INTRODUCTION

1
Introduction

The game of economic competition has new rules. Firms should be fast and responsive.

This requires responding to customer’s needs for quality, variety, customization,

convenience and timeliness. Meeting these new standards requires a workforce that is

technically trained in all respects. It requires people who are capable of analyzing and

solving job related problems, working cooperatively in teams and 'changing hats' and

shifting from job to job as well. Training has increased in importance in today's

environment where jobs are complex and change rapidly. Companies that pay lip-service

to the need for training, by lazily setting aside a few hours a year, will soon find

themselves at the receiving end when talented employees leave in frustration and other

employees find it difficult to beat rivals with new products, sophisticated designs and

improved ways of selling. To survive and flourish in the present day corporate-jungle,

companies should invest time and money in upgrading the knowledge and skills of their

employees constantly. For, any company that stops injecting itself with intelligence is

going to die.

2
Training

Training is a planned and systematic effort to modify or develop knowledge/ skills and

attitude through learning experience, to achieve effective performance in an activity or

range of activities. Its purpose, in work situation, is to enable an individual to acquire

abilities in order that he or she can perform adequately a given task or job.

Three Ingredient of Training

 Knowledge

 Skills

 Attitudes

Need for Training

1. Job Requirements: -

Employees selected for job might lack the qualifications required to perform job

effectively. New and inexperienced employees require detailed instruction for effective

performance of job.

2. Technological Changes: -

Technology is changing very fast. Now automation and mechanization have are being

increasingly applied in offices and service sector. Increasing use of fast-changing

techniques requires training into new technology.

3
3. Organizational Viability: -

In order to grow and survive on organization must continually adopt itself to the changing

enjoinment. In order to face international competition, the firms must upgrade their

capabilities. Existing employees need refresher training to keep them abreast of new

knowledge and foster the initiative and creativity of employees and help to prevent

obsolescence of skills

4. Internal Mobility: -

Training becomes necessary when an employees moves from one job to another due to

promotion and transfer.

Development

Development is a long-term educational process utilizing systematic and organized

procedures by which managerial personnel learn conceptual and theoretical knowledge

for general purpose. It involves philosophical and theoretical educational concepts and it

is designed for managers. It involves broader education and its purpose is long term

development.

Development involves preparing the individual for a future job and growth of the

individual in all respects. Development complements training because human resources

can exert their full potential only when the learning process goes far beyond simple

routine.

4
Objectives of Development

1. To improve the performance of managers at all levels in their present job.

2. To sustain good performance of managers throughout their careers.

3. To ensure availability of required numbers of managers with the needed skills, so

as to meet present and anticipated future needs of the organization.

4. To prevent obsolescence by exposing them to the latest concepts and techniques

in their respective area of specialization.

5. To replace elderly executive who have risen from the ranks by highly competent

and academically qualified professionals.

6. To provide opportunities to executives to fulfill there career aspirations.

7. To ensure that the managerial resources of the organizations are utilized optimally.

5
 Process of Development

1. Analysis of development needs-:

First of all present and future needs of organization are ascertained. It is necessary to

determine how many and what type of executives are required to meet the present and

future needs. A critical analysis of organization structure in the light of future plans will

Reveals what the organization needs in term of department, functions and key executive

positions. Then job description and specifications are prepared for all executive

positions.

2. Appraisal of present Managerial Talent-:

A qualitative assessment of the existing executives is made to determine the type of

executive talent available within the organization. The performance of every executive is

compared with the standard expected of him. His personal traits are also analyzed to

estimate his potential for development.

3. Inventory of Executive Manpower-:

This inventory is prepared to obtain complete information about each executive. Data on

the age, education, experience, health, test result and performance appraisal result is

collected. Analysis of this result will show the strengths as well as deficiencies of

executives in certain functions relative to the future needs of the organization.

6
4. Planning Individual Development Programs -:

Each one of us has a unique set of physical, intellectual and emotional characteristics.

Therefore, development plan should be trail made for each individual. Such tailor-made

programs of development should give due attention to the interests and goals of the

subordinates as well as to the training and development opportunities existing in the

organization.

5. Establishing Training and Development Programs:

The human resource department prepares comprehensive and well conceived programs.

The department identifies development needs and may launch specific courses in fields of

leadership, decision-making, human relation, etc. On the basis of its recommendations,

the top management nominates the executive who will participate in these programs at

the cost of the company.

6.Evaluating Development Programs:

Considerable money, time and effort are spent on executives development programs. It is

therefore; natural to find out what extent the programme objectives have been achieved.

Observation of the trainee’s behaviors, rating of the training elements, opinion surveys,

interviews, tests and changes in productivity, quality, cost etc. can be used to evaluate

development programs.

TRAINING AND DEVELOPMENT PLAN

7
Vision:

1. Develop a culture of achievement with emphasis on performance & discipline.

2. Help to improve level of productivity and quality.

3. Achieve competitiveness at all level through modernization and Technology up

gradation.

STEP IN TRAINING PROCESS

Who are the Trainees?

Who are the Trainers?

