RESEARCH PROJECT REPORT

(MBA - 043)
ON

Impact of Training and development-A case

study of JK Sugar mill in Bareilly
Submitted in Partial Fulfillment of

Master of Business Administration (MBA)

Programme : 2010-12

Of

GautamBudhha Technical University,

Lucknow
Under the Supervision of
(Ms.PriyankaD.Sharma)
MBA Department

Submitted By
UMESH CHANDRA
ROLL NO.-1001470048

S.R.M.S.C.E.T., Bareilly

Faculty of Management Science

Shri Ram MurtiSmarak College of Engineering & Technology, Bareilly
(College Code 014)
1

Shri Ram MurtiSmarak College of Engineering &

Technology
Bareilly(U.P.)
Faculty of Management Science

Certificate
This is to certify that MrUmeshchandra a student of MBA IV Semester has
completed his Research Project Report titled Impact of Training and
Development-A case study of JK Sugar mill in Bareilly assigned by MBA
Department and under my supervision.
It is further certified that he has personally prepared this report that is the result of
his personal survey/observation. It is of the standard expected to MBA student and
hence recommended for evaluation.

Signature of the Supervisor

Ms. PriyankaD.Sharma
Above statement is endorsed.
(Dr. Anant Kr. Srivastava)

Date:

HOD of MBA Department

SRMSCET, Bareilly
2

Declaration
This project has been undertaken as a partial fulfillment of the requirement for the
award of the degree of Master of Business Administration of U.P. Technical
University, Lucknow.
The project was executed during the fourth semester under the guidance of
Ms.

PriyankaD.Sharma, Faculty of Management Science, Shri Ram

MurtiSmarak College of Engineering and Technology.

Further I declare that this project is my original work and the analysis and
finding are for academic purpose only. This project has not been presented in any
seminar or submitted elsewhere for the award of any Degree or Diploma.

(Umesh Chandra)
MBA

IVth

Semester

ACKNOWLEDGEMENT

I pay my gratitude to a number of persons & institution for enabling me to carry

out the project Impact of Training and Development-A case study of JK
Sugar mill in Bareilly in order to provide vital information about the various
Training programmes and measurement of impact of Training and Development of
the employees.
I am deeply indebted to MsPriyanka D. Sharma (supervisor) for providing the
opportunity of doing my dissertation project on the JK Sugar mill in Bareilly and
enable me to prepare a project report on the Impact of Training and
Development-A case study of JK Sugar mill in Bareilly
I also thank to Dr. Anant Kr. Srivastava, Head of MBA Department,
SRMSCETfor his invaluable support and guidance in completion of the project.
And last but not the least, I pay my gratitude to my parents who have always me
throughout my life.

UMESH CHANDRA

CONTENTS

Page No.

Chapter 1: Introduction and Scope

1-29

1.1: Introduction of the topic

1.2: Scope of the study

1.3: objectives of the study

1.4: Theoretical perspective.

1.5: Measuring impact of training & development

1.6: About the JK Sugar mill.

1.7: Training & development in JK Sugar mill

Chapter 2: Literature Review
Chapter 3: Research methodology

15
24
29
30
39-40

3.1Introduction

39

3.2 Type of Research

40

3.3 Population

40

3.4 Sample size

40

3.5Mode of data collection

40

Chapter: 4 Data analysis & interpretation

41-52

4.1: Introduction

41

4.2: Analysis of data

41-50

4.3: Findings

51

4.4: Limitations

52

Chapter: 6 Bibliography

53

Annexures:
1: Questionnaire

55

LIST OF TABLES:S.NO.

PARTICULAR

PAGE NO.

1. The response of employees that they

have gone through training programme.

41

2. The response of employees towards

improvement of their productivity.

42

3. The response of employees towards

improvement of their skill

43

4. The response of employees towards

improvement of their knowledge.

44

5. The response of employees towards

the necessary training related to the job.

45

6. The response of employees towards

the necessary training in new technologies.

46

7. The response of employees towards training

opportunities are unfairly allocated across
employees or work units.

47

8. The response of employees towards support

of supervisors to learn outside the job.

48

9. The response of employees towards importance

of providing appropriate training.

49

10.

The response of employees towards the satisfaction

by the training and development programmes.

50

LIST OF FIGURES:S.NO.

PARTICULAR

PAGE NO.
3

1. The response of employees that

they have gone through training programme.

41

2. The response of employees towards

improvement of their productivity.

42

3. The response of employees towards

improvement of their skill

43

4. The response of employees towards

improvement of their knowledge.

44

5. The response of employees towards

the necessary training related to the job.

45

6. The response of employees towards

the necessary training in new technologies.

46

7. The response of employees towards training

opportunities are unfairly allocated across
employees or work units.

47

8. The response of employees towards support

of supervisors to learn outside the job.

48

9. The response of employees towards importance

of providing appropriate training.

10.

49

The response of employees towards the satisfaction

by the training and development programmes.

50

Chapter-1: INTRODUCTION AND SCOPE

Section1.1: Introduction of the topic
Impact of Training & Development-A case study of JK Sugar mill in
Bareilly
Training has been considered as an important tool for Individual and
Organizational development. Various methods of training are available today and
adopted by different organization according to their needs.
Training is about the acquisition of knowledge, skills, ability through professional
development. In short, Training refers to the process of imparting specific skills
and development refers to the learning opportunities designed to help employees
grow. Development is not primarily skill oriented. Instead, it provides general
knowledge and attitude which will be helpful to employees for their respective
positions. Efforts towards development often depend on personal drive and
ambitions.
The present study will identify the impact of Training & Development methods on
selected sugar mills on Bareilly i.e., JK Sugar mill. Basis of measurement of
impact of training and development are based on two parameters:-

1. Employee Performance- For mapping the outcome of training and

development programme, I will use various measurement of employees
performance.
1.1 Reactions/smile sheets: It measures, how the participants responded
to the training class. I will collect the data with respect to the reactions
of employees towards training and development programme through
Questionnaires.
1.2 Learning: It help me to evaluate the past work performance with
work results after training programmes. For collecting the data, I will
use informal interview with HR and Admin., manager of JK Sugar
mill. I will also cross- check knowledge skill and abilities of
employees through Questionnaires.
1.3 Behavior: consideration of relationship and attitude of employees
towards his job, superior, sub-ordinate. Here, I will use observation
methods.

