INTRODUCTION

ABOUT THE EMPLOYEE MOTIVATION

Management means getting things done. It conjures decisions out of a

log of possibilities, initiates action and selects people to carry it out. For the

average manager of a service sector, a workshop or research centre far more

time is devoted to ‘fire’ fighting tiny problems, reversals and procedural

hiscups than in overseeing the smooth passage of work. This article seeks to

offer the manager just such practical help identifying the most likely problems

and offers solutions to them.

While managing people at work the HR manager must have come across

malingers, later comers and furlough availing employees. There are the chances

that some of the employees may be short changer, laxy, work shirkers and often

indulging in such actives which are not conducive to discipline, efficiency and

productivity.

The effective HR manager has a high degree of self-awareness and a

positive and realistic picture of himself. His own self-acceptance makes it

possible for him to have positive regard towards others and accept them as they

are. He puts great store by authenticity, in being himself and avoiding facades.

He trusts his subordinates for everything and his very expectations seem to

enhance the performance and motivation of his subordinates. A good HR

Manager understands that people are always motivated to do what they believe

to be in their best interest. The employees who seem to have outstanding

motivation on the job have somehow come to believe that working hard and

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doing good job for the organization is in their best interests. They identify their

welfare with the organization. An effective manager has to crate a situation at

work that helps an employee come to equals the personal welfare with doing a

good job .

Also there is a fine difference between managing efficiently and

inspiring powerful loyalities. It is the latter that drives people to go that extra

mile and deliver beyond set targets. An emotional pull can inspire excellence

even from otherwise mediocre performers.

Such attachment sensitizes workers to the need for continuous

betterment and reaching beyond the ordinary. They find themselves effortlessly

putting in those extra house and actually enjoying it. This also keeps the

workers charged up- continuously.

An effective HR Manager connects with the workers. Such a manager

knows exactly where he needs to give them that little pat on the back and when

he needs to be firm. This perfect balance stems from a deep understanding of

what makes each individual in his team tick, allowing the manager to

accordingly tailor his approach to each of his employees and optimize

performance.

Howsoever well trained in business schools and leadership programmes

may not have the ability to create strong emotional blonds with their people.

This ability can only come from possessing boundless emotional energy, drive,

sensitivity, and most importantly, the ability to differentiate between whipping

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up irrelevant sentiments and inspiring genuine emotional bonding to deliver

results.

Training
Organisation and individual should develop and progress simultaneously

fro their survival and attainment of mutual goals. So every modern

management has no develop the organization through human resource

development. Employee training is the important function and is one of the

fundamental operative functions for human resources management.

In other words training improves, changes, moulds the employee’s

knowledge, skill, behaviour, aptitude, and attitude towards the requirements of

the job and organization. Training refers to the teaching and learning activities

carried on for the primary purpose of helping members of an organization, to

acquire and apply the knowledge, skills, abilities and attitudes needed by a

particular job and organization.

Thus, training bridges the differences between job requirements and

employee’s present specifications.

Employee training is distinct from management development or

executive development. While the former refers to training given to employees

in the areas of operations, technical and allied areas, the latter refers to

developing an employee in the areas of principles and techniques of

management, administration, organization and allied areas.

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Development

Management development is a systematic process of growth and

development by which the managers develop their abilities to manage. So it is

the result of not only participation in formal course of instruction but also of

actual job experience. It is concerned with improving the performance of the

mangers by giving them opportunities for growth and development.

“The role of the company in management development is to establish

the programme and the development opportunities for its present and potential

mangers. Just exposing the employees to lectures, case studies, readings, job

rotation, assignments and the like does not guarantee that they will learn. What

is more important is the effort of the individuals. Each individual has to make

his own contribution to the development of himself, as others can only create

the opportunity. The saying “ We can take the horse to the water but we cannot

make it drink” cannot be forgotten here.

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 SIGNIFICANCE OF THE STUDY

The significance of human resource management to a large extent

depends on human resource development. Training is the most important

technique of human resource development. As stated earlier, no organization

can get a candidate who exactly matches with the job and the organizational

requirements. Hence, training is important to develop the employee an make

him suitable to the job.

Job and organizational requirements are not static, they are changed

from time to time in view of technological advancement and change in the

awareness of the total Quality and Productivity Management (TQPM). The

objectives of the TWPM can be achieved only through training as training

develops human skills and efficiency. Trained employee s would be valuable

asset to an organization. Organizational efficiency, productivity, progress and

development to a great extent depend on training. Organizational objectives

like viability, stability and growth can also be achieved through training.

Training is important as it constitutes significant part of management control.

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 OBJECTIVES

Generally line mangers ask the personnel manager to formulate the training

policies. The personnel manger formulates the following training objectives in

keeping with company’s goal s and objectives:

a. To prepare the employee both new and old to met the present as well as

the changing requirements of the job and the organization

b. To present obsolescence

c. To impart the new entrants the basic knowledge and skill they need for

an intelligent performance of definite job

d. To prepare employees for higher level tasks

e. To assist employees to function more effectively in their present

positions by exposing them to the latest concepts, information and

techniques and developing the skills they will need in their particular

fields.

f. To overhaul the management machinery

g. To improve the performance of the managers

h. To give the specialists on overall view of the functions of an

organization and equip them to co-ordinate each other’s effectively.

i. To identify the persons with the required potential and prepare them for

senior positions.

j. To increase the morale of the members of the management group.

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 METHODOLOGY

To study the Training and Development in Maddi Lakshmaiah Tobacco

Company Pvt.Ltd, some research has made. Generally research means analyzing

collection the data regarding the selected topic. In order to collect the data some

methodology is adopted for the study of Training and Development process in Maddi

Lakshmaiah Tobacco Company Pvt.Ltd.

Research Design
Research design is defined as the specification of the materials and

procedure acquiring the information needed. It is a plan of organizing frame

work for doing the collection data. Generally the research designs are of three

types ex., Exploratory, descriptive and casual.

1. Exploratory

The major purposes of these exploratory studies are the identification of

the problems the more precise information of purpose and the formulation of

new alternative cause of action.

2. Descriptive

Descriptive design state gain that names because they described

phenomena with out establishment between factors.

The data may be:

o The behavioural variable of people (or the subjects) who are understudy.

o The situational variables that existed

3. Casual

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 The casual study is to test a cause and effect relationship. The research

project understudy is “Descriptive” in nature.

Primary Sources

Survey method was adopted to collect the data survey method is

concerned with describing, recording, analyzing & interpreting existing

conditions. The data was collected with the employees of the organization

through the structure closed ended questionnaire.

Secondary source

Secondary data is one which has already existed, company profiles,

branches, records & website.

Various factories are included in the questionnaire to get necessary

information and enough care was taken into consideration while forming out

the questionnaire.

Sample plan

It includes sample unit, sample size, procedure of sample and the

research instrument.

Population

The total number of employees working in the organization is

considered as population. At present there are more than 752 employees

working in the organization. They designations are officers, supervisors and

wage board cadre.

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Source list
The source list consists of 300 employees of the organization

Sample size

It constitutes the number of respondents to the study. Thus 50 employees

are sample size taken.

Sampling procedure
Sample random sampling

Research instrument

Personnel interviews with the aid of structured questionnaire. The data

used in the project is attained through both primary and secondary research.

The Research methodology that has been employed is as follows:

1. Primary data on the training programs for managers supervisory and

employed conducted at Nandi pipes and their evaluation was collected

through interview at the factory.

2. Secondary data was collected from referring to internet and journals

3. The concept of training and development is extracted from various

books.

Research approach

In this, researcher goes to the respondent with the schedule, clarifies the

doubts raised by the respondent and notes the responses. Thus is of the form of

personnel interview of the respondent.

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 LIMITATIONS OF THE STUDY

The survey is limited to the organization only

The time allotted for the project work was short i.e., 2 months only

The sample size was restricted to 50 only as most of them are not

willing to give the information

Since the sampling size is small i.e., cannot be generalized for the whole

universe

The company people will have not time to spend with due to their busy

schedule

The study was conducted in stipulated two months period, which

curtailed values addition of project to certain extent.

The study is not taken for whole population, therefore we cannot give

conclusion exactly

Employee may have bias in answering questionnaire.

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 PRESENTATION OF THE STUDY

 Declaration

 Certificate

 Acknowledgements

 List of tables

 List of graphs/exhibits

 Chapter-I : Introduction

 Chapter-II: Methodology

 Chapter-III : Review of the literature

 Chapter-IV: Profile of the organization

 Chapter-V: Training and development in Maddi Lakshmaiah Tobacco

Company Pvt.ltd

 Chapter-VI : Data analysis and interpretation

 Chapter-VII: Findings and suggestions

 Bibliography

 Annexure

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 REVIEW OF LITERATURE

Training may be defined as any organizationally planned effort to

change the behaviour or attitudes of employees so that they can perform jobs

on acceptable standards. Training provides knowledge and skills required to

perform the job. Development is viewed similary but with more stress on

communicating organizational noms and values for the given role and thus

becomes, inpart, a socialization process. Training is a short-term process

utilizing a systematic and organized procedure by which non-magnagerial

personnel learn technical knowledge and skills for a definite purpose.

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

organized procedure by which managerial personnel learn conceptual and

theoretical knowledge for general purpose. In the development functions are

combined together for developing skills as well as basic aptitudes, leading to

continued personal growth. Training and development include training of

employees to perform their jobs, and the retraining of employees as their job

requirements change. Encouraging the development and growth of more

effective employees is another facet.

There are two factors wich help to explain the importance of the training

and development area. First, the rapid rate of technological change that has

created many new jobs and had rendered many old ones obsolete. New jobs

often create a need for acquisition of new knowledge and skills. Training can

meet the changing job requirements of the organization. Second, the attitude of

employees who expect something more than a well-playing secure job. Today’s

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employees expect a challenging job with opportunities for upward mobility and

growth. Periodic training is often necessary because the nature of one’s job

may change to include new responsibilities, performance standards, equipment,

or work methods. For many jobs, training activities are essential to keep abreast

of current developments and to raise the performance capabilities of employees

beyond nearly acceptable levels. Further, training and development

programmes can play a major role in organization development by changing

employee attitudes and behaviour.

Training is a forum where human principles of courtesy, integrity,

honesty and behaviour can be correctly taught. The trainers should be of high

caliber and respected within the organization. The perception of emplolyees

that training will help them grow in their jobs and give them better work

satisfaction must be created. It is important that training programmes should

enable employees to gain an organizational perspective and make them

function as one team.

Training can be a significant management tool in bringing about change.

As an effective change agent, the training function must be systematic and

orderly in providing assistance to solve organizational problems and in

achieving organizational goals. Increased attention is being paid to training and

development activities is long-range organization planning and short-range

manpower projections.

A list of key areas for training activity comproses of : (1) identification

of training and development needs; (2) provision of training schemes for

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groups with common needs; (3) provision of internal training courses; (4)

assessment of external training facilities ; (5) the evaluation of training

activities ; and (6) the management of training staff. The training

responsibilities includes:

 Setting the training policy

 Analysis of training needs

 Overall planning and co-ordination of training

 Preparation of a long-term training plan

 Preparation of annual training plans

 Design, implementation and evaluation of training programmes

 Financing the training activities

 Selection of trainees

 Selection of trainers/instructors.

Training and development is the process that attempt to provide an

employee with information, skills and understating the organization and its

goals. In addition training and development are designed to help a person

continue to make positive contribution in the firm of good performance.

Training helps : Employee do their current work better

Development : Prepares individuals for the future.

In focus on leaving and personal development. The main purpose of the

training and development proves is to make an employee in such a position

from where he or she achieve his/her own goals and as an organizational goals

more effectively. This is the area of globalization so to achieve the competitive

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advantage it is must to give training to the employees to reduce wastage and

lasses in the business.

Training and Development programme must be essential in each and

every organization without proper training and Development programme all

organization will face many problems like lasses, maximization in wastage,

over casting reduction is profit, grievances, disputes, and conflicts which

disturb the work atmosphere.

