TRAINING AND DEVELOPMENT PROCESS

Conducted at

MARKFED CHANDIGARH
(IN FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF)

MASTER OF BUSINESS ADMINISTRATION

(IC 2nd YEAR)
SESSION 2012-2017

Submitted By:
BIKRAMJEET SINGH
MBA(IC) 6th(Sem)
ROLL NO- 740

UNIVERSITY SCHOOL OF BUSINESS STUDIES

TALWANDI SABO

ACKNOWLEDGEMENT
A large number of individuals have contributed to project. This project is a humble attempt to
sketch done the contribution of all those persons who have directly or indirectly given their
precious time and help along with proper guidance for making this report in the following shape.
First of all i would like to thank Mr. J.S. NAMMA (EXICUTIVE OFFICER,HR) and Mr.
GUPTA (SUPRETENDENT,HR) MARKFED , CHANDIGARH without whose permission
project of MARKFED would have been castle in the air.
He always helped me and provided me relevant knowledge in the subject to enable to prepare
the project. Lastly but not the least, I pay my gratitude to my parents, family members, friends,
faculty members of university school of business studies (talwandi sabo) and all executives of
MARKFED , CHANDIGARH for their moral support and whole hearted co-operation in
drafting this report.

BIKRAMJEET SINGH

DECLARATION
I hereby declare that the project report entitled TRAINING AND DEVELOPMENT PROCESS
IN MARKFED submitted in fulfillment of the requirement for the degree of Master of Business
Administration (IC) of university school of business studies (Talwandi sabo) , is my original
work and as all the information, facts and figure in this report is based on my own experience
and study during my summer training.

Signature of student
(Bikramjeet singh)

PREFACE
A project research is a systematic & scientific in investigation for identifying a specific
problem or study in a particular area in the organization & thereby analyzing the same to give the
best solution.
For the fulfillment of any organizational goal it is necessary that the training and
development should be well planned & conveyed to the employees in order to have transport &
steady flow of the different mechanisms of the organization.
This project is also an attempt to study the functions of personnel department specifically
with the training & development policies & procedures in Markfed.
The objective of doing the project is to collect all the necessary information with respect
to the working procedures specifically with the recruitment, selection training & development
procedures of the personnel department & thereby to get the maximum exposure in the related
field. The different information about the organization in different fields has given me wider
exposure.
I have applied the concepts & gained knowledge learned during the course at markfed in
the practical business situations & thus has understood these concepts in a better way. The
research work really has poured of immense learning for me.

EXECUTIVE SUMMARY
4

Every organization needs to have well trained and experienced people to perform the activities
that have to be done. If current or potential job occupants can meet this requirement, training is
not important. When this not the case, it is necessary to raise the skill levels and increase the
versatility and adaptability of employees. It is being increasing common for individual to change
careers several times during their working lives. The probability of any young person learning a
job today and having those skills go basically unchanged during the forty or so years if his career
is extremely unlikely, may be even impossible. In a rapid changing society employee training is
not only an activity that is desirable but also an activity that an organization must commit
resources to if it is to maintain a viable and knowledgeable work force.
The entire project talks about the training and development in theoretical as well as new
concepts, which are in trend now. Here we have discussed what would be the input of training if
we ever go for and how can it be good to any organization in reaping the benefits from the
money invested in terms like (ROI) i.e. return on investment. What are the ways we can identify
the training need of any employee and how to know what kind of training he can go for?
Training being covered in different aspect likes integrating it with organizational culture. The
best and latest available trends in training method, the benefits which we can derive out of it.
How the evaluation should be done and how effective is the training all together. Some of the
companies practicing training in unique manner a lesson for other to follow as to how to train
and retain the best resource in the world to reap the best out of it.

CHAPTER-1

INTRODUCTION TO
THE MARKFED

INTRODUCTION TO COOPERATIVES

The cooperative movement has been necessitated to protect the interests of the weaker
sections of the society. The primary objective of this movement is how to protect the
economically weaker sections of society. In all forms of organizations be it a sole trade,
partnership or joint stock Company, the primary motive is to increase profits. The
businessmen try to promote his interest through all possible means including exploitation of
consumers. The cooperative form of organization is a democratic set up run by its members
for serving the interest of them. It is self help through mutual help. The philosophy behind
cooperative movement is All For One and One For All.
Cooperative is a form of the organization wherein persons voluntarily associate together as
human being on the basis of equality for the promotion of the economic interests of
themselves.
- According to Hubert Calvert
A society which has its objective: the promotion of economic interests of its members in
accordance with cooperative principle.
-

The Indian cooperative societies Act, 1912 (Section 14)

To sum up we can describe a co-operative society as : Cooperative societies are voluntary

associations started with the aim of service to members.
Cooperative Societies Act, 1912
As per section 6 of the Co-operative Societies Act, 1912, any ten persons
who are competent to enter into contract and who wish to form a cooperative society
which make an application to the Registrar of cooperative societies of the state, wherein
they propose to establish the cooperative society.

The society is managed by the managing committee. The members of which are elected
annually at the general meeting of the society.

Each registered society is required to frame its own by-laws, which have got to be
registered with the Registrar of cooperative societies. Any change in the bye-laws, which
7

have got to be registered with the registrar of co-operative societies. Any change in the
by-laws will be effective only if it has been approved by the registrar of the cooperative
societies.
From the liability point of view, the cooperative societies may be of two types :
Limited liability societies: The liability of the members of a limited liability society is
limited. In the event of loss the members cannot be made liable to pay more than the
nominal values of shares held by them. No member other than the registered society
can owe more than 20% of the shares of the society or the values of shares should not
increase more than Rs. 1000.
Unlimited liability societies: The liabilities of the members will be unlimited if the
object of the society is to raise funds in order to lend money to its members or where
the majority of the members are creditors of the society.
Cooperative societies Act 2 of 1912: A new Act was passed to make an improvement over
the Act of 1907; the purpose of this Act was to facilitate the formation of cooperative
societies for the promotion of thrift and self help amongst agriculturists, artisans and persons
of limited means. All types of societies could be registered under this Act. The societies were
to transfer one fourth of its annual profits towards a reserve fund. It could spend 10% of the
profits for the welfare of the members.

MARKFED A SUCCESS STORY

The Punjab farmer, under the banner of the cooperative movement organized himself to form
federal credit structure with primary societies at village level, control cooperative bank at district
level and an apex bank at the state level to coordinate their functions. The village credit societies
were reorganized to become service cooperatives. A cooperative marketing society was set up in
each regulated market in the state with distinct market society at each district head quarters. In
the chain of this set up the apex institution, The Punjab State Cooperative Supply and Marketing
Federation came into being in the September of 1954 with 13 members, a share capital Rs.54000
and three employees, popularly known as Markfed. It is an important milestone in the history of
the Indian cooperatives; which is serving millions and is partner in their progress and prosperity.
The ingredients of Markfeds success story are
Its cooperative structure,
Govt. support,
Progressive policies,
Innovative plans and
Dedicated personnel at managerial and field level.
The usage of state of the art technology/methodology and cooperative philosophy has further
helped in its progress.
Markfed continuously motivates the farmers to adopt innovative strategies in production
and marketing, which in turn, has resulted in creating a substantial base for production and
marketing of value added agro food products, both for domestic and foreign markets while
meeting the highest standards of quality and safety. Markfed is not a totally commercial
organization. It considers its social responsibilities also. Free service rendered to the farmers to
help them obtain optimum from chemical fertilizers and quantity/quality of water used.
Markfed has suffered losses in the past, but with proper financial management,
inventory control, project planning and with improved system of management and modernization
of marketing of manufactured items, Markfed started generating profits since 1985-86 that has
amply improved its dwelling financial position.
Markfed cooperative philosophy which involves development based on mutual help,
justice and equality, service above profit, democratic set up and shared prosperity makes it a true

friend of Punjabs farmers. Employing this principle of brotherhood, Markfed has emerged as a
significant contributor to various socio economic development programs.
Markfeds success is the true reflection of the spirit and dynamism of the people it represents:
the people of Punjab.

GENESIS OF A GIANT
MARKFEDS success is the true reflection of the spirit and dynamism of the people it
represents: the people of Punjab.
Markfed began its operations in September 1954 with 13 members and a share capital of
Rs. 54000. Initially, the major functions of Markfed included production and procurement of
agricultural inputs and market agricultural commodities for Punjabi farmers. And what began
with 13 members, a share capital of Rs. 54,000/-, three employees and one bicycle has today
become Asias Largest Marketing Cooperative, Markfed with an annual business turnover of
over 2 billion USD. Now, Markfed is a federation of 3021 member cooperative societies,
directly representing the interests of over one million farmers.
Today, this organization, with more than 20 industrial units, employs more than 3286
employees, has a network of manufacturing units, service centers and office crisscrossing Punjab
and its operations spread around the world.
The factors that have made this Rs. 8700 crores giant a magnificent success is its
cooperative structure, enlightened management, progressive plans & policies, path-breaking
innovations, a highly dedicated workforce and supreme commitment to the objectives of the
cooperative Markfeds success is the true reflection of the spirit and dynamism of the people it
represents: the people of Punjab.

OBJECTIVES
10

The objectives of Markfed are as follows:(i)

To make arrangements for procuring, marketing/trading, processing/manufacturing of

agricultural products as well as byproducts of its affiliated members and their members to their
best advantage within the country and outside the country.