Implementation of
programme

What methods &

techniques

8
 Who are the trainees?

They can be-:

 New employees

 Old employees

 Unskilled employed

 Semi-skilled employed

 Supervisors

 Executives

Who are the trainers?

For new employees:-

• Trainers could be immediate supervisors or co-workers.

For old employees:-

• Trainers could be member of personnel staff, outside

Consultants.

For unskilled workers:-

• Trainers could be their senior.

For semi skilled workers:-

• Trainers could be specialists in other part of the company,

Supervisors.

For supervisors

• Trainers could be member of the personnel staff, outside consultants or industry

associations.

9
For Executives:-

Trainers could be faculty member at universities, outside consultants or specialists in

other part of company.

What Methods & Techniques

Methods can be categorized in two groups-:

1. ON THE JOB 2. OFF THE JOB

ON JOB TRAINING

In this method the trainee is placed on a regular job and taught the skills necessary to

perform it. The trainee learns under the guidance & supervision of a supervisor or

instruction. The trainee learns by observing and handling the job.

VARIOUS FORMS OF ON JOB TRAINING:-

1. Apprenticeship Training-:

In this method theoretical instruction and practical learning are provided to trainees in

training institutes. The aim is to develop all round craftsmen. Generally a stipend is paid

during the training period. Thus it provides skilled workforce to the industry. This type of

orienting new employees and special skills training.

10
2.Internship & Assistantship-:

This is a joint programme of training in which educational institutions and business firm

cooperates. Selected candidate’s carry on regular studies for the prescribed period. They

also work in some factory or office to acquire practical knowledge & skills. This method

provides good balance between theory and practices. Mainly used in professional work

like M B B S, C A, I C W A, C S etc. Good for special skills training, creative, technical,

sales, admire, supervisory.

3.Job rotation-:

It involves movement or transfer of executives from one position or job to another on

some planned basis. The aim is to broaden the knowledge, skills and outlook of

executives. Often designed for junior executives. It may range from period of six months

to two years. It facilitates interdepartmental cooperation and coordination. Infuses new

concepts and ideas into elder personnel. Also reduces the boredom by providing variety

of work. Mainly used for orienting new employees, introducing innovations in products

& services and special skills training.

4.Coaching-:

In the method superior guides and instructs the trainee as an each. The coach or

counselors sets mutually agreed upon goals, suggests how to achieve these goals,

periodically reviews the trainee’s progress and suggests changes required in behavior and

performance. It involves close interaction between trainee and his boss. Mainly used for

11
special skills training, safety education, creative, technical and professional education,

sales, administrative supervisory and management education.

OFF JOB TRAINING

In this method of training. The trainees are given training away from the work place. It

provide suitable environment for them to learn the thong. It can be expensive but yet it

gives better results. Almost every organization opt this method of training, as it dose not

disturb the daily routine which is going in offices & factories and trainee can concentrate

well.

VARIOUS FORMS OF OFF JOB TRAINING

1.Vestibule / Simulation-:

It utilizes the equipment, which closely resembles the actual one used on the job. This is

an attempt to create a realistic decision-making environment for the trainee. The

emphasis is on the learning skills required by the job. Mainly used orientating new

employees, innovation of new product & services and special skills training.

2.Lectures-:

Lectures are a verbal presentation of information by an instructor to a large audience.

The lecture is presumed to possess a considerable depth of knowledge of the subject at

hand. This method can be used for very large groups. Lectures can be used to introduce a

12
subject, to reduce anxiety about upcoming training programs or organizational changes,

to present basic material that will provide a common background and to illustrate the

application of rules and principles.

3.Audio visuals-:

Audiovisual includes television slides, overheads, video-types and films. These can be

used to provide a wide range of realistic examples of conditions and situations in the

condensed period of time. This type of method of training can be used for special skills

training safety education, creative, technical, professional, managerial education.

4.Conference or Discussion-:

A conference is a formal meeting conducted in accordance with an organized plan.

Problems of common interest are discussed.

A conference may be divided into small groups for intensive discussions. These small

groups report back to the conference. It helps in developing conceptual knowledge,

reducing dogmatism and modifying attitudes. The trainee’s activity participates and their

interest in learning is maintained. This method can be mainly used for orienting new

employees, product or services, for creative, technical & professional education.

5.Case study-:

Under this method, a real or hypothetical business problems or situations demanding

solutions is presented in writing to the trainees. They are required to identify and analyzes

the problem suggest and evaluate alternative courses of action and choose the most

13
appropriate solution case study can provide stimulating discussion among participants, as

well as excellent opportunities for individuals to defend their analytical

and judgments abilities. The trainees become aware of managerial concept and processes

and their application to specific situations. An ideal method to promote decision – making

abilities within the constraints of limited data. This method can be mainly used for sales,

administrative, supervisory and managerial education.

6.Role playing-:

The essence of role-playing is to create a realistic situation, as in case study and then

have the trainees assume the parts of specific personalities in the situations. Thus it is a

method of human interaction, which involves realistic behavior in an imaginary and

hypothetical situation.

Role-playing primarily involves employer, employee relationships, hiring, firing,

discussing a grievance procedure, etc. it brings change of attitude and better

understanding among individuals. This can mainly used for creative. Technical and

managerial education.