Employee training is district 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. It refers to instructions in technical and mechanical operations of a

machine. It is designed primarily for managers. It is for a short duration and for

a specific job related purpose.

On the other hand, development is a long-term education process

utilizing a systematic and organized procedure 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.

Training Methods and Aids

The major methods and aids used in training and development

programmes are discussed below.

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Lectures : The lecture method is the oldest and the traditional method of

training. In this method, a trainer verbally present information to a group which

can range in size from very small to very large. Visual aids such as blackboards

or slides are often used in conjunction with lectures. The merits of lecture

method are : (1) that is provides a basic theoretical knowledge which must be

gained before the conduct of paraticaptive training sessions; (2) that a relatively

large number of people can be instructed at one time; (3) that it is a direct

method in which facts, principles and concepts can be learnt in a shorter time

as compared to other methods. However, the lecture method has its

shortcomings even when the lectuere is excellent. Except for questions from

trainees, communication is one-way. For the most part, trainees sit passively

listening or gtaking notes which little feedback. As a method, lectuers do not

allow for varying ability levels of trainees, and the leering pace is structed by

the instructior for te group as a hole. Despite its shortcomings, the lectures

remain a common training method due to the low cost per trainee and the fact

that trainees are familiar with and generally accept the method.

Films and Television : Films are pre-recorded and can be shown on either

movie screen or television sets and or well-suited to any number of trainees.

Though their initial cost is high films can be used repeatedly and in different

places. An advantage of film and television over lectures is that the films can

show objects and processes in detail and in motion. This facilitates transfer of

skill because visual images tend to be remembered longer than verbal ones.

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Programmed Instruction: Programmed instruction (PI) present information in

small boks, either in book from or through a teaching machine. Afte reading

each block of material, the learner must answer a question about it. Feedback

in the form of correct answers is provided after each response. A major

advantage of PI is that it is self-paced; trainees can process through the

programme at their own speed. In terms of learning principles, PI provides a

high degree of reinforcement and knowledge of results and motivates most

trainees in that they are actively engaged in the learning experience. Also, the

material is structed, giving much opportunity for practice. However, transfer or

learning can be a problem since the learning situation is so unlike the job

situation. Development cost of programmed instruction are high, but may be

justified because the method is very flexible and can accommodate a number of

employees at different times and in different location.

Computer –Assisted Instruction (CAI) : It is a method similar to programmed

instruction which utilises the computer’s storage and memory capabilities to

individualise instruction. For example, learners can begin at a level appropriate

to their capabilities and proceed at their own pace, an example of criterion-

referenced instruction. The computer analyses the learner’s responses and

determines what material is present next. In terms of learning principles, CAI is

very much like PI except that feedback from CAI can be as rich and colourful

as the modern electronic games. CAI cost are high, but repeated use may

justify the cost. Like PI, research shows that learing is fater through this

method, but not necessarily superior.

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Job Instruction Training : Job instruction training is one of the older methods

of on-the-job training. It is sometimes referred to as “Tell, Show, Do and

Review”, because of its various steps. This is an excellent method, though it

may be somewhat costly in terms of a trainer’s time since it requires that

trainees be monitored closely. If on-the-job training is well planned and

structured, it can be very effective.

Vestibule Training: Vestibule training is very much like the job instruction

training except that it occurs off-the-job, in a room away from the production

area. Using the method, trainees are trypically taught how to use the machinery

and tools on-the-job. Although vestibule training uses the learing principles,

there may be some problem with the transfer of learning unless machinery and

tools are identical to those used on-the-job. Also, vestibule training cannot

stimulate work environment conditions such as noise, distractions of co-

workers, and pressures of the job. Rather, vestibule training allows the

employees to develop the necessary skills in a pressure-free environment.

Coaching: Coaching is a method of on-the-job training in which a trainer, boss,

or “coach” works with one or few trainees. The coach assigns tasks, monitors

trainee behaviour and provides reinforcement and feedback. Coaching is

commonly used for all kinds of trainees, from unskilled to managerial. The

method is critically dependent upon the quality of the coach. This method can

be expensive if one person serves as a full-time coach for only a few trainees.

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Conference/Discussion: The conference/discussion method is a directed

discussion on a specific topic conducted with a relatively small group of

trainees. Trainees have a large degree of verbal interaction with discussion

leader and with one another. As a result, this method is useful for teaching and

exploring difficult conceptual material and for changing attitudes and opinions.

Moreover, it provides much opportunity for feedback, reinforcement practice,

motivation, and transfer, largely due to the active interchange between the

participants. This method is a popular managerial training method, but more

expensive than the lecture method since the group size must be limited to 20 or

less.

Role Play: Role play teaches interpersonal skills by having two or more

trainees interact within the context of a realistic situation. The situation is

defined in a case format so that each trainee receives the same information.

Each trainee plays the role of a specif person in the situation, such as the boss

or one of several subordinates. Role playing is a useful method in which new

behaviours can be practicised by the trainees. A trainer provides feedback and

reinforcement, and motivational properties of this method depend heavily on

the trainer’s skill. Cost of the method is moderately high: since a trainer cannot

handle more than one or two small groups of role players.

Behavioural Modelling : Behavioural modeling, a newer method for teaching

interpersonal skills and attide change, is very specific in its training objectives.

It teaches specific supervisory skills by – (1) presenting a model or good

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example of the behavior to be learned ; (2) allowing trainees to practice

attempts. This method requires that specific behavioural models be developed

and either filmed or videotaped. The training method is sufficiently flexible so

that more time could be given to slowe learners, and trainees at different levers

could be placed in other groups. Behavioural modeling tends to be a relatively

expensive training method because it uses videotape systems and because the

group size must be limited to 10 or 12 trainees.

T-groups: The T-group method, also known as sensitivity training, uses a small

group of trainees. They meet with a passive trainer and gain insight into their

own and other’s behaviour. Meeting have no agenda, and questions deal with

the “hear and know” of the group process. Discussion focuses on “why

participants behave as they do. How they perceive one another, and the feelings

and emotions generated in the interaction process. “T-groups are highly

involving and give participants some opportunity to practice new behaviours,

but material to be learned is very unstructured.

Case Method : this is one of the popular methods of teaching. It presents

trainees with a written description of a business or organizational problem.

Descriptions are long and detailed. The object of the case method is to teach

trainees how to analyse information generate alternative decisions, and evaluate

the alternatives. Cases can be analysed by individuals or small groups.

Feedback and reinforcement are provided through oral discussion in the class

or written comments from the instructor or class members. Through case

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analysis, trainees can learn to transfer appropriate principles to examples of

“real” problems. Though there is a little conclusive research evidence regarding

the effectiveness of the case method, it is widely used in the business schools

and industry. It is one of the least expensive methods of teaching decision-

making and problem-solving skills.

In-basket Technique: This simulation-type training method places the trainee

in the role of a person who must suddenly replace a manager. In this role. The

trainee receives background information about the organization and the person

he or she is replacing the trainee also receives letter, memos, and phone

messages. He or She must organize the information, make decision, and

prepare memos and letters to handle problems that present themselves. In –

Baskets can be developed for almost any type of job, involving managerial or

professional decision-making. The method is highly involving and represent

the major features or managerial jobs. Also, it has good motivational properties

and provides opportunities for growth. The major value of the in-basket as a

training technique depends upon the amount of feedback and reinforcement

provided.

Business Games: The business game technique requires trainees to make

sequential decision. Business games are more dynamic than case studies since

the decisions made early in the game affect the alternatives available later in

the game and the outcome. Trainees work by themselves or in teams in which

each team member takes the role of the manager of a functional area such as

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personnel, finance, and marketing. Trainees usually regard business games as

highly involving and motivating since, like any game, a score is kept and

trainees compete with each other though business games are relatively

expensive to develop, properly developed and well-run business games provide

a unique method of teaching trainees how to analyse information, make

decisions, and work within the context of those.

Principles of Training

Providing training in the knowledge of different skills is a complex

process. A number of principles have been evolved which can be followed as

guidelines by the trainees. Some of them are as follows:

(1) Motivation : As the effectiveness of an employee depends on how well

he is motivated by management, the effectiveness of learning also

depends on motivation in. In other words, the trainee will acquire a new

skill or knowledge thoroughly and quickly if he or she is highly

motivated. Thus, the training must be related to the desires of the trainee

such as more wages or better job, recognition, status, promotion etc. The

trainer should find out the proper ways to motivate experienced

employees who are already enjoying better facilities in case of re-

training.

(2) Progress Information: It has been found by various research studies that

there is a relation between learning rapidly and effectively and providing

right information specifically, and as such the trainer should not give

excessive information or information that can be misinterpreted. The

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 trainee also wants to learn a new skill without much difficulty and

without handing too much or receiving excessive information or wrong

type of progressive information. So, the trainer has to provide only the

required amount of progressive information specifically to the trainee.

(3) Reinforcement : The effectiveness of the trainee in learning new skills or

acquiring new knowledge should be reinforced by means of rewards

and punishments. Examples of positive reinforcement are promotions,

rise in pay, praise etc. punishments are also called negative

reinforcements. Management should take care to award the successful

trainees. The management can punish the trainees whose behaviour is

undesirable. But the consequences of such punishments have their long-

run ill effect on the trainer as well as on the management. Hence, the

management should take much care in case of negative reinforcements.

(4) Practice: A trainee should actively participate in the training

programmes in order to make the learning programme an effective one.

Continuous and long practice is highly essential for effective learning.

Jobs are broken down into elements from which the fundamental

physical, sensory and mental skills are extracted. Training exercises

should be provided for each skill.

(5) Full Vs. Part: It is not clear whether it is best to teach the complete job

at a stretch or dividing the job into parts and teaching each part at a time.

If the job is complex and requires a little too long to learn, it is better to

teach part of the job separately and then put the parts together into an

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 effective complete job. Generally the training process should start from

the known and proceed to the unknown and from trainees based on his

judgment on their motivation and convenience.

(6) Individual Differences: Individual training is costly, and group training

is economically viable and advantageous to the organization. But

individuals vary in intelligence and aptitude from person to person. So

the trainer has to adjust the training programme to the individual

abilities and aptitude. In addition, individual teaching machines and

adjustments of differences should be provided.

Areas of Training

Organization provide training to their employees in the following areas:

1. Company policies and procedures;

2. Specific skills;

3. Human relations;

4. Problem solving;

5. Managerial and supervisory skills; and

6. Apprentice training.

(1) Company Policies and procedures: This area of training to be provided

with a view to acquainting the new employee with the Company Rules,

practices, Practices, Procedures, Tradition, Management, Organisation

Structure, Environment Product/Services offered by the company etc.

This acquaintance enables the new employee to adjust himself with the

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 changing situations. Information regarding company rules and policies

creates favourable attitudes of confidence in the minds of new employee

about the company and its products/services, as well as it develops in

hum a sense of respect for the existing employees of the company and

the like. The company also provides first hand information to the

employee about the skill needed by the company, its development

programmes, quality of products/services and the like. This enables the

new employees to know his share of contribution to the organization’s

growth and development.

(2) Training in specific skills: This area of training is to enable the

employee more effective on the job. The trainer trains the employee

regarding various skills necessary to do the actual job. For example, the

clerk in the bank should be training in the skills of making entries

correctly in the edge, skills and arithmetical calculations, quick

comparison of figures, entries and the like. Similarly, the technical

officers are to be trained in the skills of project appraisal, supervision,

follow-up and the like.

(3) Human relations training: Human relations training assumes greater

significance in organizations as employees have to maintain human

relations not only with other employees but also with their customers.

Employees are to be trained in the areas of self-learning, interpersonal

competence, group dynamics, perception, leadership styles, motivation,

grievance redressal, disciplinary procedure, and the like. This training

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 enable the employees for better team work, which leads to improved

efficiency and productivity of the organization.

