Training and Development Practices in Bangladesh:

A Comparative Study

Term Paper on

Training and Development Practices in Bangladesh: A Comparative Study

Course Title: Managing People at Work Course Code: H501

Prepared for:

Prof. Neaz Ahmed

Professor Institute of Business Administration University of Dhaka

Prepared by:
Nafis Ahmed Nazim Asif Ahmed Naseem uz Zaman Abu Shafin Mohammad Mahdee Jameel Md. Kamrul Hassan
ZR 05 ZR 08 ZR 12 ZR 41 ZR 43

December 12, 2011

INSTITUTE OF BUSINESS ADMINISTRATION UNIVERSITY OF DHAKA

December 12, 2011 Neaz Ahmed Professor Institute of Business Administration University of Dhaka

Dear Sir, Here is the term paper on TRAINING AND DEVELOPMENT PRACTICES IN BANGLADESH: A COMPARATIVE STUDY that we chose with your permission. Our study examined the opportunities for development of employees in several major business organizations in Bangladesh, as well as the currently preferred methods of evaluation of both training procedures and employees in those companies. We have endeavoured point out what we perceived as weaknesses in some of the current practices as well as to give recommendations for resolving those. We would like to thank you for giving us this opportunity to work on this exciting term paper. Your guidance and regular assistance helped us a lot in achieving our goals. If you have any queries or suggestions, please let us know.

Sincerely yours,

NAFIS AHMED NAZIM ASIF AHMED NASEEM UZ ZAMAN ABU SHAFIN MOHAMMAD MAHDEE JAMEEL MD. KAMRUL HASSAN MBA 45-D

Acknowledgements
The authors would like to thank Mr. Syed Sayad Ibne Rashed, Senior Executive HR, Rahimafrooz and his colleagues for spending their valuable time thoroughly explaining their Training and Development processes. We would also like to thank Ms. Tanvira Chowdhury, Leadership Development Manager, Unilever Bangladesh and Mr. Sumit Chakraborty, Senior Officer-Training, Nestl (Bangladesh), for taking time out from their busy schedules to give us what information their companies would allow. Lastly, Mr. Ashiqur Rahman, from MGH for responding by email as he was unable to meet us in person.

Table of Contents
Executive Summary .............................................................................................................................. 2 1. 1.1 1.2 1.3 1.4 1.5 1.6 2 2.1 2.2 3 4 4.1 4.2 4.3 4.4 5 Overview ................................................................................................................................... 3 Introduction ...................................................................................................................... 3 Origin ................................................................................................................................ 3 Objective ........................................................................................................................... 3 Scope................................................................................................................................. 3 Methodology..................................................................................................................... 4 Limitations ........................................................................................................................ 4 Data Collection .......................................................................................................................... 5 Sources .............................................................................................................................. 5 Problems ........................................................................................................................... 6 Findings ..................................................................................................................................... 7 Analysis ................................................................................................................................... 13 Employee Evaluations ..................................................................................................... 13 Structure ......................................................................................................................... 14 Training Methods ............................................................................................................ 14 Feedback Procedures and Training Evaluations .............................................................. 14 Conclusion............................................................................................................................... 15

References .......................................................................................................................................... 16 Appendix: Sample Questionnaire ....................................................................................................... 17 Appendix: Company Profiles ............................................................................................................... 18 Multinationals ................................................................................................................................. 18 Local Companies ............................................................................................................................. 19 Page

Executive Summary
The following report studies the employee Training and Development methods in four selected companies. Training and Development is both a significant cost as well as a significant asset for any organisation, but only if it is done properly. This study compared the procedures and methods of two local companies with those of two major multinationals operating in this country. It was found that while local companies follow many of the same processes and principles as the multinational companies, a difference in outlook may be the reason for the observed differences in effectiveness. In particular, local companies seem to focus more on short term needs rather than long term benefits. This report also suggests that local companies do not properly evaluate the training offered to their employees, partly due to a lack of data as well as other resource constraints. It is the authors' hope that this study helps in encouraging proper evaluation of employee development and thereby reducing employee turnover.

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1.