(ii)

To find out and adopt latest technology and supply of goods on co-operative basis and to act as
agent to its constituents and other persons and institutions approved by the Registrar, Cooperative Societies, Punjab.

(iii)

To raise funds for its own business.

(iv)

To provide financial assistance to its members in the shape of advances, loans and grants.

(v)

To make arrangements for procurement in bulk the requirements of its members in respect of
both procedures and consumers goods.

(vi)

To make arrangements for distribution of agricultural inputs in retail to members and nonmembers.

(vii)

To undertake processing, manufacturing, grading and packing activities and establish industrial
units.

(viii)

To arrange for construction of buildings necessary for business of the federation and its members
and also to take up the construction work of other governmental/institutional agencies.

(ix)

To guide, assist and supervise the working of its member societies.

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(x)

To carry publicity and propaganda in respect of co-operative marketing and supply by

publication of suitable literature, arrangements of demonstration by organizing marketing,
processing and supply societies, conferences, participation in exhibitions and otherwise.

(xi)

To collect commercial information particularly relating to conditions in principle markets,

general trends of the prices and circulate those amongst its members.

(xii)

To run warehouses.

(xiii)

To undertake industrial trade, import and export of agricultural produce, farm equipments and
consumer goods.

(xiv)

To enter its collaboration with the co-operative and others in India or in foreign countries in
fulfillment of any of its objects, subject to the approval of the govt. under section 7.7 of the act
wherever required.

(xv)

To act as an insurance agent and to guide and assist its member societies and other etc. regarding
all insurance matters.

(xvi)

To guarantee the loans advanced or credit granted to any member society of the federation by the
Government, state Bank of India or any other agency within such limits and such terms as may
be fixed and charge commission thereon.

(xvii) To do all the things that may be identical or conducive to the attainment of any or all the
aforesaid objects of for the advancement of the cooperative movement in general.

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MANAGEMENT
The management of the affairs of the Federation shall vest in Board of Directors which shall be
constituted as under;
(a)Three nominee of the Government;
(b) A nominee of the Apex Co-operative bank;
(c) Twelve representatives of members societies to be elected on zonal basis by dividing
the area of operation of the federation into 12 zones as under:
(1) Nine representatives from primary societies
(2) Three representatives from marketing/Distt.

Wholesale societies and other

central societies.
(d) Managing Director
(e) Registrar co-operative societies Punjab or his nominee.
The Chairman and Vice-Chairman of the Board shall be elected from amongst elected
members of the Board.

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FUNCTIONS OF MARKFED
I. DOMESTIC OPERATIONS
Punjab produces over 20 million tones of food grain with surplus both in wheat and rice. It has
4.2 million hectares of well irrigated and fertile land. Despite having only 1.5% of the countrys
agricultural area, Punjab grows 25% of Indias wheat and accounts for 10% and 30% of Indias
total rice and cotton production respectively. This means that plenty of raw materials in shape of
cotton, sugarcane, fruit and vegetables etc., are available for processing in industries. Markfed
procures and processes these raw materials into finished goods and sells them in the Indian
market through a large network of its own offices, retail outlets, dealers, distributors and
marketing agents.
A. OPERATIONS PROCURING AND PROCESSING

Procurement of food grains, seeds, pulses etc.,

The majority of buffer stocks of wheat and rice in India are held are Punjab. Markfed alone
stores around 4.4 million tones of wheat. As one of the major procurement agencies, it also plays
an important role in providing remunerative price to farmers.
The food grains procured for the PDS are distributed through a network of retail outlets. The
food grain policy revolves around the surpluses available for procurement, building a buffer
stock, distribution, trade regulations and price control.
Markfed procures mustard seed and sunflower to process them in its oil complexes at Khanna,
Kapurthala and Gidderbaha.
Cotton processing
Markfed processes and trades in cotton, the worlds leading fiber and an important cash crop in
Punjab.

14

Within India, Markfed sells cotton to the processing mills in Orissa, Tamilnadu, UP, Gujrat and
Maharashtra. It also exports cotton bales to far eastern countries as a joint venture with NAFED.
Markfed owns and manages four cotton ginning and processing factories, which are located at
Rampuraphul, Sardulgarh, Raman and Abohar centers in Punjab.
Cottonseed processing
Markfeds cottonseed processing plant at Gidderbaha produces cottonseed oil for the cooperative
federations own Vanaspati plant and by products like lint, De-oiled cake and hulls for paper
manufactures and its own cattle feed plant.
B. MANUFACTURING OPERATION
The varied natures of Markfeds operations depend a great deal on its infrastructure. Today it
takes pride in its own oil plants, sugar mill, rice mills, ginning and processing plants, research
and development labs etc. at these state o the art manufacturing facilities, Markfed produces
world class products which have carved a niche for themselves in several markets.
Sugar mill
Markfed has up a new sugar mill at Malout at a total cost of Rs.300 million. With a production
capacity of 1750 TCD and spread over 50.4 acres of land, it provides direct employment to about
300 persons. Markfed has also tied up with the Punjab Agricultural University, Ludhiana, for the
development of better varieties of sugarcane.
Cattle feed manufacturing
Markfed manufactures cattle feed at its plant at Gidderbaha and Kapurthala, which have a
combined annual production capacity of 63000 tonnes. The animal feed manufactured here is
popular in Punjab, Haryana, HP, Jammu and Kashmir, Rajasthan and Delhi and is sold through
dealers and cooperative societies.

15

 HDPE sacks plant

The HDPE sacks plant of Markfed makes bags for cattle feed, tarpaulins, polythene covers and
HKPE bags for clients like IFFCO, KRIBHCO and nfl for the packing of urea fertilizer. In order
to ensure the use of high quality packaging material, Markfed setup packaging test laboratory at
Mohali in 1973.
Soil testing laboratories
Markfeds eight well equipped soil testing laboratories at Amritsar, Bathinda, Ropar, Hoshiarpur,
Kapurthala, Sangrur, Malout and a mobile lab manned by specialists with an annual soil and
water, have been rendering free service to farmers in obtaining best results from the use of
chemical fertilizers since 1960.
Vanaspati and refined oils
The oil mill Khanna produces Vanaspati, bakery shortening and refined oils such as cottonseed
oil, soya oil, mustard oil and vegetable oil with a total production capacity of 33000 MT per
annum. The Kapurthala unit produced 33000 MT of cattle feed, whereas Gidderbaha unit
produced 15000 MT of oil and rice bran and 33000 MT of cattle feed. Our Kachi ghani brand
mustard oil has already reached the markets of the Middle East and Canada and is a highly
sought after brand in the domestic market as well.
Canneries
Markfed has set up canneries to produce heat and eat food products (especially curries), recipies
of which have been prepared by Mr. Jigs Kalra, a chief of international repute. The products
include delicacies like Sarson ka saag, Daal makhni, Kadhi pakora, Mutter paneer and much
more. Besides this it also produces jams, ketchups, honey etc. these products are being sold all
over India and are being exported to many countries around the world.

16

C. DISTRIBUTION
Besides procuring agro produce at remunerative prices as well as adding through processing and
marketing them locally and abroad. Markfed also plays a laudable role in supplying quality farm
inputs viz. high quality fertilizers, insecticides, pesticides and fungicides thus earning the epithet:
a true friend of farmers. Through its network, Markfed distributes around 8,00,000 tones of
fertilizer to farmers annually, thereby meeting the entire requirement of the chemical fertilizers
of the cooperative sector. Its share of the total sale of fertilizer in Punjab is around 40% through
its own plant at Mohali, Markfed supplies highly effective insecticides, weedicides and
fungicides to help farmers protect their crops.
Markfed is the nodal distribution agency for agro-chemicals manufactured by renowned national
and multi-national companies which are being supplied to farmers through cooperatives.
Mandi yards
Markfed operates its rice mill complexes at Rajpura, Nawanshahar, Machiwara, Baghapurana,
Batala, Nausherapannuan, Jaitu, Goniana, Gidderbaha and Chuslewal as purchase centers. The
procurement at these centers is done directly from the farmers without routing the grains
commission agents for which farmers are paid extra MSP of 1.5%. For all practical purposes,
these complexes also operate like mandi yards. This step of the govt. is an experiment safeguard
the interest of the farmers from unscrupulous elements and offers them an additional 1.5% in
realizations on account of savings affected due to the elimination of middlemen.
II.

EXPORTS AND INTERNATIONAL OPERATIONS

A successful trading house and a source of inspiration to numerous cooperatives involved in
similar pursuits, Markfed has been declared as Punjabs nodal agency for the export of fruits,
vegetables and food grains by the govt. of India.
Markfed has carved a distinct identity for itself by setting up a number of export oriented units to
process agricultural produce like basmati rice, cotton, oilseeds, vegetable, fruits etc.
17

A vast range of products from Markfed have found markets in the UAE, UK, US, Canada,
Germany, Poland, Hungry, Czechoslovakia, Afghanistan etc. annually, Markfed exports 2.5
million MTs of food grains which includes exports to UAE, Sudan, Yemen, Philippines, Vietnam,
Bangladesh, Indonesia, Korea, Oman, Sri Lanka, and Ethiopia through the major food players of
the world like Cargill, toepfer, allansons, noblegrain, louis dreyfus and kotak agro.
Agriexport zone for potatoes
Potato is considered as the third major cash crop and plays a pivotal role in crop diversification;
India is the fourth largest producer of potatoes in the world. Markfed helps farmers by procuring
potatoes and organising their exports. The govt. of India has sanctioned an agri-export zone for
potatoes in Punjab. Being set up in collaboration with APEDA, the zone will be established in
Patiala with satellite centers in Jalandhar, Ludhiana, Batala and Muktsar. The objective of the
project is to provide remunerative returns to the farmers and also to help farmers in producing
quality which is at par with international market. Markfed has been declared the nodal agency for
setting up this AEZ (agri-export zone) to facilitate potato export from Punjab. The zone entails
partnership of farmers, processors, exporters, the state and the central govt. agencies to
coordinate for end to end development of potatoes and its processed output from farm to
consumers. The project will be implemented in two phases costing Rs.10.41crores and
Rs.102crores respectively.
Markfed, the nodal agency for the project would coordinate the efforts of various organizations
like NHS, NFPI, APEDA, ICAR, MOA, revenue department and the various state govt. agencies
like the department of agriculture and industries and will also act as the main link between
central and state agencies and the stake holders who are farmers, exporters and processors.
Markfed has already started exports of potatoes to Middle East and Canada since July 2002
under the agro export zone for potatoes. Major customers include duly hyper market which owns
the biggest chain of super markets in Dubai and other gulf countries.