2. Organizational performance- Training and development programme is

the crucial part of employees development which indirectly impact on
organizational performance. Here I will use the 3 main parameters for
mapping the impact of organization performance:2.1 Training Design - It is necessary for the organization to design the
training very carefully, the design of training should be accurately to
the needs of employees. It seems that training design play a very vital
role in employees as well as organization programme. here I will
collect the data through structure interview with HR & Admin
manager and I will also use Questionnaire which will be filled up by
the employee to check the satisfaction level towards training methods.
2.2 On-the-job Training: On-the-job Training reduce cost & save time. It
is the good way for organization to give their employees On-the-job
Training to learn practical way.

Section1.2: Scope of the study

Although the bottom line for most training and development
programs is an improvement in overall organizational performance, organizations
often devote little attention to evaluate training effectiveness. The aim of this
research paper is to measure the impact of training and development program on
the performance of general employees of JK Sugar mill, located in Bareilly.
It is also designed to evaluate effectiveness of training of managerial
staff of different departments from qualitative data gathered through interviews,
questionnaire and observations. Based on these findings this study will also
provide suggestions for improvement in training programs and will be a help for
professionals to improve their performance to a great extent.
It is very essential for enterprises like Five Star, banks, Telecom companies
and schools that the training opportunities provided to the employees should be
focused on providing such training which enables the professionals to put in their
best efforts. For instance, if we make a cobbler learn the computer he will have to
work harder, but the desired outcome will not be as if that training was provided to
a professional who is already dealing or having any kind of interaction with
computers. We know that at enterprises like Five Star Hotels training programs are
well organized but still the short comings in training should be eliminated. This
will for sure help the employees enhance their professional and academic skills.

Section1.3: Objectives of the Study

Within the context of defined research question and to complete this research
project comprehensively, following objectives are defined in my proposed
research work.
Objective 1: To study the existing training & development methods of JK
Sugar mill- This objective is defined to understand the different types of training
methods used by JK Sugar mill for the employees of its organization. I will collect
this data through unstructured interview with the HR& administration Manager
Objective 2: To study the impact of training & development methods on
organizational performance with reference to JK Sugar mill-This objective is
defined to understand the effect and measure of training & development on the
organizational performance. Here I will use the 3 main parameters for mapping the
impact of organization performance i.e. Training design, on the job training,
Trainer & his delivery style. I will collect this data through unstructured interview
with the HR& administration Manager.
Objective 3: To study the employees satisfaction towards training &
development programme in JK Sugar mill- This objective is help me to
understand satisfaction level of employees towards the training & development
programme.I will collect this data through structured questionnaire.

Section 1.4 Theoretical perspective.

Concept of Training
The concept of training predates history; it is as old as man himself. The
earliest man learnt to hunt and grow crops for his survival. One of the earliest
types of training was on the job training (OJT), which is still in wide use today.
China began training of her workers through conceptual case studies in the
5th century BC. Confucius presented problems to his students and asked them to
contemplate possible solutions to those problems. The case study is still widely in
practice even today, mostly in professional schools. It is an effective tool to
encourage learners to think philosophically about difficult and problematic
situations without having to go through personal experiences.
As time went on, modern theories of psychology, training, and staff
development were applied to training methods in order to keep staff skilled,
knowledgeable, and motivated.

Definition: Training is the process of teaching new employees the basic skills
they need, to perform their jobs (Gary Dessler).
Training is a learning experience which seeks a relatively permanent
change in the individual that will improve his ability to perform his job well.
Every organization needs to have well trained, experienced and adjusted
employees to perform their duties efficiently. Training can involve the changing of
skills, knowledge, attitudes, or behavior. It may mean changing what employees
know, how they work, their attitudes toward their work, or their interaction with
their coworkers or supervisor. Training is more present day oriented and focuses
on individuals existing jobs and enhancement of abilities to perform well.
Training should not focus on new employees only, but old employees should also
be put through periodical training in order to keep their knowledge updated.
Employees Development:
Future-oriented training, focusing on the personal growth of employees
(David Stephen), for example if an employee is promoted supervisor, his new job
would require him to ensure his subordinates to their duties well. This would
require his grooming in advance. This is known as employees development, and
every organization must plan/carry out employees development in order to keep it
functioning efficiently.

Purpose of Training and development

Reasons for emphasizing training and development of employees:
Creating a pool of readily available and adequate replacement for personnel
who may leave or move up in the organization.
Enhancing the companys ability to adopt and use advances in technology
because of a sufficiently knowledgeable staff.
Building a more efficient, effective and highly motivated team, which
enhances the companys competitive position and improves employees
morale.
Ensuring adequate human resources for expansion into new programs.
It has been experienced that companies can benefit a lot from training and
developing of their workers. Some of the advantages which an organization may
enjoy from a well trained staff are as under:

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

Training Methods

There are two broad types of training programs in vogue-on job and off job
training.
On the job training (OJT): On job training means having a person learn the job
by actually doing it. Every employee from the boss to the lowest level staff gets on
the job training, on joining a firm. In this way, they do not lose time while they are
learning. On the job training includes orientations, Job instruction training,
apprenticeships, internships, assistantships, and coaching.
Off the job Training: In off the job training the workers after recruitment are
properly trained and then allowed to perform their duties. This type of training
includes lectures, special study programs, films, discussions, case studies, role
playing, simulation, programmed instructions and laboratory training. Most of
these techniques can be used by organization, although for some it may be too
costly.