(4) Problem Solving Training: Most of the organizational problems are

common to the employees dealing the same activity at different leves of

the organization. Further some of the problems of different managers

may have the same root cause. Hence, management may call together all

managerial personnel to discuss common problems so as to arrive at

effective solutions across the table. This not only helps in solving the

problems but also serves as a forum for the exchange of ideas and

information that could be utilized. The trainer has to organize such

meetings, train and encourage the trainees to participate actively in such

meetings.

(5) Managerial and Supervisory Training: Even the non-managers

sometimes perform managerial and supervisory functions like planning,

decision-making, organizing, maintaining inter-personal relations,

directing and controlling. Hence, management has to train the employee

in managerial and supervisory skills also.

(6) Apprentice Training: The Apprentice Act, 1961 requires industrial unit

of specified industries to provide training in basic skills and knowledge

in specified traders to educated unemployees/apprentice with a view to

improving their employement opportunities or to enable them to start

their own industry. This type of training generally ranges between one

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 year to four years. This training is generally used for providing technical

knowledge in the areas like trades, crafts etc.

Training Methods

As a result of research in the field of training, a number of programmes

are available. Some of these are new methods, while others are improvements

over the traditional methods. The training programmes commonly used to train

operative and supervisory personnel are discussed below. These programmes

are classified into on-the-job and off-the-job training programmes.

On-The-Job Training Methods

This type of training, also known as job instruction training, is the most

commonly used method. Under this method, the individual is placed on a

regular job and taught the skills necessary to perform that job. The trainee learn

under the supervision and guidance of a qualified worker or instructor. On-the-

job training has the advantage of giving first hand knowledge and experience

under the actual working conditions. While the trainee learns how to perform a

job, he is also a regular worker rendering the services or which he is paid. The

problem of transfer of trainee is also minimized as the person learns on-the-job.

The emphasis is placed on rendering services in the most effective manner

rather than learning how to perform the job. On-the-job training methods

include job rotation, coaching, job instruction or training through step-by-step

and committee assignments.

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(a) Job Rotation : This type of training involves the movement of the

trainee from one job to another. The trainee receives job

knowledge and gains experience from his supervisor or trainer in

each of the different job assignments. Though this method of

training is common in training managers for general management

positions, trainees can also be rotated from job to job in

workshop jobs. This method gives an opportunity to the trainee to

understand the problem of employees on other jobs and respect

them.

(b) Coaching: The trainee is placed under a particular supervisor

functions as a coach in training the individual. The supervisor

provides who feedback to the trainee on his performance and

offers him some suggestions for improvement. Often the trainee

shares some of the duties and responsibilities of the coach and

relives him of his burden. A limitation of this month of training is

that the trainee may not have the freedom or opportunity to

express his own ideas.

(c) Job Instruction: This method also known as training through step

by step. Under this method, trainer explains the trainee the way

of doing the jobs, job knowledge and skills and allows him to do

the job. The trainer appraises the performance of the trainee,

provides feedback information and corrects the trainee.

28
 (d) Committee Assignments: Under the committee assignment, group

of trainees are given and asked to solve an actual organizational

problem. The trainees solve the problem jointly. It develops team

work.

Off-the-Job Methods

Under this method of training, trainee is separated from the job situation

and his attention is focused upon learning the material related to his future job

performance. Since the trainee is not distracted by job requirements, he can

place his entire concentration on learning the job rather than spending his time

in performing it. There is an opportunity for freedom of expression for the

trainees. Off-the-job training methods are as follows:

(a) Vestibule Training: In this method, actual work conditions are simulated

in a class room. Material, files and equipment those are used in actual

job performance are also used in training. This type of training is

commonly used for training personnel for clerical and semi-skilled jobs.

The duration of this training rages from days to a few weeks. Theory

can be related to practice in this month.

(b) Role Playing: It is defined as a method of human interaction that

involves realistic behaviour in imaginary situations. This method of

training involves action, doing and practice. The participants play the

role of certain characters, such as the production manager, mechanical

engineer, superintendents, maintenance engineers, quality control

29
 inspectors, foreman, workers and the like. This method is mostly used

for developing interpersonal interactions and relations.

(c) Lecture Method: The lecture is a traditional and direct method of

instruction. The instructor organizes the material and gives it to a group

of trainees in the form of a talk. To be effective, the lecture must

motivate and create interest among the trainees. An advantage of lecture

method is that it is direct and can be used for a large group of trainees.

Thus, costs and time involved are reduced. The major limitation of the

lecture method is that it does not provide for transfer of training

effectively.

(d) Conference or discussion: It is method in training the clerical,

professional and supervisory personnel. This method involves a group

of people who pose ideas, examine and share facts, ideas and data, test

assumptions, and draw conclusions, all of which contribute to the

improvement of job performance. Discussion has the distinct advantages

over the lecture method in that the discussion involves two-way

communication and hence feedback is provided. The participants feel

free to speak in small groups. The success of this method depends on the

leadership qualities of the person who leads the group.

(e) Programmed Instruction: In recent years this method has become

popular. The subject-mater to be learned is presented in a series of

carefully planned sequential units. These units are arranged from simple

to more complex levels of instruction. The trainee gores through these

30
 units by answering questions or filling the blanks. This method is

expensive and time consuming.

The Training Procedure

One of the better personnel programmes to come out World War II was

the Training Within the Industry (TWI) programme of the War Manpower

commission. This was basically a supervisory training programme to make up

for the shortage of civilian supervisory skills during the war. One of the parts of

this programme was the job instruction training course, which was concerned

with how to each? The training procedure discussed below is essentially an

adoption of the job instruction training course, which has been proved to have a

great value.

The important steps in training procedure are discussed below:

(a) Preparing the Instructor: The instructor must know both the job to be

taught and how to teach it. The job must be divided into logical parts so

that each can be taught at a proper time without the trainee losing plan.

For each part one should have in mind the desired technique of

instruction, that is, whether a particular point is best taught by

illustration, demonstration or explanation.

A serious and committed instructor must:

Know the job or subject he is attempting to teach

Have the aptitude and abilities to teach

Have willingness towards the profession
Have a pleasing personality and capacity for leadership

31
 Have the knowledge of teaching principles and methods
Be a permanent student, in the sense that he should equip himself
with the latest concepts and knowledge.
(b) Preparing the Trainee: As in interviewing, the first step in training is to

attempt to place the trainee at ease. Most people are somewhat nervous

when approaching an unfamiliar task. Though the instructor may have

executed this training procedure many times he or she never forgets its

newness to the trainee. The quality of empathy is a mark of the good

instructor.

(c) Getting Ready to Teach: This stage of the programme is class hour

teaching involving the following activities:

Planning the programme

Preparing the instructor’s outline

Keep the session moving along logically

Discuss each item in depth

Repeat but in different words

Take the material from standardized texts when it is available

When the standardized text is not available, develop the

programme and course content based on group approach. Group

consists of employer, skilled employees, supervisors, trade union

leaders and other familiar with job requirements. Group prepares

teaching material.

32
 Teach about the standard for the trainee like quality, quantity,

waste or scrap, ability to work without supervision, knowledge or

procedure, safety rules, human relations etc.

Remember your standard, before you teach

Take periodical progress of the trainees, and application into

account.

(d) Presenting the Operation: There are various alternative ways of

presenting the operation, viz., explanation, demonstration etc. An

instructor mostly uses these methods of explanation. In addition one

may illustrate various point through the use of pictures, charts, diagrams

and other training aids. Demonstration is an excellent device when the

job is essentially physical in nature. The following sequence is a

favourite with some instructors:

i. Explain the sequence of the entire job

ii. Do the job step-by-step according the procedure

iii. Explain the step that he is performing

iv. Have the trainee explain the entire job

(e) Try Out the Trainee’s Performance: As a continuation of the

presentation sequence given above, the trainee should be asked to start

the job or operative procedure. Some instructors prefer that the trainee

explains each step before doing it, particularly if the operation involves

any danger. The trainee, through repetitive practice. Will acquire more

skill.

33
 (f) Follow-up: The final step in most training procedure is that of follow-

up. When people are involved in any problem or procedure, it is unwise

to assume that things are always constant. Follow-up can be adopted to

a variable reinforcement schedule as suggested in the discussion of

learning principles. The follow-up system should provide feed-back on

training effectives and on total value of training system.

Advantages of Training

The contributions of imparting training to a company should be readily

apparent. The major values are:

(i) Increased Productivity: An increase in skill usually results in

an increment in both quality and quantity of output. However,

the increasingly technical nature of modern jobs demands

systematic training to make possible even minimum levels of

accomplishment.

(ii) Hightended Morale: Possession of needed skills help to meet

such basic human needs as security and ego satisfaction.

Collaborate personnel and human relations programmes can

make a contribution toward morale, but they are hollow shells

if there is no solid core of meaningful work down with

knowledge, skill and pride.

(iii) Reduced Supervision: The trained employee is one who can

perform with limited supervision. Both employee and

34
 supervisor want less supervision but greater independence is

not possible unless the employee is adequately trained.

(iv) Reduced Accidents: More accidents are caused by deficiencies

in people than by deficiencies in equipment and working

conditions. Proper training in both job skills and safety

attitudes should contribute toward a reduction in the accident

rate.

(v) Increased Organisational Stability: The ability or an

organization to sustain its effectiveness despite the loss of key

personnel, can be developed only through creation of a

reservoir of employees. Flexibility, the ability to adjust to

short-run variations in the volume of work requires personnel

with multiple skills to permit their transfer to jobs where the

demand is highest.

Evaluation of Training Programme

The specification of values forms a basis for evaluation. The basis of

evaluation and the mode of collection of information necessary for evaluation

should be determined at the planning stage. The process of training evaluation

has been defined as “any attempt to obtain information on the effects of

training performance, and to assess the value of training in the light of that

information. Evaluation leads to controlling and correcting the training

programme. Hamblin suggested five levels at which evaluation of training can

35
take place, viz., reactions, learning, job behaviorm organizations and ultimate

value.

(i) Reactions: Training programme is evaluated on the basis of trainee’s

reaction to the usefulness of coverage of the matter, depth of the

course content, method of presentation, teaching methods etc.

(ii) Learning: Training programme, trainer’s ability and trainee ability

are evaluated on the basis of quantity f content learned and time in

which it is learned and learner’s ability to use or apply, the content he

learned.

(iii) Job behaviour: This evaluation includes the manner and extent to

which the trainee has applied his learning to his job.

(iv) Organisation: This evaluation measures the use of training, learing

and change on the job behaviour of the department/organization in

the form of increased productivity, quality, morale, sales turnover

and the like.

(v) Ultimate Value: It is the measurement of ultimate result of the

contributions of the training programme to the Company goals like

survival, growth, profitability etc., and to the individual goals like

development of personality and social goals like maxmising social

benefit.

Essential Ingredients of the management development programmes

The essential ingredients of the management development programme

can be explained through the steps of management development process.

36
 The important steps or ingredients of a management development

programme are:

(i) Analysis of Organisation Present and Development Needs

(ii) Appraisal of present management talent

(iii) Inventory of management manpower

(iv) Planning of individual development programme

(v) Establishment of development programme

(vi) Evaluation of the programme

(i) Analysis of Organisational Present and Developmental Needs : The

decision to launch a management development programme having

been made, the next thing to do is the close and critical examination

of organization present and future development needs. We should

know how many and what type of managers are required to meet the

present and future needs. An examnation of the organizational

structure in the light of the future plans of the organization should

help one know what the organization requires in terms of functions,

departments and executive positions.

Having got the above the information it is easy to prepare the

descriptions and specifications for all management positions which in turn,

gives us the information as to the kind of education, experience, training,

special knowledge, skills and personal traits required for each job.

A comparison of the existing talents plus those that can be developed

from within those required to meet the projected needs will help the top

37
management make a policy decision as to whether it wishes to fill those

positions from within the organization or from outside sources.

(ii) Appraisal of Present Management Talent: In order to make the above

suggested comparison, a qualitative assessment of the existing

management talent should be made and an estimate of their potential

for development should be added to that. Only then can it be

compared with the projected required talent.