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 Potato processing unit

Punjab Markfed has signed an MOU with Canadian manufacturing company ltd. Vancouver,
Canada for setting up of a joint venture to manufacture potatoes, French fries/potato
flakes/granules/vodka. The cost of the project is approximately Rs.10crores.
The project will be put up in Patiala. The company will provide the technical know how to
process potatoes grown in Punjab and will assist in marketing the product both in domestic and
international markets.
Potato cultivation in Sri Lanka
In a Novel move, Markfed has taken on lease a 1000 acre farm in Sri Lanka, offered by the Sri
Lankan government, for the cultivation of seed/tableware potatoes. The federation has agreed to
undertake this project to spread awareness about Punjabs expertise to shores far and wide, so
that Punjabs agro products gain in reputation and establish a market presence.
Agri export zone for basmati rice
This AEZ will facilitate increased production of basmati rice accounting for almost 60% of the
world export. The AEZ will be set up in Punjab covering Gurdaspur, Amritsar, Kapurthala,
Jalandhar, Hoshiarpur and Nawanshahar areas. The main objectives of this AEZ will be:
1. Providing remunerative returns to farmers on a sustained basis by improved access to
exports.
2. Interlinking the various constituents of the chain from farmers to consumer.
3. Establishing backward linkage with rice millers.
4. Standardization of agronomical practices.
5. Making quality seeds available.
6. Setting up of DNA based laboratory. The total project cost is estimated at Rs.42.32crores.

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 Food grain storage and handling

An MOU was signed by Markfed with CMC Canada for providing various options/models to
handle food grains produced in the state of Punjab and to work the logistics of post harvest
handling of food grains. International standard silo storage complexes are envisaged to safeguard
quality of food grains especially wheat and to dispatch the food grains in bulk to the consuming
areas.
CMC would be a partner in this joint venture pilot project to be set up in the state. CMC would
also transfer the technology for grains collection, storage, preservation and transportation in
bulk. The silo project with a capacity of 1 lakh MTs would cost around Rs.50crores. The joint
ventures partners from Canada would invest in the equity of the project and will also help to
market the food grains in the world market. The project is assisted by Canada international
development agency (CIDA).

Stock points
Markfed has been allowed to create stock points at the port towns of Vishakhapatnam,
Kakinanda, Jamnagar, Mundra and Kandla by govt. of India. Markfed is the only procurement
agency of the state to have been allowed to create infrastructure for the storage of good grains at
these port towns. With the creation of these stock points the state is going to benefit on account
of timely movement of stocks which would increase the exports of wheat. It will give assured
delivery to the exporters without delays Markfed would maintain the central pool stock up to
50000 MTs at each port on national basis and would thus be able to offer the same to the
exporters without any lead time.

Sarson ka saag
A delicacy on foreign shores: about 1.5 million cans containing ready to eat sarson ka saag a
Punjab delicacy and other Indian vegetable curries are exported to many regions which include
the USA, Canada, Europe, Middle East and the South Pacific.

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ACHIEVEMENTS OF MARKFED
(MARKFED- PUNJAB FARMERS BENEFECTOR IN THE TRUE SENSE)
ANNUAL TURNOVER
Markfed generated an annual business turnover of Rs.10,744 Crores in 2002-03,
and which has now reached Rs.10,567 Crores in the year 2003-04. It has earned a
profit of Rs.13.64 Crores during this year which is nearly 1 Crore more than
previous year.

EXPORT ACTIVITIES
Stock points at various port towns in India i.e. Kandla, Mundra, Kakinada,
Jamnagar and Vizag obtained for storage of 50,000 MT of foodgrains.
MOU signed with Canadian Multinational Company for setting up Bulk Storage
& Bulk Handling of foodgrains.
Wheat: Wheat to the tune of Rs.18.74 lac MT procured during Rabi 2003-04.
Declared as the Canalizing agency for Wheat Exports in March 2001.
2.15 million tons wheat already exported upto 31.07.03 out of the contract signed
2.7 million tons.
Wheat worth Rs.571crores shipped out in 2002-03 earning a foreign exchange of
USD 20 million (INR967crores).
Paddy and Rice:-

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 Highest paddy procurement agency in Punjab with 19.07 lac MTs of paddy worth
over RS.1380crores procured in 2003-04.
100% milling of paddy crop 2002-03 achieved.
Export of 1.31 lac MTs of Non Basmati rice in September 2002 earned a foreign
exchange of USD 17.90 million(INR86crores).
1.32 lac ton exported under GOI scheme.
Markfeds Basmati plant is now ISO 9001 certified & also has HACCP
certification.
Agri- exports Zones for Crop Diversification
AEZ for potato and Basmati rice in progress.
Proposals presented before APEDA for setting of Agri Export Zone for Honey.
FARMERS ENLIGHTENED
Under AEZ for potatoes, the farmers will be helped in the introduction of new
concepts of potato handling, packaging, storage and processing for efficient
marketing.
Under AEZ for Basmati rice, farmers will be provided remunerative returns on a
sustained basis by improved access to exports.
Transport subsidy on potatoes has been announced @Rs.250/-per MT for
interstate movement within India and @Rs.1000/-per MT for export of potatoes.
COTTON
Cotton bales worth Rs.37 crores procured & sold at net profit of Rs.12733.78 lacs
in 2006-07.

CATTLEFEED
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 Markfed Cattlefeed plant, Gidderbaha has Manufactured & markfed 21370 MTs
of cattlefeed in 2002-03 & 14533.75 MTs of Cattlefeed during 2003-04.
Markfed cattle feed plant; Kapurthala has manufactured & markfed 20193 MTs of
cattlefeed during 2003-04.
AGRO-CHEMICALS
Agro-chemicals worth Rs.12495 lacs sold in 2003-04 with a profit of Rs.52.37
lacs.
Contracts signed with MNCs like Mosanto etc. for adding new molecules of
Agro-chemicals.
It has been granted Registration by Central Insecticides Board, Govt. of India,
Faridabad for production of 45 products.

FERTILIZERS
5.03 lac MTs of fertilizers worth Rs. 29123.43 crores distributed in 2005-06.
UPLIFTMENT OF INDUSTRIAL UNITS
Modernization of Refinery, De-waxing unit & Bakery unit at Khanna.
All food processing units to be ISO/HACCP certified.
Korean Rice mills being modified by changes in Key-equipment.
Units like Canneries & Vanaspati are also under the process of obtaining ISO &
HACCP certification.

JOINT VENTURES
23

 MOU signed for exports of 50,000 MTs of potatoes, 30,000 MTs of Onions &
2,000 MTs of turmeric with reputed importers of Sri Lanka, Dubai and Germany.
MOU signed with Dabur India Ltd. For investment in Honey project.
The Joint Venture Company to be set up according to the MOU signed with
Province of Inhambane, Mozambique shall also arrange for the transfer of
farmer/peasant skill both in India and Inhambane.
NEW PROJECTS
Modification/Technical upgradation of rice processing complexes at Batala,
N/Pannuan, Chuslewar, Goniana and Gidderbaha.
Modification/Technical

upgradation

of

Markfed

rice

mils

at

Rajpura,

Machhiwara, Nawanshahar, Baghapurana.

Matter taken up with M/s. CMC Engineering Canada to set up a bulk grain wheat
storage handling project, as per MOU.
Matter taken up with M/s CMC Engineering Canada to set up a potato processing
plant as per MOU.
This will help the farmer society immensely by enhancing their technical know-how,
upgrading their farming skills and increasing the commercial value of Punjabs
Agricultural industry.

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CHAPTER-2
INTRODUCTION TO
PROJECT

25

TRAINING AND DEVELOPMENT PROCESS

It 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 DEFINED
It is a learning process that involves the acquisition of knowledge, sharpening of skills, concepts,
rules, or changing of attitudes and behaviours to enhance the performance of employees.
Training is activity leading to skilled behavior
Its not what you want in life, but its knowing how to reach it
Its not where you want to go, but its knowing how to get there
Its not how high you want to rise, but its knowing how to take off
It may not be quite the outcome you were aiming for, but it will be an outcome
Its not what you dream of doing, but its having the knowledge to do it
It's not a set of goals, but its more like a vision
Its not the goal you set, but its what you need to achieve it

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Training is about knowing where you stand (no matter how good or bad the current situation
looks) at present, and where you will be after some point of time. Training is about the
acquisition of knowledge, skills, and abilities (KSA) through professional development.