Orientations are for new employees. The first several days on the job are
crucial in the success of new employees. This point is illustrated by the fact that 60

percent of all employees who quit do so in the first ten days. Orientation training
should emphasize the following topic:
The companys history and mission.
The key members in the department, and how the department helps fulfill
the mission of the company.
Rules and regulations for employees.
No matter what method is used it is important that the newcomers fully come to
know about their place of employment. Cordial surrounding and cooperative
coworkers encourage the new comers to feel at home and take interest in their job
Lectures present training material verbally and are aimed to deliver a great deal of
material to many people simultaneously. It is more cost effective to lecture to a
group than to train people individually.
Role playing and simulation is a training technique that attempts to bring
realistic decision making situations to the trainees. Likely problems and possible
solutions are presented for discussion. The saying that there is no better trainer
than experience is exemplified with this type of training. With the help of plays
and simulations trainees learn much quickly, which is very good from training
point of view. This method is cost effective and is used in marketing and
management training.
Job rotation involves moving an employee through a series of jobs so that he or
she can get a good idea for the tasks that are associated with different jobs. It is
10

usually used in training for supervisory positions. This is a good strategy because
an employee would not feel disturbed when asked to do any other job.
Apprenticeships develop employees who can do many different tasks. This type
of training usually involves several related groups of skills that allow the
apprentice to practice in any particular trade within the organizational setup and
they place over a long period of time in which the apprentice works for, and with,
the senior skilled workers. Apprenticeships are especially appropriate for jobs
requiring production skills.
Internships and Assistantships are usually a combination of classroom and on
the job training. They are often used to train prospective managers or marketing
personnel.
Programmed learningcomputer-aided instruction and interactive video all have
one thing in common; they allow the trainee to learn at his or her own pace. They
allow material already learnt to be bypassed in favor of material with which a
trainee is having difficulty. After the introductory period, the instructor need not be
present, and the trainee can learn as his or her time allows.
Laboratory Training is conducted for groups by skilled trainers. It is usually
conducted at a neutral site and is used by upper and middle management trainees
to develop a spirit of teamwork and an increased ability to deal with management
and peers.

11

Is There A Difference Between Training & Development?

If we want to maximize training and development results by linking them to
performance management we need to understand the difference between training
activities and development activities. Thats because its important that we choose
the right mechanism for addressing any needs we have.
Training usually refers to some kind of organized (and finite it time) event a
seminar, workshop that has a specific beginning data and end date. Its often a
group activity, but the word training is also used to refer to specific instruction
done one on one.
Employee development, however, is a much bigger, inclusive thing. For
example, if a manager pairs up a relatively new employee with a more experienced
employee to help the new employee learns about the job, thats really employee
development. If a manager coaches and employee in an ongoing way, thats
employee development. Or, employees may rotate job responsibilities to learn
about the jobs of their colleagues and gain experience so they might eventually
have more promotion opportunities. Thats employee development.
In other words employee development is a broader term that includes training as
one, and only one of its methods for encouraging employee learning.

12

The important point here is that different activities are better for the achievement
of different results. For example, if the desire is provide an employee with a better
understanding of how the department works, job rotation might work very well. If
the goal is to improve the employees ability to use a computer based accounting
package direct training would be more appropriate than, lets say , job rotation.
Operational Definition
The study variables can be operationally defined as follows.
Employees performance
It is strategic investment, by an organization, in the training of its members.
Employee motivation is a joint, ongoing effort on the part of an employee and the
organization for which he or she works to upgrade the employees knowledge,
skills and abilities. Employees motivation requires a balance between an
individuals career needs and goals and the organizations need to get work done.
Coaching employees to help them determine what they need for to motivate them
to perform well like training and development programs.

13

Training and development programs

Training refers to the methods used to give new or present employees the skills
they need to perform their jobs. Training is used to focus mostly on teaching
technical skills. Whereas managerial employees development is any attempt to
improve employees performance by imparting knowledge, changing attitudes, or
increasing skills. The ultimate aim is of course, to enhance the future performance
of the organization itself. Employees are the assets of an organization and every
organization makes progress and achieves its goals effectively due to the
motivation and dedication of employees. How we can achieve the motivation and
dedication of employees, is possible through providing them a specific training so
that they can be refreshed from time to time and they set to work with
motivational manner.

14

Section 1.5
MEASURING THE IMPACT OF TRAINING AND DEVELOPMENT
In the world of training and development,measuring program impact is a
frequentdiscussion topic. Everyone seems to besearching for the perfect
measurement systemto increase organizational capabilities and linkthem
with the business strategy. Humanresource practitioners, OD consultants,
training managers, and senior managers realize that anytraining and
development activities shouldeventually show a positive return and
improvethe bottom line.
REASONS FOR MEASURING TRAINING AND DEVELOPMENT ACTIVITIES

Why should an organization measure theprogress of its training and

developmentcurricula? Some rationale includes:
To justify the financial investment in thetraining and development programs.
To gather feedback for ongoing improvementas a program is being delivered.
To demonstrate the link between HRprograms and the companys strategy.
To compare the effectiveness of two or moretraining programs.
To meet requirements set by professionalorganizations or governmentregulations.

THE CUSTOMER-DRIVEN APPROACH

15

Because there are so many reasons formeasuring program impact, its important
toconsider what an evaluation is supposed toaccomplish. The first step in doing so
requiresyou to identify the real customers orstakeholders of the program. The
customersinclude the program participants, theirmanagers, the HR staff, and senior
leaders.Each of these groups probably has differentquestions or expectations about
the purpose ofthe program. Once you have identified thesecustomers, its a good
idea to brainstorm a listof questions that each group might have aboutthe program.
For example:
Participants: Is this going to improvemy skills?
Managers: Will this program make myemployee more productive?
HR staff: Did this program address theright skill deficits?
Senior leaders: Will this program provide apositive return on our
investment?The questions posed by the customers will drivethe types of measures
that you select in theevaluation process. There is no point inspending time trying
to answer questions thatno one has asked. Additionally, you need tomake sure that
you answer the questions posedby your most critical customers.

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LEVELS OF EVALUATION
No discussion of training evaluation would becomplete without addressing Donald
L.Kirkpatricks four levels of evaluation. Thistypology, developed in 1959,
organizes themany questions customers have into fourprimary categories. Since its
development,significant progress has been made to betterunderstand evaluation.
For instance, othershave built upon Kirkpatricks model by adding afifth level that
focuses specifically on return oninvestment (ROI). Also, recent research byKurt
Kraiger and his colleagues (1993) hasgreatly enhanced the understanding of
therelationships between the different outcomes.
The five levels of evaluation are described asfollows.
Level 1: Reactions and Planned Action
Reaction measures (also known as smilesheets) are the most commonly used
form ofevaluation.Reaction measures assess how the participantsresponded to the
training class, event, ormaterials. Warr and Bunce (1995) describethree kinds of
reactions that are measured:

Enjoyment of training(emotionalreaction)I found this training program tobe

enjoyable.

17

 Usefulness of training(perceivedvalue)What level of value does the training

content have for your job?
Difficulty of trainingI found theissues taught in the training to be difficult
tounderstand.