Overview
Introduction

1.1

Training and development is a basic part of employee management for any organization. Training focuses on individuals current jobs. It involves changing skills, knowledge, attitudes, or behavior. Development is a future oriented training that focuses on employee personal growth. Training & development is an attempt to improve current or future employee performance by increasing an employees ability to perform through learning, usually by changing the employees attitude or increasing his or her skills and knowledge. The need for training & development is determined by the employees performance deficiency, computed as follows:
Training & Development Need = Desired Performance Actual Performance

Training and Development, being a subsystem of an organization, ensures that randomness is reduced and learning or behavioral change takes place in structured format. This report looks at the training and development practices of four companies with an intention of making a comparative study.

1.2

Origin

This report has been prepared for Professor Neaz Ahmed, course instructor for Managing People at Work, as a part of the fulfillment of course requirements.

1.3

Objective

To compare and analyze training and development policy and practices of leading organizations in Bangladesh.

1.4

Scope

This report analyses Training and Development practices in four local and multinational companies. The report covers HRM policies of training and development of the companies. Much of the data and information relates to the policies and processes followed by the companies in providing their employees the training necessary and the evaluation of and feedback about their development. The data is recorded on a company-wide basis unless otherwise indicated.

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Four companies selected for this study are, Nestl Bangladesh Ltd, Unilever Bangladesh Ltd, Rahimafrooz Ltd and MGH Group. These four companies are chosen as they are the leaders in their respective industries.

1.5

Methodology

This report has been prepared by making use of primary research material as well as secondary sources. HR departments of the selected companies were contacted. Then we set dates or interviews and collected information regarding their training and development practices. Data for one company was collected via email. Finally, we have made a comparative analysis on the basis of the data obtained from the interview and mails.

1.6

Limitations

We could not include all kinds of possible insights in this report due to our limited technical knowledge. Policy barriers of companies prevented us from acquiring all requested data. Due to time constraint, we chose to only compare four companies.

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2 Data Collection
2.1 Sources
We have used two methods of data collection for our report. Primary sources of data include field visit and email and secondary sources include newspaper and internet.

Data collection

Primary sources

Secondary sources

Field visit, Email

Newspaper, Internet

Figure 1: Model for Data Collection

Due to the constraints of time in preparing this report, the scope was limited to information collected from only 4 companies operating in our country. Two multinationals and 2 local companies were chosen to give a balanced picture of the local environment. A standard set of 10 questions was prepared for these companies. A sample questionnaire is given in the appendix (pg. 17). When trying to arrange meetings with HR officials of different organizations the sample questionnaires were emailed to them to give them adequate time to prepare answers for us. The companies selected are as follows:

Initially, we visited the Rahimafrooz corporate offices in Gulshan. Mr. Syed Sayad Ibne Rashed, Senior Executive HR and other senior colleagues saw us immediately and gave us adequate time. They provided answers for all the questions in detail and were really cooperative.

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After a significant networking effort we were able to secure an interview with Ms. Tanvira Chowdhury, Leadership Development Manager at the corporate office of Unilever Bangladesh Ltd, who was cordial enough to let us know about their HR policy for Bangladesh. However, Company policy did not allow her to give us as much detail as we would have liked.

After a similar effort on our part, Mr. Sumit Chakraborty, Senior Officer-Training, Nestl (Bangladesh) could manage an hour long meeting with us in spite of his busy schedule. He gave us a general overview of their Training & Development policies, but he too was unable to disclose as much information as we had hoped.

The information about MGH had to be collected through email as they could not spare enough time for an interview. HR official, Mr. Ashiqur Rahman, sent us a response to our questionnaire, but the responses to our questions were somewhat vague as this was not a face to face interaction.

Secondary Sources
We have also gathered some important information from newspaper and internet. We have collected the contact details for our field visit from the official website of the respective organizations.

2.2 Problems
We faced some problems while doing the project work. Arranging a meeting with HR officials of MNCs like Unilever and Nestl was very challenging. Whom to communicate with and when to meet them was not so easy. MNC HR officials preferred answering according to their convenience and did not directly answer our prepared questions. Among the local companies Rahimafrooz was very cooperative but MGH was unable to give us some time for a meeting. MGH HR officials answered our queries through email and we got very brief answers for each question.

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3 Findings
In all the companies observed, it is found that they tend to break up their training into three roughly equivalent sections. Using the Unilever classification, which appears to be the best defined, we have: General/Core Skills: These are skills needed by everyone in daily life and business, and include ccommunication skills, interpersonal, writing etc. Professional Skills: Those skills needed to do the specific job for which the employee was hired, e.g. financial skills and knowledge of accounting practices for an accountant. Leadership Skills: Skills needed to move the organisation forwards and improve its competency [Levine (2001)][2].