(iii) Inventory of Management Manpower: This is prepared to have a

complete information about each executive in each position. For

each member of the management team, a card is prepared listing

such data as name, age, length of service, education, work

experience, training courses completed, health record, psychological

test results and performance appraisal data etc. the selection of the

individuals for the management development programme is made on

the basis of the kind of background they possess. The management

may set certain standards in terms of each of the above factors

mentioned on the cards to qualify for the management development

programme.

Such information when analysed discloses that strengths as well as the

deficiencies of managers in certain functions relative to the future needs of the

organization.

(iv) Planning of Individual Development Programme: Guided by the

results of the performance appraisal which indicate the strengths and

38
 weaknesses of each of his subordinated the executive performs this

activity of planning of individual development programmes. “Each

of us has a unique set of physical, intellectual, emotional

characteristics. Therefore, a development plan should be tailor-made

for each individual.

It would be possible to impart knowledge, skills and mould behaviour of

human beings, but it would be difficult to change the basic personality and

temperament of a person once he reaches adulthood stage.

(v) Establishment of Development Programmes: It is the duty of the HR

department to establish the well-conceived development

opportunities.

The HR department has to identify the existing level of skill knowledge

etc., of various executives and compares them with their respective job

requirements. Thus, it identifies developmental needs and will establish

specific development programmes like leadership courses, management games,

sensitivity training. The department may not be in a position to organize

development programmes for executives at the top level as could be organized

by reputed institutes of management. In such situations, top management

deputes certain individuals to the executive development programmes

organized by the reputed institutes.

Further the HR department must go on recommending specific

individual and executive development programmes based on the latest changes

and development in management education.

39
 (vi) Programme Evaluation: Since management development

programme involves huge expenditure in the form of money, time

and effort, the top management of any organization, naturally wishes

to know whether it has got back worth the amount it has spent. All

efforts made in the direction of finding out its worth, together may be

called programme evaluation.

If the objectives of the programme have been accomplished, the

programme can said to be a success. But it is difficult to measure the changes

or effect against objectives.

For example, a group of executives may attend a course in human

relations, at the end of which their behaviour may be watched. It is difficult to

notice the subtle changes in their attitudes and behaviour immediately after the

programmes.

The effect for certain programmes can only be noticed in the long-run in

a more general way, while the effect of certain other programmes may be

noticed in the short-run specific needs that may be established for.

Techniques of management development

There are mainly two types of techniques by which managers can

acquire the knowledge, skills and attitudes and make themselves competent

managers. One is through formal training and the other is through on-the-job

experiences.

On-the-job training is of utmost importance as the real learning takes

place only when the learner uses what he has learnt. The saying “ An ounce of

40
practice is worth tons of theory” is true whoever said it. But it should also be

remembered that classroom training or pedological techniques have also got

their own importance in gaining room training or pedological techniques have

also got their own importance in gaining new knowledge, and learning new

techniques, and broader concepts.

On-the-job Techniques

These are the most widely used techniques. No other technique may

interest the trainee so much as these do since the location of the learner is not

an artificial one as the class-room. The success of these techniques depends on

the immediate supervisor and how good a teacher he is. On-the-job techniques

are especially useful for certain groups like scientific and technical personnel.

Though the costs of training initially appear to be low they may turn out

to be high when wastages of all kinds are considered under this type of

training.

This method of learning in isolation may prove to be inadequate but in

combination with the other techniques will be excellent. The important on-the-

job training techniques are: coaching, job rotation, under study, multiple

management.

Coaching : In coaching the trainee is placed under a particular supervisor who

acts as an instructor and teaches job knowledge and skills to the trainee. He

tells him what he want him to do, how it can be done and follows up white it is

being done and corrects errors.

41
 “Coaching should be distinguished from counseling… Counselling…

involves a discussion between the boss and his subordinates of areas of

concerned with the man’s hopes, fears, emotions, and aspirations. It reaches

into very personal and delicate matters. To be done correctly, counseling

demands considerable background and ability on the part of the counselor. If

carried out poorly, it may do considerable damage.”

The act of coaching can be done in several ways. The executive apart

from asking them to do the routine work, may ask them to tackle some

complex problem by giving them chance to participate in decision-making.

One of the important limitations of this techniques is that the individual

cannot develop much beyond the limits of his own boss’s abilities.

Job Rotation : The transferring of executives from job to job and from

department to department in a systematic manner is called Job Rotation. When

a manager is posted to a new job as part of such a programme, it is not merely

an orientation assignment. He has to assume the full responsibility and perform

all kinds of duties.

The idea behind this is to give him the required diversified skills and a

broader outlook, which are very important at the senior management levels. It

is upto the management to provide a variety of job experiences for those who

have the potential for higher ranks before they are promoted.

42
 Job Rotation increases the interdepartmental co-operation and reduces

the monotony of work. It makes the executives in general management and

does not allow them to confine themselves to their specialized field only.

Under Study: “An under study is a person who is in training to assume

at a future time, the full responsibility of the position currently held by his

superior.” This method supplies the organization a person with as much

competence as the superior to fill his post which may fall vacant because of

promotion, retirement or transfer.

As under study may be chosen by the department or its head. He will

then teach what all his job involves and gives him a feel of what his job is. This

under study also learns the decision-making as his superior involves him in the

discussion of daily operating problems as well as long-term problems. The

leadership skills can also be taught by assigning him the task of supervising

two or three people of the department.

Multiple Management : Multiple management is a system in which

permanent advisory committees of managers study problems of the company

and make recommendations to higher management. It is also called Junior-

board of executives system. These committees discuss the actual problems and

different alternative solutions after which the decisions are taken.

The technique of multiple management has certain advantages over the

other techniques. They are:

i. Members have the opportunity to acquire the knowledge of various

aspects of business

43
 ii. It helps to identify the members who have the skills and capabilities of

an effective manager.

iii. Members have the opportunity to participate in the group interaction and

thereby gain the practical experience of group decision-making.

iv. It is relatively inexpensive method;and

v. Considerable number of executives can be developed in a short span of

time.

Off-the-Job Techniques

Because of the fact that on-the-job techniques have their own limitation,

these off-the-job techniques are considered important to fill those gaps. The

following are some of the important off-the-job techniques:

(1) The Case Study : Cases are prepared on the basis of actual business

situations that happened in various organizations. The trainees are given

cases for discussing and deciding upon the case. Then they are asked to

identify the apparent and hidden problems for which they have to

suggest solution.

(2) Incident Method: This method was developed by Paul Pigors. It aims to

develop the trainee in the areas of intellectual ability, practical

judgement and social awareness. Under this method each employee

developed in a group process. Incidents are prepared on the basis of

actual situations which happened in different organizations. Each

employee in the training group is asked to study the incident and to

make short-term decisions in the role of a person who has to cope with

44
 the incident in the actual situation. Later, the group studies and

discusses the incident and takes decision relating to incident, based on

the group interaction and decisions taken by each member. Thus, this

method is similar to a combination of case method and in basket

method.

(3) Role Playing: A problem situation is simulated by asking the

participants to assume the role of particular person in the situation. The

participant interact with other participants assuming different roles.

Mental set of the role is described but no dialogue is provided. The

whole play may be tape-recorded and the trainee may thus be given the

opportunity to examine his or her own performance. Role playing gives

the participants vicarious experience which are of much use to

understand people better. This method teaches human relations skills

though actual practice. The exemplary role playing situation are: a

grievance discussion, employment interview, a sales presentation etc.

(4) In the Basket Method: The trainees are first given background

information about a simulated company, its products, key personnel,

various memoranda, request and all data pertaining to the firm. The

trainee has to understand all this, make notes, delegate tasks and

prepare memos within a specified amount of time. Abilities that this

kind of exercise develops are : “(i) situational judgement in being able

to recall details, establish priorities, interrelate items and determine

need for more information (ii) Social sensitivity in exhibiting courtesy

45
 in written notes, scheduling meetings with personnel involved and

explaining reasons for actions taken, and (iii) willingness to make

decision and take action.”

(5) Business Games: Under this method, the trainees are divided into

groups or different teams. Each team has to discuss and arrive at

decisions concerning such subjects as production, pricing, research

expenditure, advertising etc., assuming itself to be the management of a

simulated firm. The other team’s cooperative decision promotes greater

interaction among participants and vies them the experience in

cooperative group process. All this develops organizational ability,

quickness of thinking, leadership qualities and the ability to adopt under

stress.

(6) Sensitivity Training: The main objective of sensitivity training is the

“Development of awareness of and sensitivity of behavioural patterns

of oneself and other”. This development results in the (i) increased

openness with others, (ii) greater concern for other, (iii) increased

tolerance for individual differences, (iv) less ethnic prejudice, (v)

understanding of group processes, (vi) enhanced listening skills,(vii)

increased trust and support. The role played by the trainee here is not a

structured one as in role play. It is a laboratory situation where one gets

a chance to know more about himself and the impact of his behaviour

on others. It develops the managerial sensitivity, trust, and respect for

46
 others. One of the limitations of sensitivity training is that it exacts a

huge emotional cost from the manager.

(7) Simulation : Under this technique the situation is duplicated in such a

way that it carries a closer resemblance to the actual job situation. The

trainee experiences a feeling that he is actually encountering all those

conditions. Then he is asked to assume a particular role in the

circumstances and solve the problems by making a decision. He is

immediately give a feedback of his performance. One of the limitations

of this method is that it is very difficult to duplicate the situation to the

extent of making the trainee feel the pressures and relities of actual

decision-making on the job. The very fact that the trainee knows that it

is an artificial situation prevents him from experiencing all that he

experiences in real job situation.

(8) Managerial Grid: it is a six phase programme lasting from three to five

years. It starts with upgrading managerial skills, continues to group

improvement; improves and ends with an evaluation phase. The grid

represents several possible leadership styles. Each style represents a

different combination of two basic orientations concern for people and

concern for production.

(9) Conferences : A conference is a meeting of several people to discuss the

subject of common interest. But contribution from members can be

expected as each one builds upon ideas of other participants. This

method is best suited when a problem has to be analysed and examined

47
 from different viewpoints. It helps the members develop their ability to

modify their attitudes. Participants enjoy their method of learning as

they get an opportunity to express their views. The success of the

conference depends on the conference leader. In order to make the

conference a success, the conference leader must be able to see that the

discussion is thorough and concentrate on the central problem by

encouraging all the participants to develop alternatives and present their

viewpoints and by preventing domination by a few participants.

(10)Lectures: It is the simplest of all techniques. This is the best technique

to present and explains series of facts, concepts and principles. The

lecturer organizes the material and give it to a group of trainees in the

form of talk. The main uses of lectures in executive development are:

i. It is direct and can be used for a larger group of trainees.

ii. It presents the overview and scope of the subject clearly

iii. It present the principles, concepts, policies and

experiences in the shortest time. Thus, it is a time saving

technique.

The lectures do not give scope for student participation and may

sometimes be boring which in turn hinders learning. Skills can be learnt only

by doing and therefore lectures are of no use for technical skills.

48
 HISTORICAL BACKGROUND

A BRIEF ON TOBACCO INDUSTRY IN INDIA

Tobacco Industry is an agro based industry. Tobacco is cultivated main

in the states of Andhra Pradesh and Karnataka. Most of the tobacco is used for

the manfacture of cigerettes and for exports is produced from these two states.

Tobacco is also grown in Tamilnadu, westbengal, utterpradesh, guajrat,

Madhyapradesh, Maharastra and Orissa also. However, tobacco grown in these

states is of very less quantity and is not used for manufacture of cigerettes and

exports.

Several varieties of tobacco such as Virginia flue cared, Virginia air

cured, light soil burley, sun cared Virginia, Natu, chewing tobacco, HDBRG,

wrapper tobacco and Hookah tobacco etc., are grown in India. Virginia Flue

cured is a major variety grown in India. More than 80% of Indian Tobacco crop

belongs to this variety.

