectives of Training can
be to increase productivity, improve quality, better human resource planning, higher
morale, better health and safety, prevention of obsolescence and enhanced personal growth.
Training has to be imparted by the people and in order to enable them work effectively;
organization must have a structure that makes them work effectively and efficiently. The
exact position of the training department must be specified in the organizational structure
of the company. A training department can exist as a part of the personnel department or in
the form of a matrix organization. Training can also be provided by functional heads of the
departments. Several external organizations, such as consultancy organizations,
professional bodies, government departments, educational institutions etc., specialize in
providing training and their services can also be utilized. The Training Operations include
the activities such as selection of the trainees, training the trainer, specifying the training
period, training methods and Material. Some of the criteria to measure training
effectiveness of training are the trainees’ reactions, their extent of learning, improvement in
job behaviour, and the results at the job.

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Questionnaire
Questionnaire is a very useful instrument to gather information about the effectiveness of
training. Any systematic training evaluation must involve the Training Department in
following up, at various intervals, people who have attended specific programmes. If the
objective is to assess retention and application, the questionnaire should be designed
primarily to assess the level of skill or knowledge which the trainee has retained during the
period following the training – after three, six or twelve months, whichever period the
trainer deems to be appropriate. Trainees should be encouraged to answer honestly and
openly without reference to notes or handouts.
A second but no less important use of questionnaires is to identify how and how well the
learning has been applied. A trainer might seek answers to the following questions:
• What benefits have trainees gained and what opportunities do they now have for
increasing their learning?
• Considerable benefit can also of course be obtained from negative responses. The
trainer would want to know what learning has not been applied and why.
Is it because the learning has not been relevant?
Is it because the timing was not opportune?
On the basis of such responses, the trainer can assess whether or not the training being
delivered is relevant and applicable to the particular circumstances which need to be
evaluated. Questionnaires allow the flexibility of covering up a large number of responses.
The respondent might feel more free to respond on a questionnaire than a face to face
dialogue.

Q1. Has your company organizes a training and development programme?

. Yes
. No
Q2. If your organisation identifies the training needs for the employees?
. Yes
. No
Q3. On an average, how much time did it used to take for training and development
programme?
. One Month
. Two Month
. Three Month
Q4. How much training programs has been made in the past one year?
. One
. Two
. Three
Q5. Do you have any training programs in the coming financial year?
. Yes
. No
Q6. Do your top management take feed back?
. Yes
. No
Q7. What do you think the training programs will be run in future?
. Yes
. No
Q8. Do employee development programs raise unrealistic expectations about promotions?
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. Yes
. No
Q 9. Do the Executive Director engage development activities for him/herself?
. Yes
. No

Q10. Do you feel trust in your supervisors?

. Yes
. No
Q11. Do the practice's supervisors use positive attitude with employees?
. Yes
. No
Q12. Does the practice have a consistent, timely and fair method for evaluating individual
performance?
. Yes
. No
Q13. Do you feel, you are being paid fairly?
. Yes
. No
Q14. Does your practice's equipment (everything from computers to scales) work
properly?
. Yes
. No
Q15. Does your company use a specific training process?
. Yes
. No
Q16. Do you require a high degree of technical knowledge for your job?
. Yes
. No

Q17. Are office conditions comfortable?

. Yes
. No
Q18. Do you satisfy with organizational training and development programmme?
. Yes

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