7.Programmed Instruction-:

This is the method where training is offered without an intervention of a trainer.

Information is provided to the trainee in blocks either in a books form of through a

teaching machine. After reading each block of material the learner must answer a

question about it. Feedback in the form of correct answer is provided after each response.

Thus it involves-:

14
- Presenting questions facts, or problems to the learner.

- Allowing the person to respond.

- Provide feedback on the accuracy of their answers.

- If the answers are correct, the learner proceeds to next block. If not then repeats the

same.

This method is self- paced so trainees can progress through the programmers at their own

speed. Material is also structured and self-contained, offering much scope for practice.

Individuals can be trained more economically and at the most convenient times. This

method can be used for-:

-Special skills training.

-Safety education.

-Creative, technical & professional education.

-Sales, supervisory and managerial education.

-Laboratory Training-:

This method is also called T- group training and sensitivity training. The purpose is to

increase self-awareness, develop interpersonal competence and sharpen teamwork skills.

This method uses small number of trainees usually fewer than 12 in a group. Meetings

have no agenda and questions deal with the ‘her and now’ of the group process.

Discussions focus on why participants behave as they do, how they perceive one another

and the feelings and emotions generated in interaction process. This method can be used

for -

15
- Safety education

-Creative, technical & professional education.

EVALUATING TRAINING EFFECTIVENESS

Evaluating helps to determine the results of the training & development programme.

Evaluating must be continuous, specific, and provide means and focus for trainers to be

able to appraise themselves, their practices and their products.

EVALUATION CRITERIA:-

Evaluation can be done of following criteria.

1) Reactions-

Trainees’ reactions to the objectives, contents and methods of training are measured. If

they come to be positive then training can be considered effective.

2) Learning-

The extent to which the trainers have learnt the desired knowledge & skills during the

period.

This can be check through a test or observation.

3) Behavior-

Improvement in the job behavior reflects the extent to which learning has been applied to

the job.

16
4) Results-

Results can be terms of productivity improvement, quality improvement, cost reduction,

reduction in labor turnover & absenteeism.

METHODS FOR EVALUATION

-Opinion and judgments of trainers.

-By filling of evaluation form by trainers.

-Using a questionnaire to know the trainers reactions.

-Craving oral and written test to trainers.

-Arranging structured interviews for trainees.

-Compare the performance of trainees on the job before and after training.

-Cost benefits analysis of the training programmer.

Evaluation enables an organization to monitor the training programmer and also to update

or modifies in future programs of training. The evaluation of training also provides useful

data on the basis of which relevance of training and its integration with other functions of

human resource management can be judges.

17
 TRAINING MODULE

* For orienting new employees:-

We can use-

On – the - job

• Orientation training

• Job rotation

• Apprentice training

Off – the – job

• Lecture

• Simulation

* For innovations in products & services:-

On – the – job

• Job instruction training

• Apprentice training

Off – the – job

• Vestibule

• Lectures

• Special study

• Films

18
• Conference or discussion

*For Special skills training:-

On – the – job

• Job instruction training

• Apprentice

• Internship & assistantships

• Coaching

Off – the – job

• Simulation

• Programmed instruction

• Special study

• Lecture

*For safety education:-

On – the – job

• Coaching

Off – the – job

• Vestibule

• Lecture

• Films

• Simulation

• Programmed instruction

19
*For creative, technical & professional education:-

On – the – job

• Coaching

• Internships & assistantship

Off – the – job

• Lectures

• Special study

• Role playing

• Simulation

• Programmed instruction

• Conference & discussion

*For sales, administrative, supervisory and management Education:-

On- the –job

• Internship & assistantship

• Job rotation

• Coaching

Off- the – job

• Lecture

• Special study

• Films

20
• Case study

• Conference & discussion

Implementation of the training programme-Deciding the location and organizing training

facilities.

• For on – the – job training we have to check the availability of the trainers, their

teaching skills and beside that we have to look that due to training on going work is not

interrupted.

For this we can ask trainer for overtime or we can pay some extra buys for their

involvement in training process, or for time being we can reduce their workload.

• For Off – the – job For this purpose we can send our trainers to MIT (Sameer).Senior

executives can get best kind of training there.

And for other level of trainers we can arrange for trainers on the contract basis. Payments

can be made according to our budget.

Scheduling the training programme.

The period of training can be from one week to few months, depending upon the level of

trainee and type of the training.

For On – the – job the time can be from one week to six weeks.

For Off – the – job the time can range from two weeks to four months.

21
22
 LEVEL OF EVALUATION

Evaluation at the reaction level provides

- A short term subjective assessment of the trainee’s reactions to the

Course;

- An indication of those parts of the course, which need immediate

Alterations;

- Little in the way of valsue if it is the sole means of evaluation

Training.

Evaluation at learning level

Obtains information on the amount of learning that trainees acquire during the training

programme- measures increased knowledge. Sometimes referred to as the level of

immediate outcomes.

How:

Usually through examination or testing systems.

Benefits:

Enables trainer to establish base data; provides Trainee with knowledge of results, which

helps him to Identify his own area of need.