The typical measurement instruments used forthis level are participant

questionnaires

andverbal feedback. This

information is

usuallycollected

immediately after the training has beencompleted. Reaction measures are usually
fairlybrief, but they can go into great depth about theenjoyment, usefulness, or
difficulty of thetraining that participants received.
Level 2: Learning
Learning can be defined and assessed in manyways. For example, participants
ability to answerquestions about the training content or todemonstrate newly
acquired skills can bemeasured. Kurt Kraiger and his colleagues(1993) identified
three types of learning that canresult from training:
Cognitive Outcomesthese are usuallyassessed by multiple-choice questions,
open-endedresponses, a listing of facts, or similarmethods. Knowledge checks
such as these aresimilar to tests used in schools to assigngrades. Measures of
cognitive outcomes canbe assessed immediately after the training orlater to assess
knowledge retention over time.

18

 Skill-Based Outcomesthese outcomesare typically measured by requiring

participantsto demonstrate their new skills in the trainingenvironment. Skill-based
outcomes are notthe same as behavior-change outcomes that occur in the work
environment.Learning outcomes that focus on skillsmeasure only participants
ability todemonstrate the skills.
Attitudinal Outcomesthese measuresfocus on how participants feel or think
aboutthe training content. They have implicationsfor participants motivation to
use the training,their confidence in using the skills, and theirability to reach
goals.To determine if learning has occurred,participants knowledge and skill
levels, preandpost-training, can be compared tomeasure change. Having a control
group alsohelps evaluators to draw conclusions bycomparing the performance of
trained anduntrained individuals.
Level 3: Behavior
Level 3 is all about how participants use theirskills or apply their new knowledge
in theworkplace. In most cases, training success isdefined in terms of behavior
change. However,Level 3 focuses on what happens to trainingparticipants after
they leave the trainingenvironment. At this point, the focus is ontraining
effectiveness, not evaluating thetraining. Measures used at Levels 1 and 2
areassociated only with the influence of thetraining; if results are positive or
negative, thetraining can usually be pointed to as the primarycause. Levels 3, 4,
and 5 include the influencesof many factors besides the content of thetraining or

19

its delivery. Measuring behavior change usually requiressome type of pre-/posttraining assessment.
Often, this type of assessment comes in theform of surveys that measure estimates
ofbehavior change. Performance managementsystems also have been used to track
changes inperformance before and after the training.However, this approach
requires a carefullystructured performance management system tokeep accurate
records of participantsaccomplishments. Other methods of measuring behavior
change exist, but they oftenare not practical. For example, trainingparticipants
could be observed on the job whiletheir performance is monitored with
checklists.Or the number of errors they make when usingthe skills taught in the
training could be tracked.Survey assessments can be administered easilyand can
provide a quick read on skill application.Ideally, a control group should be used to
addvalidity to the findings.
Level 4: Results
By far, Level 4 is the most difficult trainingoutcome to measure accurately.
Results caninclude almost any criterion by whichorganizational success is
defined. Thesemeasurements are linked to the organizationsbusiness case, critical
success factors, or strategicobjectives. Examples of results might include:
Productivity.
Customer satisfaction.
Efficiency (e.g., scrap).
Morale.
20

 Profitability.

These outcomes are usually tracked over time(e.g., month to month) or measured
before andafter the training. Changes in results mightappear in the form of
significant deviations inlong-term trends or sudden jumps in monthlymeasures.
Unfortunately, it is not always clearhow long it will take for a training
interventionto have an impact on organizational results.Changes could occur
immediately or appearyears later. As in any study, measuring parallelresults from a
control group adds validity to theconclusions.
Although business results are the most removedfrom training, they often receive
the mostattention. Occasionally, many factors interferewith the influence of the
training, so much sothat the training appears to have no real impacton the bottom
line. Numerous researchershave pointed out that evaluating training at
Level 4 is inappropriate. The uncontrolled,non-laboratory setting of an
organizationmakes isolating the impact of any one programalmost impossible.
In Level 4 the assumption is made that if anorganization trains and develops
people, itshould realize positive bottom-line outcomes.But measuring the
effectiveness of training anddevelopment curricula at this level can be
anexpensive, time-consuming drain of resources.Before undertaking this level of
measurement,an organization must carefully consider whetherdoing so would be
cost effective and warranted.
Level 5: Return on Investment
21

Because it focuses on a calculated percentagereturn, Level 5 is distinct from the

more genericLevel 4. It measures the cost of the trainingintervention versus the
return on investment.Usually, gains observed from the trainingintervention (such
as changes in results orbehavior) are converted into monetary values. These
returns are then compared to the perpersoncost of the training. Many factors
areused to calculate ROI. Entire books have beenwritten to explain this process,
which also isknown as utility analysis. For example, ROImust account for the
fact that money spent ontraining could have been invested in other company
ventures; therefore, training not onlymust return its costs, but also exceed
thepotential value of alternative investments.Although most OD managers or
training anddevelopment managers would love to calculatethem, these measures
can be difficult to obtainand explain. Attempting to show cause-andeffect
relationships between training and ROItakes expertise and patience. In the end,HR
practitioners should carefully weigh theoptions and determine if ROI assessment is
theright choice.

MEASUREMENT CRITERIA
The following are some criteria to consider whenidentifying the measures of
effectiveness fortraining and development curricula:
Ensure that the measurement systems are easyto understand by everyone
involved.

22

 Decide what you are going to do with the datayou gather. Are you going to
distribute it? Isit going to be part of a presentation?
Manage your internal customers expectations.Make sure that they are
comfortable with thetype of data you are collecting and that they will have
confidence in the results.
Before deciding on which measurements touse, identify the business needs. What
is theroot problem that is driving the training?
Identify the objectives of the trainingcurriculum for the short term and the
longterm. Where should you see immediate versuslong-term effects?
Candidly discuss any barriers, drivers, orconstraints to implementing the
trainingand development curriculum (e.g., resources,level of investment, other
concurrentinitiatives).
Define the audience levels of employees whowill benefit from the training (e.g.,
number ofemployees, location, and shift). How will thetraining affect these
breakouts?
Link the business strategy and culturalstrategy to the training and
developmentcurriculum. How does the training supportthe strategy?
Allow the measurement systems to beinfluenced by those making the decisions.
If you dont involve your primarycustomers in the design of themeasurements,
they will be less likely toaccept the results.