The tobacco cultivation, exports and some other industrial activities are

regulated by central government (ministry of commerce) through tobacco

board. Tobacco board is headed by I.A.S officer of senior category generally

from the central government. The board consists of several central govt

officers, state govt officers, political leaders, representatives of farmers and

reputed industrialists. One of the directories of ML group is always

representing the industrialist in the tobacco board.

49
 Tobacco board issues licenses to the farmers who are permitted to grow

tobacco. The license regulates the cultivation. The farmers have to restrict the

cultivation to the given area and must sell the grown tobacco through Tobacco

Board Auctions only. Any violation is an offence and punishable.

In Virginia Flue cured variety the tobacco leaves are separated from the

plant and are cured in Tobacco Barns. Tobacco Barn is like a furnace where the

fumes are used to cure the green leaves of Tobacco plant. Tobacco Barns

appear like small godowns with firing chambers at the bottom fixed to the

walls. The green tobacco leaves of the plant will be arranged in the form of

rows in side the Barns. The temperature inside the barn will be regulated by

means flow of hot air through the firing chambers. This is simple technical

process by which green leaves exposed to hot air at high temperature and

cooled slowly over a period of time. After the curing process, the primary leaf

Tobacco turns into lemon yellow colour, gold colour, brownish yellow colour,

brown colour and dark brown etc., as per the quantity of the leaf. The cured

Tobacco is called Katcha tobacco leaf and is ready for sale. The farmers pack

different colours in different packages as each colour generally will be

classified as a separate grade which will have a separate price in market. Each

and every kilo of tobacco must be sold only through Tobacco Board Auction

platforms under strict control of the Tobacco board. Central Govt has also

established several tobacco research Institutes for betterment of quality of

Tobacco in India. The other varities of Tobacco are not regulated by Tobacco

Board.

50
ABOUT MADDI LAKSHMAIAH GROUP:

MADDI LAKSHMAIAH group of companies was founded by

MR.MADDI LAKSHMAIAH in 1970. He joined in his family business
in 1952 after completing in Engineering degree. The joint family business
started payback in 1943, dealing with tobacco exports, well India.

MADDI LAKSHMAIAH group of companies (MADDI LAKSHMAIAH

group) a pioneer in indian unmanufactured tobacco industry, has been
exporting tobacco industry, has been exporting tobacco to all over the
world for the past three decades. It has solidified it’s relationships with
overseas tobacco merchants and manufactures.

The group is performing excellently well from the data of it’s

incorporation and has been large volumes of tobacco of Russia, CIS
countries, U.K, Europe, African countries, China, Latin American
countries, Middle East Countries, Bangladesh and Nepal etc.,

The group established it’s branches in Russia and European countries and
has strong ties up with African and Latin American countries and
especially with the neighbor gaint china.

Establishement of the Group :

The group is founded by SRI MADDI LAKSHMAIAH, a mechanical

engineer after 15 years of versatile experience in tobacco industry in 1970
at chilakaluripet, Guntur District.

51
The group has major concerns namely:

1. MADDI LAKSHMAIAH and company limited (MLCO)

2. MADDI LAKSHMAIAH Agro Products Limited (MLAP)
3. KS Submaiah pillai and company (india) limited (KSSP)
4. MADDI LAKSHMAIAH exports (MLE)
5. Coromandel Agro products And Oils Limited (CAPOL)

Expecting CAPOL which is engaged in edible oils, all are engaged in

tobacco industry. MLCO and MLAP have concentrated on processing
activities where as KSSP and MLE are leading exporters and are
recognized by government of India as export house.

SHARE HOLDING PATTERN AND MANAGEMENT OF THE

GROUP :

Sri MADDI LAKSHMAIAH and his family members are holding 100%
of all the group companies except CAPOL where the group is holding
66% shares. All the partners of MADDI LAKSHMAIAH exports are the
family members of MADDI LAKSHMAIAH.

The group is totally managed and controlled by MADDI LAKSHMAIAH

AND his family members only.

MADDI LAKSHMAIAH GROUPS INFRASTRUCTURE :

The group has been successfully improving it’s business in all of its
activities such as domestic sales, exports sales, tobacco processing and
other tobacco development activities, ware housing facilities etc.

52
The group has 2 tobacco processing plant in south india. The owns
around 1,00,000 square meters of ware housing complexes in south india.

TURN OVER OF THE GROUP :

The turn over of the group for the financial year 1989-1999 stands at
arounds RS 150/200 million per annum.
The group has sound asset base having assets spread in most of the prime
centres and pots of south india.
The group has developed excellent infrastructure during the past 30
years, which have been yielding a promising regular income of more than
Rs.225 millions every year.

1. TRESHING PLANTS
The group has 2 most modern tobacco threshing plants. One is
situated at ganapavaram, chilakaluripet and another at martur, Prakasam
(D.T), A.P having a combined capacity of 105 million kilos per annum
and has 4 independent regarding plants fir processing tobacco of their
own as well as on commercial.

2. POWER GENERATION
The group has house power generation up to 6.8 M.W with help of
imported generator sets tomeet the power fluctuation, power cut and
power failure etc.

3. TOBACCO MANUAL PROCESSING FACILITY

The group has grading center to process tobacco manually engaging
nearly 5,000 labour. Each center has a minimum area of 20,000 square
feet of ware housing and processing pendals.

53
4. THE GROUPHAS PORT GODOWNS AT KAKINADA
5. THE GROUP HAS WARE HOUSING COMPLEX AT SANATH
NAGAR
MARKETING ASPECTS :
Maddi lakshmaiah group was concentrating on domestic market. It
ties up with Indian strongest cigarette manufacturing company, ITC
monopoly in lsb variety- producing 3-4 millions of tobacco.

FINANCE PROFILE:
The initial investment of Maddi Lakshmaiah Company is 10,00,000/-
Authorized Initial Investment
10,000 equity shares of Rs 100/- each

Nature of Activity :
This factory produces good quality tobacco.

Production Capacity :
The production capacity per each day is lack 20 tones
The production capacity per year is around 15/16 million tones

Incorporation :
The factory was established in Jan 1970.
 It was a private Ltd Company
 The purpose of establishment of the industry in a particular
place was, since it was a rural area, there are plenty of tobacco
fields.
 Through it was situated at national high way, Transport facilities
may be held at minimum cost.
 Though it was a slum area plenty of availability of labor

54
  It was the first tobacco un-manufacturing industry in India

HUMAN RESOURCE MANAGEMENT IN MLCO

HUMAN RESOURCE MANAGEMENT PHILOSOPHY:

The human resource management philosophy of this organization is

To utilize the available human resource in such a way, so as to work done

effectively, to get maximum satisfaction to the individual workers. To

seek their corporation in accomplishing the general goals of the

organization.

This was about the human resource management philosophy of this

organization.

Human Resource Management Policy :-

M.L company tries to take care of it’s employees. By a realistic and

generous understanding and acceptance of their needs and rights and

enlightened awareness of the social problems of industry.

By providing employees adequate wages, good working

conditions, job security, an effective machinery for redressal of

grievances and suitable opportunities for promotion and self development

through in company and external programmes. By treating them as

individual giving them a sense of self –respect satisfying their urge for

self –expression through closer association with management.

55
 HUMAN RESOURCE MANAGEMENT DEPARTMENT
FUNCTIONS :

Personal manager is the head of the personal department or human

resource management department and he directly reports to the plant

manager. He looks after all the matters canteen and security. He maintains

good touch with H.R.D department guided by them in providing training

for the employees in the organization. Under HR manager, welfare

officer, chief time keeper, assistant personal, medical officer, security

officer, supervisor and safety officer are present.

WELFARE OFFICER:- There is a welfare officer who performs the

human resource management department functions such as

 Issuing of salaries

 Recruitment, selection, training and development, performance

appraisal, transfers, LIC, Policies, co-operative societies

deductions, security, mediclaims, personal accident policies

gratuity, edit, EPF, workmen’s compensation.

 Sending returns to employment exchange.

 Providing PF, loans, settlements in case of death and nominees.

56
VARIOUS DEPARTMENTS :

1. Personnel departmet

2. Accounts department

3. Production department

4. Electrical department

5. Civil Engineering department

1. Personnel department:

The personnel department is working under the authority of the

director (P&A) this department has got equal status as that of other

departments this department is looked after by a personnel officer, this

department deals with all labour matter and acts as commiting bridge

between the management and employee.

2. Accounts department:

This is the second department in the organization. Accounts officer is

the duties are commercial marketing of products programmer duty is

to settle the amount of the working staff of their salaries and etc.

Under him some assistants are working in this department.

3. Production department :

Production manager is the head of the department. This is the third

department in M.L & Co Limited. Manager is in-charge for plants

57
 production. Every day he collects production particulars from senior

thrashing master and etc. senior thrashing master gives training to the

trashing masters.

4. Electrical department:

Assistant Electrical is the head of the department. This is the fourth

department in the organization under him assistantenginner electronics

is there under supervisors some generator set & workshop member are

there.

5. Civil Engineering department :

This is the last department in this organization. This department head

iscivill engineer. He looks the company civil engineering matters

construction of new sheds, room shelters fixing of new machinery and

minor repairs.

WELFARE FACILITIES :

1.Cleanliness :

The M.L and company limited, provide these facilities in the

company kept and clean. This arrangement is being supervised by civil

department sufficient female sweepers are appointed perform the work.

2. Washing facilities :

In this organization the workers provided adequate and suitable

facilities for washing for the use of them Male and Female workers are

58
provided with separate and adequately screened facilities, which are

accessible and clean.

3. Facilities for storing and drying clothes : In this organization

workers are provided with the facility storingand drying clothes

separately for male and female workers.

4. Facilities for setting : In this organization workers are provided with

suitable arrangement for setting where the workers abolished to work in a

standing position.

5. Facilities for setting : This organization is maintaining an ambulance

room with prescribed equipment and first aid boxes at every department.

There is a company dispensary.

6. Canteen : This organization is maintaining a company canteen on

contract basis.

7. Shelters, rest rooms and lunch rooms : The rest rooms are provided

with T.V, fans, beds, cool drinking water, proper ventilation etc. That are

provided separately for male and female workers.

8. Privy : Adequate latrines and urinals are provided for employees.

9. Lighting : Sufficient light is available to the factory premises.

10. Creches :As it was a tobacco industry, more number of female workers is

working in grading points. So, they were maintaining a crèche is being maintained in

the premises of the factory. There are 15 cradles in the crèche building. These are

being provided. There is one Aaya and 2 male and female nurses are present.

59
NON-STUTORY WELFARE FACILITIES :
Medical facilities :

The company maintain a company dispensary.

The annual expenditure spend on medical facility per year is 2,50,000RS.

The company is providing maximum amount of Rs.25,000/- as loan depending up on

the case.

2. Housing: The management has provided quarters for all types of employees.

The total number of quarters are about 150.

The quarters are being provided with free of electricity (upto 100units).

Any nominar rent was not collecting.

Free of electricity and water.

The management is spending an amount of Rs 3,75,000 every year.

3. Co-operatives: In M.L Company, Co-operative credit society is

present. The employees are getting loan up to 2 months salary from this

credit society.

The amount may be recovered in 6 equal installments, with an

annual interest of 0.50pies.

4. Educational facilities : Educational facilities are provided to

employees children for the benefit of the employees at M.L residential
colonies.
The company is providing scholarships to the present employees
children and staff children on percentage of marks.
Meritorious awards may be provided to employees children

60
5. Free Tea : Two cups tea is supplied everyday to all employees free of cost.