Drawback:

Measurement of increased knowledge alone is Unsuitable – dose not indicates manager‘s

ability to use or apply it to his work.

23
Evaluation at job behavior level

Discover whether or not trainees have applied their learning in the form of changed behavior

on the job-measures effectiveness of training programmers in terms of on-the-job behavior.

Sometime referred to as the level of intermediate outcomes.

How:

Many ways, depending on complexity of job – systematic

On a before-and-after basis, trainer’s observations through involvement in job situation.

Benefits:

Indicates whether or not training programmer was effective; gets top and senior

management involved

Drawbacks:

More difficult to evaluate than reactions and “learning” levels; time consuming for the

trainer.

Evaluation at functioning level measured

The effects of the trainee’s job behavior on the productivity or efficiency of the trainee’s

department or on the morale of his subordinates. Sometimes referred to as the level of

longterm or ultimate outcomes.

How:

Reduce turnover, reduced costs, reduction in grievances, increase in Quality and quantity

of production.

Benefits:

24
Evaluate training program in terms of results desired.

Drawback:

How much of the improvement can be directly Attributed to a specific training program-

depends partly on how Specific the objectives of the training are work.

25
 EVALUATION OF TRAINING

Definition:

Evaluation of training is used here in a board sense, to mean any attempt to obtain

information on the effects of training program, and to assess the value of the training in

the light of that information.

Why to Evaluate?

Evaluation has two purposes. First it can be used for assessing training effectiveness.

Secondly, it can itself be used as a training aid.

The primary purpose of evaluation is to improve training by discovering which training

processes are successful in achieving their objectives. Many trainers hope to obtain

completely objective information on the results of training. In practical this is usually

impossible since any evaluation exercise affects the nature of the situations studied.

Levels of Evaluation

The processes, which occur as result of a successful training program, can be divided into

four levels. Evaluation can be carried out at any of these levels.

1. The Reaction Level:

Trainees react to the training (opinions and attitude about the trainers, the method of

presentation, the usefulness and interest of the subject matter, their own enjoyment and

involvement.

2. The Learning Level:

26
 Trainees learn (acquire knowledge, skills and attributes about the subject matter of the

training, which they are capable of translating into behavior during the training situation.

3. The Job Behavior Level:

Trainees apply this learning in the form of changed behavior back on the job.

4.The Functioning Level:

This changed job behavior effects the functioning of the firm. These changes can be

measured by a variety of indices, many of which can be expressed in terms of costs.

These four levels can be seen as a chain of cause and effect. The chain can be broken at any

of its links; a trainee may react correctly but fail to learn; or he may learn, but fail to apply

his learning on the job, or he may change his job behavior, but this may no effect the

functioning of the firm. Thus ideally we should evaluate at every level. If we ignore the

more distant levels we will only discover the more superficial changes. If we ignore the

immediate

levels, we are in danger of being unable to explain any changes that we discover, because

we have not followed through every link in the chain.

Objective Setting and Evaluation

The choice of evaluation criteria depends on the objectives of the training. Therefore post

training evaluation is intimately connected with the per training needs and the

establishment of training objectives.

27
To establish high level of involvement and interest (Reactions) in order that trainees may

effectively learn certain facts, certain skills of salesmanship and certain attitude towards the

salesman’s job (Learning) in order that they may use these facts and apply these skills on

the job (Job Behavior) in order that quantity of sales may increase over a specified period

(Functioning).

If these levels were precisely defined and established, it would be possible to evaluate at

every level. The more precise the objectives, the more precisely can training be evaluated.

The levels at which training is evaluated should be the levels at which the objectives of

training are set.

When to evaluate?

Evaluation data (at any of the four levels) can be obtained during training, immediately

after training, or at a specified time (or times) after the end of training. In each case, it

should possible be compared with information on the before-training situation.

Quantified or unquantified?

Evaluation data can be either quantified (measured, systematic, numerical) or

unquantified (descriptive, unsystematic, and verbal). The two types of data have

complementary advantages and disadvantages. Because of its narrowness and specificity,

quantified data should never be taken at its face value, but should be interpreted in the

light of unquantified data.

28
Techniques of Evaluation:

There is a wide range of possible techniques at each level of evaluation; in fact, the range

of evaluation methods is potentially as wide as the range of training methods. The

selection of correct technique (or combination of techniques) for a particular situation

depends on the nature of the training objectives; the design of training and the training

methods; the relationship between trainers; trainees and their superiors; the finance

available; and other factors. Evaluation should be tailor-made to fit the needs of the

situation.

However, all evaluation techniques (with the exception of some at the ‘functioning’ level)

Variation on the two themes of watching and asking (observation and questionnaire/

interview). The advantages and limitations of these two types of technique are

complementary, and they should be employed together whenever possible.

Is Evaluation Worthwhile?

Evaluation is simple the obtaining of selective information about the effects of training;

the value of that information is determined by its usefulness for the people who receive it

e.g. trainers, trainees their superiors. It must be remembered that evaluation exercises

may themselves be costly and time-consuming, and may also have unforeseen side

effects. One should not evaluate by any method unless one foresees the use to which the

evaluation data will be put, and judges that this usefulness makes the evaluation

worthwhile.