23

 Decide whether your measures will be oneshot or long term. Are you going
toevaluate the program once, using a singlegroup of employees, or do you plan
tocollect data on a regular basis (e.g.,monthly)?
Identify a minimum acceptable level ofeffectiveness for your training
anddevelopment curriculum. What kinds ofresults do you expect? What will
satisfyyou and your internal customers?

Section 1.6

JK Sugar mill
Introduction

JK Organization, founded over a hundred years

ago is one of the leading private sector groups in India. Its member companies
employing over 50,000 persons are engaged in the manufacture of a variety of
24

products and in diverse fields of commerce both in India and abroad. JK Sugar
Ltd. (JKSL), an erstwhile division of JK Tyre& Industries Ltd., was established in
1996 with its factory located at Meerganj, Bareilly, Uttar Pradesh.
JK Sugar Ltd. is a modern integration sugar plant located in the rich sugarcane belt
of Uttar Pradesh. The plant crushes 5,000 tons of sugar-cane per day to produce
high quality crystal white sugar. The quality of sugar produced by JK Sugar,
commands customers preferences and enjoys a good brand image in the market. It
adds values to its business by using Bagasse, one of the byproducts,

to co-generate green power which in turn is supplied to the state electricity grid.
One of the key focus areas of the unit is to work closely with more than 80,000
cane growers who supply sugarcane to the factory. The company through its cane
Development Department consisting of qualified professionals who with the help
of scientists from various Cane Research Institute, educate farmers to adopts
innovative techniques in the area of cane farming. JK Sugar consistently
endeavors to provide farmers with necessary inputs like fertilizers, insecticides,
pesticides, and micronutrients etc. at affordable rates. Village level meeting and
seminars are regularly organized and demonstrated held in their fields for inter
cropping, mixed cropping, trench planting etc. with a view to maximize earnings
to the farmers.

25

The company runs a numbers of social welfare activities for the benefits of the
community at large, such as adult education, free health checkups and de-addiction
camps, as it strangely believes in engaging and socially uplifting the life of the
farming community, in its area of operation.

26

VISION & MISSION

VISION - To become a growth oriented Benchmark Company in our

region.
MISSION - To be the least cost sugar producer.
- To be a quality sugar producer.
- To be a leader in power co-generation in U.P among sugar
Mills.
- To ensure satisfactory returns to providers of capital.
- To provide satisfaction to other stake holders.

27

Founder
The J.K. Organization founded over 100 years ago, is among India's top
Industrial Houses with assets exceeding US $ 1.6 billion. The Group has extensive
operations in India and abroad, employing over 50,000 people. The Group's
operations can best be characterized as multi-business, multi-product and multilocation with head office in New Delhi, the Capital of India.
The Group has a distinguished record of being pioneers in introducing several new
products and processes into India for the first time. It comprises of a number of
industrial and commercial companies, exceeding 70 in number, most of them
public limited, in which J.K. Organization has controlling interest ranging from 35
to 70%. In the major public limited companies, there are a large number of public
shareholders aggregating over 8, 00,000.
J.K. Organization has achieved a number of important technological break-through
and has an impressive record of Firsts in India, prominent among them being:
1944 First in India to produce Aluminiurn Virgin Metal from Indian Bauxite.
The Company was nationalized in 1973. 1949 First in India to manufacture Steel
Engineering Files. 1969 first to manufacture Acrylic Fibres in India. 1977 first
to produce Steel Belted Radial Tyres for passenger cars, trucks and buses in India.
1980 first in the World to make Steel Belted Radial Tyres for 3 wheelers. 1984
first to produce.
28

 JK Sugar was a Division of JK Industries Ltd; it came into existence in the

year 1995-96 with an installed Capacity of 3125 TCD in Nov. 1996.
It is situated at Meerganj Tehsil in the Bareilly District of U.P. and is around
220 Kms east of Delhi on Delhi - Luck now Highway.
Its total Land Area is 135 Acres.
The Factory is well accessible by Road and Railway Line.
The site is around 1 Kms from Nagaria Sadat railway station where
facilities for wagon loading and un-loading are available.
As a part of the expansion program, the Company has expanded the Cane
Crushing Capacity of the Sugar Unit at Meerganj to 3500 TCD in Nov.
1997 and subsequently expansion from 3500 TCD to 4300 TCD in Nov
2000 and also expanded 5000 TCD Capacity was Commissioned in Nov.
2004.

Section 1.6: Training Programs at JK Sugar Mills

Customized Training :

29

In customized training, people from different companies of the same

industry go to the institution for training JK Sugar Mills limited also sent there
staff for training
In-House Training:
Only JK Sugar Mills Limited employees are there and these training
sessions are conducted in the JK Sugar Mills Limited house
Training Methods used at United Sugar Mills Limited
On-the-job Training
1. Job Instruction Training
2. Job Rotation
3. Coaching
Off-the-Job Training
The employees are given off-the-job training in the form of lectures, video
presentations, self-study, films and role plays
Seminars and Workshops
Training and development department also arranges seminars and
workshops for their employees. The main purpose of these seminars is to
create awareness. Different seminars are for different level of jobs. But the
30

seminars that are regarding health, safety and environment are for each and
every employee.

CHAPTER 2
LITERATURE REVIEW
The origin of HRD can be traced back to apprenticeship training programs in the
eighteenth century. During that time small shops operated by skilled artisans
produced virtually all household goods, such and furniture, clothing and shoes etc.
To meet growing demand for their products the owners had to employ additional
non skilled workers, whom the shopkeepers themselves had to train. For little or
no wages these trainees or apprentices learned the craft working for years in the
shops until they became proficient in their trade. The apprenticeship training was
not limited to the skilled workers only but it also covered the training of
physicians, educators and attorneys. Even as late as 1920s a person apprenticing in
a law office could practice law after passing a state supervised exam (Mintzberg,
1971).
Employees training allow organizations to achieve management objectives,
resolve issues and align cultures to their mission and values. Employee training
and development initiatives can transform organizations. Specialized skill training
to the employees not only increases safety and productivity but it also leads to
higher job satisfaction which highly improves performance of the organization.
31

Training and development leads to:

Increased job satisfaction and morale among employees.

Increased employee motivation.
Increased efficiencies in processes, resulting in financial gain.
Increase innovation in strategies and products.
Increased capacity to adopt new technologies and methods.
Reduced employee turnover.
Enhanced company image which increase demand for its products.