6. Parking facilities : Parking sheds are provided for both cycle and scooter.

MANUFACTURING PROCESS :

1. Usually mode of packing is through / in the form bales / cartons.

2. The highest/best grade tobacco is golden yellow tobacco.
3. Other verities such as black and green tobacco are the lowest
grades of tobacco.
4. Usally farmers bring tobacco –to-tobacco board auction plant
forms.
5. Then the manufactures and exports, dealers bid for the tobacco.
6. Small dealers may sell the tobacco cessionary at good rates.
7. Action purchasing tobacco may be send to company godowns and
grading hall.
8. Then segregation of may be / being done by women workers in the
company.
9. Some times/at some rare cases gambling may be done in tobacco
may be done in tobacco packing i.e.; trick packing (low quality
tobacco may be inside of the bales and it is covered by the high
quality).
10.From that bales, the women workers usually separate the leaf.
11.In this company at threshing plant the workers separate the mid rid
(stemption of the lamina from the leaf).
12.Finally that stem becomes scrap, with that scrap bi products like
panmasala, ghutkas, jarda etc may be prepared.
13.From recon tobacco and sheet tobacco, stem is converted and used
in Cigarette manufacturing (with is low quality).

61
 14.In this organization, tobacco processing may be done and packed in
the form of bales/ cartons according to customer’s requirements.

Threshing plant mainly consists of the following machinery:

1. FEED TABLES : The tobacco is kept in on the feed tables based
on the blend as per the customers specifications. Bales to be tipped
and threshed are separated in to longitudinal layers roughly and
these layers in to halves is a laborious job. The layers compacted
under pressure are not easily separated transversely. Moreover
additional fines are produced when layers are pulled apart.
2. AUTO FEEDER : As theconditioned tobacco enters the feeder it
should be allowed to accumulate before starting the feed regular
inclined belt. This accumulation is necessary to establish a
constantflow to the threshing machinery. A small accumulator of
tobacco should be readily adjusted y means of the handle
controlling the vari drive motor of the feed belt.
3. CONDITIONING CYLINDERS: Green tobacco, which has just
come form the markets, is in a fairly pliable state and may need no
moistening prior to blending or tipping
Based on the length of time during which the tobacco has
Been stored prior to threshing, it may be desired to have a
conditioning storage room with moistened or humidified air. This
will keep the tobacco in a pliable state.
4. PICKING BLETS :
Number of labour will be employed toeliminate foreign
matter and unwanted leaf specified by the customer by manual
picking.

62
 5. ROLLER CONVEYOR: When the tobacco passes over. These
roller after picking belts, the bear stem present in the leaf, sand and
small stones will be dropped through these rollers and separated
form the main product. Any separately and put back in to the main
product by using a separate classification arrangement.
6. PRODUCT FEEDER :

After secondary conditioning cylinder the entire tobacco will be

equally distributed to all the product feeders by using splitters.

These splitters will spread the tobacco across the width of the

product feeder uniformly and feed to the thresher.

7. THRESHER :
To remove lamina from the stem of a tobacco leaf.
METHOD OF THRESHING :
Threshing takes place where tobacco is forced at high speed

through the thresher concave by numerous teeth of thresher rotor. There

are also fixed teeth in the front and rear door of the thresher through

which the tobacco must pass before being discharged through the

concave. The desired product is a result of correct speed, concave

opening configuration, size openings and tooth spacing of both the rotar

the fixed door teeth.

8. CLASSIFIER :

To separate stem free lamina which contains stem

METHODS OF OPERATION : Tobacco enters the classifier

through an air lock of the screening separator. It is then subjected

63
mechanically separating or pulling apart the masses of tobacco so that

they can be effienciently classified. The amount of tumbling effect

changes with the position of the classifier in use. The floatation in

classifier also has a damper control which permits adjustment of air

volume for different types of tobacco and for most efficient operation.

9. STEM RECIRCCULATION SYSTEM :

To return stems with lamina attached to the threshing operating so

that the lamina can be separated from the stem.
As stems from the threshing system pass across the stem
recirculation vibrating conveyor, large stems are separated from the
smaller stems. As the stems reach the end of the conveyor, both large and
small stems with lamina attached are returned via in air leg to a tangential
separation and discharged into the last stage thresher of the threshing and
classification system. Slide gates extend into the conveyor through next
to the ait leg. The closeness of these gates to the layer of stems passing
beneath the gate determines the effectiveness of the air leg systems in
picking up the stems. Recirculation of the stems is controlled by the
damper setting on the face of the air leg.
10.REDRYING :

The threshed tobacco coming from threshing plant enters into

Redryer. Redryer is a machine in which the tobacco is dried and
conditioned to the customers specification. This process is very important
for storing the tobacco for a longer period.
11.PRESS COMPLEX :
The tobacco from the dryer is packed in the cartons or bales with
the automatic press or manual press.

64
 STORAGE :
After packing, the cases/bales are kept for cooling for amin.period
of 48 hours to settle or attain uniform moisture within the case /bales and
then stacking will takes place.

65
 TRAINING AND DEVELOPMENT IN
THE MADDI LAKSHMAIAH TOBACCO COMPANY PVT.LTD

By and large, all the employers do know the advantages of training to

the employees but apprehend that after imparting the training, the employees

leave for better prospective and whatever money and duty time is spent will go

to the drain. In the context, it is advisable that before imparting of training, the

employee be asked to execute a bond that after training, he will have to serve

the organization at least for a specified period failing which he will be liable to

pay liquidated damages to the employer.

Every country in the world is in the need of economic growth and there

is an increasing tendency of viewing the world as a vast global market.

Growing competition between firms and countries, the pressure for improving

productivity and quality, the greater use of new technologies has led to greater

investment in training and skills development.

Training is a planned effort to enhance the skills and to change the

behaviour or attitude so as to perform the jobs on acceptable so as to perform

the jobs on acceptable standard. It is necessary for everybody working in any

walk of life. That is one of the reasons that refresher courses are organized in

most of the establishments to mentally and emotionally equip the employees-be

they executives or non executives – so that they can perform better without any

stress or strain.

Training and development both go together. While training provides

knowledge and skills, development stresses more on communicating

66
organizational norms and values for the given roles. Training of employees to

perform their jobs, and the retraining of employees as their job requirements

change.

Advantages of industrial training in sujala pipes pvt.ltd

It is matter of common experience that the trained worker takes less time

to produce more goods of a better quality than the untrained worker. Where the

operation of certain kinds of machinery requires trained personnel, it becomes

impossible to do anything without any training. Even in the case of machines

which are not so complex, training definitely helps to improve the skill of the

worker operating it.

The advantages of training in industry can be briefly summarized as

under:

1.Increase by production : A research shows that while no progress was seen

over a period of six years in the work of changing knives on one machine, a

reduction of one-third was noticed after training was imparted.

2. Prevention of breakages : Industrial training leads not only to an increase in

production but also to considerable savings in breakages and wastage in other

forms. It was discovered by LO lindhahl that a definite reduction in breakages

was seen after training has been imparted for twelve weeks. When the quantity

of breakages falls, the machines can work for a longer time and raw material

can be saved. In this way, training results in very comprehensive advantages

and benefits to the company.

67
3. Prevention of accidents : Another advantage of industrial training is that it

leads to a prevention of accidents. Although it has not been possible to collect

accurate data on this subject through research, it can still be asserted that the

trained employees, as a rule, are less prone to accidents than the untrained

workers.

4.Reduction in absenteeism: Apart from the more direct advantages of

industrial training as outlined above, it also helps to reduce absenteeism.

Training makes it easy for the individual to perform even fairly difficult tasks,

and because he can produce goods faster and better, he wins esteem and

sometimes even concrete rewards. This helps to encourage him so that he is

less inclined to absent himself. In this manner, training increases morale and

job satisfaction in industries.

It is obvious from this brief description of the advantages of industrial

training that it promotes the interest of the industrialist. Although no definite

conclusions have been arrived at in this sphere despite extensive research,

nobody can or does deny that industrial training is really beneficial. In fact,

some people believe so implicitly in the advantage of training that they do not

think it necessary to investigate it. For example, although teachers have been

teaching in colleges for centuries, nobody has ever seen reason to ask whether

this teached has any advantages at all. Neither has it been found necessary to

prove the utility of teaching through research. H ence, the importance of

training is self evident.

68
On-the-Job training procedure in Maddi Lakshmaiah Tobacco

Company Pvt.Ltd.,

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 and supervison

of the superior or and instructor. The trainee learns by observing and handling

the job. Therefore it is called learning by doing.

Several methods are used to provide on the training e.g., coaching, job

rotation, committee assignments, etc. a popular of the job training is job

instruction training (JIT) or step-by-step learning. It is widely in the united

states to prepare supervisons. It is appropriate for acquisition or improvement

of motor skills and repetitive operations. The JIT involves the following steps.

Preparing the trainee for instruction. This involves putting the trainee at

case, securing his interest and attention, stressing the importance of the job, etc.

Presenting the job operations or instructions in terms of what the trainee

is required to do. The trainee is put at work site and each step of the job is

explained to him clearly. Applying and trying at the instructions to judge how

far the trainee has understood the instructions.

Following up the training to identify and correct the deficiencies, if any.

JIF method provides immediate feed back, permits quick correction of errors

and provides extra practice when required. But it needs skills trainers and

preparation in advance.

69
Vestibule Training

In this method a training center called vestibule is set up and actual job

conditions are duplicated or simulated in it. Expert trainers are employed to

provide training with the help of equipment and machines, which are identical

with those in used at the workplace.

Apprenticeship training

In this method, theriotical instruction and practical learning are provided

to trainees institutes. In Indian the government has established industrial

training institutes (ITI) for this purpose. Under the apprenticeship act 1962

employees in specified industries are required train the prescribed number of

persons in designated trades. The aim is to develop all round craftsmen.

Generally a stipend is paid during the training period. Thus, it is an “earn while

you learn” scheme.

Class room training

In this method, training is provided in company class rooms or in

educational institutions. Lectures, case studies, group discussions and audio

visual aids are used to explain knowledge and skills to the trainees. Classroom

training is suitable for teaching concept and programs. Some companies

maintain their own training institutes or schools. Special training courses are

designed e.g., management courses for foremen, computer for typists, etc.,

courses in retraining and upgrading may also be conducted small forms depend

on outside schools and courses.

70
Internship training

It is a joint program of training of which educational institutions and

business firms cooperate selected candidates carry on regular studies for the

prescribed period. They also work in some factory or office to acquire practical

knowledge and skills. This method helps to provide a good balance between

theory and practice. But it involves a long time period due to slow process.

This method of training is used in professional work e.g., MBBS, CA, ICWA,

company secretaries, etc.

Training needs in the Maddi Lakshmaiah Tobacco Company Pvt.Ltd

The need for training exists even when there is a gap between the

present performance of an employee or group of employees and the desired

performance of an employee or group of employees. The existence of this gap

can be determined on this basis of “skills analysis” involving five steps as

follows:

(1) Analysis and determination of the major requirements of the specific job;

(2) identification of the tasks needed to be accomplished to meet the job

requirements; (3) understanding of the procedures needed to accomplish each

of the job tasks; (4) analysis of the knowledge and skills needed to accomplish

the procedures; and (5) identification of any special probem of the job and

analysis of any special problem of the job and alysis of any particular skill

needed to meet the problem.

Training need is the gap which exists between the required and the

actual standards of performance of a person. Unmet training and development

71
needs can be identified, and needless, inappropriate training eliminated if a

thorough training needs assessment is conducted.

Some times training becomes something more an education

It is a matter of approach more than subject matter. What you want is for

employees to internalize what they learn, take ownership of it, and want to use

it to perform better. What is talked about here is not just training, but education:

 Training is passive; the learner receives education is active; the learner

creates.

 Training requires memorizing information. Education requires

application of the information. Education requires application of the

information to life situations.

 Training provides answers. Education develops questions.

 Training focuses on facts and methods. Education centres on

understanding and performance.

 Training prizes unchanging facts and answers. Education rewarded a

flexible approach to problem-solving.

 Training is short-term and limited. Education is forever.

 We train workers. We educate whole people.

72
Retention of employees after training and to work for a specified

period

Most of the employers are reluctant in spending money for imparting

training to the employee, more particularly when an employee is to be sent

aboard and the expenditure for his traveling,. Boarding and lodging during the

training period is to be borne by the employer. Most of the employers

apprehend that on completion of training, the employee may quit and, as such,

they prefer to enter into an Agreement/bond along with a surety that the trainee

will serve for a specified period failing which he will pay liquidated damages.