Training and Development Programmes

Corporate Training
Overseas Training Requests Sent to Corporate

SBU Based Training

In house
Training: Functional Leadership Provided To: Internal Staff Ext. Stakeholders Provided By: Internal Staff

Local
Training: Management Change Management Provided To: Internal Staff Provided By: Local Vendors (Outsourced) Local Specialists Lectures & Seminars

Overseas
Training: Leadership Specialist Provided To: Nominated Staff Upper Management Provided By: Foreign Vendors (Outsourced)

In house
Training: Functional General Provided To: Internal Staff Ext. Stakeholders Provided By: Internal Staff

Local
Training: Functional Management Technical Training Change Management Provided To: Internal Staff Provided By: Local Vendors (Outsourced) Local Specialists Lectures & Seminars

Figure 2: Rahimafrooz Training Organogram

Rahimafrooz classifies training into Corporate and Strategic Business Unit (SBU) based training, based on whether the training is initiated and managed by the local (SBU) HR Division or by corporate HR. Each is independent and has its own budget and training schedule. Corporate HR tends to focus on leadership and personal development while the SBU focuses on functional and technical training. Within each HR division, training is broken down further into three categories, based on the training provider, namely in-house, local and overseas. In house

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training is provided by a trainer from within the organisation itself. This is usually done by the local HR unit to provide Professional Skills (or Functional in Rahimafrooz terms) and General Skills training to entry and mid-level employees. In addition, Rahimafrooz also operates workshops for training employees of client organisations in the use of their products. The corporate HR unit provides leadership training to all SBUs as well as organizing some specific functional training across SBUs if the local unit cannot find suitable trainers. Local training includes training workshops, lectures and seminars organized by various bodies within the country including bdjobs.com. Rahimafrooz also organises training through local vendors for specific training needs. Local SBU HR organises functional and technical training, while corporate HR focuses on management techniques and change management. At times, either the local or corporate HR unit may invite local specialists to give a lecture on their own specialised fields. Overseas training is supplied by foreign vendors either abroad, or, if the demand is great enough, by a trainer provided by the vendor within Bangladesh. In order to qualify for overseas training, an employee must by nominated by his or her line manager, who makes the recommendation to the Chief Operating Officer (COO) of the SBU. If the COO approves, the recommendation is passed on to corporate HR, who examine their list of approved vendors for the particular training, based on past experience with those vendors, and choose one based on the relevant constraints, such as cost and timing. Corporate HR also arranges specialist and Leadership training abroad for upper management.

Logistics and calendar

Line managers observe employees within their span and document their observations in Employee Development Forms. These are sent to both local and corporate HR and used as a basis for scheduling training and preparing the training budget for the Annual Business Plan (ABP) of the following year. In general, corporate HR is assigned 15-20% of the Annual Business Plan for Training and Development, while each SBU assigns its HR department a separate budget for Training and Development, which varies from unit to unit. All training is need based and employees are sent for training based on business priority.

Evaluation
At the beginning of each fiscal year, employees are assigned a set of objectives. These are formally evaluated at the end of the year and the employee is given feedback on his/her performance at the time. Depending on the line manager, there may be an informal mid-year review, as well as other informal reviews throughout the year. In addition, before an employee is sent to a training session, a line manager fills out an evaluation form (Pre Skills Gap Analysis form) in respect of the particular skills that will be trained. After the employee returns from training, he/she is observed for three months, while the line manager prepares a Post Skills Gap Analysis form. HR then analyses the two forms to assess the employees development.

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Employee Feedback and Evaluation of Training

Employee Feedback forms are filled out after every training session, to assess the training under 3 heads: Training Course: Assesses the course content and relevance Training: Facilitator: Assesses the materials/ facilities administration of the course provided and

Assesses the training providers skill, enthusiasm, communication

These feedback forms coupled with the Gap Analysis forms completed by line managers are used to evaluate the effectiveness of the training session. While there is no analysis of the effectiveness of the organisation's training programme, Rahimafrooz reports an overall positive response from employees.

Technology and Innovations

Rahimafrooz has purchased a new e-learning system where employees ranked Senior Managers and above can attend interactive online courses at their own convenience.