This is only a partial listing of the many benefits that result from training. Training
that is appropriate to the needs of an organization can add great value.
So, why would an organization not welcome and seek out the value-added benefits
resulting from training? Training is not always the answer to performance
problems. Brandt Sakakeeny, training industry analyst for Solomon Smith Barney
believes that training can be a great investment and training can be a waste of
money (Rosner, 1999). Training is indeed a waste of money when the desired
behavior does not occur. Gupta acknowledges that not all performance problems
can be addressed by training. In many cases, non- training interventions are
necessary (Gupta 1999).

32

Many organizations are including employee education (training and development)

as an important and effective part of their organizational strategy. It has been
estimated that education and training programs accounted for as much as 26
percent of the increase in US production capacity between 1929 and 1982. In 1995
Alan greens, chairman of the US federal reserve board, stated that, many firms
have concluded that it makes more sense to invest in worker training than to build
up wage scales in a zero sum competition for the existing limited pool of well
qualified workers. A 2000 survey of human resource managers in large
organization ranked training and development as the most important functional
area these managers had to deal with. This was followed in descending order by
recruitment and selection, productivity and quality, succession planning,
employees job satisfaction, globalization and diversity (Allan Greenspan, 1955).
Careful selection of workers willing/eager to learn new things is a prerequisite of
all T&D efforts. Training and education opens the door, but one must enter by
oneself. You cant install a desire in another person to learn or to strive to do
better. What you can do is provide the opportunities. If employees are willing they
will themselves come up and learn. Why dont you have a chit-chat with each one
and see what they really want to do in their lives (Maxey, 2002).

33

Flatter older employees a bit regarding the amount of knowledge and know-how
theyve acquired throughout the years in the company and ask for their help in
training the newer, younger employees. Focus on the positive points, acknowledge
employees qualities and qualifications and give them the understanding that you
need their help and know-how to run the operation effectively (Trevor, Gerhart&
Boudreau 1997).
In hotel industry, because of tight time schedule and tough duties, employees
turnover is high. Developers say a strong training program, incentives and
opportunities for internal growth are powerful tools that foster an environment that
will attract and retain talented employees. Introduce such training programs which
encourage new hires to perform well and succeed. Despite the highly competitive
nature of timeshare, a company can be successful in maintaining a solid work
force with proper training and motivation. The author says that his philosophy in
terms of attracting employees is having positive results and people from outside
are coming in flocks. Organizations that give special training to their employees
and there are ample opportunities for promotions and good monetary benefits
which encourage the employee to exert themselves and take initiatives to rise to
the challenges which gives guaranteed returns to the company. A wide selection of
leadership, seminars, management training and technical courses are available to
the employees. It is a crucial investment and it is essential to the company
(Banson, 2003).

34

Its essential to devote resources for ongoing training, development of leadership

skills and creating opportunities for advancement for candidates within an
organization. We are developing future managers from within our labor force. It is
our goal to be the employer of choice. ( Milanese, 2003) They approach
salespeople with an attitude that lets them know training will take an hour of their
time to compensate them with skills and information. Salespeople want to know
exactly what they can learn in a short time. The employees want transfer of
knowledge in shortest possible time to derive benefits from it. (Dragon and
Chuang, 2001) In Microsoft; the approach that I took wasnt to create a training
group to ensure that we train these people to be successful. I purposely dont use
the word training, preferring to use the word readiness to qualify is better, because
driving readiness is about being ready to sell in the enterprise. Its about;
giving salespeople clarity within their roles, giving them the tools to be successful,
and ensuring that they can do the jobs set out of them (Schuler, 2001).
Buchananm (2008) in this paper reviews studies published between 1964 and May
1968 on laboratory training in human relations and its use in attempts to enhance
the effectiveness of organizations. After some of the difficulties in conducting such
research in this area are considered, findings are examined as they relate to five
issues in the design and the application of laboratory training. These findings are
also compared with findings from a similar review reported by the author four
years ago. Studies of the influence of trainees characteristics on the training

35

effectiveness have focused on the level of ability necessary to learn program

content. Motivational and environmental influences of training effectiveness have
received little attention. This analysis integrates important motivational and
situational factors from organizational behavior theory and research into a model
which describes how trainees attributes and attitudes may influence the
effectiveness of training (Noe, 1986).
In Charts (2000) Exploratory Benchmark Survey, 70% of respondents said
training had a positive impact on their companys ability to improve occupancy
and overall profitability. Comparing the performance of their companies with that
of 1999, 75% confirmed that training increased profits and occupancy rates. In a
survey, majority of respondents asserted that training also enhances guest and
customers satisfaction. 56% of companies increased their training budgets last
year or planned to increase it this year a finding that is not surprising given the
connection between training and retention. Employees are of the opinion that
training in career development is important for their professional success. They
realize that well-trained employees are happier with their jobs and more likely to
stay (Berta, 2001).
Manu (2004) conducted a study on training and development of firms in Ghana.
The purpose of the study was to describe selected successful models of training
and development as they may apply to firms. Second, to describe selected methods
of needs assessment for training and development programs for employers and
36

employees. Third, to identify selected managerial techniques that contributes to

lost productivity and morale. Fourth, to selectively assess what business skills are
most essential for career success. Fifth, the results of this study suggest
recommendations for developing a comprehensive review and critique of the
existing literature on training and development models.
Most banks see education and training as a key of their employment equity
initiatives, their performance enhancement and performance recovery initiatives,
and their strategic human resources provision.
There are following five key priority areas: Using the workplace skills plans

Information technology-related skills development.

Management and leadership skills development.
Customer interface-related skills development.
Specialist financial skill development.
Back-office processes and support skills development.

The process of the transfer of training has a great impact on job productivity,
effectiveness and satisfaction. Studies focusing specifically on the role of
managers in the process have, however, been limited in number. The general aim
of this study is to determine the impact of managers reinforcement on
participants job attitude, productivity, effectiveness and satisfaction in the process
of the transfer of knowledge, skill and attitude to be acquired through a training
programmed into the workplace.