Training and development pro-forma in Sujala pipes pvt.ltd

Pro-forma for appointment letter to a candidate engaging him as a trainee
To
Mr./Mrs./Miss…………………..
………………………………….
Dear Sir/madam,

With reference to you application dated……………… and subsequent

interview held with us, we accept your offer to appoint you as a Trainee, on the

following:

Terms and Conditions

1. You will be paid stipend of Rs …………….. P.M. As a trainee, you will

not be entitle to any other benefit/ privilege available to the other

employees.

73
2. Be it clearly understood and agreed that as a trainee you will not have

any lien or right on the regular job, either during the initial or the

extended period of training.

3. You will be under training for a period of ………… months from the

date of your joining which will come to an automatic end on the expiry

of the training period. If your progress and performance will not be

found satisfactory, the training period shall be liable to be extended or

even dispensed with during the initial or the extended period of training,

purety at the discretion of the management.

4. This appointment will be subject to your being found medically,

physical and mentally fit.

5. This appointment is further subject to verification of the particulars

given by you on you application form. In case any particular/particulars

mentioned by you in the application for appointment are found false or

incorrect, your training period shall be terminated without any notice.

6. During the period of training you will submit monthly report on or

before 7th day of the following month, reviewing your work along with

your observations and suggestions.

7. The management will expect you to work in the section in which your

are placed with a higher standard of discipline, initiative, efficiency and

economy.

74
8. You will devote your whole time to the work of the management and

will not undertake any other direct/indirect business or work, honorary

or remunerator, except with the written permission of the management.

9. You will not give to any one by word of mouth or other wise, particulars

or details of our manufacturing processes, technical know-how, or of

administrative and/or organizational matters, whether of confidential or

secret nature that may become known to you for being associated with

our company as a trainee.

10. You may be liable to be posted/transferred to any unit/brach, shift,

section/department of the establishment as exisiting at the time of

transfer.

11. Not with standing any of the clauses of this letter of appointment, the

management reserves the letter of appointment, the management

reserves the right of terminating your appointment without assigning

any reasons and without notice during your training period.

If you accept the above terms, you are required to return the carbon copy of this

letter of appointment duly signed by you in token of your acceptance within

one week and report for duty along with two copies of your latest photograph

of passport size.

For M/s ………………………….

Authorised Signatory
I accept the appointment and its terms and conditions. I shall report for training
on ……………
Dated: Applicant

75
Proforming for agreement between a company and a trainee engineer

THIS AGREEMENT made and executed at …………… (place) on …….. day

of ………. (month & year) between M/s ……………… a Company registered

under the Companies Act, 1956, and having its registered office at ………

hereinafter called “THE COMPANY” (which expression shall mean and

include its sucessors and assigns) of the one part and Shri ……… son of …….

Resident of …………….. hereinafter, for brevity’s sake, called the “ TRAINEE

ENGIHEER” of the other part.

WHEREAS the trainee engineer has expressed has desire to undergo

training with the company for a period of two years and

WHEREAS the trainee engineer has agreed to abide by the terms,

conditions and covenants and undertakings to be covered and performed by

him and

WHEREAS the company has agreed and accepted the offer and

WHEREAS the terms and conditions and undertaking agreed to are

required to be recorded

THIS WITNESSETH AND IT IS HEREBY AGREED BY AND

BETWEEN THE PARTIES as follows:

1.Period of Training

The trainee engineer has been accepted by the company to undergo

training with the company with effect from ………….. fro a period of two

76
years (upto this period of training and for a further period of one year, if the

company thinks necessary or expedient to do so).

2. Stipend & other benefits

a. During the period of training, the trainee engineer shall receive a fixed

stipend per month as follows:

During the first year of training

Of training Rs…………………./- per month

During the second year of training

Of training Rs…………………./- per month

During the third year of training

Of training Rs…………………./- per month

b. The trainee engineer shall not be entitled to any other emoluments,

earnings, allowances, benefits, etc. of any nature unless specifically

communicated to him in writing

c. For an unexcused absence from duty, a proportionate amount shall be

deducted from the stipend of the trainee engineer

d. The trainee engineer shall be entitled to leave as per company’s exising

rules sepeartely laid down which can be amended, added or deleted at

any time and the trainee enginee will abide by them.

3. Employment

a. On completion of training by the trainee engineer, he may be engaged in

the company’s service on probation provided the company infrms him

77
 accordingly in writing and the trainee engineer agrees and undertakes to

serve the company for a minimum period of two years from the data of

such engagement on a consolidated salary which shall not be less than

the amount of stipend last received. Such appointment shall be a

probationary one for a period of six months or more. If extended by the

company and may thereafter be made permanence provided his

performance is found to be satisfactory and provided the company

informs him accordingly in writing.

b. During probationary period, as described above, the trainee engineer

shall not be entitle to any other emoluments, earnings, allowances, or

benefits available to other permanent employees in the company, it is

only after the trainee engineer is intimated in writing of his appointment

being made permanent, he shall be entitle to the benefits available to to

other permanent employees in his category.

4. Hours of work, etc.

a. The trainee engineer’s usual working hours shall be 48 hours per week.

The trainee engineer may be required, due to exigencies of work, to say

beyond these hours whenever required and called upon by the company

for which no additional payment shall be made.

b. In the event of any need for him to work on a shift basis, he shall do so,

and for this no extra payment shall be admissible.

78
5.Transfer,etc

a. Apart from the trainee engineer’s usual duties, his activities shall also

extend over to other kind of work, as may be required by circumstances

and the company’s decision in this regard shall be final.

b. The trainee engineer shall be liable to be transferred form one

occupation, department, section, factory or office, to any other

occupation, department, section, factory or office in the same

establishment, or any other establishments, under the same management

situated in the same city or in any other city in India.

c. In the event of his transfer from one place to another, he shall be

governed by rules and practices of that place as regards hours of work,

etc., his material conditions like stipend etc. remaining unaltered.

6. Obligation during training

a. The training of the trainee engineer, unless specifically excluded, shall

be subject to all the rules and regulations, standing orders, etc, of the

establishment governing its employees.

b. Any information that the trainee engineer obtains from time to time

regarding the company’s processes, method of manufacture, business/

practices, etc. should be treated as being of the utmost confidential

nature and he shall not divulge any such information or papers to any

person or party whether from the company or outside.

c. Any inventions, that the trainee engineer may make during his

employment with the company of thereafter as a result of his

79
 employment with the company, shall be the company’s property and he

shall be required to take all the steps which may become legally

necessary to invest this right into the company.

d. When required by the company, the trainee, engineer shall undertake all

kinds of tours, visits, as well as shall undergo examinations, tests

medical check-ups, outside training, prescribed, by the company or other

exercises and inspections as and when desired by the company. He may

also be required to learn two foreign languages, if necessary.

e. During the period of his training, the trainee engineer shall devote his

whole time and attention to the training and shall not, in any way, be

connected directly or indirectly with any other service, trade, profession,

business or occupation without previous permission of the company in

writing.

f. During the period of this agreement, the trainee engineer aggress and

undertakes that he shall not associate himself with any political

organization or otherwise interfere or use his influence in connetion

with, or take part in an election to any legislature or local authority

without the previous permission of the president of the company in

writing.

g. Any change in the information originally given by the trainee engineer

in his application or at the time of interview and test shall be promptly

intimated to the company by the trainee engineer in writing.

80
7.Rights of the company

a. Any variation of he above terms and conditions shall not be valid until

expressly made in writing by the company

b. No indulgence or waiving of rights or forbearance of taking action

shown by the company shall be treated as giving up of any of their rights

under this agreement and shall not preclude the company from enforcing

its rights and remedies

c. In the event of any dispute or difference between parties hereto, an

appropriate court in ………………. Only shall have jurisdiction to

entertain any suit or claim.

IN WITNESS WHEREOF both the parties hereby set their respective signature

in token of the acceptance of the above terms and conditions on the day and

year first hereinabove written.

For and on behalf of the company

Authorized Signatory

WITNESSES:

1. Trainee Engineer

2.

81
5.1. Is the Company the trainer giving the respect to the trainee

Table #1
Response No of Respondents % of Responses
Strongly Agree 87 87%
Agree 10 10%
Disagree 3 3%
Strongly Disagree 0 0%
Total 100 100%

Graph #1

7
INTERPRETATION :

The Analysis of the responses indicates that 87% of employees feeling

Strongly Agree, 10% employees feeling Agree, 3% of people feeling Disagree,

and followed by 0% of employees feeling Strongly Disagree.

82
5.2. In the Company workers to interest the on-the – job training methods

Response No of Respondents % of Responses

Strongly Agree 82 82%
Agree 10 10%
Disagree 8 8%
Strongly Disagree 0 0%
Total 100 100%

Table #2

Graph #2

INTERPRETATION :

The Analysis of the responses indicates that 82% of employees feeling

Strongly Agree, 10% employees feeling Agree, 8% of people feeling Disagree,
and followed by 0% of employees feeling Strongly Disagree.

83
5.3. Whether training is given adequate importance in the company

Response No of Respondents % of Responses

Strongly Agree 74 74%
Agree 15 15%
Disagree 11 11%
Strongly Disagree 0 0%
Total 100 100%
Table #3

Graph #3

INTERPRETATION :

The Analysis of the responses indicates that 74% of employees feeling

Strongly Agree, 15% employees feeling Agree, 11% of people feeling
Disagree, and followed by 0% of employees feeling Strongly Disagree.

84
5.4. Do you think regular training is necesscery

Response No of Respondents % of Responses

Strongly Agree 22 22%
Agree 66 66%
Disagree 9 9%
Strongly Disagree 3 3%
Total 100 100%
Table #4

Graph #4

INTERPRETATION :

The Analysis of the responses indicates that 22% of employees feeling

Strongly Agree, 66% employees feeling Agree, 9% of people feeling Disagree,
and followed by 3% of employees feeling Strongly Disagree.

85
5.5. Alignment of training with Departmental goals and objectives

Response No of Respondents % of Responses

Strongly Agree 4 4%
Agree 79 79%
Disagree 17 17%
Strongly Disagree 0 0%
Total 100 100%
Table #5

Graph #5

INTERPRETATION :

The Analysis of the responses indicates that 4% of employees feeling

Strongly Agree, 79% employees feeling Agree, 17% of people feeling
Disagree, and followed by 0% of employees feeling Strongly Disagree.

86
5.6. Can you state that your company development programs will help to
improve your managerial skills

Response No of Respondents % of Responses

Strongly Agree 9 9%
Agree 75 75%
Disagree 12 12%
Strongly Disagree 4 4%
Total 100 100%
Table #6

Graph #6

INTERPRETATION :

87
 The Analysis of the responses indicates that 9% of employees feeling
Strongly Agree, 75% employees feeling Agree, 12% of people feeling
Disagree, and followed by 4% of employees feeling Strongly Disagree.

88
5.7. Opinion of the employees towards the training programs which helps in
reducing the accidents
Table #7

Response No of Respondents % of Responses

Strongly Agree 20 20%
Agree 80 80%
Disagree 0 0
Strongly Disagree 0 0
Total 100 100%

Graph #7

INTERPRETATION :

89
 The Analysis of the responses indicates that 20% of employees feeling
Strongly Agree, 80% employees feeling Agree, 0% of people feeling Disagree,
and followed by 0% of employees feeling Strongly Disagree.

90
5.8. Employees opinion about them have done their jobs much better after training

Response No of Respondents % of Responses

Strongly Agree 17 17%
Agree 83 83%
Disagree 0 0
Strongly Disagree 0 0
Total 100 100%
Table #8

Graph #8

INTERPRETATION :

The Analysis of the responses indicates that 17% of employees feeling

Strongly Agree, 83% employees feeling Agree, 0% of people feeling Disagree,
and followed by 0% of employees feeling Strongly Disagree.