IMPORTENCE 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 worklife.
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.

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 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.
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 c MARKFED lenges of the society.
Importance of Training Objectives
Training objective is one of the most important parts of training program. While some people
think of training objective as a waste of valuable time. The counterargument here is that
resources are always limited and the training objectives actually lead the design of training. It
provides the clear guidelines and develops the training program in less time because objectives
focus specifically on needs. It helps in adhering to a plan. Training objectives tell the trainee that

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what is expected out of him at the end of the training program. Training objectives are of great
significance from a number of stakeholder perspectives.
1. Trainer
2. Trainee
3. Designer
4. Evaluator
Trainer The training objective is also beneficial to trainer because it helps the trainer to
measure the progress of trainees and make the required adjustments. Also, trainer comes in a
position to establish a relationship between objectives and particular segments of training.
Trainee The training objective is beneficial to the trainee because it helps in reducing the
anxiety of the trainee up to some extent. Not knowing anything or going to a place which is
unknown creates anxiety that can negatively affect learning. Therefore, it is important to keep the
participants aware of the happenings, rather than keeping it surprise.
Secondly, it helps in increase in concentration, which is the crucial factor to make the training
successful. The objectives create an image of the training program in trainees mind that actually
helps in gaining attention. Thirdly, if the goal is set to be c MARKFED lenging and motivating,
then the likelihood of achieving those goals is much higher than the situation in which no goal is
Set. Therefore, training objectives helps in increasing the probability that the participants will be
successful in training.
Designer The training objective is beneficial to the training designer because if the designer is
aware what is to be achieved in the end then hell buy the training package according to that
only. The training designer would then look for the training methods, training equipments, and
training content accordingly to achieve those objectives. Furthermore, planning always helps in
dealing effectively in an unexpected situation. Consider an example; the objective of one training
program is to deal effectively with customers to increase the sales. Since the objective is known,
the designer will design a training program that will include ways to improve the interpersonal
skills, such as verbal and non verbal language, dealing in unexpected situation i.e. when there is
a defect in a product or when a customer is angry. Therefore, without any guidance, the training
may not be designed appropriately.

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Evaluator It becomes easy for the training evaluator to measure the progress of the trainees
because the objectives define the expected performance of trainees. Training objective is an
important to tool to judge the performance of participants.

Training and Human Resource Management

The HR functioning is changing with time and with this change, the relationship between the
training function and other management activity is also changing. The training and development
activities are now equally important with that of other HR functions. Gone are the days, when
training was considered to be futile, waste of time, resources, and money. Now-a-days, training
is an investment because the departments such as, marketing & sales, HR, production, finance,
etc depends on training for its survival. If training is not considered as a priority or not seen as a
vital part in the organization, then it is difficult to accept that such a company has effectively
carried out HRM. Training actually provides the opportunity to raise the profile development
activities in the organization. To increase the commitment level of employees and growth in
quality movement (concepts of HRM), senior management team is now increasing the role of
training. Such concepts of HRM require careful planning as well as greater emphasis on
employee development and long term education.
Training is now the important tool of Human Resource Management to control the attrition rate
because it helps in motivating employees, achieving their professional and personal goals,
increasing the level of job satisfaction, etc. As a result training is given on a variety of skill
development and covers a multitude of courses.

Role of HRD Professionals in Training

This is the era of cut-throat competition and with this changing scenario of business; the role of
HR professionals in training has been widened. HR role now is:
1. Active involvement in employee education
2. Rewards for improvement in performance
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3. Rewards to be associated with self esteem and self worth

4. Providing pre-employment market oriented skill development education and post employment
support for advanced education and training
5. Flexible access i.e. anytime, anywhere training.

Models of Training
Training is a sub-system of the organization because the departments such as, marketing & sales,
HR, production, finance, etc depends on training for its survival. Training is a transforming
process that requires some input and in turn it produces output in the form of knowledge, skills,
and attitudes (KSAs).
THE TRAINING SYSTEM
A System is a combination of things or parts that must work together to perform a particular
function. An organization is a system and training is a sub system of the organization. The
System Approach views training as a sub system of an organization. System Approach can be
used to examine broad issues like objectives, functions, and aim. It establishes a logical
relationship between the sequential stages in the process of training need analysis (TNA),
formulating, delivering, and evaluating. There are 4 necessary inputs i.e. technology, man,
material, time required in every system to produce products or services. And every system must
have some output from these inputs in order to survive. The output can be tangible or intangible
depending upon the organizations requirement. A system approach to training is planned
creation of training program. This approach uses step-by-step procedures to solve the problems.
Under systematic approach, training is undertaken on planned basis. Out of this planned effort,
one such basic model of five steps is system model that is explained below. Organization are
working in open environment i.e. there are some internal and external forces, that poses threats
and opportunities, therefore, trainers need to be aware of these forces which may impact on the
content, form, and conduct of the training efforts. The internal forces are the various demands of
the organization for a better learning environment; need to be up to date with the latest
technologies.
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The three model of training are:

1. System Model
2. Instructional System Development Model
3. Transitional model

SYSTEM MODEL TRAINING

The system model consists of five phases and should be repeated on a regular basis to make
further improvements. The training should achieve the purpose of helping employee to perform
their work to required standards.
Model of training are as follows:
1. Analyze and identify the training needs i.e. to analyze the department, job, employees
requirement, who needs training, what do they need to learn, estimating training cost, etc.
2. The next step is to develop a performance measure on the basis of which actual performance
would be evaluated.
3. Design and provide training to meet identified needs. This step requires developing objectives
of training, identifying the learning steps, sequencing and structuring the contents.
4. Develop- This phase requires listing the activities in the training program that will assist the
participants to learn, selecting delivery method, examining the training material, validating
information to be imparted to make sure it accomplishes all the goals & objectives.
5. Implementing is the hardest part of the system because one wrong step can lead to the failure
of whole training program.
6. Evaluating each phase so as to make sure it has achieved its aim in terms of subsequent work
performance. Making necessary amendments to any of the previous stage in order to remedy or
improve failure practices Instructional System Development Model(ISD)Model Instructional
System Development model was made to answer the training problems. This model is widely
used now-a-days in the organization because it is concerned with the training need on the job
performance. Training objectives are defined on the basis of job responsibilities and job
description and on the basis of the defined objectives individual progress is measured. This

32

model also helps in determining and developing the favorable strategies, sequencing the content,
and delivering media for the types of training objectives to be achieved.
The Instructional System Development model comprises of five stages:
1. ANALYSIS This phase consist of training need assessment, job analysis, and target
audience analysis.
2. PLANNING This phase consist of setting goal of the learning outcome, instructional
objectives that measures behavior of a participant after the training, types of training material,
media selection, methods of evaluating the trainee, trainer and the training program, strategies to
impart knowledge i.e. selection of content, sequencing of content, etc.
3. DEVELOPMENT This phase translates design decisions into training material. It consists
of developing course material for the trainer including handouts, workbooks, visual aids,
demonstration props, etc, course material for the trainee including handouts of summary.
4. EXECUTION This phase focuses on logistical arrangements, such as arranging speakers,
equipments, benches, podium, food facilities, cooling, lighting, parking, and other training
accessories.
5. EVALUATION The purpose of this phase is to make sure that the training program has
achieved its aim in terms of subsequent work performance. This phase consists of identifying
strengths and weaknesses and making necessary amendments to any of the previous stage in
order to remedy or improve failure practices.
The ISD model is a continuous process that lasts throughout the training program. It also
highlights that feedback is an important phase throughout the entire training program. In this
model, the output of one phase is an input to the next phase. Transitional model focuses on the
organization as a whole. The outer loop describes the vision, mission and values of the
organization on the basis of which training model i.e. inner loop is executed.

Vision focuses on the milestones that the organization would like to achieve after the defined
point of time. A vision statement tells that where the organization sees itself few years down the
line. A vision may include setting a role mode, or bringing some internal transformation, or may
be promising to meet some other deadlines

Mission explain the reason of organizational existence. It identifies the position in the
community. The reason of developing a mission statement is to motivate, inspire, and inform the
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employees regarding the organization. The mission statement tells about the identity that how the
organization would like to be viewed by the customers, employees, and all other stakeholders.

Values is the translation of vision and mission into communicable ideals. It reflects the
deeply held values of the organization and is independent of current industry environment. For
example, values may include social responsibility, excellent customer service, etc. The mission,
vision, and values precede the objective in the inner loop. This model considers the organization
as a whole. The objective is formulated keeping these three things in mind and then the training
model is further

DIFFERENCE BETWEEN TRAINING AND

DEVELOPMENT:
Training and development go hand in hand and are often used synonymously but there is a
difference between them. Training is the process of learning a sequence of programmed
behavior. It is an application of knowledge. It gives people an awareness of the rules and
procedures to guide their behavior. It intends to improve their performance on the current job and
prepares them for an intended job.
Development is a related process. It covers not only those activities, which improve job
performance, but also those, which bring about growth of the personality. It helps individual in
the progress towards maturity and actualization of potential capabilities so that they can become
not only good employees but better human beings.

LEARNING AND TRAINING

Irrespective of the type or method of training, a trainer has to keep in mind some of the
principles of learning or motivation, which would enhance internationalization of what is taught.