MGH was unable to schedule time for an interview, and sent a short summary of their training and development process. MGH provides need based training to their employees through trainers from both within the organisation and from external training organisation. Training requirements are determined during the annual performance review. Training and Development account for 25% of the annual HR budget. MGH provides the following training and development programmes: Entry Level: Induction program, on the job training, specialized training based on the need of the department. Mid-Level: Top Level: Training on leadership, training on capacity building. Strategic Decision making, usually top management participate in discussion sessions conducted by reputed speakers.

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MGH uses the 360 evaluation process, continuous feedback is given from the reporting line, and once each year performance is evaluated based on company standard criteria.

As stated previously, Unilever classifies training into General/Core Skills, Professional Skills and Leadership Skills. As with the other organisations, the training mix varies with position, in the organisation, with an emphasis on General Skills at the entry level, to a similar emphasis on Leadership for upper management. General Skills training throughout Unilever is globally provided by Accenture, though a mix of classroom instructor led training and the use of technological aids such as video conferencing and interactive software based training (e-learning). In addition Professional Skills training may be provided by internal staff or external specialists. Leadership skills training is provided at the multinational level by UnileverTraining-Development.

Evaluations
After initial recruitment, employees are evaluated over a cycle of 2-3 years in periods of 6 months to a year. Evaluations are done both by the managers as well as by the concerned employees. Evaluations by the managers are in three forms[3], ratings method, essay method and results method. In the ratings method the manager fills out a form rating the employee under a set of specified criteria from poor to excellent. In the essay method approach, the appraiser prepares a written statement about the employee being appraised. The statement usually concentrates on describing specific strengths and weaknesses in job performance. It also suggests courses of action to remedy the identified problem areas. The statement may be written and edited by the appraiser alone, or composed in collaboration with the appraisee [Professional skills Development, Unilever Pakistan]. Finally, in results based appraisal, a target is set by mutual agreement between the management and employee and the employee is expected to self-audit his/her development over the target period. At the end of the period, the extent to which the objectives have been met is assessed. After evaluation, any training is determined on the basis of Employee Need, as assessed by the employees themselves or their supervisors and Business Priority, or how directly the necessary training affects the employees primary function. For example, communication skills are not a priority for an accounts officer, but are for a sales officer. Training needs detailed are supplied by managers to their directors. After approval, these demands are sorted according to Business Priority and used to create the Development Action Plan for the following year. Unilever follows the 70-20-10 model for employee development, i.e., 70% of the employee's development will come from on-the-job experience, 20% from mentoring

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by peers and only 10% from formal instruction. As such, the training budget, which is 30% of local HR budget accounts for only 10% of employee development. This is not counting training provided by Accenture, which is contracted by the global corporate body. To ensure the quality of returns from such a large annual investment, Unilever uses the Kirkpatrick model of learning evaluation [4]. This evaluates the effect of the training under four criteria, namely, the student's reaction to the training, what the student is actually taking away from the instruction, changes in the student's behaviour due to the training and benefits to the organisation from the training [5]. Unilever functional training is performed under five heads, the so-called five pillars, Customer Development, Business Branding, Human Resources, Social Communication and Financial Planning. The training for these is centrally controlled worldwide from Unilever corporate through its training camp at Four Acres. Employees are cross trained by transfer through various departments during their careers.

Training Need Assessment

Feedback

Nomination

Logistics

Training Calendar

Figure 3: Nestle Training Cycle

The above cycle represents the functions of Human resources in Nestl. Much like Unilever, Nestl follows the 70-20-10 format and the training format is also similar. The distinct difference is that all training is centrally coordinated from Switzerland[6]. Nominations are made to HR by managers through their Head of Department, based on Performance Evaluation of their candidates. HR at the regional Headquarters then determines the most effective form of training based on the individual's Performance Development Guide and compiles the needs of the various candidates to create the Training Calendar. This is used to provide logistics

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for the training including sending employees abroad if necessary or for bringing in a trainer, if necessary. Nestl uses e-learning systems, like both Unilever and Rahimafrooz, but does not subscribe to the use of teleconferencing for training. In addition to e-learning, Nestl uses simulators to teach leadership functions. Other specialised training is provided by external or internal experts in the form of lectures, seminars or keynote speeches. While Nestl sometimes attends trainings from external organisations such as bdjobs.com, it does not offer training to other companies. Nestl prefers the use of technology to teach general skills and classroom training for functional skills. Advanced leadership training is handled directly by the central HR.