29
Type of Training Evaluation: C-I-P-O

It is helpful to distinguish between four types of training evaluation. These are context,

input, process and outcome evaluation (C-I-P-O). They are of differing important,

depending upon whether we are talking about the training of managers or of operatives.

Context evaluation: obtaining and using information about the current operational

context- that is, about individual difficulties, organizational deficiencies, and so on. In

practice, this mainly implies the assessment of training needs as a basis for decision.

A. Input Evaluation:

Determining and using facts and opinions about the availed human and material training

resources in order to choose between alternative trading methods. (For example, in-

company or external training? Which external course as a good reputation? Which costs

least?

B. Process Evaluation:

Monitoring the training as it is in progress. It involves continuous examination of

administrative arrangements and feedback for trainees.

C. Outcome Evaluation:

Measuring the consequence of training. The levels of outcome evaluation may be

distinguished.

30
D. Immediate Outcomes:

Change in trainees’ knowledge, skills and attitudes, which can be identified immediately

after the completion of training. Assessment involves some measures of how people have

changed during a training programme.

E. Intermediate Outcomes:

The change in Trainees’ actual work behavior, which results from training. Assessment

involves monitoring performance on the job.

F. Long Term Outcomes:

The change in the functioning of the part or all of the organization, which have resulted

form changes in work behavior organization training. Assessment is usually in terms of

output or financial measures.

It may be little surprising to find so many activities designated as “evaluation”. But in

order to evaluate management training, we need continuous feedback, so that the

evaluation is most definitely not something, which is merely tacked on to the end of

program. Indeed the most delayed type of evaluation is those with least benefits.

31
Summary and Practical Conclusions.

Evaluation is an on going process feared to the improvement of training. The stages of

this ongoing process have been described as Context, Input, and (three types of) Output

Evaluation. Each form of evaluation is important. But we should try to incorporate more

than one form into our program.

As far as management training is concerned, emphasis should shift from attempts to

evaluate training in the work situations.

Two urgent tasks seem to face training staff at the present time. They are:

1. Training specialists should devote more attention to increasing the

involvement of superior in their subordinates training.

2. Training specialists should devote more attention to developing before and

after and other measures in order to set up self- correcting training system.

32
OBJECTIVES

33
 Objectives of the study

The main objective of this report is to study “The Training and Development System”

followed at Coca-Cola. The main objective has been further split into these sub-

objectives, for better understanding.

 Study of the skill mapping process – which includes formulation of skill

inventory, identification of KSA level of employees, mapping of skill levels.

 Analysis of the process of training needs identification through skill mapping,

performance appraisal and specific requirement of the job.

 Evaluation of the effectiveness of training program.

 To judge the level of satisfaction of employees.

 To study the training methodology used by coca-cola co.

 To know the impact of training programs on the productivity of employees.

 To get idea of employee that whether training is helpful or not.

34
COMPANY

PROFILE

35
History

After a 16-year absence, Coca-Cola returned to India in 1993. The Company's presence

in India was cemented in November that year in a deal that gave Coca-Cola ownership of

the nation's top soft-drink brands and bottling network.

Coca-Cola India has made significant investments to build and continually improve its

business in India, including new production facilities, wastewater treatment plants,

distribution system and marketing equipment. During the past decade, the Coca-Cola

system has invested more than US$1 billion in India. As such Coca-Cola is one of the

country’s top international investors. In 2003, Coca-Cola India pledged to invest a further

US$100 million in its operations.

The Coca-Cola business system directly employs approximately 10,000 local people in

India. In addition, several independent studies have

Documented that, by providing opportunities for local enterprises, the Coca-Cola

business also generates a significant employment “multiplier effect”. In India, we

indirectly create employment for more than 1, 25,000 people in related industries through

our vast procurement, supply and distribution system.

Bottling Operations

36
The Coca-Cola system in India comprises 27 wholly owned Company bottling operations

and another 17 franchisee-owned bottling operations. A network of 29 contract-packers

also manufactures a range of products for the Company.

Almost all the goods and services required to produce and market Coca-Cola in India are

made locally, sometimes with the help of technology and skills from the Company. The

complexity of the Indian market is reflected in the distribution fleet, which includes 10-

tonne trucks, open-bay three-wheelers that can navigate the narrow alleyways of Indian

cities, and trademarked tricycles and pushcarts.

Products

Leading Indian brands Thums-Up, Limca, Maaza, Citra and Gold Spot join the

Company's international family of brands, including Coca-Cola, diet Coke, Sprite and

Fanta, plus the Schweppes product range. Its Kinley water brand was launched in 2000

and, in 2001, its energy drink Shock and the company’s first powdered concentrate, Sun

fill, hit the market.

Annual per capita consumption of soft drinks in India is nine 8-ounce servings.

37
38
39
40
Marketing

While, broad direction and themes for its global brands are created at a global level,

specific marketing programmers for its products are determined locally. In early 2003,

Coca-Cola India collected Advertiser of the Year and Campaign of the Year awards for

the “Thanda Matlab Coca-Cola” all-media campaign. Innovation has been the hallmark

of other Marketing campaign, with the Company racking up "firsts" in the introduction of

scanned and pet soft drinks, vending machines and backpack dispensers for crowds of

cricket supporters.