PRINCIPLES OF TRAINING
MOTIVATION

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Learning is enhanced when the learner is motivated. Learning experience must be designed so
learners can see how it will help in achieving the goals of the organization. Effectiveness of
training depends on motivation.
FEEDBACK
Training requires feedback. It is required so the trainee can correct his mistakes. Only getting
information about how he is doing to achieve goals, he can correct the deviations.
REINFORCEMENT
The principle of reinforcement tells the behaviors that are positively reinforced are encouraged
and sustained. It increases the likelihood that a learned behavior well be repeated.
PRACTICE
Practice increases a trainees performance. When the trainees practice actually, they gain
confidence and are less likely to make errors or to forget what they have learned.
INDIVIDUAL DIFFERENCES
Individual training is costly. Group training is advantageous to the organization. Individuals vary
in intelligence and aptitude from person to person. Training must be geared to the intelligence
and aptitude of individual trainee.

OBJECTIVES OF TRAINING
TO INCREASE PRODUCTIVITY
An instructor can help employees increase their level of performance on their assignment.
Increase in human performance leads to increase in the operational productivity and also the
increase in the profit of the company.
TO IMPROVE QUALITY
Better-trained workers are less likely to make operational mistakes. It can be in relationship to
the company or in reference to the intangible organizational employment atmosphere.
TO HELP A COMPANY FULFILL ITS FUTURE PERSONNEL NEEDS
The organizations having good internal training and development programmes will have to make
less changes and adjustments. When the need arises, vacancies can be easily staffed.
35

 TO IMPROVE ORGANIZATIONAL CLIMATE

An endless chain of positive reactions result from a well planned training programme.
TO IMPROVE HEALTH AND SAFETY
Proper training can prevent industrial accidents. A safer atmosphere leads to
more stable attitudes on part of the employees.
PERSONAL GROWTH
Employees on a personal basis gain individually from their exposure to educational expressions.
Training programmes give them wider awareness and skills

NEED FOR TRAINING

To impart to the new entrants the basic knowledge and skills they need for definite tasks.
To assist employees to function more effectively in their present positions by exposing them
to new concepts.
To build a line of competent people and prepare them to occupy more responsible positions.
To reduce the supervision time, wastage and spoilage of new material.
To reduce the defects and minimize the industrial accidents.
To ensure the economical output of the required quality.
To prevent obsolescence.
To promote individual and collective morale, responsibility and cooperative attitudes etc.

TRAINING INPUTS
There are three basic types of inputs;
(i)Skills
(ii)Attitude
(iii)Knowledge.
The primary purpose of training is to establishing a sound relationship is at its best when the
workers attitude to the job is right, when the workers knowledge of the job is adequate, and he
has developed the necessary skills. Training activities in an industrial organization are aimed at

36

making desired modifications in skills, attitudes and knowledge of employee so that they
perform their jobs most efficiently and effectively

BEST TIME TO IMPART TRAINING TO EMPLOYEE

1. NEW RECRUITS TO THE COMPANY
These have a requirement for induction into the company as a whole in terms of its business
activities and personnel policies and provisions, the terms, conditions and benefits appropriate to
the particular employee, and the career and advancement opportunities available.

2. TRANSFEREES WITHIN THE COMPANY

These are people who are moved from one job to another, either within the same work area, i.e.
the same department or function, or to dissimilar work under a different management. Under this
heading we are excluding promotions, which take people into entirely new levels of
responsibility.
3. PROMOTIONS
Although similar to the transferee in that there is a new job to be learned in new surroundings, he
is dissimilar in that the promotion has brought him to a new level of supervisory or management
responsibility. The change is usually too important and difficult to make successfully to permit
one to assume that the promotes will pick it up as he goes along and attention has to be paid to
training in the tasks and the responsibilities and personal skills necessary for effective
performance.
4. NEW PLANT OR EQUIPMENT
Even the most experienced operator has everything to learn when a computer and electronic
controls replace the previous manual and electro-mechanical system on the process plant on
which he works. There is no less a training requirement for the supervisors and process
management, as well as for technical service production control and others.
5. NEW PROCEDURES
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Mainly for those who work in offices in commercial and administrative functions but also for
those who we workplace is on the shop floor or on process plant on any occasion on which there
is a modification to existing paperwork or procedure for, say the withdrawal of materials from
stores, the control of customer credit the approval of expense claims, there needs to be
instruction on the change in the way of working in many instances, a note bringing the attention
of all concerned the change is assume to be sufficient, but there are cases, such as when total new
systems in corporating IT up dates are installed, when more thorough training is needed.

6. NEW STANDARDS, RULES AND PRACTICES

Changes in any one these are likely to be conveyed by printed note or by word of mouth by the
manager to his subordinates, and this can be the most satisfaction way of dealing with the change
from the point of view of getting those affected to understand their new responsibility. However
not all changes under this heading can be left to this sort of handling. Even the simplest looking
instruction may be regarded as undesirable or impracticable by whoever has to perform it he may
not understand the purpose behind the change and lose confidence in a management which he
now believes to be messing about, or he may understand the purpose and have a better
alternative to offer if it is not too late.
7. NEW RELATIONSHIP AND AUTHORITIES
These can arise, as a result of management decisions, in a number of ways. In examples, the
recognition of the accounts department can result in a realization of responsibilities between the
section leaders of credit control, invoicing and customer records, although there is no movement
of staff between the sections (i.e. no transfers). Although the change in work content for each
clerk and supervisor is defined clearly for each person in the new procedures, there is
nevertheless a need for each person to know where he stands in the new set up, which is
responsible for what, and where to direct problems and enquiries as they arise in the future.
8. MAINTENANCE OF STANDARDS
38

We are here concerned with maintenance of standards through training, for it must be
remembered that supervision and inspection and qualify control are continuously responsible for
standards and exercise their own authorities to this end. Although it is generally agreed that some
retraining from time to time, taking varied forms even for the on group of employees, does act as
both a reminder and a stimulus, there is not much agreement on the next frequency and form that
such retraining should take, of there is as yet little scientific knowledge on this subject which is
of much use in industrial situations.

9. THE MAINTENANCE OF ADAPTABILITY

Again, whilst there is little scientific study of the loss of ability to learn new skills in those cases
where people spend a long time without change, and without the need to learn, there is increasing
evidence in current experience to suggest that this is the case in industrial employment. Add, of
course, there is the inference arising from the laboratory experiments of psychologists.
10. THE MAINTENANCE OF MANAGEMENT SKILLS & STANDARDS
Skills in supervising, employee appraisal, communications, leadership etc are important in all
companies. Some of these skills are seen to be critical to major developments in company
organisation, culture, employee empowerment and so on. Initial training in these skills is not
uncommon in the largest companies on appointment into management and supervision. But
continuous training and performance monitoring is rare, despite the common knowledge that
standards are as varied as human nature.
11. RETIREMENT AND REDUNDANCY
Employees of any position in the company who are heading towards retirement will benefit from
learning about health, social life, work opportunities money management etc. Internal or external
courses are best attended a year or two before retirement date, in a few companies a member of
Personnel will act as a counselor as required.

39

TYPES OF TRAINING
Training is required for several purposes. Accordingly training programmes may be of the
following types:
Orientation training: Induction or orientation training seeks to adjust newly appointed
employees to the work environment. Every new employee needs to be made fully familiar with
his job, his superiors and subordinates and with the rules and regulations of the organization.
Induction training creates self-confidence in the employees. It is also knows as pre-job training.
It is brief and informative.

Job training: It refers to the training provided with a view to increase the knowledge and
skills of an employee for performance on the job. Employees may be taught the correct methods
of handling equipment and machines used in a job. Such training helps to reduce accidents,
waste and inefficiency in the performance of the job.

Safety training: Training provided to minimize accidents and damage to machinery is

known as safety training. It involves instruction in the use of safety devices and in safety
consciousness.

Promotional training: It involves training of existing employees to enable them to

perform higher-level jobs. Employees with potential are selected and they are given training
before their promotion, so that they do not find it difficult to shoulder the higher responsibilities
of the new positions to which they are promoted.
Refresher training: When existing techniques become obsolete due to the development of
better techniques, employees have to be trained in the use of new methods and techniques. With
the passage of time employee may forget some of the methods of doing work. Refresher training
is designed to revive and refresh the knowledge and to update the skills of the existing
employees. Short-term refresher courses have become popular on account of rapid changes in
technology and work methods. Refresher or re-training programmes are conducted to avoid
obsolescence of knowledge and skills.

METHODS OF TRAINING
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 ON-THE-JOB TECHNIQUES
On the job techniques enables managers to practice management skills, make mistakes and learn
from their mistakes under the guidance of an experienced, competent manager. Some of the
methods are as:
Job Rotation: It is also referred to as cross straining. It involves placing an employee on
different jobs for periods of time ranging from a few hours to several weeks. At lower job levels,
it normally consumes a short period, such as few hours or one or two days. At higher job levels,
it may consume much larger periods because staff trainees may be learning complex functions
and responsibilities. Job rotation for managers usually involves temporary assignments that may
range from several months to one or more years in various departments, plants and offices. Job
rotation for trainees involves several short-term assignments, that touch a variety of skills and
gives the trainees a greater understanding of how various work areas function.For middle and
upper level management, it serves a slightly different function. At this stage, it involves lateral
promotions, which last for one or more years. It involves a move to different work environment
so that manager may develop competence in general management decision-making skills.
Enlarged and enriched job responsibilities:
METHODS OF TRAINING
ON- THE- JOB METHODS
OFF- THE- JOB METHODS
By giving an employee added job duties, and increasing the autonomy and responsibilities
associated with the job, the firm allows an employee to learn a lot about the job, department and
organization.
Job instruction training:
It is also known as step-by-step training. Here, the trainer explains the trainee the way of doing
the jobs, job knowledge and skills and allows him to do the job. The trainer appraises the
performance of the trainee, provides feedback information and corrects the trainee. In simple
words, it involves preparation, presentation, performance, and tryout and follow up.
Coaching:
The trainee is placed under a particular supervisor who functions as a coach in training the
individual. The supervisor provides the feedback to the trainee on his performance and offers
41

him some suggestions for improvement. Often the trainee shares some duties and responsibilities
of the coach and relives him of his burden. A drawback is that the trainee may not have the
freedom or opportunity to express his own ideas.
Committee assignments:
Here in, a group of trainees are given and asked to solve an actual organizational problem. The
trainees solve the problem jointly. This develops team work and group cohesiveness feelings
amongst the trainees.