37

The global competition and swiftness of changes emphasize the importance of

human capital within organizations, as well as the swiftness and ways of
knowledge gaining of that capital. In the economy where uncertainty is the only
certainty, knowledge becoming a reliable source of sustained competitive
advantage. Knowledge is becoming basic capital and the trigger of development.
Previously built on foundations of possessing specific resources and low costs,
present day competition is based on knowledge possessing and efficient
knowledge management. Modern organizations therefore use their resources
(money, time, energy, information, etc.) for permanent training and advancement
of their employees. Organizations which are constantly creating new knowledge,
extending it through the entire organization and implementing it quickly inside the
new technologies, develop good products and excellent services. These activities
determine the company as a learning organization with constant innovation being
its sole business. These are organizations which realize that learning and new
knowledge are becoming the key of success, and that education is crucial for
abundance. (Vemic, 2007).

Ojo and Olaniyan( 2008) examined the impact of training and development
programs on the performance of home economics teachers in Nigeria. The

38

findings of the study revealed that training and development has a positive impact
on the performance of home economic teachers.
On the basis of literature review done above I intend to test the following
hypothesis:
Training and Development has significant impact on employees
performance

Chapter 3: RESEARCH METHODOLOGY

The major objective of this research is to know the impact of training and
development programs in different age groups, designations and gender. First of
all we identified the objective behind this research. Then we collected data with
the help of questionnaire to identify issues relevant to the research. After that it
would be recommended how training and development programs affectthe
39

performance of the employees increases or decreases after training and

development programs in an organization. The survey conducted will distribute 30
questionnaires in Hr and Administrative departments and collecting responses on
employees satisfaction after training and development programs in JK Sugar mill.

Research instrument
Data was also collected using secondary sources like internet and some books,
whereas mainly, primary data source i-e, questionnaire was used to collect data
from existing employees of selected organizations. Questionnaire consisting of 10
questions is distributed (questionnaire is given in annexure). 5 questions are
related to the training and development programs that are carried out in different
organizations: the remaining 5 questions are to investigate the effect of that
training and development on the performance of the employees. Some data has
been collected through interviews with the existing employees. Interview of a HR
manager will be taken to verify the results.
Type of study
The study is of descriptive nature and it is carried out to find the reasons how and
in which way T&D programs affect the performance of an organization employee.

Population
The population of the study consists of existing employees, managers of Human
Resource and Administrative Departments. Thus the respondents of the study have
40

been drawn from the employees, managers of Human Resource and

Administrative Departments.
Total number of 30 questionnaires was distributed in these organizations.

Sample size
As population size is 30.
Measuring level of Employees performance
Instrument/ Questionnaire used to determine employee performance after
undergoing a T&D program consist of five responses on linkert scale.
1.
2.
3.
4.
5.

Strongly agree
Agree
Neither agreed nor disagree/Neutral
Disagree
Strongly disagree

Chapter 4: DATA ANALYSIS AND INTERPRETATION

Sample size (30)
Q.1.Have you gone through training programme?
DESCRIPTION:-I want to know how many employees have attended the training
programmes.
TABLE NO 1:The response of employees that they have gone through training
programme.
41

S.No
.
1
2
3

80%
70%

Preferences

Respondents

Percentage

Yes
No
Cant say
Total

21
00

70%
30%
100%

09
30

70%

60%
50%
Yes

40%

30%

30%

No
Can't Say

20%
10%
0%
Training Programme attended by employees

FIGURE NO: 1Theresponse of employees that they have gone through

training programme.

Interpretation:70% of the employees said that they have gone through training programme and
30% of the employees said that they have not gone through training programme.

42

Q.2Is training programme improve your productivity?

DESCRIPTION:-I want to know how many members have opinion that training
workshop improves their performance in work.
TABLE NO 2: The response of employees towards improvement of their
productivity through training programme.
S.N

A
B
C
D
E

Preferences
Strongly Disagree
Disagree
Somewhat Agree
Agree
Strongly Agree
Total

Respondents

Percentage

00

00%

00

00%

01

03%

26

87%

03

10%

30

100%

Training relevance to Productivity

10% 3%

Strongly Disagree
Disagree
Somewhat Agree
Agree

87%

Strongly Agree

FIGURE NO 2: The response of employees towardsimprovement of their

productivity through training programme.
43

Interpretation:87% of the employees agree that training improve their productivity, 10% of the
employees strongly agree and 3% of the employees somewhat agree.

44

Q.3Is training programme improve your skill?

DESCRIPTION:-I want to know how many members have opinion that training
classes help in improving employees skills.
TABLE NO 3: The response of employees towards improvement of their skill
through training programme.
S.N

A
B
C
D
E

Preferences
Strongly Disagree
Disagree
Somewhat Agree
Agree
Strongly Agree
Total

Respondents

Percentage

00

00%

00

00%

01

03%

26

87%

03

10%

30

100%

Training relevance to Employee's skill

10% 3%

Strongly Disagree
Disagree
Somewhat Agree
Agree

87%

Strongly Agree

FIGURE NO 3: The response of employees towardsimprovement of their skill

through training programme.
45

Interpretation:87% of the employees agree that training improve their skill, 10% of the
employees strongly agree and 3% of the employees somewhat agree.

46

Q.4Is training programme improve your knowledge?

DESCRIPTION:-I want to know how many employees have opinion that

Training programs help in enriching the knowledge and awareness.
TABLE NO 4: The response of employees towards improvement of their
knowledge by training programme.
S.N

A
B
C
D
E

Preferences
Strongly Disagree
Disagree
Somewhat Agree
Agree
Strongly Agree
Total

Respondents

Percentage

00
00

01

03%

26

87%

03

10%

30

100%

Training relevance to Knowledge

10% 3%

Strongly Disagree
Disagree
Somewhat Agree
Agree

87%

Strongly Agree

47

FIGURE NO 4: The response of employees towardsimprovement of their

knowledge by trainingprogramme.

Interpretation:87% of the employees agree that training improve their knowledge, 10% of the
employees strongly agree and 3% of the employees somewhat agree.

48

Q.5Do employees receive the training necessary to do their jobs?

DESCRIPTION:-I want to know how many employees have opinion that
appropriate training programmes are given according to the designations of
employees in the organization.
TABLE NO 5: The response of employees towards the necessary training related
to the job.
S.No
.
A
B
C
D
E

Preferences

Respondents

Strongly Disagree
Disagree
Somewhat Agree
Agree
Strongly Agree
Total

00
00
09
15
06
30

Percentage
30%
50%
20%
100%

Training related to the Job

Strongly Disagree

0.2

0.3

Disagree
Somewhat Agree
Agree

0.5

Strongly Agree

49

FIGURE NO 5: The response of employees towards the necessary training related

to the job.