Quality

Coca Cola considers the consistent high quality of its Marketing Co. to be one of its

business’ primary assets. In India, as in each country where its Marketing Co. are

produced, the Coca-Cola system adheres not only to national laws on food processing and

labeling, but also to its own strict standards for exceptional quality. In everything it does,

from the selection of ingredients to the production of our Marketing Co. and their

delivery to the marketplace, it uses its specialized quality management system, The Coca-

Cola Quality System, to ensure that consumers are offered only the highest quality

products. Coca Cola monitors its success through its customer and consumer feedback

and its in-trade monitoring programmers, and this information enable it to continuously

improve its already demanding systems.

At Coca-Cola, there is a long-standing belief that everyone who touches its business

should benefit. That basic proposition – that its business should bring benefit and

41
refreshment is central to the way we operate in communities around the world. Coca-Cola

India provides extensive support for community programmes across the country, with a

focus on education, health and rainwater harvesting, all key priorities of the Indian

government, which has recognized the Company’s efforts with several awards.

Education:

Coca-Cola India is supporting community-based primary education projects set up to

provide educational opportunities to marginalized children in slums and villages.

To date, the projects have benefited 50 schools, thousands of students, over 5,00,000

villagers and over 10,000 slum dwellers, as well as several villages near Coca-Cola

bottling plants.

Environment:

Coca-Cola India is supporting community-based rainwater harvesting projects in rural

and urban areas to help restore water levels and promote community education in ways to

conserve natural resources. These initiatives have benefited over 10,000 Delhi residents,

as well as local community members, both in areas surrounding Coca-Cola bottling

plants and elsewhere.

Healthcare:

Coca-Cola India is partnering with NGOs as well as St. John’s Ambulance Brigade (Red

Cross) to provide free medical facilities and information to poor people who cannot

afford to visit hospital facilities. These efforts are helping tens of thousands of

42
underprivileged people is even states in India, as well as several villages near Coca-Cola

bottling plants.

The Company has also supported a range of other national initiatives, such as a major

polio-eradication drive and drought-relief programme, in addition to support towards the

National Cricket Championship for the Blind, and National Athletics meetings for the

physically challenged.

In India

In India, Coca-Cola was the leading soft drink till 1977 when govt. policies necessitated

its departure. Coca-Cola made its return to the country in 1993 and made significant

investments to ensure that the beverage is available to more and more people, even in the

remote and inaccessible parts of the nation.

Position/ Standing in the market place

Coca-Cola returned to India in 1993 and over the past ten years has captured the

imagination of the nation, building strong associations with cricket, the thriving cinema

industry, music etc. Coca-Cola has been very strongly associated with cricket, sponsoring

the World Cup in 1996 and various other tournaments, including the Coca-Cola Cup in

Sharjah in the late nineties.

Coca-Cola's advertising campaigns “Jo Chaho Ho Jaye and Life ho to Aisi” were very

popular and had entered the youth's vocabulary. In 2002, Coca-Cola launched the

43
campaign "Thanda Matlab Coca-Cola" which sky rocketed the brand to make it India's

favorite soft-drink brand.

In 2003, Coke was available for just Rs. 5 across the country and this pricing initiative

together with improved distribution ensured that all brands in the portfolio grew leaps

and bounds.

Brand Ambassadors

Coca-Cola had signed on various celebrities including movie stars such as Karishma

Kapoor, cricketers such as Srinath, Sourav Ganguly, southern celebrities like Vijay in the

Past and today, its brand ambassadors are Aamir Khan, Aishwarya Rai, Vivek Oberoi and

cricketer Virendra Sehwag. Glass, PET, Can, Fountain, 200 ml, 500 ml, 330 ml. Various

Sizes 300 ml, 500 ml + 100 ml, free500 ml, 1.5 L, 1000 ml, 1.2 L, 2 L.

Strong Cola Taste, Exciting Personality

Thums Up is a leading carbonated soft drink and most trusted brand in India.

Originally introduced in 1977, Thums Up was acquired by The Coca-Cola Company in

1993.

Thums Up is known for its strong, fizzy taste and its confident, mature and uniquely

masculine attitude. This brand clearly seeks to separate the men from the boys.

Thums Up is available around the country in 200ml, 300ml, 500ml, 500ml + 100ml free,

1.5ltr, 2ltr, 2.25ltr and 330ml cans.

44
Worldwide Sprite is ranked as the No. 4 soft drink and is sold in more than 190 countries.

In India, Sprite was launched in year 1999 and today it has grown to be one of the fastest

growing soft drinks, leading the Clear lime category.

Today Sprite is perceived as a youth icon. Why? With a strong appeal to the youth, Sprite

has stood for a straightforward and honest attitude. Its clear crisp refreshing taste

encourages the today's youth to trust their instincts, influences them to be true to who

they are and to obey their thirst.