OFF-THE-JOB TRAINING
It includes anything performed away from the employees job area or immediate work area.
Two broad categories of it are:
IN HOUSE PROGRAMMES
These are conducted within the organizations own training facility; either by training specialists
from HR department or by external consultant or a combination of both.
OFF-SITE PROGRAMMES
It is held elsewhere and sponsored by an educational institution, a professional association, a
government agency or an independent training and development firm. The various off- the- jobtraining programmes are as follows:
Vestibule training: Herein, actual work conditions are simulated in a classroom. Material, files
and equipment those are used in actual job performance are also used in training. This type of
training is commonly used for training personnel for clerical and semiskilled jobs. The duration
of this training ranges from few days to a few weeks. Theory can be related to practice in this
method.
Role-playing: It is defined as a method of human interaction that involves realistic behaviour in
imaginary situations. This method involves action doing and practice. The participants play the
role of certain characters, such as production manager, HR manager, foreman, workers etc. This
method is mostly used for developing interpersonal interactions and relations.
Lecture method: The lecture is a traditional and direct method of instruction. The instruction
organizes the material and gives it to the group of trainees in the form of a talk. To be effective,
42

the lecture must motivate and create interest among the trainees. An advantage of this method is
that it is direct and can be used for a large group of trainees.
Conference or discussion: It is a method in training the clerical, professional and supervisory
personnel. It involves a group of people who pose ideas, examine and share facts and data, test
assumptions and draw conclusions, all of which contribute to the improvement of job
performance. It has an advantage that it involves two way communication and hence feedback is
provided. The participants feel free to speak in small groups. Success depends upon the
leadership qualities of the person who leads the group.
Programmed instruction: This method has become popular in recent years. The subject matter
to be learned is presented in a series of carefully planned sequential units. These units are
arranged from simple to mere complex levels of instructions. The trainee goes through these
units by answering questions or filling the blanks. This method is expensive and time consuming.

EXECUTIVE DEVELOPMENT PROCESS

Executives are the people who shape the policies, make the decisions and see their
implementation in any business organization. They are the president, the vice-president, the
managing director, works manager, plant superintendent, controller, treasurer, office managers,
engineers, directors of functions such as purchasing, research, personnel, legal, marketing etc.
Executive development may be stated as the application of planned efforts for raising the
performance standards of high level managers, and for improving the attitudes and activities that
enter into or MARKFED their work and their work relations.
Following are the steps, which are involved in the development process of executives:

OBJECTIVES
The first and foremost step is to define the long- term objectives of training and development of
executives.
STRENGTH AND WEAKNESS
An inventory of managers is taken with special focus on their strength in terms of managerial
skills and other attributes. Their unique capabilities, specialist knowledge and achievements are
43

listed down against each. A comparison with the requirement of the organization will bring the
gap in knowledge and skills of existing executive. This is the weakness.
LONG- RANGE PLANS
Here the management prepares long-term training and development plans for their executives,
which include the annual training targets, the annual budgets and the specific area of training.
SHORT- TERM PROGRAMME
This programme specify the duration, starting time, ending time, number of executives being
trained, identify the resources etc.
IMPLEMENTATION
The training programme envisaged before is put into operation. The actual training is initiated by
proper timetable and other arrangements.
EVALUATION
In this step, the effectiveness of the executive training programme is evaluated by measuring the
improved performance of executives who underwent the programme, on their job. There are
various criteria of measuring effectiveness such as validity, reliability etc.

EVALUATING THE EFFECTIVENESS OF TRAINING

An Investor in People evaluates the investment in training and development to assess
achievement and improve future effectiveness. Kearns (1994) suggests that there are four groups
of measures of training effectiveness, which are used by organization.
The groups are as follows:
- No Measurement
- Subjective Measures
- Qualitative Measures
- Objective Measures
The first group, in which no real measurement occurs, includes activities undertaken as an Act
of Faith, where no form of measurement is attempted, such as initiatives to improve
communications in organization, which seem to make people feel good and appear to have
worked in some intangible manner.
The second group includes subjective responses from trainees/course delegates, as exemplified
by the Happy Sheet. The main question asked is about how individuals feel after the training.
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Organizations often make the assumption that positive responses indicate training success and
therefore value to the organization. However, course delegates may well give strong positive
response scores for a number of reasons, including the presentational skills of the trainer, the
quality of the venue, and the feel good factor of indulging in a creative work group, and so on.
Quality measures appear to be more objective than the previous group, but are often flawed by
subjectivity as well. They are typified by questionnaires asking delegates to put a value on the
likely benefits of a training programme. Objective measures are the only really meaningful ones.
However, they c MARKFED lenge the provider of training to demonstrate how their training
activities feed through to the bottom line: in terms of return on investment and return on the
capital employed. There has often been an assumption, in times past,that training somehow
justifies itself, because it is all about developing people. However, it is incumbent on
organizations to look critically at the ways in which they evaluate their training activities, lest
they fall prey to the subject approach and are badly caught out when a rigorous analysis of all the
functions of the organizations business is called for. A desirable, if not essential, characteristic of
all training programmes is a built-in provision for evaluation.
The four main dimensions of evaluation are:
EVALUATION OF TRAINING INPUTS
This involves the evaluation of the training curriculum and its sequencing.
EVALUATION OF THE TRAINING PROCESS
The climate of the training organization, the relationship between participants and trainers, the
general attitude, and approaches of the trainers, training methods, etc are some of the important
elements of the training process which also needs to be evaluated.
EVALUATION OF TRAINING OUTCOMES
Measuring the carry-home value of a training programme in terms of what has been achieved
and how much is the main task of evaluation. This, however, is a complex technical and
professional task. Benefits of a training programme are not obvious and they are not readily
measurable. Payoffs from training are intangible and rather slow to become apparent. A central
problem is the absence of objective criteria and specific definitions of relevant variables by
which to measure the effectiveness either of specific programmes or changes in employee
behaviour. Nevertheless, the good personnel managers do make an effort to systematically
appraise the benefits and results of their programmes.
45

In job-related training, the objective is to train people for specific job skills so that their
productivity may increase. Evaluation can be done either to the direct criterion of increase in
output or to the indirect criteria of decrease in cost, breakage or rejects. Even more indirect are
measures that point out changes in absenteeism or turnover. The most difficult problems of
evaluation lie in the area of human relations skill training, which is given to the supervisors and
middle- level managers. Supervisory and managerial training programmes are, for this reason,
less amenable to objective review procedures. Much subjectivity enters into evaluations of these
programmes, since exact standards and criteria are hard to devise.

TRAINING PROGRAMMES IN MARKFED

MARKFED follows the philosophy to establish and build a strong performance driven culture
with greater accountability and responsibility at all levels. To that extent the Company views
capability as a combination of the right people in the right jobs, supported by the right processes,
systems, structure and metrics. The Company organizes various training and development
programmes, both inhouse and at other places in order to enhance the skills and efficiency of its
employees. These training and development programmes are conducted at various levels for
officers.

TRAINING IN MARKFED
MARKFED provides training to all its employees as per the policy of the organization.

PURPOSE OF TRAINING: To ensure availability of trained manpower.