Evaluations
Employee evaluations in Nestl are done using the 360 method. Responses from peers, colleagues, supervisors, subordinates and clients are collected in confidence in order to assess an employee.

Employee Feedback and Evaluation of Training

Nestl takes feedback on training in the form of a quiz. The quiz is double sided; both the trainees' and trainers' opinions regarding the training and facilities provided are polled.

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4 Analysis
The above companies all follow similar practices in Human Resources management, at least as far as their training and development programmes are concerned. In the interests of simplicity, this analysis will be broken up into the following sections:

4.1 Employee Evaluations

Nestl and MGH use the 360 appraisal method of employee evaluations, while Rahimafrooz and Unilever favour a more traditional mix of supervisor and selfevaluation (management by objectives). The 360 method in theory provides an overall view of an employee, including aspects of his or her professional life that the management would not otherwise be aware of. It allows empowerment of subordinates and clients who might otherwise not have a way to express concerns over potential or actual problems, thus providing a valuable resource to the organisation. The method, however, has its own inherent weaknesses. The principle of the process is that each appraiser sees and reports one aspect of the employee. All these reports, when compiled give a complete image of the evacuee. However, the since each appraiser is working off incomplete data, there is a significant possibility of bias entering the report. For example, an angry customer may paint a very unflattering picture of an employee, who may actually have been doing his best under trying circumstances. This requires time and effort to sort out, and considering that there are multiple reports per employee, this constitutes a significant expenditure of resources. The supervisor evaluation method and management by objectives have their own weaknesses, which coincidentally are the strengths of the 360 appraisal method. Supervisor evaluations can introduce significant personal bias, which does not get filtered out through opposing viewpoints. Management by objectives also introduces random errors in the short term. In addition, the bonus advantages of an internal feedback system are unavailable with this method. Unilever overcomes most of the problems of their chosen method by using a very long evaluation period to minimise random errors. In addition, since the initial training is standardised, there is little loss of time in the process. Rahimafrooz, on the other hand, has a much shorter training period, one year as opposed to 2-3, leading to greater risk of bias. Moreover, since all training is need based, there may be a significant time gap in noticing a basic weakness and taking steps to deal with it. MGH did not provide any details as to their evaluation policy, other than that they used 360 appraisal, leaving little scope for comment. Nestl, the other proponent of the 360 approach uses the same evaluation principles as Unilever, by setting long evaluation periods and standardised initial training to minimise random errors and training gaps.

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4.2 Structure
All the organisations examined are centralised to some extent. The multinational companies (Unilever and Nestl) follow training and development programmes laid out by their corporate headquarters to ensure that each employee in each department receives exactly the same training as any other in a similar role no matter where they may be in order to have a uniform skill set within the organisation. Rahimafrooz and MGH seem to have a more relaxed approach focusing on need based training directed by local SBU based HR units. In particular, unlike the multinationals, the local companies do not groom their employees for future roles within the organisation. All the companies however, preferred training leadership skills from a central point.

4.3 Training Methods

Unilever, Nestl and Rahimafrooz all report use of e-learning systems. MGH was unavailable for comment. It was noted that while Unilever and Nestl primarily used e-learning systems for general skills training at entry levels, Rahimafrooz used their systems for training senior management leadership skills. Conversely, Rahimafrooz preferred instructor led training for general skills at entry levels, while the multinationals preferred using classroom training for senior management learning leadership.

4.4 Feedback Procedures and Training Evaluations

Feedback is an essential part of the training evaluation process. The four companies studied provided varying levels of detail regarding their feedback and training evaluation processes, as discussed below. MGH stated that feedback procedures are available and that historically employee motivation and satisfaction level increases right after a training is given. Given the level of detail, it can be safely assumed that while individual training sessions are evaluated, there is no long term evaluation of training processes, which is borne out by their policy of only need based training. Rahimafrooz is in the same boat. The primary focus appears to be on immediate needs and feedback on the effectiveness of individual training sessions rather than on long term development. That said, the company follows the Pre-Post Skills Gap Analysis very thoroughly in assessing the effectiveness of training. Nestl takes informal quizzes from both the trainers and trainees. While this does help in improving optimization of logistics, it is of limited use in evaluating the effectiveness of the training. The 360 evaluation provides benefits here in allowing the management to see the long term effects of training systems. The company also has an advantage of a large population to study while allows it to overlook the discrepancies that might show up from a single session. Unilever follows the Kirkpatrick model of learning evaluation, allowing it to actually measure the effectiveness of training based on returns to the organisation.