Sprite advertising for has always been memorable with very high recall value, especially

amongst the youth. With popular TV commercials like Lisa Ray, Aish, Market Research

and it's latest take on its competitor - 'I don't want to Do' Sprite has stood in the minds of

youth as "Sprite Bujhaye Only Papas, Baki All Bakwaas", which has became

recognizable around the country.

Sprite is available in the country in 200 ml, 300 ml, 500 ml, 500 ml + 100ml free, 1.5ltr,

2ltr, 2.25ltr and 330ml cans.

Lime n' lemoni Limca, the drink that can cast a tangy refreshing spell on anyone,

anywhere. Born in 1971, Limca has been the original thirst choice, of millions of

consumers for over 3 decades.

The brand has been displaying healthy volume growths year on year and Limca continues

to be leading flavor soft drink in the country.

45
 RESEARCH

METHODOLOGY

46
Introduction :

Research Methodology is a scientific and systematic way to solve research problems. A

researcher has to design his methodology, i.e., in addition to the knowledge of

method/techniques, he has to apply the methodology as well. The methodology may

differ from problem to problem. Thus, the scope of research methodology is wider than

research methods. In a way, research methodology deals with the research methods and

takes into consideration the logic behind the methods, we use.

Research Type:-

The research done was Descriptive in nature and Analysis based.

Sampling Technique:-

Convenience sampling was applied for selection of sample peoples.

Size of Sample:-

This refers the number of unit to be selected from the finite universe to constitute a

sample size.

The size of my survey sample was 50 selected peoples.

Sample unit:-

A single employee was representing one sample unit.

47
Area of Research:-

Employees of Najibabad unit of coca-cola.

Nature of Data:-

In this project report, the data is collected through primary data and Secondary data

source.

Method Opted for data collection:-

Primary data collection:-

Primary data was collected through questionnaire. I went to different employee of coca-

cola for the purpose of questionnaire filling. Generally I went in evening time so that I

met my target respondent who was of service class.

Secondary data collection:-

For collection of secondary data I used websites and some books of Human resource

management and research methodology.

48
DATA ANALYSIS,

INTERPRETATION

AND

FINDINGS

49
DATA ANALYSIS AND INTERPRETATION

Employees satisfaction with the salary:

SATISFIED UNSATISFIED

35 15

50
 Employees satisfaction with perks:

SATISFIED UNSATISFIED
38 12

51
Employees satisfies with their working condition :

SATISFIED UNSATISFIED
30 20

52
Employees satisfy with training method

SATISFIED UNSATISFIED
28 22

53
 Employees awareness of training programme:

FULL AWARE PARTIAL AWARE UN AWARE

18 17 15

54
 Employees Duration of training:

SATISFIED UNSATISFIED
36 14

55
Improving working performance of employees:

IMPROVED NOT IMPROVED

32 18

56
 Employees use of training method:

ON THE JOB OF THE JOB

22 28

Training helpful for employees:

57
VERY MUCH USEFUL HARD TO SAY NOT USEFUL

USEFUL
18 15 10 7

Employees Impression about the trainer:

58
FRIENDLY COOPERATIVE APPRECIATIVE BIASED
15 15 12 8

Impact of training on employees:

59
LONG LASTING PERMANENT TEMPORARY
20 18 12

Improvement after training in employees;

60
 IMPROVEMENT NO IMPROVEMENT

40 10

Training programme sufficient for productivity for employees:

61
SUFFICIENT NOT SUFFICIENT

35 15

62
 Employees after training feel changes:

KNOWLEDGE SKILLS QUALITY OF ALL ABOVE

WORK

15 10 14 11

FINDINGS

 Mostly employees of the organization satisfy with the salary.70% employees of the

organization are fully satisfy with the salary, 30% are not satisfy with the salary.

63
 Many employees of the organization satisfy with the perks.76% employees of the

organization are fully agree with the perks .24% employees are not agree with the

perks.

 Many employees of the organization are satisfy with the working condition.60%

employees of the organization are fully agree with the working condition and 40%

employees are not agree at all.

 Mostly employees are satisfy with the training method.56% employees of the

organization are fully agree with the training method is effective and 44%

employees are not agree at all.

 36% employees of the organization are fully aware with the training programme

and 34% employees are partial aware and 30% employees are unaware with the

tranning programme at all.

 The duration of training is effective.72% employees of the organization are fully

satisfy with the duration of training and 28% employees are not satisfy at all.

 64% employees of the organization are fully agree that training help in improving

work performance and 36% employees are not agree at all.

 56% employees of the organisation are agreed with the On The Job training

methodology and 44% employees are agree with the Of The Job training

methodology.

 36% employees of the organization are agree that such training very much useful

and 30% employees are agree that very useful and 20% employees are hardly to

say and 14% employees are not agree and say not useful at all.

64
 30% employees of the organization are agree that the impression of trainer is

friendly,30% employees are agree that trainer is cooperative,24% employees are

agree that trainer is appreciative.

 40% employees of the organization are agree that the impact of the training is

long lasting,36% employees are agree that the impact is permanent and 24%

employees are agree that the impact of the training is temporary.