91
5.9. Employees opinion about the objectives of the programs is in accordance with the
employees needs and was made clear to them

Response No of Respondents % of Responses

Strongly Agree 17 17%
Agree 64 64%
Disagree 9 9%
Strongly Disagree 10 10%
Total 100 100%

Table #9

Graph #9

INTERPRETATION :

92
 The Analysis of the responses indicates that 17% of employees feeling
Strongly Agree, 64% employees feeling Agree, 9% of people feeling Disagree,
and followed by 10% of employees feeling Strongly Disagree.

93
5.10. Employees opinions about the methods have been carefully planned which
meets the individual

Response No of Respondents % of Responses

Strongly Agree 0 0
Agree 70 70%
Disagree 20 20%
Strongly Disagree 10 10%
Total 100 100%

Table #10

Graph #10

INTERPRETATION :

94
 The Analysis of the responses indicates that 0% of employees feeling
Strongly Agree, 70% employees feeling Agree, 20% of people feeling
Disagree, and followed by 10% of employees feeling Strongly Disagree.

95
5.11. Employees opinions about the Sessions are interactive with Sufficient
opportunities given to the trainees to seek information, clarifications and to participant
in the discussions

Response No of Respondents % of Responses

Strongly Agree 6 6%
Agree 56 56%
Disagree 24 24%
Strongly Disagree 14 14%
Total 100 100%

Table #11

Graph #11

INTERPRETATION :

96
 The Analysis of the responses indicates that 6% of employees feeling
Strongly Agree, 56% employees feeling Agree, 24% of people feeling
Disagree, and followed by 14% of employees feeling Strongly Disagree.

97
5.12. The trainees are well informed about the exercises and it’s purposes prior to it’s
execution

Response No of Respondents % of Responses

Strongly Agree 0 0
Agree 70 70%
Disagree 20 20%
Strongly Disagree 10 10%
Total 100 100%

Table #12

Graph #12

INTERPRETATION :

98
 The Analysis of the responses indicates that 0% of employees feeling
Strongly Agree, 70% employees feeling Agree, 20% of people feeling
Disagree, and followed by 10% of employees feeling Strongly Disagree.

99
 5.13. Is the training and development department at this company functioning
effectively

Response No of Respondents % of Responses

Strongly Agree 12 12%
Agree 86 86%
Disagree 2 2%
Strongly Disagree 0 0
Total 100 100%

Table #13

Graph #13

INTERPRETATION :

100
 The Analysis of the responses indicates that 12% of employees feeling
Strongly Agree, 86% employees feeling Agree, 2% of people feeling Disagree,
and followed by 0% of employees feeling Strongly Disagree.

101
 5.14. Your company taking the feedback forms the completion of the training
programmers

Response No of Respondents % of Responses

Strongly Agree 68 68%
Agree 30 30%
Disagree 2 2%
Strongly Disagree 0 0
Total 100 100%

Table #14

Graph #14

INTERPRETATION :

102
 The Analysis of the responses indicates that 68% of employees feeling
Strongly Agree, 30% employees feeling Agree, 2% of people feeling Disagree,
and followed by 0% of employees feeling Strongly Disagree.

103
5.15. Do you feel that training program helps to employees to improve their
knowledge

Table #15

Response No of Respondents % of Responses

Strongly Agree 15 15%
Agree 65 65%
Disagree 20 20%
Strongly Disagree 0 0
Total 100 100%

Graph #15

INTERPRETATION :

104
 The Analysis of the responses indicates that 15% of employees feeling
Strongly Agree, 65% employees feeling Agree, 20% of people feeling
Disagree, and followed by 0% of employees feeling Strongly Disagree.

105
5.16. Does the development efforts helping to realize your own career goals and
aspiration is planned why

Response No of Respondents % of Responses

Strongly Agree 12 12%
Agree 81 81%
Disagree 7 7%
Strongly Disagree 0 0
Total 100 100%

Table #16

Graph #16

INTERPRETATION :

106
 The Analysis of the responses indicates that 12% of employees feeling
Strongly Agree, 81% employees feeling Agree, 7% of people feeling Disagree,
and followed by 0% of employees feeling Strongly Disagree.

107
5.17. Do you think the training and development will help the organizational
members to realize their career dreams

Table #17

Response No of Respondents % of Responses

Strongly Agree 31 31%
Agree 61 61%
Disagree 8 8%
Strongly Disagree 0 0
Total 100 100%

Graph #17

INTERPRETATION :

108
 The Analysis of the responses indicates that 31% of employees feeling
Strongly Agree, 61% employees feeling Agree, 8% of people feeling Disagree,
and followed by 0% of employees feeling Strongly Disagree.

109
5.18. There is an excessive work pleasure with your organization

Response No of Respondents % of Responses

Strongly Agree 13 13%
Agree 81 81%
Disagree 5 5%
Strongly Disagree 1 1%
Total 100 100%

Table #18

Graph #18

INTERPRETATION :

110
 The Analysis of the responses indicates that 13% of employees feeling
Strongly Agree, 81% employees feeling Agree, 5% of people feeling Disagree,
and followed by 1% of employees feeling Strongly Disagree.

111
5.19. Career goals concede with organization goals and my training opportunities
have been determined accordingly

Response No of Respondents % of Responses

Strongly Agree 17 17%
Agree 53 53%
Disagree 28 28%
Strongly Disagree 2 2%
Total 100 100%

Table #19

Graph #19

112
INTERPRETATION :

The Analysis of the responses indicates that 17% of employees feeling

Strongly Agree, 53% employees feeling Agree, 28% of people feeling
Disagree, and followed by 2% of employees feeling Strongly Disagree.

113
5.20. Are you Satisfied the training and development programs in the company

Table #20

Response No of Respondents % of Responses

Strongly Agree 72 72%
Agree 28 28%
Disagree 0 0
Strongly Disagree 0 0
Total 100 100%

Graph #20

INTERPRETATION :

114
 The Analysis of the responses indicates that 72% of employees feeling
Strongly Agree, 28% employees feeling Agree, 0% of people feeling Disagree,
and followed by 0% of employees feeling Strongly Disagree.

115
 FINDINGS

The MADDI LAKSHMAIAH TOBACCO COMPANY PVT.LTD have

maintained good manufacturing process in the MLCO GROUP OF

ORGANISATIONS. In this organization have maintained cordial relations

between the employees to employees and employees to employer. In this

organization management to provide the all types of alloweneses and also they

company management provide the vehicle, education, and housing loans etc.

 The training and development activities taken up in Maddi Lakshmaiah

Tobacco Company Pvt.Ltd are yielding favourable results

 The expected return on the training programs is being achieved

 There is a research and development laboratory in side the factory to

give the latest technology improvements that are relevant to Maddi

Lakshmaiah Tobacco Company Pvt.Ltd

 The pricing stragety of Maddi Lakshmaiah Tobacco Company Pvt.Ltd

 at present is different from other Tobacco industry higher quality even at

a minimum Tobacco its present strategy

 The quality of the products of Maddi Lakshmaiah Tobacco Company

Pvt.Ltd has gained the customer satisfaction. Its Tobacco quality has

received the position of one of the high quality tobacco products

available in India.

116
 SUGGESTIONS

Proper budget allocation should be done for training and development

especially development programs have to be effectively planned to over

any future problems.

Training regarding the safety measures to be taken in the company by

the workmen and supervisors has to be property planned and given to

them. The workmen should be seen to that they follow the safety

measure there by mentioned.

Contract worker should be introduced to meet with the extra load during

the peak season of summer and also reduce the expences towards

salaries during the dull seasons.

Proper appraisal system should be formed to efficient analyze the

efficient employee and there by improve his efficiently in his respective

field

Off the job training methods like role play, lecture is also advised to be

adopted

Proper care is suggested to be taken regarding the security arrangements

that are out to be taken

The performance of the personnel department should be improved by

proper development programs.

117
 BIBLIOGRAPHY

1. Professor ahamedulla khan - Labour and Industrial law

Asia law house publishers - Edition year 2002

2. Robert M. Noe - The management of Human

Resourcement
printed in the United States - Edition year 1940
of American publishers

3. Dr. P. Subba Rao - Essence of Human Resource

management and Industrial relations
Himalaya publishing house - Edition year 1996

4. Carl Heyel - Human Resource Development

Published by Van Nostard Rein - Edition year 1980
Hold Company, London.

5. Krishan Arora - Labour and Industrial Law manual

Professional book publishers - Edition year 1940
New Delhi.

6. Journals and Records - MLco records

118
 QUESTIONNAIRE

TRAINING AND DEVELOPMENT IN MADDI LAKASHMAIAH

TOBACCO COMPANY PVT.LTD.

I am B.Babu, M.H.R.M. Student conduction an academic survey on

Training And Development In Maddi Lakashmaiah Tobacco

Company Pvt.Ltd. Please kindly co-operate with me, be furnishing your
caluable opinion.
NAME : DESIGANTION :

AGE: DEPARTMENT :

Please tick () the appropriate options given below.

1. Is the Company the trainer giving the respect to the trainee ?

a) Strongly Agree b) Agree
c) Disagree d) Strongly Disagree

2. In the Company workers to interest the on-the – job training methods?

a) Strongly Agree b) Agree
c) Disagree d) Strongly Disagree

3. Whether training is given adequate importance in the company ?

a) Strongly Agree b) Agree
c) Disagree d) Strongly Disagree

4. Do you think regular training is necesscery ?

a) Strongly Agree b) Agree
c) Disagree d) Strongly Disagree

119
5. Alignment of training with Departmental goals and objectives ?
a) Strongly Agree b) Agree
c) Disagree d) Strongly Disagree

6. Can you state that your company development programs will help to
improve your managerial skills ?
a) Strongly Agree b) Agree
c) Disagree d) Strongly Disagree

7. Opinion of the employees towards the training programs which helps

in reducing the accidents ?
a) Strongly Agree b) Agree
c) Disagree d) Strongly Disagree

8. Employees opinion about them have done their jobs much better after
training ?
a) Strongly Agree b) Agree
c) Disagree d) Strongly Disagree

9. Employees opinion about the objectives of the programs is in

accordance with the employees needs and was made clear to them ?
a) Strongly Agree b) Agree
c) Disagree d) Strongly Disagree

10. Employees opinions about the methods have been carefully planned
which meets the individual ?
a) Strongly Agree b) Agree
c) Disagree d) Strongly Disagree

120
11. Employees opinions about the Sessions are interactive with Sufficient
opportunities given to the trainees to seek information, clarifications and
to participant in the discussions ?
a) Strongly Agree b) Agree
c) Disagree d) Strongly Disagree

12. The trainees are well informed about the exercises and it’s purposes
prior to it’s execution ?
a) Strongly Agree b) Agree
c) Disagree d) Strongly Disagree

13. Is the training and development department at this company

functioning effectively ?
a) Strongly Agree b) Agree
c) Disagree d) Strongly Disagree

14. Your company taking the feedback forms the completion of the
training programmers ?
a) Strongly Agree b) Agree
c) Disagree d) Strongly Disagree

15. Do you feel that training program helps to employees to improve

their knowledge ?
a) Strongly Agree b) Agree
c) Disagree d) Strongly Disagree

16. Does the development efforts helping to realize your own career goals
and aspiration is planned why ?
a) Strongly Agree b) Agree
c) Disagree d) Strongly Disagree

121
17. Do you think the training and development will help the
organizational members to realize their career dreams ?
a) Strongly Agree b) Agree
c) Disagree d) Strongly Disagree

18. There is an excessive work pleasure with your organization?

a) Strongly Agree b) Agree
c) Disagree d) Strongly Disagree

19. Career goals concede with organization goals and my training

opportunities have been determined accordingly ?
a) Strongly Agree b) Agree
c) Disagree d) Strongly Disagree

20. Are you Satisfied the training and development programs in the
company ?
a) Strongly Agree b) Agree
c) Disagree d) Strongly Disagree

122