SCOPE: All categories of employees
IDENTIFICATION OF NEEDS
MANAGEMENT STAFF
The Performance Appraisal form of the organization has a section in which the training and
development needs are filled up. The Individual Officer first identifies the training needs of
himself and then it is recommended by the reporting Officer and then by the Departmental Head.
The Training needs as identified in the PAR are recorded by the HRD Department and necessary
action is taken for imparting the identified training. Training needs are identified based on:
- Companys strategy and policy.
- Organizational Thrust Areas.
- New Emerging Areas.
46

PREPARATION OF TRAINING PLAN :

The training of Executives in MARKFED is given by :
MARKFED Management Academy a unique body for imparting training to the Executives of
MARKFED & Out side agencies.
IMPARTING OF TRAINING
Actual training is imparted with the help of in-house and outside agencies. The selection of these
agencies is done on the basis of reputation; programmes offered by them, past experience and
feedback received from the earlier participants. Training is also imparted by nominating the
concerned employee for an external training programme. All records of the training are
maintained at branch as per Record of Training in the Personnel folder and the same is intimated
to the Executive Office Personnel through the Monthly Personnel Report.
FEEDBACK
A feedback is taken from the participants through a questionnaire on the programme and their
impressions in order to further improve upon the same. There are three such questionnaires
available and one of these is used depending upon the nature of the training programme and the
level of participants. Also, a person from the personnel department sits through the final session
of the programme and takes the verbal feedback about the programme.
INDUCTION TRAINING
This is carried out as the very first step for any new entrant into Company. The department
prepares a schedule for the employee as per which he is required to spend specific time in each
department. During such period, he is reporting to the respective department head. The objective
of the induction programme is to familiarize the participant to the function of different
department. The copies of the same are sent to the General Manager and all concerned. At the
end of the induction, the trainee has to submit a report to the Personnel Department.
MANAGEMENT TRAINEES TRAINING
Management trainees are given a fortnight of induction programme. Corporate HR advises it as
per Management Trainee Training programme designed by them. Thereafter, a detailed training
programme is carried out whereby the incumbent is to understand in depth of working of each
department at various locations as per the programme given by the Corporate HR. Corporate HR
maintains all relevant records pertaining to Management Trainees training at Bangalore.
A person gets nominated for the training programme in the following two ways:
47

a) Training programme flowing from the training needs.

b) Training programme for testing out the training/ increased awareness/ general information/
omnibus training types etc.
TRAINING PROGRAMMES FLOWING FROM TRAINING NEEDS:
The programmes are divided into three broad categories:
- Functional
- Behavioral
- General/ Omnibus programmes
1. Functional: The outcome of the training is measured by comparing the data pre-training and
post-training. A scale is developed for measuring the effectiveness of training based on the %
achievement of the objectives.
2. Behavioral: The effectiveness of the training of this nature is measured annually. This is seen
through the training need identification for the coming year for the employee. If the training need
is repeated there, then the training provided is taken as ineffective. If the training need is
repeated but with focus on a part of the need, then the training is partially effective. If not
repeated, then the training is effective.
3. General: These are the training needs flowing directly from the organizational needs.
Examples of these can be ISO 9000 training, ISO 14000 training and any awareness training.
These are omnibus training programmes, which are run for a large number of employees.
The effectiveness of the training is measured by:
- Achievement of those organizational objectives within the time lines.
- Number of audit issues raised on the areas covered in the training.
- Any other such thing as defined in the training brochure.
The effectiveness of the outside training programme is measured on the same line as above.
However, no detailed brochure is prepared for the same. The measurement criterion for the
programme is defined in the beginning of the programme and effectiveness measured against the
same. A consolidated effectiveness report of the training programme is prepared at the end of the
year. The programmes that are found to be ineffective are reworked.
Training programme for testing out the training
Also there are training programmes, which are not flowing directly from the training needs
measurement of effectiveness of the training is not needed to be measured.
48

REVIEW OF LITERATURE
A review of literature on evaluation of training was conducted to identify methods of
effectiveness evaluation for training programs. Five definitions of evaluation were identified
in the literature.
Kirkpatrick, 1971
Kirkpatricks first level of measurement, reaction, is defined as how well the trainees liked
the training program. The second measurement level, learning, is designated as the
determination of what knowledge, attitudes, and skills were learned in the training. The third
measurement level is defined as behavior. Behavior outlines a relationship of learning (the
previous measurement le vel) to the actualization of doing. Kirkpatrick recognized a big
difference between knowing principles and techniques and using those principles and
techniques on the job. The fourth measurement level, results, is the expected outcomes of
most educational training programs such as reduced costs, reduced turnover and absenteeism,
reduced grievances, improved profits or morale, and increased quality and quantity of
production.
Paquet,Kasl, Weinstein, & Waite, 1987
One study was found by a major corporation that measured change in productivity and ROI
of a training program. CIGNA Corporations corporate management development and
training department, which provides training for employees of CIGNA Corporations
49

operating subsidiaries, initiated an evaluation program to prove management training made a

business contribution. The research question posed was, Does management training result in
improved productivity in the managers workplace? The team conducting the research
identified that data collection needed to be built into the training program for optimal data
gathering. If managers could use the evaluation data for their own benefit as part of their
training, they would be more likely to cooperate.
Paulet & Moult, 1987
British Airways assessed the effectiveness of the Managing People First (MPF) training by
measuring the value shift, commitment, and empowerment of the trainees. An in-depth
interview was used to measure the action potential (energy generated in the participants by
the course) and level of action as a result of the course. A want level was used to measure the
action potential and a do level for the action. Each measurement was assigned a value of
high, medium, or low. However, high, medium, and low were not defined. The study showed
that 27% of all participants (high want level and high do level) were committed to MPF
values and pursued the programs aims/philosophy. Nearly 30% of participants were fully
committed to the aims/philosophy of MPF although they did not fully convert commitment to
action (high want level and medium and low do level). Approximately one-third of the
participants (29%) moderately converted enthusiasm into committed action (medium and low
want level and medium and low do level). But 13% remained truly uncommitted (low want
level and low do level).Behavioral changes (level three of the Kirkpatrick Model) were
measured following low impact Outdoor-Based Experiential Training with the goal of team
building
Alliger and Horowitz (1989)
Numerous studies reported use of components of the Kirkpatrick Model; however, no study
was found that applied all four levels of the model. Although level one is the least complex of
the measures of evaluation developed by Kirkpatrick, no studies were found that reported use
of level one as a sole measure of training. One application of the second level of evaluation,
knowledge, was reported by. In this study the IBM Corporation incorporated knowledge tests
into internally developed training. To ensure the best design, IBM conducted a study to
identify the optimal test for internally developed courses. Four separate tests composed of 25
50

questions each were developed based on ten key learning components. Four scoring methods
were evaluated including one that used a unique measure of confidence. The confidence
measurement assessed how confident the trainee was with answers given. Tests were
administered both before and after training. Indices from the study assisted the organization
to evaluate the course design, effectiveness of the training, and effectiveness of the course
instructors. The development of the confidence index was the most valuable aspect of the
study. Alliger and Horowitz stated that behavior in the workplace was not only a function of
knowledge, but also of how certain the employee was of that knowledge.Two studies were
found that measured job application and changes in behavior (level three of the Kirkpatrick
Model).
Bushnell (1990) also created a modification to the Kirkpatrick Model by identifying a fourstep process of evaluation. Bushnells model included evaluation of training from the
development through the delivery and impact. Step one involved the analysis of the System
Performance Indicators that included the trainees qualifications, instructor abilities,
instructional materials, facilities, and training dollars. Step two involved the evaluation of the
development process that included the plan, design, development, and delivery. Step three
was defined as output which equated to the first three levels of the Kirkpatrick Model. Step
three involves trainees reactions, knowledge and skills gained, and improved job
performance. Bushnell separated outcomes or results of the training into the fourth step.
Outcomes were defined as profits, customer satisfaction, and productivity. This model was
applied by IBMs global education network, although specific results were not found in the
literature.
Phillips (1991) stated the Kirkpatrick Model was probably the most well known framework
for classifying areas of evaluation. This was confirmed in 1997 when the America Society for
Training and Development (ASTD) assessed the nationwide prevalence of the importance of
measurement and evaluation to human resources department (HRD) executives by surveying
a panel of 300 HRD executives from a variety of types of U.S. organizations. Survey results
indicated the majority (81%) of HRD executives attached some level of importance to
evaluation and over half (67%) used the Kirkpatrick Model. The most frequently reported
challenge was determining them impact of the training (ASTD, 1997).
51

Lookatch (1991) and ASTD (2002) reported that only one in ten organizations attempted to
gather any results-based evaluation. In 1952, Donald Kirkpatrick (1996) conducted doctoral
research to evaluate a supervisory training program. Kirkpatricks goal was to measure the
participants reaction to the program, the amount of learning that took place, the extent of
behavior change after participants returned to their jobs, and any final results from a change
in behavior achieved by participants after they returned to work.
Wagner & Roland, 1992. Over 20 organizations and 5,000 participants were studied. Three
measures were used to determine behavioral changes. Measure one was a questionnaire
completed by participant s both before and after training. The second measure was
supervisory reports completed on the functioning of work groups before and after training.
The third measure was interviews with managers, other than the immediate supervisor, to
obtain reactions to individual and work-group performance after an OBERT program. Results
reported showed no significant changes in behavior.
Hopkins 1995
There are several ways managers can use professional development to increase the
competence, skills, and leadership capacity of their employees. One way to do this involves
managers encouraging employees to pursue continuing education opportunities and/or
empowering employees through various leadership opportunities within the organization.
Kirkpatrick, 1998
From Kirkpatricks doctoral research, the concept of the four Kirkpatrick measurement levels
of evaluation emerged. While writing an article about training in 1959, Kirkpatrick (1996)
referred to these four measurement levels as the four steps of a training evaluation. It is
unclear even to Kirkpatrick how these four steps became known as the Kirkpatrick Model,
but this description persists today). As reported in the literature, this model is most frequently
applied to either educational or technical training.
Holli and Calabrese (1998) defined evaluation as comparisons of an

observed

quality to a standard or criteria of comparison. Evaluation is the process of

judgments about the quality of programs, products, and goals.
52

value or

forming value

Kirkpatrick (1998) recommended that as many as possible of the four levels of evaluation
be conducted. In order to make the best use of organizational resources of time, money,
materials, space, equipment, and manpower, continued efforts are needed to assess all levels
of effectiveness of training programs. Trainers from all disciplines should develop evaluation
plans for training and share the results of these initiatives.
Warr, Allan and Birdie (1999) evaluated a two-day technical training course involving 123 mo
tor-vehicle technicians over a seven- month period in a longitudinal study using a variation of the
Kirkpatrick Model. The main objective of this study was to demonstrate that training improved
performance, thereby justifying the investment in the training as appropriate. Warr et al.(1999)
suggested that the levels in the Kirkpatrick Model may be interrelated. They investigated six
trainee features and one organizational characteristic that might predict outcomes at each
measurement level. The six trainee features studied were learning motivation, confidence about
the learning task, learning strategies, technical qualifications, tenure, and age. The one
organizational feature evaluated was transfer climate which was defined as the extent to which
the learning from the training was actually applied on the job.