 80% employees of the organization are agree that there is many improvement

after completing the training and 20% employees are agree that there is no

improvement after completing the training.

 70% employees of the organization are agree that the training program sufficient

for the productivity of employee and 30% employees are not agree that the

training program sufficient for the productivity of employee.

 30% employees of the organization are fully agree that after attending training

program employee fell changes in their knowledge,20% employees are agree that

after attending training program employee fell changes in their skills,28%

employees are agree that after attending training program employee fell changes

in their quality of work and 22% employees are agree all the above.

65
 SUGGESTIONS

AND

RECOMMENDATION

Suggestion & Recommendations

66
 Good and sufficient feedback should be given by the employees after every

training programme. It increases effectiveness and satisfaction of training

programme

 Exit interviews, if handled properly, could be reliable source for training need

assessment updated records of the exit interviews should be kept.

 Feedback of exit interviews should be analyzed and if there is a potential then

they should be implemented frequently..

 Proper incentives would be given after the training programme is over. This will

be great motivational factor on best of the employees.

 Training should be on regular basis for training is required to brush the knowledge

of the employees.

 Number of training in the organization must be increased so as to train the

workers in a better and proper manner.

 Trainer should make effort to get a proper feedback from the management and in

case of genuine problem they must try to take necessary action to overcome the

problem in the future.

67
 CONCLUSION

Human Resource Development has in recent years become the focus of attention of

planners, policy makers and administrators. A country can develop only when its human

resources are developed through health, nutrition, education, training and research. At the

enterprise level, employee training and executive development are main areas of human

resource development.

68
Employee training is distinct from management development. Training is a short-term

process utilizing a systematic and organized procedure by which non-managerial

personnel learn technical knowledge and skills for a definite purpose.

Development is long-term educational processes utilizing a systematic and organized

procedures by managerial personnel learn conceptual and theoretical knowledge for

general purpose.

A well planned and well executed training programme can provide following advantages.

1. By the training the productivity of the employees maximize, So training is very

helpful for the organization.

2. By the training employees provide better Quality of Work.

3. The knowledge and skills of the employees are improve after the training

programme.

4. The impact of training programme on many employees is long lasting.

5. Reduced Supervision afer attending the training programme.

6. Low Accident Rates after attending the training programme.

7. High Morale after the training programme.

8. Personal Growth in the employees work.

69
 LIMITATIONS

Limitations of the Study

 Time - We were having a very limited time to carry out the survey. The

respondents were also not having sufficient time answer our question.

70
 Biasness - To some extent the answers are biased on the part of the respondents,

in order to show that their department was functioning very effectively &

efficiently.

 Participants - My survey was limited to the employees of ‘A-F’ Blast Furnace

only. In my survey I have used the random stratified method for analysis. As a

result I could get the feedback from only 60% employees,out of total population.

Since the contract laborers contribute a major part of working class, even they

should have included in the survey. As my survey was limited to only permanent

employees, I could not get the views from those employees.

 Language - My questionnaire was made in English, so most of the workers

were unable to fill it. So I had to spend much of my time to help them in filling up

the questionnaires. During the survey I had to spend a lot of time inside his plant

where the temperature was very high and in very risky conditions. Though I was

provided helmet and safety shoes, but that was not enough.

 Insufficient Knowledge- Some worker felt that answering to such question

was of no use to them as they had insufficient or no knowledge of the

improvements that can be brought in through this survey.

71
QUESTIONNAIRE

72
 QUESTIONNAIRE

Q-1 Is the employee satisfy with the present salary?

 Yes

 No

Q-2 Is the employee satisfy with the perks?

 Yes

 No

Q-3 Is the working condition favourable or not?

 Yes

 No

Q-4 Is the training method effective?

 Yes

 No

73
Q-5 Are you aware of the training programme?

 Fully aware

 Partial aware

 Unaware

Q-6 Are you satisfied with the duration of training?

 Yes

 No

Q-7 Does training help you in improving your work performance?

 Yes

 No

Q-8 Which types of training methodology is applicable in the coca cola?

 Off the job

 On the job

74
Q-9 To what extent, you think such training can be helpful for the employees

of COCA-COLA?

 Very much useful

 Useful

 Hard to say

 Not useful at all

Q-10 What is your impression about the trainers?

 Cordial/friendly

 Cooperative

 Appreciative

 Biased

Q-11 In your opinion, the impact of training on you has been…

 Long lasting

 Permanent

 Temporary

Q-12 Is there any improvement after completing the training?

75
  Yes

 No

Q-13 Is the training program sufficient for the productivity of employee?

 Yes

 No

Q-14 After attending training program do employee fell changes in:

 Knowledge

 Skills

 Quality of work

 All of the above

76
BIBLIOGRAPHY

77
Beside of all I get help from various books. These are as follows:

 Human resource & personal Management/K. Aswathappa, Forth

edition/Tata McGraw-Hill publishing company Ltd.

 Research methodology/ C.R Kothari/ Revised second edition/ New age

international publishers.

 Human resource management/ L.M. Prasad/ First edition/ Sultan chand &

sons.

Company profile and Company annual report from web site.

Product knowledge www.coca-cola.com.

78