Interpretation:50% of the employees agree that necessary training related to the job is provided,
20% of the employees strongly agree while 30% of the employees somewhat agree

50

Q.6Do employees receive needed training about new technologies?

DESCRIPTION:-I want to know how many employees have opinion that training
provided are of latest technology oriented and highly competitive.
TABLE NO 6: The response of employees towards the necessary training in new
technologies.
S.No.
A
B
C
D
E

Preferences
Strongly Disagree
Disagree
Somewhat Agree
Agree
Strongly Agree
Total

Respondents
00
03
09
12
06
30

Percentage
10%
30%
40%
20%
100%

Percentage

20%

Strongly Disagree

10%

Disagree

30%

Somewhat Agree
Agree

40%

Strongly Agree

51

FIGURE NO 6: The response of employees towards the necessary training in new

technologies.

Interpretation:40% of the employees agree that training in new technologies is provided, 30% of
the employees somewhat agree, 20% of the employees strongly agree and 10% of
the employees disagree.

52

Q.7Is training opportunities are unfairlyallocated across employees or work units?

DESCRIPTION:-I want to know how many employees believe that training
benefits and communication is among specific group of employees/management.
TABLE NO 7: The response of employees towards trainingopportunities are
unfairly allocated across employees or work units?
S.No.
A
B
C
D
E

Preferences
Strongly Disagree
Disagree
Somewhat Agree
Agree
Strongly Agree
Total

Respondents
27
00
00
03
00
30

Percentage
90%
10%
100%

Unfairly allocation of Training

Strongly Disagree

10%

Disagree
Somewhat Agree
Agree

90%

Strongly Agree

53

FIGURE NO 7: The response of employees towards trainingopportunities are

unfairly allocated across employees or work units?

Interpretation:90% of the employees strongly disagree that the trainingopportunities are unfairly
allocated across work units, while 10% of the employees agree.

Q.8Do supervisors/team leaders support employee efforts to learn outside the job?
DESCRIPTION:-I want to know how many employees have opinion that their
superiors encourage and motivate to increase their skills through attending various
national seminars and training programmes.
TABLE NO 8: The response of employees towards support of supervisors to learn
outside the job.
S.No
.
A
B
C
D
E

Preferences

Respondents

Percentage

Strongly Disagree
Disagree
Somewhat Agree
Agree
Strongly Agree
Total

00
00
00
24
06
30

80%
20%
100%

54

Support of Supervisors to Employee's

Strongly Disagree

20%

Disagree
Somewhat Agree
Agree

80%

Strongly Agree

FIGURE NO 8: The response of employees towards support of supervisors to

learn outside the job.

55

Interpretation:80% of the employees agree that supervisors are supportive to learn outside the
job and 20% of the employees strongly agree.

56

Q.9Does high priority is given to providing appropriate training?

DESCRIPTION:-I want to know how many employees are aware about the
relevance of appropriate training programs.
TABLE NO 9:The response of employees towards importance of providing
appropriate training.
S.No.
A
B
C
D
E

Preferences
Strongly Disagree
Disagree
Somewhat Agree
Agree
Strongly Agree
Total

Respondents
00
00
00
27
03
30

Percentage(%)
90%
10%
100%

Priority given to Training

Strongly Disagree

10%

Disagree
Somewhat Agree
Agree

90%

Strongly Agree

57

FIGURE NO 9: The response of employees towards importance of providing

appropriate training.

Interpretation:90% of the employees agree that appropriate training is provided and 10% of the
employees strongly agree that training programmes are provided appropriate.

Q.10.Are you satisfied with the training programme?

DESCRIPTION:-I want to know how many employeesare satisfied with the
training and development programmes provided are JK Sugar mill.
TABLE NO: 10The response of employees towards the satisfaction by the
training and development programmes.
S.No.
1
2
3

Preferences
Yes
No
Cant say
Total

Respondents
27
00
03
30

Percentage
90%
10%
100%

58

100%
90%

90%

80%
70%
60%
Yes

50%

No

40%

Can't say

30%
20%

10%

10%
0%

Employee's Satisfaction towards Training Programme

FIGURE NO: 10The response of employees towards the satisfaction by the

training and development programmes.

Interpretation:90% of the employees are satisfied by the training & development programmes
and 10% of the employees are not satisfied.

59

Section 4.2: FINDINGS

By the survey it can be concluded that:

A) Almost all Employees believe training and development have positive impact
on the knowledge and skills.
B) Most of the respondents highly agree that their abilities and skills have
increased through training programs.
C) Most of the respondents strongly agree that organization productivity and
profitability had increased through training and development programs.
D) In the survey, it is analyzed that training programs is a vital and necessary
tool for organizational and employees development.

Section 4.3 LIMITATIONS

60

1. Some members were hesitating to give the details.

2. Some members were not present and difficult to approach.
3. Biasness is another limitation that the scope of the survey.
4. The reliability and scope of survey greatly relies on the cooperation of the
members.

5. The study is restricted only to the members of the HR and employees of JK

Sugar mill.

6. Information provided by the members may not be accurate.

7. Some of the members dont have time for filling the questionnaires due to
busy schedule and meeting hours.

BIBLIOGRAPHY
WEBSITES:
61

 www.jksugar.net
www.jksugars.com
www.scribd.com

62

ANNEXURES

63

EMPLOYEES SATISFACTION TOWARDS TRAINING & DEVELOPMENT

Name:

Date:

Department:
Age :
1
Strongly

2
Disagree

3
Somewhat Agree

Please tick the relevant

4
Agree

5
Strongly Agree

Disagree

Attributes

Have you gone through training

programme?
Is training programme improve your

productivity?
Is training programme improve

your skill?
Is training programme improve

your knowledge?
Do employees receive the training

necessary to do their jobs?

Do employees receive needed training

about new technologies?

Is training opportunities are

unfairlyallocated across employees or

8

work units?
Do supervisors/team leaders support
employee efforts to learn outside the

job?
Does high priority is given to
providing appropriate training?
64

Are you satisfied with the training

programme?

Note: Please give your valuable suggestions for improving the low score areas.
Sl. No.
1
2

Suggestions

65