53

CHAPTER-3

54

RESEARCH
OBJECTIVES

OBJECTIVES OF THE STUDY

The first & foremost step in any research work is to identify the problems or objectives on which
the researcher has to work on.
MAJOR OBJECTIVE
To analyze the existing training practices, its effectiveness and recommend measures to
improve the training practices in MARKFED .
MINOR OBJECTIVES
To study the frequency of training, training methods and their effects on the trainees and
recommend certain measures for improvement.
To understand the present practices enforced in respect of training at the personnel department
and recommend any changes if necessary.
To take feedback and analyze the level of satisfaction amongst the employees in respect of
training activities and suggest alternatives.
LIMITATIONS OF THE STUDY
The following are the limitations of the study:
The sample size was small and hence the results can have a degree of variation.
55

 The response of the employees in giving information was lukewarm.

SCOPE OF THE STUDY
Training Effectiveness is the process wherein the management finds out how effective it has been
at training and developing the employees in an organization.
This study gives some suggestions for making the present training and development system
more effective.
It gives organization the direction, how to deal differently with different employees.
It identifies the training & development needs present among the employees.

CHAPTER-4
56

RESEARCH
METHODOLOGY

RESEARCH METHODOLOGY
Every project work is based on certain methodology, which is a way to systematically solve the
problem or attain its objectives. It is a very important guideline and lead to completion of any
project work through observation, data collection and data analysis .
According to Clifford Woody, Research Methodology comprises of defining & redefining
problems, collecting, organizing &evaluating data, making deductions &researching to
conclusions.
Accordingly, the methodology used in the project is as follows: Defining the objectives of the study
Framing of questionnaire keeping objectives in mind (considering the objectives)
Feedback from the employees
Analysis of feedback
Conclusion, findings and suggestions.

SELECTION OF SAMPLE SIZE

57

In order to take a reasonable sample size and not to disturb the functioning of the organization, a
sample size of reasonable strength of the Company has been taken in order to arrive at the
present practices of training in the Company.
Accordingly, 50 officers have been selected at random from all the departments of the
organization and feedback forms (questionnaire) have been obtained. The data has been analyzed
in order to arrive at present training practices in the organization.

SAMPLING TECHNIQUE USED

The technique of Random Sampling has been used in the analysis of the data/Random sampling
from a finite population refers to that method of sample selection, which gives each possible
sample combination an equal probability of being picked up and each item in the entire
population to have an equal chance of being included in the sample. This sampling is without
replacement, i.e. once an item is selected for the sample, it cannot appear in the sample again.

DATA COLLECTION
To determine the appropriate data for research mainly two kinds of data was collected namely
primary & secondary data as explained below:
PRIMARY DATA
Primary data are those, which were collected afresh & for the first time and thus happen to be
original in character. However, there are many methods of collecting the primary data; all have
not been used for the purpose of this project. The ones that have been used are:
Questionnaire
Informal Interviews
Observation
SECONDARY DATA

58

Secondary data is collected from previous researches and literature to fill in the respective
project. The secondary data was collected through:
Text Books
Articles
Journals
Websites
STATISTICAL TOOLS USED
The main statistical tools used for the collection and analyses of data in this project are:
Pie Charts
Tables

59

CHAPTER-5
DATA ANALYSIS

ANALYSIS OF INFORMATION
Q.1.. Do you think training programs are beneficial for company as well as for employees ?
a).Strongly agree
b).agree
c).undecided
d).disagree
e).highly disagree

60

5
5
10
50%

A.

B.30

C.

D.

Q.2.. According to you, which type of training methods are appropriate ?

a).on the job training .
b).off the job training .
c).Both

61

E.

50
45
40
35
30
50
25

Column2

20

35

15
10

15

5
0
A.

B.

C.

Q.3)..what would you like to rate training?

a). convenient.
b). disturbing.
62

c).average.

PERCENTAGE
70%
60%
50%
40%
65%

PERCENTAGE

30%
20%
30%
10%
0%

5%
A.
B.
C.

Q.4)..Are you satisfied with the training?

63

a).Yes.

b).No.

PERCENTAGE

80%
70%
60%
50%

PERCENTAGE

40%
20%

30%
20%
10%
0%

80%
A.

B.

64

Q.5)..How much do you think training has improved your skills and attitude towards job?
a).progressed
b).Non-progressed.
c).cant say

70%

60%

50%

40%
70%

Series 3

30%

20%

10%
10%

20%

0%
A.
B.
C.

65

Q.6).. Do you think training objectives have been achieved successfully?

a).completely.

b).partially.
c).Not at all

25%

60%
15%

66

Q.7).employees response of the employees regarding training aids provided for the training.
a).Yes.

b).No

10%

90%

67

A.
B.

Q.8).. How much support superiors has given you during training?
a).full
b).average

25%

A.
B.

75%

68

Q.9).. Do you think employees performance will change in a positive manner after training?
a). strongly agree
b).agree
c).Undecided.
d) .disagree
70%

60%

50%

40%

PERCENTAGE
30%

20%

10%

0%

60%
A.

20%
B.

5%
C.

e).strongly disagree

69

12%
D.

3%
E.

Q.10).did employees developed after the training was given.

a).Yes
b.)No
c).May be

percentage
80%
70%
60%
50%

percentage

40%
30%
20%
10%
0%
A.

B.

C.

70

CHAPTER-6
CONCLUSIONS &
IMPLICATIONS

71

FINDINGS

72

CHAPTER-7

73

RECOMENDATIONS
Based on the data collected through the questionnaire and interactions with the
Officers of

MARKFED the following recommendations are made for

consideration:
The organization may utilize both subjective and objective approach for the
training programmes.
The organization may consider deputing each employee to attend at least one
training programmes each year.
The In-house training programmes will be beneficial to the organization as well
as employees since it will help employees to attend their official work while
undergoing the training.
The organization can also arrange part time training programmes in the office
premises for short durations, spanning over a few days, in order to avoid any
interruption in the routine work.
The organization can arrange the training programmes department wise in order
to give focused attention towards the departmental

74

CHAPTER-8

75

BIBLIOGRAPHY

Effective Planning in Training and Development

World Class Training
Training in Practice
Human Resource Management
Human Resource Management
Human Capital Journal

76

Leslie Rae
Kaye Thorne
Blackwell
C.B.Gupta
T.N.Chabra

CHAPTER-9

QUESTIONNAIRE
QUESTIONNAIRRE ON EXECUTIVE TRAINING AND DEVELOPMENT IN MARKFED

1) How many training programmes have you attended in last 5 years?

o 0-5
o 6-10
o 10-15
77

o More than 15
2) The programme objectives were known to you before attending it.
Strongly agree
Moderately agree
Cant Say
Moderately Disagree
Strongly Disagree
3) The training programme was relevant to your developmental needs.
Strongly agree
Moderately agree
Cant Say
Moderately Disagree
Strongly Disagree
4) The period of training session was sufficient for the learning.
Strongly agree
Moderately agree
Cant Say
Moderately Disagree
Strongly Disagree
5) The training methods used during the training were effective for
understanding the subject.
Strongly agree
Moderately agree
Cant Say
Moderately Disagree
Strongly Disagree
6) The training sessions were exciting and a good learning experience.
78

 Strongly agree
Moderately agree
Cant Say
Moderately Disagree
Strongly Disagree
7) The training aids used were helpful in improving the overall effectiveness of
the programme.
Strongly agree
Moderately agree
Cant Say
Moderately Disagree
Strongly Disagree
8) The training was effective in improving on- the- job efficiency.
Strongly agree
Moderately agree
Cant Say
Moderately Disagree
Strongly Disagree
9) In your opinion, the numbers of training programmes organized during the
year were sufficient for officers of MARKFED .
Strongly agree
Moderately agree
Cant Say
Moderately Disagree
Strongly Disagree
10) How many training programmes have you attended during the last year?
o Upto 2
79

o 3-5
o 6-8
o More than 8
11) The training given is useful to you.
Strongly agree
Moderately agree
Cant Say
Moderately Disagree
Strongly Disagree
12) The time limit of the training programme was sufficient
Strongly agree
Moderately agree
Cant Say
Moderately Disagree
Strongly Disagree

13) The time limit of the training programme, if increased would make it more
effective.
Strongly agree
Moderately agree
Cant Say
Moderately Disagree
Strongly Disagree
14) The training was effective in improving your on-the-job efficiency.
Strongly agree
Moderately agree
80

 Cant Say
Moderately Disagree
Strongly Disagree
15) The training aids used were effective in improving the overall effectiveness
of the programme.
Strongly agree
Moderately agree
Cant Say
Moderately Disagree
Strongly Disagree
16) The number of training programmes organized for workers in a year are
sufficient.
Strongly agree
Moderately agree
Cant Say
Moderately Disagree
Strongly Disagree
17) The participation of workers in training programme would help increase
its effectiveness.
Strongly agree
Moderately agree
Cant Say
Moderately Disagree
Strongly Disagree

81

82