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Conclusion

The major observation from this study is the apparent difference in outlook between local and multinational organisations. The local companies seem to prefer immediate or short terms solutions rather than plan long term employee development. The multinationals, on the other hand, seem to treat their employees as assets to be invested in further in order to bring bigger returns to the company in future. While there are many reasons given for the comparatively high employee turnover in local companies, this aspect is one usually overlooked. While multinationals do have advantages of scale and experience, when it comes to data acquisition in order to optimise their training, the local companies examined are large enough to make the multinationals' methods work for them. While this study is extremely limited in scope, it does provide basis for further study and to recommend that local companies attempt to reduce employee turnover by making long term evaluations of their training processes in order to encourage employee development rather than focusing on immediate needs.

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R
Book

eferences

1. Robbins, SP & DeCenzo, DA, Fundamentals of Human Resource Management, 9th ed., J.Wiley & Sons Inc., 2007.

Websites
2. HRM Training & Development,
http://www.scribd.com/doc/10041934/HRM-Training-

Development

(Accessed December 10, 2011) (Accessed November 20,

3. Unilever Pakistan Limited, Unilever Training and Development, Internal Report, 2009.
http://www.scribd.com/doc/45278872/Unilever-Training-Development

2011)

4. Website of Donald Kirkpatrick, creator of the Kirkpatrick Four Levels Evaluation Model,
http://www.kirkpatrickpartners.com/OurPhilosophy/tabid/66/Default.aspx

(Accessed

November 25, 2011)

5. Description
2011)

of

the

Kirkpatrick

Four

Levels

Evaluation

Model,

http://www.businessballs.com/kirkpatricklearningevaluationmodel.htm

(Accessed December 3,

6. The Nestl People Development Review, Nestl S.A., Public Affairs, March 2003.
http://www.nestle.com/Common/NestleDocuments/Documents/Library/Documents/People/PeopleDevelopment-Review-EN.pdf

(Accessed December 8, 2011)

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Appendix: Sample Questionnaire

Give a summary of Training and Development Programs in your company. What is the percentage of budget spent on Training and Development? What are the training programs for different levels of the workforce (Entry, Mid or Top)? What is the breakdown of budget allocation for these 3 levels? What are the training times allocated for each level?

What is the effect of past Training on promotion evaluations? Is additional training given right after promotion?

Is your training in-house or outsourced? Do you offer internship or training to outside people? Do you have trainee exchange programs with other organizations?

How your employees are responding to training programs. Do you offer special training for weak employees?

How do you track the continuous development of your workforce? How often do you offer feedback on their evaluation and in what form?

Is there any mechanism to receive employees feedback on training? How do you integrate technology with your training programs?

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Appendix:

Company Profiles

Multinationals

Nestl, the world's largest food group, started its journey in Bangladesh in 1994 as Nestl Bangladesh Ltd. It is a strongly positioned organization. Nestl is present around the globe, on all continents, with around 230,000 people working in more in an 84 countries with 466 factories and with sales representatives in at least another 70 countries.

Unilever is a Fast Moving Consumer Goods company with local manufacturing facilities, reporting to regional business groups for innovation and business results.

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Unilever Operations in Bangladesh provide employment to over 10,000 people directly and through its dedicated suppliers, distributors and service providers.

Local Companies

Rahimafrooz, founded in 1954 is one of the largest business groups in Bangladesh. The group today has eleven operating companies, a few other business joint ventures, and a non-profit social enterprise. Rahimafrooz houses around 4600 full time employees and nearly 1000 contractual and part-time employees.

MGH Group has core business interest and investments in International Transportation, Contract Logistics, Aviation Services, Commercial Banking, and Information Technology, respectively. Since the inception of the group in 1992, the business portfolios have experienced quantum growth positioning each of the business segments in the group as a distinct leader. Enabling customers business processes the core competency of MGH. Whether strengthening a supply chain process, setting up a "quick response" stock replenishment program, managing "Just-in-time" inventory, helping travel agents access over 500 airlines reservation systems, facilitating FMCG, and

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Pharmaceutical manufacturers in reaching over 60,000 retail outlets or making Banking easier for consumers, these are some of the unique enabling propositions which result in excellence and profit to the customer's bottom line.